ALL ABOUT

MENTORINGA PUBLICATION OF SUNY EMPIRE STATE COLLEGE Issue 43 • Summer 2013 ALL ABOUT MENTORING

Issue 43 • Summer 2013 Summer • 43 Issue

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issue 43 summer 2013

Alan Mandell College Professor of Adult Learning and Mentoring Editor

Karen LaBarge Senior Staff Assistant for Faculty Development “May your hands always be busy Associate Editor

May your feet always be swift Lorraine Klembczyk May you have a strong foundation Graphic Designer When the winds of changes shift photography Photos courtesy of Stock Studios, May your heart always be joyful and faculty and staff of And may your song always be sung SUNY Empire State College, unless otherwise noted. May you stay forever young.” Cover image Antonia Perez, “Red Doily,” 2011, 63” diameter, crocheted plastic bags. – Bob Dylan Photo: Cibele Veiera “Forever Young” p r o d u c t i o n from Planet Waves (1974) Kirk Starczewski Director of Publications Ron Kosiba Print Shop Supervisor Janet Jones Keyboard Specialist College Print Shop

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Special thanks to: Mallory Burch, for kindness and good help in getting us photos for our publications. Bob Congemi, for contributions to and support of AAM over the years, on this, his 40th anniversary at the college. 1

Table of Contents

Editorial – Transform!!? ...... 2 Mentoring as a Means to De-Centering the Academy . . . . . 73 Alan Mandell Juanita Johnson-Bailey, The University of Georgia War Stories: An Incredible Journey ...... 4 The Monastery at Skriða ...... 77 Claudia Hough, Cindy Bates and Elaine Handley, Deborah Smith, Center for International Programs Northeast Center Mentoring Women ...... 80 Agility ...... 11 Roz Dow, Central New York Center Robert Clougherty, Office of Research, Innovation Can Science Education Evolve? Considerations on the Pedagogic and Open Education Relevance of Novel Research Discoveries in Animal Behavior . 82 How They Named the Baby ...... 14 Guillaume Rieucau, Institute of Marine Research, Bergen, Robert Congemi, Northeast Center Norway and Kevin L. Woo, Metropolitan Center Reflection on Teaching and Learning: How to Write a Poem ...... 90 Culturally Responsive and Feminist Approaches ...... 18 Menoukha Case, Center for Distance Learning Alice Lai, Center for Distance Learning Confessions of a Closet Materialist: The Servant Mentor: Lessons Learned About Money, Possessions and Happiness . . 92 Where (and When) Might This be Leading? ...... 22 Miriam Tatzel, Hudson Valley Center David Starr-Glass, Center for International Programs Expect the Unexpected: What Would You Do? The Pearl of the Antilles, Take 2: Teaching Film in Cuba . . . 28 A Crisis/Ethics Simulation in the MBA Program ...... 96 Ruth Goldberg, Metropolitan Center Kymn Rutigliano, School for Graduate Studies Emerging Computing Models and Second Chances: Our Empire State College Experience Their Impact on Organizations ...... 32 New Mentor Reflections ...... 100 Ivan I. Ivanov, Long Island Center Dov Fischer, Debra Kram-Fernandez and Troy Jones, Metropolitan Center Coping in the Aftermath of Hurricane “Sandy”: Considering an Immigrant Perspective ...... 38 Bridging the Digital Divide ...... 104 Lear Matthews, Metropolitan Center Silvia Chelala, Long Island Center and Center for International Programs Finding the Gem Through Trial, Error and Dialogue: Adjunct Faculty Teaching in Adult-Centered Academic Programs . . . 40 A Tale of Cloud Collaboration ...... 108 Daniella Olibrice, The Murphy Institute for Kjrsten Keane and Miriam Russell, Center for Distance Learning Worker Education and Labor Studies (CUNY) “Making the Best in a Bad Situation” ...... 111 Using an Area of Study Grid (Proposed) in Degree Catana Tully Program Planning: A Very Brief Practice Discussion . . . . . 45 Mentor, Guide, Personal Learning David A. Fullard, Metropolitan Center Environment Engineer … or All of the Above? ...... 115 Finite-Planet Water ...... 47 Mara Kaufmann, School of Nursing Eric Zencey, Center for International Programs Institute on Mentoring, Teaching and Learning Declaring Adulthood: Completing its First Year ...... 117 A Conversation with Joseph B . Moore, Part I ...... 50 Katherine Jelly, Center for Mentoring and Learning Ed Warzala, School for Graduate Studies Found Things ...... 119 What’s in a Noun? The Strange Career of the Word “Religion” . 56 Diagram of Range of Programs (1971) Robert Carey, Metropolitan Center The Body in Question ...... 120 Reflecting on Service-Learning in Community Health Nursing . 59 A Review of Mary Guadrón, School of Nursing; “Bodies of Knowledge: Embodied Learning in Adult Education” and students Christine Porter, Janine Mower, Kimberly Smith, New Directions for Adult and Continuing Education Kim Wallace, Penelope Jordan, Elizabeth Hillier, Jewel Brandt, Edited by Randee Lipson Lawrence Kathleen Brown and Nechama Keller Elana Michelson, School for Graduate Studies One Last Narrative Evaluation Remembering Robert Hassenger ...... 124 (with some musical and literary accompaniment) ...... 67 Tom Dehner, Center for Distance Learning Steve Lewis, Hudson Valley Center Remembering KD Eaglefeathers ...... 126 Material Shift ...... 69 Ivan I. Ivanov, Long Island Center Antonia Perez, Metropolitan Center Core Values of Empire State College ...... 128

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2) Throughout our history, there have been us to know how that experience of learning many efforts to think about our students (and all of its profound influences) had and their learning; certainly, for example, never left her. over the last decade, the institutional 4) I had my own learning moment. While research output has gained a head of a first-year undergraduate, I was taking a steam. Without doubt, we have more history course focused on the close reading information at our fingertips. Still, I think of primary materials. One morning, the that our understanding of our students’ professor walked in, placed her book on learning remains thin and anecdotal. What the table and in one little swoop, opened Transform!!? is learned? How? Does it stick? Does it her blouse and began to breast-feed her tiny “transform”? We have a good deal of very son. No explanation; no excuse. The class important thick description, but (as also was went on without comment, as we all did our “Myself, I’ve always held the number of very evident in the Handbook) a paucity best to concentrate on the textual exegeses sacred words down.” of systematic empirical research and of we were invited to practice together. I’ve conceptual analysis and explication. What – Saul Bellow never forgotten that history teacher’s perfect do we mean, anyhow, by using the word Humboldt’s Gift (1975) double attention. In a single moment, she “transform” instead of humbler words like showed me that thinking about the French “change” or just “learning” by itself? Revolution and attending to the basic life “Our deep need, then, is to embody in 3) Along with other colleagues, Lee needs of her child could be one. In my our … work our good reasons for doing Herman and I have been trying to describe 18-year-old head (and I’ve thought of the as we do.” the mentoring process for a long while. I image thousands of times since), this is what – Alan Blum and Peter McHugh thought Lee once nailed it when I heard him learning was about: the personal and the Self-Reflection in the Arts and Sciences describe the work as our ongoing effort to political; the scholarly and the immediacy of (1984) do a “PLA on mentoring” – to excavate the daily life: all were brilliantly intertwined. I work we do with our students and to make felt transformed. explicit the values upon which it is based. 5) We all think about our students. We It’s in this sense that we’ve tried to articulate here are a number of moments here. often wonder what they are really thinking, a set of mentoring principles that can guide I hope the implied connections will what they are taking in, how they are our distinctive mode of “teaching and T make some sense. making sense of a reading or an activity: learning.” In this spirit, about 15 months whether and how they are grappling with 1) Over the winter, Xenia Coulter and ago, we offered a workshop at the annual the myriad questions that inevitably arise I wrote a review of a new book, The CAEL conference that brings together from the studying they are doing. And, too, Handbook of Transformative Learning, faculty, professionals and administrators of we think about what they will remember in published by Jossey-Bass (2012). The adult-friendly institutions in which we asked a week, in two months, in a year. Will it be word “handbook” suggests the hope of participants a simple question: Can you some idea, a new concept, that helped them a distillation, a handy compendium. It describe a significant learning experience in integrate what they already knew? Will it be assumes that a set of ideas has both gained your own life? The spontaneous responses their acknowledgement of a capability they legitimacy and can be offered in some were wide-ranging and fascinating. The never recognized they had? Might it be the nugget form. Well, this is a 575-page book word “transform” came up a lot. Our pride of grit upon which they depended to with 34 essays! And while the goal of favorite came from a faculty member who complete their degree? Has their learning “transformation” is one that has animated told us how, as a little girl in rural Texas, “transformed” them? We look for clues in so much imaginative thinking and so many she watched her grandmother decapitate what our students say and what they don’t. programs focused on adult learners – like and dismembered chickens for dinner while We imagine new ways to recognize their our own – after wading through all of the patiently and carefully describing her every distinctive voices and trace their feelings words, there was something disconcerting move. Now five decades later, she wanted about not ever precisely understanding what and thoughts. We guess and hope, but what the term means. do we really know? What can we find out? How elusive and illusive is all of this stuff?

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6) Some months back, Tom Grunfeld “but you once breast-fed your baby right concludes: “[i]t is startling to realize that emailed us a petition from academics across in the middle of a class when we were some of our most cherished memoires may the New York City area protesting the pouring through some text by Saint-Just.” I never have happened” (p. 19). Had the planned $300 million renovation of the explained how transformative this has been memory, even though completely false, even famed 100-year-old main branch of the to me and how, even now, in struggling though the event never took place, been part New York Public Library at 5th Avenue to understand “learning” and its potential of a transformative learning experience? and 42nd Street. According to the plan, transformative dimensions, the image of 9) What do our students learn? Do we the library would sell the buildings of two her – text and baby in hand – came to mind. know? Do they know? Is it possible for Manhattan libraries (including the mid- It seemed only seconds had elapsed when real learning to happen through errant Manhattan library just across the street) and she replied: “I would never do such a thing. retrospection? What if we asked them more use that money to create a new circulating Your memory is completely faulty. Under directly than we usually do? Would regular library within the 42nd library location. no circumstances would I nurse my child in practice in self-assessing allow students the The Norman Foster-designed building also class. Do you remember someone else who room to maneuver into some new territory would remove the stacks holding some was there? Check with them. I know you and really try to find and describe what they three million volumes and ship them off to are wrong. Nice fantasy.” are thinking and concluding without fear of New Jersey. The library claimed new access 8) In 2001, Oliver Sacks, the eminent being judged by some authority? And even if and “democratization”; those circulating neurologist and amazing chronicler we encouraged this kind of reflection, what the petition (I signed) argued that the plan of medical case histories, wrote an would we do with it? What if a student’s would make a stunning collection less autobiography, Uncle Tungsten: Memories self-understanding seems to us to be limited, immediately available to researchers and of a Chemical Boyhood (Knopf) to which he incomplete, even distorted? What if what scholars – certainly a transformation, but returns in a recent The New York Review of a student deems important, even deeply not a good one. Books essay (“Speak, Memory” 21 February personally transformative, does not match 7) What I quickly recognized was that the 2013). In the memoir, he had described how our expectations, our fantasies of such petition was written by the teacher who in the winter of 1940-1941, two bombs, learning? What if their outcomes are so very had nursed her baby in that history class part of the London Blitz, had exploded in different from our own goals? Are we aware more than 40 years before. She is now a his family’s neighborhood. His description of what our own, often tacit, agendas are? well-known scholar, the author of many of the second bomb was stunning and 10) And here’s what I’ve come to: We important works, and someone whose had made an indelible mark on his seven- are in a tricky but crucial area here. Even stellar academic career I am very much year-old psyche: “… an incendiary bomb, as the advocacy of “transformation” aware of. How incredible, I thought, that a thermite bomb, fell behind our house increases, with all its normative fervor but I had just been thinking about her – and and burned with a terrible, white-hot heat conceptual mushiness, it is accompanied by there she was! I sent her a friendly email, … the bomb was melting its own casing a complementary and suspicious advocacy thanked her for the petition, and told her and throwing blobs and jets of molten for narrow, rigid and reified definitions how important her work had been to me metal in all directions.” Months after his of learning. The champions of intricate as a young kid trying, bumpily, to find his book was published, Sacks discussed the latticeworks of learning rubrics and of own intellectual way. She quickly replied, bombardment with his brother with whom transformation have this in common: They sending her regards. (It was not completely he had been during the Blitz. “I remember provoke us to think much more carefully crazy that she claimed to remember me; [the first bombing incident] exactly as you and systematically about what we really her then-husband, it happened, was my described it,” his brother responded. But in mean by learning with any scraps of advisor, so we had had pretty regular regard to the second bomb: “You never saw evidence, wherever they might lie. interactions.) But, now, given this opening, it. You weren’t there.” For Oliver Sacks, I couldn’t hold myself back. “I’m not sure the image of this second bomb was “very if you’ll remember this,” I excitedly wrote, vivid, detailed, and concrete,” but, as he

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War Stories: An Incredible Journey

Claudia Hough, Cindy Bates and Elaine Handley, Northeast Center

“So you asked me to tell you a war story. To be honest, I can’t be general about something like war. I also don’t want to be too specific. The story is always in the details: how something looked or smelled, or how it truly felt. That’s also where the pain is.” – Sean Markham

“Dredging up those ghosts is not something any of us like doing. We lost friends. We saw things nobody should see. We did things we don’t really want to remember all that much. We survived and that should be the end of it. Yet, perhaps others should know what it was like. Maybe if they did see some of the things we still see in our sleep there would be fewer wars. They sure won’t get the truth from television or movies.” – Bob Gerulat

At the Proctors performance. (Seated l-r): Jack Fallon, Deborah Smith, Sarah Wasserbach, Nadine his is a report about an experiment. Wedderburn, Cynthia Bates. (Standing, l-r): Elaine Handley, Claudia Hough, Isaac Newberry, Ryan In November 2010, we three put Smithson, Patrick Rooney. out a call to the college community T fascination with war, their patriotic feelings announcing to the class that when he came – students, staff and faculty – requesting about war – all of which helped us to to the War Stories study group, he told his stories about war. Seventy-five different understand how incredibly complex war is. family he was going off to therapy. Students stories, in the form of poems, memoirs, having the opportunity to tell about their letters, short stories and songs came in. Our Simultaneously, we found ourselves war experiences and perceptions about goal was to create from the submissions a influenced by the work of psychologists Dr. war – and listen to others’ stories – seemed performance piece about war that would be James Pennebaker and Dr. Edward Tick. meaningful and important. We came to presented to the community. Pennebaker, a psychologist at University understand that veterans needed to tell of Texas at Austin, has been exploring the Our teaching experiences launched us about their war experience, so long as they connection between trauma, expressive into this project, which deepened our felt safe doing so, and other people who writing, natural language use and the understanding of the power of story to had not been to war, including those who effect on mental and physical health. Tick, make meaning and allow for healing. opposed war, needed to tell and have their a psychotherapist and founding director Claudia Hough and Elaine Handley had stories heard, too. Tick (2005) wrote: of Soldier’s Heart: Veterans’ Safe Return co-created and co-taught the humanities Programs, focuses on community-based Like a hologram, one person’s story course, War Stories: Reading and Writing healing of veterans and post-traumatic extends into others to reveal the larger About the Impact of War. We made writing stress disorder (PTSD). We were particularly story of what happened to us all and an important component of the course. influenced by his chapter, “The Healing what meaning we might discover in it. The stories that students shared in that Power of Storytelling” in his book, War and A personal war story is always about class, both verbally and in writing, were the Soul (2005, Quest Books). everyone who participated in the war, potent and moving. Students went beyond as well as their family members, their answering the assignment somehow – they We were aware of how much our students’ friends, and their community. (p. 218) wrote honestly and humanly about their stories affected us, and we took note of the questions, their guilt, their horror, their student who had fought in the Iraq war

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After teaching the course several times, we by the belief that we needed to craft some kind of narrative arc, how would the agreed that we needed to get people’s war kind of performance piece that would rhythm of the whole piece be developed, and stories out into the community. We called be a public forum for stories about war. how much could people bear to hear about Cindy Bates, whose expertise is theater arts, Cindy suggested we take turns reading war. Sometimes the grief, guilt and loss that and asked her if she would meet us and the submissions aloud to each other and were embedded in the material weighed us discuss our idea. Right away, she grasped find a way to categorize them (by specific down. Sometimes the small triumphs over why we needed to somehow create a public war, kinds of experience, gender). We pain found in some pieces gave us hope. forum for these stories. knew we wanted this project to represent We tried to imagine the impact of this a wide range of experiences and attitudes, material on an audience who couldn’t November 2010 - November 2011: so we paid close attention to diversity simply “take a break” from these powerful Our Collaborative Process of perspective. stories like we could. One of the best things about working at It took us a couple of months to read aloud A turning point came for us when we Empire State is the opportunity, and the each of the 75 submissions we received; went on the Empire State College Writing encouragement, for collaboration. Once, we had to carve out time from our other Retreat in May 2011. For three days, we when at a conference where two of us were work to travel and meet – all three of us had concentrated time to pull a rough draft presenting on an interdisciplinary course work in different locations, although we of a script together. We were aided by our we’d created with two other colleagues all work for the Northeast Center. Some generous colleagues there who one evening in different fields, people in the audience things can be accomplished at a distance – agreed to read sections of the script aloud came up to us afterward and said such working on this project together was not so we could hear and feel what worked. The collaboration could never happen at their one of them. When we could, we holed feedback of the readers and the others who college – the disciplinary walls were too up in a room and started reading aloud. listened was invaluable in helping us make high to scale. It made us feel lucky. By Sometimes we were broadsided by the editing decisions. As writers, we knew that collaborating on this project, we were power of a submission and either the it is easy to lose perspective when you are able to learn from each other, bring our reader or the listeners (or all three) ended working intensely with language and story. expertise and insights to bear and engender up in tears. Some of the submissions were And we knew that the stories would feel and creative thinking and solutions in each carefully crafted, while others were less impact us differently when they were read other; we began and operated with the belief so. But they were all written and sent with aloud in the presence of an audience. with three heads are better than one – or an important intent: to share a deeply A month later, we felt we had a solid first even two. felt experience or an important story. We draft and we were ready to listen to the felt privileged to be the recipients of these Collaboration went beyond the three of whole script being performed in the presence stories, many of which will never leave our us. We eventually collaborated with the of others. We asked some friends to be hearts. As we shared the work with each, Office of Communications and Government readers, and the three of us sat and listened however, we came to understand that the Relations, who after meeting with us to gain to what we had woven together. We could intensity of the subject matter would not an understanding of the project and our hear what worked well in a live performance permit a lengthy performance. This meant, intent, developed flyers, posters, invitations and what needed more shaping or perhaps unfortunately, that we would only be able and programs – and even set up a reception wouldn’t ever translate to a live performance to use less than a third of the submissions for the “War Stories” performance, as we medium. The readers gave us feedback, too. in the performance. (Thankfully, we were were unsurprisingly calling our project. Their passionate feelings about the work able to add all of the submissions to the The college’s talented videographers, John and their occasional differences of opinion Empire State College archive because every Hughes and Jim Merola, teamed up with gave us much to think about. The next day, submission was a valuable record from Susan Eve LeClair to create a live feed we dove into the work once again, intent our college community.) By the time we version of the performance so people all on revising the piece based on what we finished reading the submissions, we felt over the country – even the world – could had learned. quite confident that we had plenty of good watch it. The Office of Veteran and Military material to work with. Revisions at this point focused primarily Education, under the steady leadership of on the need to make the piece shorter (the Linda Frank, generously gave the project Over the next couple of months, we read emotional journey was still too long). We money from the Ace-Walmart Grant for and re-read the pieces aloud to each other. also focused our attention on some pieces production costs. Our deans and colleagues Eventually, we started to whittle down the that were so compelling to us when we read were interested and supportive, and that list of pieces to include in the performance. them in our little work room, but fell flat meant a great deal to us. Our choices could not always be based when performed before a larger audience as on the quality of writing: it was essential Our first task after putting out the call for part of a series of stories. For example, we that we consider the point of view and the submissions was discovering what we’d all loved the short story “Buzzing Flies” by experience articulated. Then we had to received. We didn’t really know what we Robert Lamb. The simplicity of the story decide on the order: what pieces worked were going to create. We were just driven made a strong impact on us the very first well together, how we could create some

suny empire state college • all about mentoring • issue 43 • summer 2013 6 time we read it. After this reading, however, After a month of working on the piece as disciplines could have a chance to consider we wondered if the story would be clearer if a whole, we were ready to hear the piece how they interact with the arts. The leader it were translated into dialogue, where the performed in front of an audience again. of each study group was asked to “require” characters in the story would be portrayed A few professional actors that Cindy their students to attend the “War Stories” by different actors. We would need to get works with agreed to read the script for performance and to create one assignment the author’s permission and assistance to our Northeast Center colleagues. Without that connected in some way to the project. make such a radical change, but we wanted any rehearsal and by simply sitting around This performance, held in a small room at to try out some ideas before going to the a table, we listened to these incredible Proctors, was a “staged reading,” meaning author. We labored over how to adapt this stories and poems in their new order and that the actors did not memorize their story into a dialogue and gave it a try. In the sometimes new shapes, once again. We were parts but rather they had rehearsed their end, we discovered that the story was just profoundly grateful to our colleagues for parts but they referred to the script when fine the way it was originally. And although giving us not only their time and attention necessary. They used music stands for their we learned some valuable lessons about but also their honest reactions to various scripts and they stood when it was their narration, storytelling and performance in pieces. The actors also talked with us about turn to perform. Cindy asked six actors with this endeavor, this particular story is most which stories they felt a strong narrative whom she had worked to participate in this powerful when we followed the lead of the connection with and which stories seemed reading: Sara Fittizi, Aaron Holbritter, Ian author and kept things simple. to need more editing. We discovered that LaChance, Isaac Newberry, Philip C. Rice our current draft was getting closer and that “Buzzing Flies” and Sara Wasserbach. Hearing professionals the narrative arc of the piece was beginning He sat with me on the front porch of verbally interpret the stories created more to become clearer. A lingering problem my home in New Egypt, New Jersey on insights and made it clear where we still remained, however. It was still too long. a warm summer evening in 1970. We had changes to make. One of the songs How would we ever be able to cut more of could hear the Army practicing just a few submitted was especially poignant, and we these powerful stories, poems and songs? miles away on the artillery range. I asked had initially envisioned including music and Yet, everyone agreed that it needed to be if the sound and vibrations of the shells even dance in the piece. But in this reading, done. So, we continued to refine the script. blowing up scared him. No, he said the we realized that having one original song sounds of bombs did not scare him. Throughout our process, we worked to without any other music didn’t work. We create a balanced script in terms of the kinds either needed to incorporate more music I was young and preparing to go to of different voices, the tone, written style and some dance, or we needed to stick with war just like most of my friends. I had and the emotional impact of the pieces. a purely spoken-word performance. Given already lost cousins and friends in the We edited lightly, trying very hard not to that the piece was still too long, we decided war, so I participated in Civil Air Patrol tamper with the writer’s voice or intent. to simplify and cut the song. searches, took ROTC classes and tried We were disappointed that we did not to harden myself to the horrors of war. The audience at this residency performance get a submission about actively protesting I was asking him about his experiences gave us more useful feedback. We started off war, and we wished we had more pieces and “What was war like? What was the post-show discussion with the question: from a female perspective; we especially the worst part of being in combat,” “What pieces were most memorable to wished we’d received a submission from a I asked, “was it the bombs? Was it you and why?” The general response was woman soldier. Nonetheless, we felt very watching people around you get shot “All of them!” Eventually, though, people fortunate to be working with so much or blown up? Was it the fear of being began to talk about specific pieces and excellent material. We continued to move killed?” He sat for a long while before what stood out to them. They also agreed pieces around, further editing some and he spoke. “No,” he said. It was not that the intensity of the material meant eliminating others to see if we could achieve the fear of dying nor the scenes around that the whole piece should be no longer a cohesive, moving collage of voices and him that was the worst thing about than 75 minutes and that it should not be experiences that would help us all think battle. It was not the smell of bodies more profoundly about war. being blown apart or bloating in the heat. It was the silence after the battles November 2011: We started off the post- that bothered him most, he said. “How Our First “Performance” could the quiet after battle be so bad?” show discussion with the I asked. He started to cry as he told me In early November 2011, the Northeast question: “What pieces that it was the buzzing of flies on the Center held an Arts Residency at the corpses that bothered him. It was the Schenectady Unit and at a nearby historic were most memorable sound that he heard in his sleep and in theater complex called Proctors. “War to you and why?” his nightmares. He said that was why Stories” was a scheduled part of it. The he slept with the radio or TV on, so he residency, co-created by Anastasia Pratt, The general response was wouldn’t hear the flies. Lisa D’Adamo-Weinstein and Cindy, was “All of them!” – Robert Lamb interdisciplinary, designed so that various

suny empire state college • all about mentoring • issue 43 • summer 2013 7 interrupted by an intermission. Thankfully, piece was an important step for him. Seeing Patrick Rooney, Sarah Wasserbach and we also recorded this reading, which his piece performed and appreciated by an Jack Fallon. Scheduling rehearsals was allowed us to revisit certain pieces visually audience was even more of an honor. tricky because many of them were in other and aurally. productions and everyone had complicated The local media had learned about “War schedules. While this project was firmly Stories” by this time, and the three of us November 2011 - March 2012: a collaboration among the three of us, engaged in an interview with reporter Finalizing the Script there really can be only one director in the Elaine Houston from our local NBC station rehearsal room. The three of us constantly We proposed to the college that we offer following the performance. While we were consulted and shared ideas, but Cindy a kind of dress rehearsal of “War Stories” all a bit shy about being on television, we worked directly with the actors and created at the All College Conference in March were thrilled to have yet another audience the staging for the piece. Claudia and Elaine 2012. It allowed us to not only see the with whom to share the work of this had an excellent front row seat, however, as performance all the way through, but to project. Shortly after that, we had the honor they watched Cindy in action and tried to have an audience, so we could see how of talking about “War Stories” on our local help with the multitude of creative decisions they “received” the stories. Before that NPR radio station, WAMC, during the she had to make. performance, we did decide to add music Roundtable hosted by Joe Donahue. Once at the beginning and end, as well as short again, our passion for the stories and images Cindy knew that, theatrically, the piece interludes between some pieces. This was no created by the “War Stories” writers drove needed to be simple. Her goal throughout small decision; we knew that music could our energy as we nervously but excitedly the rehearsal process was to keep the focus powerfully set a mood and we had to try to discussed the project live on the air. on the words, the images that the words figure out what mood we wanted set. create and on the people in the stories. She April 2012: The Big Performance wanted the actors to feel comfortable – Because the script was crafted from people’s physically and emotionally – so she gave written stories about war, and not a single Proctors Theatre in Schenectady is a them enough structure to accomplish this narrative, we elected to make “War Stories” special venue. It was built in the 1920s as without shutting down their opportunities a dramatic reading performance. Elaine a Vaudeville stage and is now the premiere for creative ideas. She also knew that she came up with the idea of having the actors theatre in the Capital District, hosting had very few rehearsals and that she would read from journals rather than paper scripts. several Broadway plays a year, as well as not get a rehearsal in the space until right We bought a bunch of journals and asked many other varied performances. We felt before the show. All of this helped her to each actor to choose one that suited him or very lucky to procure the GE Theatre at keep things uncomplicated and to map out her. They “read” from the script as though Proctors for one night in April 2012 to each scene of the performance. Recognizing reading from their journal, which we felt present our “final” version of “War Stories.” that sometimes it builds energy to have maintained the spirit and personal nature of This was a place where the community often more actors on stage even when only one is the project. came together – it was well known, it was performing, Cindy incorporated groupings familiar and we could seat up to 500 people. The performance at All College was, like of actors in the space when necessary while It was a great place to bring our collected the performances that preceded it, powerful clearing the space for only one performer at stories to the community. We had a script, and moving. The room was packed with other times. we had the venue; now we needed actors. around 100 people. We held a discussion As April 24th, the night of the performance with the audience afterward and gained When we decided to collaborate on this at Proctors, got closer, there seemed to many useful insights from the reactions project, we understood that while we be more and more details to attend to. of our colleagues. In particular, from the brought different skills to the process, we In the last month or so, this project felt responses we received, we knew that the were in this together. While, naturally, like a full-time job on top of a full-time music we had selected didn’t work and we Cindy would take the lead when we got to job – something we did not anticipate. We needed something else. A colleague of ours the production end of the project, since it were still searching for the right music to from the Metropolitan Center and one of was her expertise that enabled the stories to open and close the show. And did we want the contributors, Gennaro Bonfiglio, was in become a performance, Claudia and Elaine music anywhere during the piece to give the the audience that day. He had written about participated in the casting and most of audience a chance to breathe? We negotiated his experience as a fire department captain the rehearsals. lighting options with the Proctors’ staff and the morning of 9/11 at the Twin Towers, Casting was fun and fascinating, and we edited slides that would be shown to tell the and we wove his piece together with another were lucky to find actors who so willingly audience the name and author of each piece. contributor who wrote about his experience volunteered their time. The cast we This theater has a huge screen but we didn’t as a police officer in Manhattan that same selected included one student alumni, Ryan want the screen to overpower the actors. We morning. Gennaro confided in us that his Smithson, who also was one of the writers discussed costume choices with the actors, piece was the first time he had ever written and a veteran; two faculty colleagues, and helped them deal with tricky places about 9/11 and that simply writing the Nadine Wedderburn and Deb Smith; and in the script. Every day seemed to bring four professional actors, Isaac Newberry,

suny empire state college • all about mentoring • issue 43 • summer 2013 8 another challenge, and we became eternally to his own words – to have his personal I had my M-16 raised in the ready grateful to our colleagues who helped us experience become a shared experience, to position and my finger on the safety every step of the way. have his nightmare be understood rather ready to flip it to fire. We were driving than condemned – was one of the most about 50 mph down this road that When the performance finally arrived, powerful moments Cindy had ever witnessed resembled a street in Albany. At the we were elated. Around 300 people in a theater. In talking with the author end of the road, there was a protest came and about 120 people viewed the afterward, he told us that it actually felt going on and the street was filled with performance through the live feed on the good to hear his words aloud and that this civilians. We were forced to stop; as Internet. As the house lights went down and performance definitely helped him recover in we did, people started approaching the audience hushed, the actors came out some way from what he had experienced. our vehicles. A lot of them were just on stage and got into their first montage looking for MRE’s [Meals Ready to positions. When the stage lights came up, we “Purple Heart Boulevard” Eat] and water. Unfortunately, we did could feel 15 months of work – our “labor I remember sitting there scanning not know who the enemy was. of love,” as we called it – coming to fruition. every inch around me. The last thing The audience’s eyes were glued to the stage you want to do is stop a convoy in As the people started to surround throughout the now 70-minute show. We the middle of downtown Baghdad; our convoy, I yelled for them to back heard laughter, tears and gasps when we you’re just asking for trouble as you up. They did not listen and started to thought we would. But we also heard the are sitting ducks. climb on the vehicles. I had to think sound of silence – that special silence when fast. I put down my M-16 and ran the I was 19 years old in the 3rd Infantry people’s hearts are being moved and when charging handle back on the MK-19 Division, 92nd Engineer Company, you know that this story, this character, has [“mark 19”]. When I did, you could Combat Heavy. We were on our way to touched their lives forever. Cindy was too hear a loud clank as the round came a small camp located about 30 minutes nervous to sit for the show and she wanted back. It was loud enough for them to from where we were stationed. I was in to help seat latecomers, so she stood on one hear it and they quickly stepped back the back of the convoy in the last gun side of the theater. As it turned out, she was saying, “No, no, no.” Fortunately, to truck. I had an MK19 [“mark 19”], standing next to one of our authors who lock and load the MK-19 [“mark 19”], which is an automatic grenade launcher, had chosen to remain anonymous. As his you have to charge it twice. They did but I held an M-16, as you cannot use piece was performed, he and his family all not know this. So, the weapon was the MK 19 [“mark 19”] on people, fought back tears as they held hands and never hot; there was just the illusion only equipment such as trucks. tried to comfort one another. The piece tells that it was. I felt relieved because I the story of the author’s experience in Iraq I was very scared praying to God a do not know what I would have done and the sequence of events that led up to suicide bomber did not come barreling if someone tried to climb up to me. him killing another person. The story itself at us. A car bomb would take out They finally made a hole for us to pass was gripping, but to watch the author listen half of our convoy. I had a headset on through, out of danger. because I am a gunner; I needed to hear Just then, to my right, I could see a orders to shoot or cease fire. I could couple of gentlemen with AK-47’s. The hear all transmissions over the radio Iraqis are allowed to carry weapons, The story itself was as the convoy commander radioed the and we cannot act unless they point situation. I could hear the nervousness gripping, but to watch them at us and imply they are going to in his voice, as well. We had just found fire. There are so many things you have the author listen to his out the convoy that left 5 minutes after to be aware of before firing because us ran over a 10,000 pound bomb just own words – to have you do not want to shoot someone outside the gate. Everything you should who is not a threat, yet any hesitation his personal experience not be doing, we were doing. can mean you’re dead. As we were become a shared It was no longer a question of if, but going by, three of the men brought experience, to have when we were going to get hit. That is their weapons up – one, pointing right a very scary feeling to have. You think at me. Two other gunners in front his nightmare be in a situation like that you would reflect of me saw this, as well, and without understood rather than on your life, but as a soldier, and being hesitation, I heard the lead gunner give a gunner, I could not. I had to stay the command I never wanted to receive: condemned – was one focused on my environment as I was “Open fire!” Without a thought, my of the most powerful the first line of contact with any enemy. finger switched the safety off as I slowly Then it was there, Sofea Street, or what squeezed my trigger, and just as my moments Cindy had ever we called Purple Heart Boulevard due shoulder felt the reflex from the coil, I witnessed in a theater. to the number of soldiers who earned watched the man drop, then the other that medal after going down that street. two. Then we heard nothing, it was

suny empire state college • all about mentoring • issue 43 • summer 2013 9

silent. I felt the world stop spinning, my audience of approximately 50 people Claudia: In most of the writing studies brain not able to comprehend what just gathered in a cozy performance space in I teach, I witness students writing about actually happened. We kept driving; the back of the museum. Despite the lack difficult life experiences and the effects of we could not sit still, in case there of space on stage and not having lights those emotional upheavals. When they tell were more. or a sound system like at Proctors, the their stories, they are able to shift their performance was just as powerful and was perspective on events, surface insights I used to tell myself it was not my shot appreciated just as much by this audience and deepen the connection to others that hit him; it was probably one of the as prior audiences. And we appreciated who hear them. other gunners. I told myself this for a the opportunity to share the piece with year, and then one day out of nowhere, During the process of creating the “War educators who focus on working with I was driving and a tire blew out on a Stories” project, I felt firsthand the healing the military. truck behind me. It sounded like a loud power of these stories for the writers and all gunshot and I freaked out. I pulled Thanks to the work of John Hughes and of us who heard them. I saw how important over, shaking convulsively. I was having Susan Eve LeClair, an edited version of the it was for the community to hear the words a panic attack. I dealt with severe panic Proctors “War Stories” production will of those who had been at war and the ones attacks and PTSD for a year before I soon be available on the college website. who waited at home. My views of war have went and got help. Since then, I have The college also is looking at options to been forever changed. been forced to face this situation, accept broadcast the production to local access Cindy: This project was incredibly powerful it and move on. But I have not fully news channels across the state. When the for me, personally. I have family members moved on. DVD of the production is ready, we also will who have served in various wars and family be sharing it with the contributors and with I wonder, every day, if God can forgive members who talk passionately about how others who might be interested. me. I have dreams about this faceless relieved they were to not have been drafted. man. I wonder if he had a family and if When you are involved in a creative project, With the exception of a period when my his family was waiting for him to come you hope that what you create will have a cousin was serving in Afghanistan a few home, but he never did. I wonder if vital impact on your audience. We invited years ago, I tend to live my life without he had a picture of them in his pocket people from the Empire State Collge really knowing what soldiers and people when he died. Were his last thoughts of community into this project because we on the homefront go through during war. them? I wondered if he survived. I have wanted them to have a way to give voice to Working on this project changed all of never told this to anyone, not even my their experiences and feelings about war. By that. I am profoundly grateful to everyone wife. I live with this burden. I respect creating a performance that was open to the who contributed their work to this project, my enemy, that’s what makes a good larger community, we hoped that the stories even if we weren’t able to use it in the final warrior. I pray for this man every night we presented would be heard on many performances. I have been forever touched and pray that I someday find closure. levels and that they would provoke more by the images and emotions in these stories. I do, however, try to lead a better life. stories and conversations, and maybe that As a theater person, I believe strongly in I realize that if I had hesitated, this this could be the root of understanding and the value of telling stories and sharing those man could be having these thoughts healing. We do know from the feedback that stories in settings where we have a shared about me. audience members and the actors shared experience. I believe that when an audience with us that this piece succeeded in this way. It feels good to share this with you, sits through a production, they go through a Some of the writers told us that to hear their although I am slightly ashamed. I am journey together that is unique to that time words read/performed was an extraordinary 25 now. It has been 6 years. Even and place. It can never be recreated. It can experience. Audience members reported to though we are portrayed as fearless never be taken away from them. This is the us what pieces made them weep, and which warriors, we are scared. Even though miracle of performance, and I saw it happen ones they especially related to. The actors we are portrayed as savage killers, we time and time again while working on this reported how much it meant to them to be have morals, and it probably hurts us project. Audiences became communities, part of this kind of endeavor – and that they more to pull the trigger than it would joined together by having witnessed these would be available to perform again because to get shot. incredible stories. I know that the actors they believed in what the performance was – Anonymous who worked on this project also were deeply trying to engender. Inevitably, every reading moved by the stories and poems. Isaac or performance of this piece caused the Conclusion Newberry will forever be the quintessential people who witnessed it to want to share reader of the poem “Sole Surviving Son” This past October, we had another their stories with us, and we know that this by Daniel Reinhold. I can still hear him opportunity for a slightly shortened version is a sign of hope for a humanity that values using the alliteration of the poem’s title to of the performance, which was mounted empathy and discourse. share much more than information with the at the New York State Military Museum And what did we learn? Well, that’s where audience. I will forever think of the story in Saratoga Springs, where a meeting of we can only speak as individuals. “Denny” by Carla D’Ambra when I see or military educators was being held. An

suny empire state college • all about mentoring • issue 43 • summer 2013 10 work with Sarah Wasserbach. Sarah’s tears Because we are lucky enough to work going to work at all. I was a little out of my during the piece were real, not something with adults, they come to us with rich life comfort zone and that was exhilarating – I manufactured by an actress. experience and have a great deal to express. knew I would learn a lot. At no time did More than ever, I want to facilitate their I regret this collaborative project: I found I also want to comment on what I learned expression; I want to listen better and more, Cindy and Claudia easy to work with, as from collaborating with Elaine and Claudia and I especially want to be a support for our committed as I was and equally invested on this project. As noted earlier in this students who have been to war. in the purpose. I know that in the end, the piece, collaboration across disciplines is performance was much better than it ever encouraged here at Empire State College As a creative writer, I am used to most often would have been if we hadn’t collaborated. and I was incredibly fortunate to work working on a creative piece alone. I typically My respect, which was already high for each with these two very talented and passionate feel lost at certain points when I am writing of them, grew as a result. writers/educators. They taught me skills a poem or a story – I am not sure of what I for editing and helped me see my “theater am trying to express, if I am using language ** world” through new eyes. We also became effectively, and I wonder if the emotion or So was our experiment a success? Certainly closer colleagues during this time. Not only experience I am trying to get down on paper it was for the three of us. did the shared experience of this difficult will have any meaning beyond me. It’s a subject matter bring us closer together, but lonely business. We believe it was for the writers and actors this project spanned a long time in our lives. who contributed to the project, too. And Close relatives died, my daughter was born, we heard from audience members time and and the daily grind of life as an Empire time again how powerful the stories were. It State College mentor didn’t stop despite We took the time we was certainly interesting to move from one everything else we had going on. We took needed to care for each art form (writing) to another (performance) the time we needed to care for each other and to see what happens to language as a while we quietly yet persistently shepherded other while we quietly result. It also was interesting to see how our project and moved it forward. Now that yet persistently the piece evolved over time and how it felt it is over, I miss our long sessions agonizing in the different physical spaces that each over a few words or the cadence of an shepherded our project incarnation brought to us. actor’s voice. But most of all, I miss the and moved it forward. Ed Tick talks about the American divide opportunity to share our work and our lives between our warrior class and our civilian while creating something incredible. class. We’d like to think that we played Elaine: Pedagogically, I think more than ever a small role in mending that divide and before I am aware of the empowerment that This project was exciting because I had helping us all acknowledge how we are comes when students write about what they companions on the journey, and I didn’t affected by war. know of difficult and powerful experiences. know what was going to happen or if it was

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Agility

Robert Clougherty, Office of Research, Innovation and Open Education

gile development, scrum, 3.0 The agile practices of Empire State College practice – all of these terms are can be seen specifically in the core/root A usually thought of as having their document of agility as it is practiced origins in software development, but their in software development: “The Agile practices are rapidly being deployed in Manifesto” (http://www.agilemanifesto.org). other sectors. These contemporary usages, This document was developed in 2001 by however, are too narrow, both in scope and 17 members of the software development paradigm. Agility represents the current community. Since that time, it has been model of economic production. Just as some translated into 48 languages, and has parts of the agrarian economy persisted into received so many individual signatories that the industrial age, practices of the industrial they must be broken down into two-week age are lagging over into the agile age.1 increments. At the macro level, agile shifts the focus from products to processes, and Agility, however, not only refers to from things to peoples – as Empire State methodologies and means of production, but College does with learning. it also (like agrarianism and industrialism) represents an ideology and ethos – it is The Agile Manifesto (2001) itself includes Robert Clougherty directly connected to Openness (in this four simple points and a statement: usage, with a capital “O” – the larger Individuals and interactions over postsecondary education, as well.) They philosophy). At the core of agility is a processes and tools claim that agility leads to a constant structure of networked relationships wherein Working software over comprehensive stream of value – that is, for example, all participants have value and a voice, documentation when too much emphasis is placed on the as opposed to the managed, command Customer collaboration over contract planning stage, value is lost at that front and control mind-set of the industrial negotiation end. Second, agility delivers reliable results age. Agility embraces complexity and its Responding to change over following because the customers (in higher education’s possibilities, not the linear assembly lines of a plan case, students and other stakeholders) industrial thinking. That is, while there is value in the items are engaged in frequent interactions. If From a macroscopic perspective, agile on the right, we value the items on the a new degree program spends two years modalities apply to the entire semiosphere, left [in bold] more. (Manifesto for Agile being planned and approved, delaying the including higher education. Additionally, Software Development section, para. 2) offering, students have no opportunity to agile is not new; there have been offer feedback, nor do faculty members While agility was originally based in applications of agile methodologies (and have the opportunity to better their courses software and application development, it their underlying philosophy) throughout or continue in their own lifelong learning is beginning to find its way out in many the industrial age. A clear example can be through interaction with their students. different directions including higher found in Empire State College. The college Third, those who subscribe to agility education.2 One of the challenges for was founded in 1971, at the beginning of expect uncertainty and are prepared to traditional universities is that the agile ethos, a decade that saw command and control make the necessary changes. As the half- as the name implies, also places a great systems raise their shrill voices to their life of knowledge continues to accelerate value on speed – an ideal to which higher loudest volume with countless manuals downward and the world in which our education seems averse. (There is a general of Japanese management practice. This students live continues to change, all belief that slow equals quality.3) cacophony carried through countless programs and courses of study need to be iterations of command and control fads In a similar vein to “The Agile Manifesto,” able to evolve. The practices of Empire until it hit practices like Six Sigma at the Anderson et al. (2005) published a State College allow the learning process end of the century. Despite this, Empire document called “The Declaration of to follow these agile practices. Fourth, State College began and existed as an Interdependence” in which they, as project Anderson et al. (2005) note: “We unleash agile organization. leaders, claim that agility provided many creativity and innovation by recognizing that benefits that also could benefit higher individuals are the ultimate source of value, education. (Their applications reach to and creating an environment where they

suny empire state college • all about mentoring • issue 43 • summer 2013 12 can make a difference.” An agile college Individuals and Interactions process, and the structure have all been supports its faculty in their endeavors and Over Processes and Tools redesigned. But, it is not just the same allows them the flexibility to better meet the material in a different room. Therefore, needs of their students and to develop their While Empire State College has policies and beyond simply moving learning to different own academic careers. Fifth, performance processes and frames itself as an institution modes of delivery, we also need to change is boosted through group accountability; that values those processes (for example, the very shape of learning, particularly as an agile organization quickly establishes we have tools for course delivery and we we move away from the Carnegie unit. teams (and preferably, self-organizing teams; have policies covering degree completion), Competency based learning, adaptive see Appelo [2011] and Denning [2010]) we value the individual and interactions learning, and the like, are all gaining and think tanks to complete tasks and to (mentoring) over those processes. The increasing national attention. All of these conceive new ones. It shuns committees, as individual learner is the basis for establishing practices were referenced by Boyer (1971) committees are designed to maintain a status processes and determining which tools to in the “Prospectus for a New University quo. In a rapidly changing world, status quo use. The tool selection is driven by the need College.” As institutions across the United and change are no longer binary antitheses. as opposed to the tool driving the available States begin to explore ways of measuring Finally, the authors argue that agility means. Faculty should have available to learning beyond the credit hour, they also improves effectiveness and reliability. them a range of tools to support a range are beginning to realize that there are of teaching methodologies to meet learner colleges like Empire State College that have In an open and agile work environment, needs. The choice of individualized studies, known how to do this for years. all individuals have not only the right to online courses, PLA, cross registration, etc. participate, but the responsibility, too. Julie are all determined by the mentor to meet the Learner Collaboration Greenwald, chairwoman and chief operating needs of the individual student, and those Over Syllabus Presentation officer of the Atlantic Records Group noted are determined by interactions with and in an interview with The New York Times: input from the student. Empire State College allows learners the “I constantly talk about how we have to be opportunity to collaborate in determining vulnerable, and that it’s not fair for some Active and Intuitive Learning their particular learning and entire degree people in meetings to just sit or stand along Over Comprehensive Content program, whereas in many institutions, the wall and not participate. If you’re not the syllabus is the binding document. going to participate, then that means you’re In the Agile Manifesto, this principle In most instances, the learner is not just sponging off the rest of us” (Bryant, is framed as: “Working software over provided an opportunity to collaborate in 2011). Ernest Boyer (1971) made a similar comprehensive documentation.” We have its development. In an agile context, the statement in the “Prospectus for a New seen the results of this in the software we curriculum must wrap itself around students University College,” wherein he wrote: “In purchase. The first version of Microsoft rather than requiring students to contort to using the available educational resources (WORD) was, I believe, on seven floppy the curriculum. Overall, there is a danger within the State and elsewhere in various disks, which had a huge manual to in saying that an institution should be able combinations, depending on student need accompany them. If I needed to find to change at every moment, but it must be and motivation, to achieve an open process out how to do something, it was my prepared to evolve; likewise, it will not be of learning, this new educational process responsibility to look it up and determine able to meet the needs over every learner to will exact responsibility from students in how to do it. Consider new variations of a T, but a focus on learning as opposed to return for freedom” (p. 3). The very essence the software wherein the system is intuitive content helps. of agility is here in Empire State College’s in knowing what I want to do, and notice founding document. An agile college must how the evolution of the product has been Responding To Change be structured into what John Kao (2007) increasingly designed to meet user needs as Over Following a Plan calls a “decentralized cyber-nervous system” opposed to force the user to do the work to Empire State College’s individualized degree (node theory); it depends on each node use the software. Now, switch to learning. programs and learning contracts allow being active and participatory. Like the Once upon a time, as a student, my courses members to respond to changes in learner synapses of the brain, the strength of the consisted of a person giving a lecture needs, professional development, etc. much brain/network comes not from the potential and my being responsible for “écoutez et more quickly than many other institutions. connections, but from their use. Thus, active répetéz” on a test. That was considered This is a unique ability and a strength that participation of all is required. the dynamic framework no matter what else existed in that universe. It was my job many outside the institution don’t always As Empire State College follows the to adjust to the class. In agile and open understand. Too often it is believed that principles of agility, let us then consider a learning, the class adjusts to the learner. slow and careful is the best approach, but if “restatement of the Agile Manifesto” in we return to parallel software development, learning terms. As with the manifesto, there Today, the “manuals” are no longer Eric Ries stated: “People believe that if you is value in both sides of each statement; necessary and there are quick help areas go slower, you will get a better outcome – however, we value those items on the left that allow me to find out what I need at you can fix the bugs. But that’s not true. side (in bold) more. the moment I need it. The interface, the The slower you go, the bigger the batch

suny empire state college • all about mentoring • issue 43 • summer 2013 13 size and the more things go wrong” 3 Of course, Sun Tzu (2005), in The Art Boyer, E. (1971). Prospectus for a new (Adler, 2011, para. 11). An institution of War (II.5) notes that “cleverness university college. Retrieved from where an individualized mentor can develop has never been associated with http://suny-empire.esc.edu/media/ocgr/ or revise a student’s degree program based long delays.” anniversary/esc40th/a-prospectus-for-a- on the student’s immediate need can new-university-college.pdf 4 “Keimenography” is a list of texts, quickly respond to changes in a way as opposed to “Bibliography,” which, Bryant, A. (2011, February 5). Corner that a traditional institution layered in literally translated, means “a list office: Meeting space? In her eyes, committees cannot. of books.” less is more. The New York Times. Agility is now considered the model of the Retrieved from http://www.nytimes. 21st century, and while a large portion of Keimenography4 com/2011/02/06/business/06corner. higher education has yet to latch on, it is html?pagewanted=1&_ Adler, C. (2011, August 30). Ideas are not only at the core of Empire State College r=2&sq=corner%20office&st=cse overrated: Startup guru Eric Ries’ today, but has been present since Ernest &scp=2&adxnnlx=1297195201- radical new theory. Wired, 34. Boyer first designed this institution. As the LJxu6VQORSlHAEM3aamEuA& Retrieved from http://www.wired.com/ higher education community continues to magazine/2011/08/st_qareis/ Collins, R. (2010). Leadership in a wiki define the institution of a new millennium world: Leveraging collective knowledge and the use of agility, they will discover that Agile Manifesto. (2001). Manifesto for agile to make the leap to extraordinary Boyer had the foresight to create such an software development. Retrieved from performance. Indianapolis, IN: Dog Ear institution over 40 years ago. http://www.agilemanifesto.org/iso/en/ Publishing. EAN: 2940012521187. Anderson, D., Augustine, S., Avery, C., Notes Denning, S. (2010). The leader’s guide to Cockburn, A., Cohn, M., DeCarlo, D., radical management: Reinventing the 1 There are many terms used which Fitzgerald, D., Highsmith, J., Jepsen, workplace for the 21st century. San can be considered interchangeable O., Lindstrom, L., Little, T., McDonald, Francisco, CA: Jossey-Bass. EAN: here. I do, however, reject the term K., Pixton, P., Smith, P., & Wysocki, R. 9780470651360. “information age” and, therefore, (2005). Declaration of interdependence. specifically avoid it. Retrieved from http://alistair.cockburn. Kao, J. (2007). Innovation nation: How us/The+declaration+of+interdependence America is losing its innovation edge, 2 For a fuller discussion of agile as an +for+modern+management+or+DOI why it matters, and what we can do to administrative process, see my blog get it back. New York, NY: Free Press. post at http://openinnovativeandagile. Appelo, J. (2011). Management 3.0: blogspot.com/2012_10_01_archive. Leading agile developers, developing Tzu, S. (2005). The art of war (T. Cleary, html. agile leaders. Boston, MA: Pearson Trans.). Boston, MA: Shambhala. Education, Inc. EAN: 9780321718970. (Original work published 1988)

suny empire state college • all about mentoring • issue 43 • summer 2013 14

How They Named the Baby

Robert Congemi, Northeast Center

e had gone to the Catskill Robert turned in his Mountains for the weekend, chair slightly away and W George and I, to visit our good looked in the direction friend, Robert. The early May weather of his daughter, who was was gloriously sunny on the tree-lined, below us in the garden mountain road, and when we reached the weeding one of the pansy top of the mountain where Robert had beds, dressed in a light, his summer home, he was waiting for us flowery summer dress. on the path that led from the house to the She was a beautiful young large area he had cleared for cars at the woman, perhaps 30, with edge of his property. We exchanged hellos long brown hair flowing and greetings, and then Robert led us back behind her. “George’s to his house where he had prepared, along talk of serendipity got me with his daughter who was visiting from the thinking. It reminded me Midwest with her own daughter, a lunch of a long time ago when Robert Congemi of sandwiches and cold drinks. For some my wife and I were first reason, George went on about serendipity, married and expecting situation, we decided that we loved it. We calling his chance meeting with Robert at a our daughter. God, it was long ago.” did not have a keen sense of what it took conference last month an excellent example “Does it involve serendipity?” George to have a child, and we were so much in of such. asked him. love that having a baby just seemed to add “But how do you mean the word, a third person to our happiness, another “Well,” Robert began, “It was in the George?” I asked him. We were outside one of us, as Doris observed. Indeed, the springtime, just like now. Though we were now, behind the house, on Robert’s deck, more we thought about having a child, the so young then, and it was in a small city and which overlooked a broad garden, where happier we became, and it wasn’t long after very far from here.” the sunlight played on beds of pansies that we were telephoning our parents long and petunias. I leaned back in my chair and wiggled the distance and telling them the good news. ice cubes in my glass and prepared to hear a “I simply mean causing a happy accident. In the next few days, Doris and I found a quick explanation from Robert regarding his Causing something good to come to us doctor in the neighborhood we liked, and remembrance. But, luckily, it turned out his that really is outside our control, which began learning from him and from reading story was longer than I expected, and made by the way proves an old point of mine, about having a baby and bringing one up. I the time of our visit even more pleasant. that the world contains a powerful positive took a job for extra money as a bellboy in When George and I returned to the city and in it somewhere. A gift from the gods, one of the hotels downtown in the business bid each other goodbye, I found myself in so to speak.” district, and we began carefully saving for my apartment recounting what Robert had our child to come. We saved money on “Oh, George,” I protested. “You are such said, which I present here. clothes (I was happy in my jeans, jacket a romantic.” and loafers). Our little apartment suited us Robert’s Story George shook his head. “No, Peter, I’m fine. When we entertained, we were glad of not. I am a scientist, an empiricist, simply Life was not easy for Doris and me in those the student tradition where guests brought reporting on a phenomenon.” days. We had met, and married soon after something to the party. – two young grad students, without money, While we were talking, Robert’s attention One thing, however – nothing severe, really far from home, with few real prospects. We seemed to withdraw from us, until he had – bothered us, and that was that we could were drama students – and drama students been silent long enough for George to say not decide what to name the child. It was at that time! And, as if that weren’t enough, to him, “Robert, our good host, what’s the not that we had to deal with all the names one noontime, when I had returned to our matter? Where have you gone to?” for boys as well as names for girls. Doris little apartment between classes, Doris said she just knew she was having a girl, and announced to me that we were to have a even if she didn’t, the boy would be named child. To our surprise, once we discussed the after me, Robert. We had only to deal with

suny empire state college • all about mentoring • issue 43 • summer 2013 15 girls’ names. But try as we may, we couldn’t Doris thought for a moment. “I think “What about Penny, your best friend? come up with a name that satisfied us – that we ought to do this less informally,” she What about Penelope, Doris? You like we loved. said. “And especially not when you’re at the name Penny. I know; I can hear it rehearsal. This is your professional training, when you say it.” “But, Doris, why can’t we name the child you know, my darling.” Doris?” I asked again and again. “Penny’s all right, but it’s my feeling about So that weekend, we went out to the tiny that particular person you’re feeling. “Absolutely not. I will not name a child of backyard of our apartment house, to where Anyway, Penelope is too old fashioned.” mine Doris, if I have three girls, five girls, 10 there was a little garden and a bench, girls. I hate the named Doris.” “What about Gabriella? You like Gabriella alongside the fire escape that rose up the a lot, and, I think, the name, too. “But, Doris, if it’s a boy, you’ll name him back of the house. Doris had Saturdays and I like Gabriella.” after me, Robert.” Sundays off from her part-time waitressing job at the diner that was just before the “Oh, Robert, please, Gabriella is too “Of course, because I love the name Robert. entrance to the thruway. I had no Saturday foreign sounding.” Your name is Robert.” classes and my studying had been going “Rose?” One night, at a rehearsal for a play I was fairly well, and I wanted a break before in, where I played a minor part (one of beginning a paper for my Shakespeare class. “A flower.” the drunkards in Eugene O’Neill’s tragedy, “What I think we should do is to think “Then you won’t like Jewel.” The Iceman Cometh), I was a little bored of people we know and like, family and watching my cast mates do a scene I had “I won’t like Jewel.” friends, and see if that gets us anywhere, watched many times before, so I went to the Doris.” “Nor Faith ... nor Hope ... nor Joy.” back of the college playhouse, and led Doris from her seat where she had been sitting, “All right.” “Nor Faith, or Hope or Joy.” keeping me company, outside onto the front “Well, what about your mother, Beatrice?” “I won’t say, Olive.” steps of the theater. Doris shook her head. “You’ve got to “Don’t say, Olive.” “Look, Doris, I’ve got nearly 20 minutes be kidding.” before I go on again. What do you say we “This is getting to be funny.” give this naming the girl thing a try?” “Well, I thought I should start there. Your Doris did not laugh. sister, Dolores?” “OK,” Doris said, sitting carefully on one of “I would have said pathetic.” the steps. “Dolores and Doris. Like two peas in a pod.” “Look, then, darling, let’s get a book.” I thought for a moment, and then said, “How about Debbie or Bonnie? Those “Your aunt?” “It’s OK by me.” are real popular names these days. Lots of “Agatha?” Later in the week, we went to a used people are naming their little girls Debbie bookstore in the neighborhood and looked or Bonnie.” “No, I guess not. What about your other around for books devoted to collecting one, Teresa?” Doris looked up at me with her large, names of children. In those days, the brown eyes. “You want your child to have “Nice name, and nice lady. But uh-uh.” numbers of books we have today on this everybody else’s name?” subject were not available, a fact that we “Why? quickly learned after talking to the book “Well, no ... but they are nice names.” I “I don’t know. Too formal maybe.” seller. But someone who happened to be thought some more. “What about Dawn in the store suggested that dictionaries or Amy? They’re popular, too, but not “How about my aunt, Constance? sometimes had collections of names, and everybody’s naming their daughter Dawn Constance is nice.” with that clue we found a Webster’s at the or Amy.” “Connie. She’d be nicknamed Connie, and I back of the old bookstore and then one that “Uh-uh.” hate the nickname Connie.” indeed had names. Buying the dictionary for a mere dollar, Doris and I went to the “Same reason?” “Not my mother, Helen?” city’s public park, Doris starting to wobble “Same reason.” “Not your mother Helen.” noticeably now from her pregnancy.

I sighed. “Well, look, what are we going to “Well, what about friends? What The city’s park had always been one of my do then?” about Lynne?” favorite places, and we wandered about it to find the most congenial spot for our task. “People will think it’s short for Linda, and Pathways crisscrossed the park, and it was Linda’s drab, Robert.” filled with hills. But the best spot of all, and our favorite, was upon the crest of the hill

suny empire state college • all about mentoring • issue 43 • summer 2013 16 overlooking the park lake. There we settled A tiny girl, nicknamed “Bitsy,” sat on a “Robert, I think I’m going to have the baby. down, and opened the dictionary to where stool one late afternoon when the diner I’ve been having pains for about two hours there were the names of girls. wasn’t particularly busy and said, “Dor, now. They’re starting to get bad and come they don’t let you have a baby unless you more often.” “OK, this has got to be it,” I said. “All got a name.” the girls’ names in the world seem to be Panicky, I came down off the stage. in this book.” At school, in the section of the cafeteria “You’re sure, huh? This is it?” where the graduate drama students sat, “Fine then,” Doris said, sitting down with they kidded me. I was taking a literature “Yes, I think I’m sure.” her belly sticking out in front of her. course that semester and stopped in for “We gotta get to the hospital.” “Now, let’s see,” I said, to an open page. coffee before the class every morning. It “What do we have here? Maybe we can was an 18th century novels course, and the “That’s right.” do this the way they named Dada, by just professor, a Dr. Jarman, was wonderful. We I turned back to the other crew people. putting a finger down on something.” did all the great novels, and pretty soon I They were painting, or nailing, or tying came to love the period. We did Humphrey “Maybe,” Doris said. flats together. Clinker, Tom Jones, Joseph Andrews, The I put my finger on Cleopatra. Castle of Otranto, The Man of Feeling, “We gotta go. We gotta go to the hospital. Pamela, The History of Rasselas, Tristram I’ll see you later.” “Try another method,” Doris said. Shandy. In his classes, Dr. Jarman evoked We walked, fast. In those days, they hardly “Maybe different parts of the alphabet.” I a times of sunlit English countrysides, had taxi service in our little city, or Doris jumped around the list. “Anita … Eunice … traveling companions, good conversation. and I were too poor to think in terms of Magdalene … Shirley … ” “I think you’re romanticizing the period, taxis, or maybe the hospital wasn’t that “Next, darling.” Robert,” Doris said to me one night while far away. Anyway, we walked, me holding I studied. Doris by the elbow, moving her along, “Etymology. I know, etymology will do it.” talking about I don’t know what. On the I read an entry. “Henrietta … diminutive of “No, no, Doris. It really was a much simpler way, a bus passed us, but we were in the Henry. Hildegard … battle maiden.” world then,” I told her. “No world wars yet, middle of a block, and it was too dark for no Great Depression yet, no atomic bombs, “Keep going.” the driver to see us. A couple of times, no hydrogen bombs. Just great estates and Doris stopped. “Entries next to each other? Ramona? fabulous gardens, love affairs. I wish I Reba?” lived then.” “I have to rest,” she said, pulling away from me a little, annoyed. “And I thought I loved you.” Doris groaned. “I don’t think you should,” I told her. “How about far out? Like Theodosia.” After an 18th century class, a chain- smoking, leading man type, who called “Well, I do.” Doris just looked off into space – at the blue himself Julian, but was named Ted, told lake in front of us, the grassy rise beyond, “You want to have the baby right here? I me, “Hey, guy, tell your wife to wrap the the trees beyond that. don’t know how to have a baby right here.” business up. You got a graduate program to “We could combine two names. Mandy get through.” A couple of classes afterward, “We’re not going to have the baby Mae? Rhoda Mae?” Malcolm Ames, an older student, who right here.” always played the father, or the grandfather, “Dear God, he’s the father of my child.” “Did you rest enough yet?” or the butler, said, “Robert, we’re all so ... “Something American? Sadie? Something exhausted ... by your ... situation ... please But we got to the hospital in time. Doris we’ve never heard? Eulalie?” tell your pretty wife she can have my name didn’t have the baby until many hours later. for the child. Either one of them.” After she was checked in and wheeled away, I closed the dictionary. groaning, I stayed in the hospital lobby. A And then one night, a few weeks later, “Something we make up? Moonglow?” while later, a nurse came up to me and said when I was in a stagecraft class – on stage, I could speak with Doris by phone. She was At Doris’s work, the other waitresses advised actually, helping to paint flats that were still having labor pains, but, apparently, her. A big, tired-looking woman, named going to represent the living room of the they weren’t that bad, and a doctor said she Belle, told her, “Doris, you gotta have a Loman family in Death of a Salesman – could talk to me if she wanted to. name. Everybody’s gotta get a name.” Doris showed up, her belly huge, hardly able to walk down the theater aisle, “Hey, Doris,” I said into the phone to her. looking scared. “You want to play a game?” “A game?” “Yeah, it’s called naming the baby,” I said.

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“Ooooowwwwww,” Doris said. realized that my final exams were upon me, Oh, to be there, I yearned, back 200 years, that my exam on all of Shakespeare’s major not to be retreated, hidden away, even in a I have never been certain, but I have always plays was only a week away, for instance. pretty little park in the middle of a city, in thought that this remark of mine brought the middle of a city of scores of hurrying on the baby. Doris continued in labor for One afternoon, three days after the baby’s cars and people. another 18 hours, all through that night, birth, I went to the park to study. There into the late afternoon of the next day, couldn’t have been a better setting, I Closing my book, I visited Doris. The howling mostly, but after this she delivered a decided. The sunshine was glorious again: it hospital was nearby. 5 pound, bouncing baby girl, 21 inches long. bounced off the lake, like blue jewels, and “Doris, we’ve got to finish this thing,” With my first look at the child, I fell madly made the greens of the trees shimmer, too. I I said. She was beside her bed now, sitting in love. She was a blond, rosy-cheeked girl sat on the crest of the hill where Doris and in a chair, rocking the baby. She looked with very dark eyes. Doris, for her part, I had sat with the dictionary, and opened pretty good. looked drained. my copy of Hamlet. On this afternoon, sitting there in the park, the play struck I also thought Doris looked abashed. “She’s so beautiful, Doris,” I said. me as dreary – all that political intrigue “I have an idea. I have a name. I have … “You like her?” Doris asked weakly, staring and pain. Alas, poor Hamlet; I didn’t want a … name.” up at me from her hospital bed. to know him or Yorick well. Instead, my thoughts, looking down on the park lake “What?” she asked, seeming hopeful. “Yes, you could say that. She’s … she’s … ” and the full, rich trees surrounding it, kept I wanted to use a name instead of “she’s.” I took a deep breath. “What about … what going back to my 18th century novels course about … what about … Pamela?” Doris smiled, beatifically, I thought. and the simple, country world the novels inhabited. Again, in my mind’s eye, I saw “Pamela?” “Hey, Doris, do you have a name yet?” I men and women on horseback wending asked her. “You really ought to have a name “Yeah. Pamela.” their way toward an English village. I saw pretty soon.” an old squire sitting in a chair in the middle “Where’d that come from?” The baby Our doctor and other people at the hospital, of a spacious lawn with his grandchildren turned her eyes to me, I thought, and especially a few of the nurses, said the same. playing all around him. I could see a young watched me. girl, from an upper window of a great “She’s such a lovely thing,” a bossy nurse “From a book. From a novel I just read estate, looking off to the distant mountains, named Gretchen said. in school. In my 18th century novels watching for the return of her lover. class. Some people think it’s the first “She deserves a name,” our doctor, Dr. “Edward, my darling, you have come back,” English novel.” Goldberger, said. I heard inside my head, making up dialogue “Pamela.” “They won’t let you leave the hospital for my 18th century people. without giving her a name,” Gretchen said. “Pamela.” “Yes, Claire, mother will be so happy now.” “That’s the rule.” “From a book in a college course?” “And your father. He has moped and sulked Doris held the baby in her arms, and by the fireplace since you’ve been gone.” “Uh-huh.” suddenly I thought to myself that no other females on God’s earth could be more “And grandfather?” “I like it,” Doris said. stunningly beautiful than the two of them “He lived only to see your return.” And so it was. lying there in that bed. “Don’t think it was hard to come back, With the baby’s birth over, I turned most of Claire, to come back here to these fields, my attention back to my graduate studies. these trees, those mountains. I saw them I just didn’t know what to do about the from the Holy Land.” naming-the-baby business. To my horror, I

suny empire state college • all about mentoring • issue 43 • summer 2013 18

Reflection on Teaching and Learning: Culturally Responsive and Feminist Approaches

Alice Lai, Center for Distance Learning

Introduction education. In this assignment, students took such micro-ethnographic approaches to My year-long sabbatical leave, from 2011 explore artistic expression of a self-selected to 2012, offered me much needed time ethnic or local cultural group. Students also and concentrated energy to embark on a were expected to explore multicultural issues few research and writing projects. While surrounding the artists, their groups and/or my specialized areas of multicultural art artworks. Following my recommendation, education and online learning continued most students took the chance to explore to be the focus of my scholarship, I also the art and craft of their respective groups delved deeper into my latest academic or art and craft made locally. Actively interest in feminist studies. Internally, self- connecting to artists, students learn to use discovery and self-improvement motivated “insider” language to describe a particular my multicultural and women-centered artistic expression and its creative process. inquires. Externally, recognizing that my Most students became more aware of Alice Lai courses often consist of students of diverse multicultural issues, while many expressed ethnic groups and women – who not only strong pride in their ethnic or local culture. resisted not only association with feminism are the major student population in Empire Reflecting on the students’ work, I further but also feminist research methods. In State College (SUNY Empire State College, suggested that culturally responsive my on-line study, while students were 2013) but also higher education and online teaching in the 21st century needs to instill not hesitant to discuss feminist topics or learning (Aud et al., 2011) – further inspired in students a local-global consciousness identify themselves as feminists, tension me to look deeper into ways of enhancing so that appreciation of art and culture is between the supporters of the so-called learning experiences for these groups of not conducted in a vacuum free of global “second” and “third wave” feminists was students. In this essay, I discuss three influences and power structures. While it evident. Different feminist values have led to projects accomplished during the sabbatical was exciting to see my article, “Culturally heated debates and judgmental comments. that examined teaching and learning from Responsive Art Education in a Global Era” Buffington and I examined the “chilly multicultural and gender perspectives. (Lai, 2012a) published in the journal, a political climate” (Copp & Kleinman, 2008, greater sense of achievement came from the p. 101) including negative stereotypes that Culturally Responsive Art Education fact that I was able to undertake rigorous prevented students from associating with started a new project responding to a reflection of my teaching and students’ feminism. We reviewed and compared call for papers on culturally responsive learning, and meanwhile, engage with a different agendas and socio-cultural realities I teaching announced by the journal, Art pedagogical theory of culturally responsive among different feminist movements/waves. Education. This project prompted me to art education to support my teaching To better understand our students, we paid carefully examine my teaching philosophy philosophy and methods. much attention to postfeminists’ and third and methods in relationship to student wavers’ call for a new feminist movement learning and outcomes in my online course, Feminist Teaching that reflects their reality, time and psyche. We then looked into efforts and approaches Artistic Expression in a Multicultural I finished a co-authored manuscript, that our fellow art educators took to America. As educators (Gay, 2010; Taylor “Resistance and Tension in Feminist support feminist teaching. We suggested that & Sobel, 2011) assert, culturally responsive Teaching” (Buffington & Lai, 2011), which art educators incorporate into their teaching teaching improves academic success through was published in Visual Arts Research. In a visual culture art education paradigm, embracing and integrating students’ home this article, Buffington and I each examined “girl power” strategies (Smith-Shank, and community cultures, socio-cultural our own challenges in developing a feminist 2000), and learning technologies, all aiming schemas, artistic expression, and life classroom, reviewed the feminist movements at enhancing critical thinking, culturally experiences into the curriculum and learning with a focus on today’s young women’s responsive art, assertive expression, environment. Using an Artist Interview socio-cultural reality and preferences, connectivity, interaction, collaboration assignment as an example, I analyzed how and made pedagogical suggestions for art and visual presentation. We considered “micro-ethnographic” (Powell, 2010) educators to exercise feminist teaching. In technologies such as the Internet, Web 2.0, inquiries can be strategically implemented Buffington’s classroom, pre-service teachers for enhancing culturally responsive art social media, and 3-D immersive learning

suny empire state college • all about mentoring • issue 43 • summer 2013 19 or gaming environments particularly As these proceedings may not be easily Through comparison and analysis of the responsive to our students’ everyday life retrievable, I provide a detailed report of this first survey, the Learning Experience survey experiences and preferences as they are case study below. distributed in the beginning of the term, and surrounded by multimedia, social learning, all the texts produced by the students in the To examine online learning and technology networking and dynamic communication two courses I taught in the September 2010 from a gender perspective, I reviewed modes. Our collaboration later led to and January 2011 terms, I was particularly relevant literature and conducted a case a panel presentation, “Girl Power! A intrigued by gender differences in online study. In the literature review, I surveyed Cultural Conversation” (Smith-Shank, learning. In what follows, I highlight the national reports regarding enrollment Delacruz, Staikidis, & Savage, 2012), with different online learning experiences, online trends in higher education in the United other art educators at the annual National discussion experiences and technology- States, which indicated that women were Art Education Association convention. related problem-solving approaches between major participants in online learning in Collaborating with other art educators 23 female and nine male students. postsecondary education. I looked into provided me with an opportunity to see various research regarding women’s how they work to create an empowering Prior Online Learning Experiences perceptions and experiences of online learning environment, challenges they have learning and sought to explore the following In the Learning Experience survey, students encountered, and steps they have taken to questions: Why do so many women choose were asked to indicate the amount of resolve teaching and learning problems. online learning? What challenges do women college-level online course(s) completed face in online learning? What are the (see Table 1, next page). The results showed Online Learning: gender issues in online learning? Regarding that six out of nine (66.7 percent) male A Gender Perspective technology, I focused on feminist research of students completed at least seven online While working on the culturally responsive technology and encountered such recurring courses. The rest of three male students art education project, I came across learning topics as: gender inequality and imbalance completed one or two online course(s). surveys I implemented in my courses. in the technology-related academic fields Eleven out of 23 (47.8 percent) female Re-reading those learning surveys, I decided and industries; gender stereotypes and students completed at least seven online to take on a “data analysis” project to metaphors associated with the usage of courses. The rest of 12 female students sort out and analyze the surveys. This and attitudes toward technology; gender completed from none to six online courses. seemingly small exercise turned into a more differences in the design of technology; Among these female students, one had not complex case study of gender, technology and third wave feminists’ reflections on completed any online course and two had and online learning. While still fresh from popular online learning technologies (e.g., no experience in asynchronous online class writing about feminist teaching, I inevitably Web 2.0, social media). While much of the discussions. I gathered that, proportionally reviewed the survey outcomes and all the research was based on empirical studies, speaking, more male than female students texts in my online courses from a gender I came across more than a dozen feminist had prior online learning experiences. and feminist perspective. The courses were theorizations of gender inequality and delivered via ANGEL and utilized a range of disparities in technology. From essentialist Online Discussion Experiences learning and communication tools such as feminism and psychoanalytical feminism to In another question asking students the assignment drop box, discussion forum, postmodern feminism, it was astonishing their levels of experience in the use of Course Mail, Course Announcements, to see what feminist scholars have to say asynchronous online class discussion Bulletin Board News, Student Lounge about the development of gender identity (see Table 1), five students claimed that and so forth. Seeing struggles that some and stereotypes. It was intriguing to read they usually take a leadership role to get students had with these tools, I even began about how design of technology might the class discussion started. Among these speculating about the gender implications change if more women join the technology five students, two were male and three of online learning technology. Moreover, a industry as designers. For example, Colley were female; that is, two out of the total preliminary literature review affirmed that and Maltby (2008) speculated that caring, of nine (22.2 percent) male students claimed technology significantly affects students’ social and low-hierarchy tendencies brought to regularly assume a leadership role, success or satisfaction of online learning. in by women may increase or improve while three out of the total of 23 (13 Thus, I branched out to consider the subject technology’s capacity for expressing percent) female students agreed with the of technology in the case study. In the end, I emotion, networking and dynamic same statement. wrote up the case study and its findings and interactive communication. Women may presented them at the 2012 International contribute a greater attention to users’ Although both female and male students Conference on Applied and Theoretical preferences and abilities than designers’ were willing to initiate online discussion, Information Systems Research in Taiwan or technology’s preferences and capacity, further examination of these five students’ (Lai, 2012b). My paper was included in which in turn could strengthen user-friendly online learning experiences indicated that the conference proceedings (Lai, 2012c). technology and interface design. female students had more extensive online or technology experiences than male students. Of the three female students, one

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# % feminist educators (Keifer-Boyd, Amburgy, & Knight, 2007; Shin, 2011), this does College-level online course(s) completed. (N=32) not mean that educators need to avoid or None 1 3.1 soften students’ engagement with difficult issues and conflicting ideas; nor need they 1-2 7 21.9 downplay the importance of “conflict” in 3-6 7 21.9 any learning setting. In fact, Smith-Shank (2000) argued that a provocative, visual- 7-10 9 28.1 oriented teaching style as displayed by 11 or over 8 25.0 Guerrilla Girls – a well-known artist group devoted to pursuing social justice and Describe your level of experience in the use of asynchronous online class discussion. (N=32) fighting against sexism and racism in the I usually take a leadership role to get the class discussion started. 5 15.6 art world – can effectively raise awareness and incite further dialogue. bell hooks I usually post to the class after others have begun the class discussion. 23 71.9 (1989) also advocated a confrontational I usually sit back and observe to see class discussion progress. 2 6.3 classroom style where students were guided to exercise an active and assertive way of I am uncomfortable with asynchronous online class discussion. 0 0.0 dialogue. In doing so, students learned to I don’t have such experience. 2 6.3 talk beyond their comfort zones. However, it should be noted that in supporting Describe your participation in asynchronous online class discussion. (N=32) purposeful confrontation in the classroom, I read and post to the class at least 7 times a week. 1 3.1 these educators proactively practice critical pedagogy and feminist teaching in that I read and post to the class 4-6 times a week. 18 56.2 they establish a tone in the beginning of I read and post to the class 1-3 times a week 10 31.2 the class that encourages critical analysis, consciousness raising, debates and multiple I would avoid it if at all possible. 3 9.4 personal narratives. Seymour (2007) Table 1. Excerpt of three items from the Learning Experience Survey. maintains that a safe and empowering classroom does not manifest by itself. completed more than 11 online courses, one had a master’s degree in educational technology, Educators need to be aware of students’ and one solely claimed to participate in asynchronous online discussion at least seven times readiness and awareness of feminist teaching a week (the highest number of frequency on the survey). On the other hand, the two male styles. She suggested that educators include students had completed less than two online courses. From this, I speculated that female explanations, activities or learning materials students might need more online learning or technology experiences in order to routinely in the beginning of the class to cultivate initiate online class discussion, while male students took on a leading role in online class students’ willingness and ability to engage discussion regularly in spite of limited online learning experiences. with critical issues and conflicting ideas. It Problem-solving approaches is particularly inspiring for me to learn how Another area where I observed gender differences was linked to technology-related problem- other educators handle conflicts or heated solving approaches. I noticed that significantly more female than male students requested debates in classroom. Thus, for example, help with the technology. While female students tended to contact the instructor with a brief in my course, Images of Women in Western description of the problem as the first step, male students tended to figure out solutions Civilization, I have found it useful to include for the problem on their own. Of the only two male students who contacted me about the materials that have explicit feminist voices technology problems, one described the problem (related to the assignment drop box) and to help students become familiar with the steps he took to solve the problem. He also suggested an alternative way to submit the critical tone embedded in feminist critique. assignment, if he failed to solve the problem. Another male student described the problem In one of the earlier on-line discussions, I (related to a certain ANGEL function) and possible solutions including contacting the prompt students to discuss their thoughts helpdesk. Noticing the different approaches, I observed that more male than female students about the critical tone and feminist were willing or able to take an active role to resolve problems with technology. approaches and values of such approaches. By doing so, students seem to be more Final Reflection prepared to engage with difficult issues and opposing ideas. As I continue facilitating As a final reflection, I would highlight a few ideas I have learned from my research of student discussions, I also highlight different culturally responsive art education and women’s (online) teaching and learning experiences. ideas and raise questions to get the students I have learned that in both culturally responsive and feminist learning environments, to explore different ideas further. students will most likely be exposed to different or conflicting beliefs and interests. While developing positive intercultural understanding is strongly advocated by multicultural and

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While my case study of online learning References Lai, A. (2012c). A feminist study of from a gender perspective had limited gender and e-learning. Proceedings of participants, what I learned from the Aud, S., Hussar, W., Kena, G., Bianco, International Conference on Applied study closely reflects my online teaching K., Frohlich, L., Kemp, J., Tahan, K. and Theoretical Information Systems experiences and can be supported by other (2011). The condition of education Research (CD-ROM), Taipei, Taiwan. long-term research. Kramarae (2007) 2011 (NCES 2011-033). U.S. Powell, K. (2010). Viewing places: Students asserted that while women in her study were Department of Education, National as visual ethnographers. Art Education, enthusiastic about online learning, when Center for Education Statistics. 63(6), 44-53. taking online courses, more women than Washington, DC: U.S. Government men requested technological help, were less Printing Office. Retrieved from http:// Seymour, N. (2007). The interests of full confident in initiating online activities, spent www.scribd.com/doc/76005922/The- disclosure: Agenda-setting and the more time to complete online activities, Conditions-of-Education-2011 practical initiation of the feminist and showed noticeable stress in learning Buffington, M. L., & Lai, A. (2011). classroom. Feminist Teacher, 17(3), to use new technology. Furthermore, she Resistance and tension in feminist 187-203. found that more men than women owned teaching. Visual Arts Research, 37(2), Shin, R. (2011). Social justice and informal a personal or better computer for online 1-13. learning: Breaking the social comfort learning. On the other hand, women were zone and facilitating positive ethnic often asked or willing to share a computer. Colley, A., & Maltby, J. (2008). Impact of the Internet on our lives: Male and interaction. Studies in Art Education, I have seen many women struggle with female personal perspectives. Computer 53(1), 71-87. online learning and technologies in my in Human Behavior, 24(5), 2005-2013. Smith-Shank, D. (2000). You don’t need a classes. As technology is an essential part of penis to be a genius. In D. Fehr, K. Fehr, our online courses, I feel a need to cultivate Copp, M., & Kleinman, S. (2008). & K. Keifer-Boyd (Eds.), Real-world women’s ability and confidence in learning Practicing what we teach: Feminist readings in art education: Things your to use technology. Yet, I do not believe that strategies for teaching about sexism. professors never told you (pp. 65-74). there is a need to incorporate ungainly or Feminist Teacher, 18(2), 101-124. New York, NY: Falmer Press. a large amount of technology in online Gay, G. (2010). Culturally responsive courses. The learning surveys created for my teaching: Theory, research, and practice Smith-Shank, D., Delacruz, E., Staikidis, class appeared to be quite helpful; thus, I (2nd ed.). New York, NY: Teacher K., & Savage S. (2012, March 3). will continue to use them. From the survey, College Press. Girl power! A cultural conversation. I am able to know each student’s online Presentation at National Art Education learning experience. Earlier in the course, I hooks, b. (1989). Talking back: Thinking Association Annual Convention, New can pay more attention to the students who feminist, thinking black. Boston, MA: York, NY. have little online learning experiences and South End Press. SUNY Empire State College. (2013, offer timely help. When a new technology Keifer-Boyd, K., Amburgy, P. M., & Knight, January). SUNY Empire State College (e.g., a scanner, image attachment tool) is W. B. (2007). Unpacking privilege: fact book eleventh edition 2011-12. required for an activity, I would make sure Memory, culture, gender, race, and Retrieved from https://www8.esc.edu/ to remind the students earlier. As I continue power in visual culture. Art Education, esconline/across_esc/instresearch.nsf/ seeing students having trouble using 60(3), 19-24. db1a77fb2f6bcf2085256bfa005466b0/ ANGEL discussion forums, I realize that the b87f664415a891c185257aef007182e3/ discussion forum is not necessarily intuitive Kramarae, C. (2007). Gender matters in $FILE/Fact%20Book%202011-12% to all students. Thus, I would encourage online learning. In M. G. Moore (Ed.), 20FINAL.pdf students to “experiment” with the discussion Handbook of distance education tools and tolerate mistakes that others make. (2nd ed.) (pp. 169-180). Mahwah, Taylor, S. V., & Sobel, D. M. (2011). However, if a student persistently showed NJ: Lawrence Erlbaum Associates Culturally responsive pedagogy: trouble using the required technology, I Publishers. Teaching like our students’ lives matter. would contact the student to offer help or Lai, A. (2012a). Culturally responsive London, England: Emerald Group. direct the student to the helpdesk. art education in a global era. Art My sabbatical turned out to be quite Education, 65(5), 18-23. fruitful. I truly appreciate the opportunity. Lai, A. (2012b, February 12). A feminist Reflecting on the projects accomplished, study of gender and e-learning. I gather that my scholarship is centered Presentation at International around teaching and learning. There is still Conference on Applied and Theoretical a lot to learn and it will continue to be the Information Systems Research, focus of my research. Taipei, Taiwan.

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The Servant Mentor: Where (and When) Might This be Leading?

David Starr-Glass, Center for International Programs

hile the process of mentoring things. First, mentoring is an individualistic is understood differently and often idiosyncratic pursuit and W – depending on tradition, mentoring relationships are personally context and organization – there is general unique. Second, my own mentoring work agreement that it is a managed process: takes place within a specific context and the involving human behavior and relationships; dynamics involved may be quite different incorporating elements of planning, from campus-based mentoring. Third, my organizing, directing and leading. It is the interest is in exploring and sharing the last element, that of leading, that is the focus mentoring relationships that I experience, of this article. not in promoting or prescribing a particular approach. Servant leadership as concept and practice was first suggested as a viable alternative to Qualities and Enactments of the autocratic leadership approaches by Robert Servant Leader K. Greenleaf in a short essay published more than 40 years ago (Greenleaf, 1970/1991). Leadership theory has changed a great deal At first sight, the term seems to be an over the years. Early work was firmly rooted oxymoron: aren’t the ways of servants in behavioral approaches and personality and of leaders diametrically opposed? traits. There does appear to be a connection Yet, focusing on the ethical and moral between innate predispositions and leading responsibilities that accompany the power behavior; although the relationship is differentials inherent in leading, Greenleaf now considered more subtle, nuanced David Starr-Glass in front of the National proposed a radically new role for leaders and mediated by context. A recent meta- Museum (Narodni muzeum), Wenceslas that recognized the dignity of the person, analytical study of personality traits and Square, Prague. the well-being of the organization, and an leading suggested that although “having literature is often very enthusiastic, appreciation of the broader community certain traits may predispose individuals sometimes evangelical. In this essay, my within which the organization is embedded. to certain behaviors, behaviors are the primary interest is in a description of servant He was not talking about a theoretical more important predictor of leadership leadership. It is acknowledged that not perspective; instead, he based the concept effectiveness” (Derue, Nahrgang, Wellman, every innate servant leader will be able to on his 40-year experience as a manager with & Humphrey, 2011, p. 40). Those behaviors use her personal qualities effectively in all AT&T. Upon retiring, he devoted his efforts are shaped and expressed differently, and leading positions, and that not every leading to exploring and promoting the concept, leadership theory has expanded to include a position is made more effective if servant and his continuing contribution to this more eclectic recognition of the contribution leadership is assumed. other-framing of leadership, and his other- and mediation of ethnicity and culture, response to it, has significantly influenced situation and context, process and purpose To assume a role – personal, social or leadership scholars, management gurus and (Ayman & Korabik, 2010). After a great organizational – the individual has to enact practicing managers (Spears, 2005). deal of leadership research, a number of a set of attributes, making them evident to things are clear: there is no single model of others and bringing them to bear on the In this essay, I would like to sketch some leadership; there is no simple prescription situations and relationships encountered. of the central tenets of Robert Greenleaf’s for effective leadership; and leading Greenleaf (1970/1991) considered a set of approach to servant leadership. Having qualities and behavior can be significantly 10 interlocking qualities, which may be established this frame of reference, I will encouraged, nurtured and developed. the natural predisposition of the leader but reflectively consider my own mentoring which he certainly understood to be the practice; hopefully, this will not be an It is contestable whether the term “servant desired enactments in most leading roles exercise in self-indulgence, but will suggest leadership” is descriptive (referring to the and relationships. broader questions about the mentoring leading style naturally adopted by someone relationship that may be of use to others, possessing these attributes), or whether it • Listening actively to others. Leading whether first-time or experienced mentors. is prescriptive (recommending that these involves communicating, but it often In doing so, I am conscious of a number of attributes be employed). Its associated resorts to telling. Communication

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is more properly understood as expressions of a shared humanity and differently: “arriving at a feeling of a process in which conversation, an inclusive compassion. Boundaries rightness about a belief or action dialogue, and shared meaning can and limits are important and should be through one’s own intuitive sense … but lead to different perspectives and recognized: not all personal problems the person being persuaded must take changed understandings. The servant can, or should, be addressed. But that intuitive step alone, untrammeled leader appreciates this, realizing that organisations and institutions can by coercive or manipulative stratagems “communication is the generative produce dis-ease that manifests itself of any kind” (p. 129). mechanism of change that gives people in behavior and resentment. These • Conceptualizing the vision and the the reality in which they live…rather outcomes are only a manifestation future. Positively-orientated leaders than serving as simply a tool for of the dis-ease in the relationship. have a vision of the future, of potentials representing and transmitting people’s The servant leader fosters a pervasive that can be actualized: leading is understanding or knowledge” (Ford “organizational virtuousness,” equally about sharing visions and articulating & Ford, 1995, p. 560). The leader concerned with human impact, moral dreams. The servant leader sees the has the capacity to listen, approaching goodness and social betterment, and future in terms of increased inclusion communication openly and actively, a foundation for healing (Cameron & and stronger community, rather than in looking for meaning and nuance, rather Caza, 2004; Cameron, Bright, & Caza, personal success or organizational pre- than for agreement and confirmation. 2004; Powley & Cameron, 2006). eminence. Kathleen Patterson (2003) She attempts “to understand the • Being aware of self and the other. suggested that the “focus is on the speaker’s own understanding of an Servant leaders exhibit and actively individual member of the organization experience without the listener’s own cultivate awareness. Awareness is and the vision component is about the interpretive structures intruding on openness to surrounding reality and organizational member’s future state … his or her understanding of the other complexity, and Greenleaf (1977/2002) the leader looks forward and sees the person” (Weger, Castle, & Emmett, reflected that it “is not a giver of solace person as a viable and worthy person 2010, p. 35). – it is just the opposite. It is a disturber and seeks to assist each one in reaching • Displaying genuine empathy. In and an awakener. Able leaders are that state” (p. 4). Leaders originate listening and acting, the servant usually sharply awake and reasonably vision, but when shared by followers it leader demonstrates empathy toward disturbed” (p. 41). Awareness of the “continues to take shape and clarity as others included in the process. She complexities of the organization is everyone engaged in the process speaks accepts others, making a conscious essential; however, many suggest that to it and owns it… the vision becomes effort to identify with them and the critical factor is a high level of self- a powerful motivator to take action” acknowledging their unique concerns awareness: “the ability to recognize (Laub, 2004, p. 5). without being judgmental. Empathy is one’s feelings… not only the ability to • Possessing foresight. Visions provide a a conscious concern, which recognizes be aware of one’s feelings and emotions, sense of what might be accomplished and appreciates the other. It does but also to differentiate between them, and are idealized projections, not not impose solutions on perceived to know what one is feeling and why, bound by the immediacy of the problems, or intrude on selfhood. and to know what caused the feelings” moment. Greenleaf recognized this, Robert Starratt (2004) understood that (Bar-On, 2004, p. 15). and felt vision should be complimented in listening and engaging, the leader • Persuading as a preferred option. – not restricted or inhibited – by a must be actively present, which “implies Leaders are invested with power, and realistic appreciation of the here and a level of concentration and sensitivity power-differentials are often utilized in now. The servant leader has to inspire to the signals the other sends out … bringing about change. Rapid change, by presenting realistic goals, and by an unspoken message, responding to which leaves no time for negotiation assessing the degree to which they have the other from your own spontaneous or education, can prompt the use of been achieved. Greenleaf (1970/1991) authenticity” (pp. 86-87). Empathy coercive power. The servant leader is communicates recognition, concern and aware of power differentials, coercive an enabling presence: a presence that implementation, and the legacies of “starts with this premise; I can’t do it power manipulations. She prefers to The servant leader alone; you can’t do it alone; only we approach change situations through can do it” (p. 99, emphasis in original). is aware of power persuasion. She is aware that just as • Caring for wholeness and healing. The there is resistance to change, there is differentials, coercive servant leader is concerned with the resistance to persuasion (Ahluwalia, implementation, and well-being of those who constitute her 2000), but prefers engagement organization. Individual wholeness and persuasion to reach common, the legacies of power and healing are not instrumental issues renegotiated goals. Robert Greenleaf manipulations. related to performance; rather, they are (1996) understood persuasion a little

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called this reality-check “foresight”: an empowerment, and measuring their to less experienced individuals in order ability to see outcomes and to develop own accomplishments in terms of the to help the novices advance their careers, contingency plans. He considered it “a way in which others have developed. enhance their education, and build their wholly rational process,” and wrote networks” (Sherman, Muñoz, & Pankake, • Building community. Carolyn that foresight “means regarding the 2008, p. 244), then leading is a necessary, Crippen (2005) noted that the servant events of the instant moment and perhaps defining, aspect of the mentoring leader recognizes both the internal constantly comparing them with a series relationship. community of the organization and of projections made in the past and at its connectedness to the broader My mentoring is a little different. First, the same time projecting future events – community within which it is it is done in a transnational setting, with with diminishing certainty as projected situated, and “seeks to identify some the Empire State College International time runs out into the indefinite future” means for building community… Program in Prague (Czech Republic), (p. 18). giving back through service to the dealing predominately with Central and • Recognizing the responsibility of community; investing financially into Eastern European students. The significant stewardship. Servant leadership is the community; and caring about one’s contextual dimension is that it operates grounded in a nuanced understanding community” (p. 10). across national cultures. Second, because of of human relationships, organizational prior experience – personal or vicarious – Greenleaf considered these 10 attributes purpose and social contribution. To a most of my mentees have a predetermined to characterize the servant leader and her great extent, this reflects Greenleaf’s cultural understanding of the role of faculty behavior. Some attributes might be more philosophy and world view, but it also in higher education. Their understanding accentuated than others, but collectively, accords with his deep Quaker faith and and expectation of leadership in the they constitute a cluster of interconnected conviction. He was concerned with mentoring relationship is deeply colored by qualities that differentiate servant leadership the leadership practice, rather than status differentials, power distance and the style from other approaches. They are not theory; with enriching the well-being lack of inclusion that is the norm in most fuzzy ideals, but expressions and enactments and resilience of the organization, (but certainly not all) Central and Eastern of a deeper sense of what it is to lead. rather than profit accumulation; with Europe universities. Third, while I visit Servant leaders have been increasingly contributing to a wider ecology of Prague several times a year to meet mentees, identified with new organizational local community and civil society, most of my ongoing work with them is done perspectives, which recognize a changed rather than the isolated firm. at a distance from Israel, which introduces relationship between organizations and Stewardship acknowledges transience another set of dynamics and challenges in the social, cultural, and ethical matrix that and replaceability, responsibility and the mentoring relationship. Fourth, most creates them and gives them legitimacy. a duty to care, conservation and of my mentoring is associated with the Servant leadership is not only a perspective extended property rights. Service, creation of the mentee’s Senior Project: a within some universities and NGOs; it a defining attribute of stewardship, capstone exercise that takes the form of an also has been adopted by major for-profit addresses a multitude of human extended undergraduate dissertation, which corporations such as 7-Eleven, Southwest concerns. Stewardship implies the explores an agreed-upon topic in business, Airlines and Starbucks. leader’s recognition of temporary management or economics. connectedness, personal responsibility Mentorship Through a Prism of and a duty to care (Anderson, 2008). Listening, empathy and caring Leading and Serving • Committing to the growth of people. The mentoring relationship grows out of Mentors lead in a multitude of ways: Servant leaders respond to people rather trust, and for trust to develop, there usually inspiring mentees and making new than institutions, seeing institutions as has to be sufficient time for both parties directions and journeys possible; setting peopled-places rather than symbolic to understand and to test one another. In out on their own journeys and encouraging abstractions. When organizations talk my mentoring practice, face-to-face time mentees to follow, to catch up and to of “human resources” the emphasis is limited and distanced communication continue their personal pathways to is usually on the “resources,” but the (email) lacks media richness. Cross-cultural discovery. The initiative is generally with the servant leader understands the human work requires alertness to difference, mentor, and the journeys taken, postponed element. She values people, and their other values, differing assumptions, and or missed are very much determined by contribution toward the organization, cultural structures of power, authority and her. The mentoring relationship is built on rather than short-term instrumentality credibility. I recognize this, and the mentee trust, anticipated benefit and interpersonal that might result in long-term erosion is normally equally attuned to the cultural engagement. The mentee is often seeking of humanity or selfhood. Servant divide. I engage in what might be called direction and challenge, not just affirmation, leaders tend to understand themselves threshold work: creating a liminal space for and trusts that the mentor will lead her as catalyst in human growth: creating the relationship to develop, a space in which in constructive and fruitful ways. If it is the conditions in which this might old rules and assumptions (especially about true that “mentors provide their expertise occur, enabling pro-social behavior and social order and power differentials) are

suny empire state college • all about mentoring • issue 43 • summer 2013 25 temporarily suspended. Critically, I avoid the is slipping away, grades are sharply down, Similarly, servant mentorship avoids using imposition of solutions to assumed problems and there are dark circles under eyes. I power to coerce or demand. As has been or unarticulated difficulties. I listen. I have often been profoundly humbled when mentioned, coercive power is often a short- actively listen to the mentee’s experiences, mentees sense a dimension of compassion term expedient, but should only be resorted concerns and expectations. Dialogue is and healing in the mentoring relationship, to when there is no time for negotiation silenced if the other believes she is unheard. and unburden themselves: a younger sister or for the creation of a learning process Dialogue is ritualized if questions are dying of inoperable cancer; mothers and that will bring about change. The problem answered and not questioned. fathers with a few months to live. To share is that coercive power is remembered (by is the first stage in healing, but usually not the mentee) and it can be addictive (for the As an instructor, students look to me for the last (Starr-Glass, 2006). mentor), corroding both parties. If mentors knowledge. I hate to disappoint them, so I are educators, is seems reasonable that they try to provide it. Sooner or later, I tell them should adopt dialogue, persuasion and that knowledge transmission is a useful increased learning rather than power play. short-term expedient, but in the long-term, They smile, but most of knowledge has to be created. They smile, them begin to understand In my mentor work, I also tend to but most of them begin to understand that conceptualize and articulate visions of what in the engine of learning, I am more like the that in the engine of can be, and futures that might be. The catalytic converter than the fuel tank. As a learning, I am more like mentee is sometimes doubtful, which often mentor, mentees generally look to me for means that she is fearful. She is not sure experience. They know that I am not going the catalytic converter whether the Senior Project dissertation can to write their Senior Project dissertations, than the fuel tank. be written: she has no prior experience. She but appreciate that I can be a catalyst in admits to being excited, but confesses to the process: making things happen more being concerned. Here, my experience can effectively. In sharing experience and in be provided freely, because I have had the Awareness, persuading and vision guiding, I am conscious of the need to experience of hundreds of mentees arrive be actively present, even when physically The concept of servant mentor, as with in the same condition, only to leave a year distanced. It is often a matter of asking servant leader, is problematic because it later with pride and satisfaction in their what she really wants to do, rather than invites a dichotomy. Does the mentee in completed dissertations. The vision has to be telling her what I would do. Experience has such a relationship become the master? Or presented realistically. I also have the mentee to be reflected upon, shifted and sorted, perhaps the mentor comes to see herself grade a couple of the published dissertations and shared appropriately. My mentoring assuming a self-serving role, in which from past students, allowing her to develop is not centered on the knowing expert, but the decision to serve only affirms her the critical skills required and to realistically on the bricoleur who uses an accumulated control? It is a false dichotomy, based on assess the virtues (and flaws) of those who inventory of bits and pieces, found here a premise of hierarchical power. Perhaps have come before her. But there is a future and there, to respond to the stated needs it is easier to consider the verb rather vision and it includes the mentee. It is the of mentees. It seems to me that this is an than the noun. Serving is rooted in an shared goal toward which we set out. invocation of empathy: responding to the acknowledgement of both the self and the determined needs of others. I understand other. It is an acknowledged awareness of Foresight, stewardship, what Starratt (2004) is saying when he co-presence, based on a shared humanity growth and community talked about an enabling presence based on rather than on assumptions of difference, To counterbalance the vision, there is “I can’t do it alone; you can’t do it alone; power or authority. Serving is a voluntary foresight. If the mentoring relationship is only we can do it” (p. 99). recognition of the other, a reciprocation a journey, then it has stages, obstacles and of the other’s shared presence, a response Each mentee is a real and authentic person, detours. These have to be communicated to a connectedness with the other. It is an and has to be respected and valued as such. and shared with the mentee as they extension of self, not its contraction. The Increasingly, I explore with them their develop. The servant mentor thinks ahead, servant mentor responds to an awareness journeys, geographically and educationally. anticipates, responds, shares, supports and of self and awareness of the other in the They are often challenged by language encourages. Foresight is anticipatory, but its mentoring relationship. This is often dislocation and cultural strangeness, yet horizons are usually closer than imagined. a profound, but difficult, concept for by and large remain resilient and focused. Communication is critical and, since my mentees who have experiences or cultural As the mentoring relationship becomes mentoring practice is distanced, it is essential assumptions in which a power differential comfortable for them, they often share their to develop an effective ongoing flow of is a rigid and inevitable consequence of dreams and aspirations. Sometimes, there information. Simple things, but meaningful social order. The servant mentor negotiates is a problem present but unarticulated. things: prompt responses, adequate power difference, moving beyond dominance The mentor is not a social worker, and discussion, detailed and actionable points and subservience. boundaries are important, but sometimes raised, and thoughtful attentiveness. the problem is intrusive: the mentee’s work

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The concept of stewardship also might need Adding value – or better, assisting in a recognize and affirm that they are bound some elaboration. As an aside, it is useful process where increased internal value into a greater community, seeing their to remember that the word “economy” is generated – takes place within the efforts as eventually permeating into it and is derived from the Greek ekonomus, mentoring relationship itself, but it does transforming it (Drury, 2005). which means someone who managed a not remain there. It spills over into the household or estate: a steward. The role broader community within which mentee Servant Mentoring: To What of the steward was to plan, organize and and steward mentor are embedded. A Extent Does This Ring True? conserve the estate. The goal was to make recurring theme from my Central and This article has tried to present a framework it more productive and effective, but the Eastern European mentees is about returning that represents the attributes and the estate did not belong to the steward; it was to their homelands and contributing to enactments of what have come to be held in a relationship of beneficence and families, family businesses and civil society. called servant leaders. Using that prism, I trust. While there might be some question They have all taken journeys, not random have examined and reflected on my own about the practices and attitudes of present wanderings, but temporary sojourns in mentoring practice, recognizing that it may day economics, the word does convey a distant places. The themes of journeys be contextually different or idiosyncratically responsibility to accrue benefit, reduce harm and strangerhood are central parts of my constructed. It has been an attempt to and recognize other-ownership. mentoring approach, because they recognize describe and make connections, not to the nature of the mentee’s experiences The mentoring relationship is not my prescribe and repackage. and expectations. Journeys can change us, private property with which I can do as I strangerhood can be empowering. For these But these are only my reflections. Or think fit; rather, I am mutually included in a students, there is almost always the dream perhaps they are only reflections of me. relationship of responsibility and beneficence of returning changed and empowered. Or perhaps they are only reflection of an to optimize good. In stewardship, there is idealized process. Yet, when I consider a responsibility to recognize the rightful The servant mentor understands the what I do, what I experience, and what inclusion of others in the “household,” and expanded nature of her practice; it has an my mentees tell me they experience, it does to exercise care and concern. That raises effect on things beyond the boundaries of seem that the cluster of values that Robert the question of the ultimate ownership of the mentoring relationship. There is the Greenleaf attributed to servant leadership what is entrusted. Different people will particular and the generalized, the dyad and is congruent with the mentoring that I try have different perspectives: some might the community. Perhaps this is something to practice. To a fair degree, leadership is explain this in terms of religious or moral more immediately obvious in higher not an innate quality, but a skill that can duty; others might see it in a duty toward a education than it is in the world of business. be learned, improved and changed. That particular discipline, institution, knowledge, Reaching beyond the boundaries of the also seems true of mentoring. I certainly communities or society. But whoever, or particular and impacting what lies beyond recognize that the context of my mentoring whatever, is the ultimate ownership of seems natural to colleges, because they has changed and that, to a degree, at least, mentoring, its practice is within the domain are “the cradle of the professions and the my mentoring approach also has changed. and stewardship of the individual mentor. primary socializers of future professionals… making any profession more community- In a transnational context, given the cultural In that experiential domain of mentoring, oriented must, therefore, begin with making assumptions and experiences of my mentees, whatever the ultimate goals, the immediate universities more community-oriented” and in a situation where the mentoring concern is the growth of the mentee. Over (Klay, Brower, & Williams, 2001, p. 46). relationship is attenuated by distance, the course of the year, I see changes and there does seem to be a clear resonance development. Not all are attributable to Ernest Boyer (1996) stressed that all between servant leadership and what I the mentoring engagement, but within forms of scholarship are part of a unified have called servant mentoring. Leadership the engagement. there are always signs of “scholarship of engagement.” At the is contextually situated and needs to be new-found confidence, growing awareness college level, this means “connecting the contextually viable: one size does not fit all. and increased independence. Recognition rich resources of the university to our Good leaders intuitively sense that and try of the mentee’s academic growth certainly most pressing social, civic, and ethical to remain authentic, while adapting to the provides me with an intrinsic reward. The problems, to our children, to our schools, task environment. Perhaps mentors are no servant mentor includes herself in the cycle to our teacher, and to our cities… campuses different. For me, the role of servant mentor of growth and renewal. While recognizing would be viewed by both students and represents an authentic presentation of self, the mentee’s unique ability to change and professors not as isolated islands, but as but it also seems to be contextually viable. mature, the mentor appreciates that her staging grounds for action” (pp. 19-20). But, here again, these are only my thoughts provision of support, guidance and energy in For the mentor, engagement begins with the and experiences. the mentoring relationship has contributed connection between her and her mentee; to the mentee’s growth. however, this initial dyadic is not an isolated There is another avenue that I would like island, but part of extended communities of to explore, because an additional aspect of inquiry, of practice and of service. Servant my mentoring is that just as it is distanced mentors, like servant leaders, seem to from learners, so it also is distanced from

suny empire state college • all about mentoring • issue 43 • summer 2013 27 colleagues and peers. I have proposed that, Cameron, K. S., & Caza, A. (2004). Laub, J. (2004, August). Defining servant in many aspects, the model of mentoring Contributions to the discipline of leadership: A recommended typology engagement that I practice is similar to the positive organizational scholarship. for servant leadership studies. Servant normative one that is central to Empire American Behavioral Scientist, 47(6), Leadership Research Roundtable State College. Obviously, all mentoring 731-739. Proceedings, School of Business & incorporates elements of the personal; Leadership, Regent University, Virginia Cameron, K. S., Bright, D., & Caza, A. however, I would like to better understand Beach, VA. Retrieved from http://www. (2004). Exploring the relationships whether what I see as servant mentoring regent.edu/acad/global/publications/ between organizational virtuousness reflects the thoughts and practices of sl_proceedings/2004/laub_defining_ and performance. American Behavioral my peers. servant.pdf Scientist, 47(6), 766-790. Does the description of the servant mentor Patterson, K. (2003, August). Servant Crippen, C. (2005). The democratic school: correspond to your approach to mentoring? leadership: A theoretical model. Servant First to serve, then to lead. Canadian Leadership Research Roundtable I would greatly appreciate it if you could Journal of Educational Administration Proceedings, School of Business & consider sharing your thoughts with me and Policy, 47. Retrieved from http:// Leadership, Regent University, Virginia in a collegiate endeavor to understand www.umanitoba.ca/publications/cjeap/ Beach, VA. Retrieved from http://www. more about what we mean by, and how pdf_files/crippen.pdf regent.edu/acad/global/publications/ we practice, mentoring. If you would like Derue, D. S., Nahrgang, J. D., Wellman, sl_proceedings/2003/patterson_servant_ to assist me in this project, please consider N., & Humphrey, S. E. (2011). Trait leadership.pdf emailing me. It would be wonderful if you and behavioural theories of leadership: could tell me how long you have mentored, Powley, E. H., & Cameron, K. S. (2006). An integration and meta-analytic test your academic discipline, and the points in Organizational healing: Lived of their relative validity. Personnel which the picture that I have sketched here virtuousness amidst organizational Psychology, 64(1), 7-52. of servant mentoring agree, or disagree, with crisis. Journal of Management, your own practice. I can be contacted by Drury, S. (2005, August). Teacher as Spirituality & Religion, 3(1-2), 13-33. email at [email protected]. servant leader: A faculty model for Sherman, W. H., Muñoz, A., & Pankake, effectiveness with students. Servant A. (2008). The great divide: Women’s References Leadership Research Roundtable experiences with mentoring. Journal Proceedings, School of Business & Ahluwalia, R. (2000). Examination of of Women in Educational Leadership, Leadership, Regent University, Virginia psychological processes underlying 6(4), 239-259. Beach, VA. Retrieved from http:// resistance to persuasion. Journal of www.drurywriting.com/sharon/drury_ Spears, L. C. (2005, August). The Consumer Research, 27(2), 217-232. teacher_servant.pdf understanding and practice of servant Anderson, J. (2008, May). The writings of leadership. Servant Leadership Ford, J. D., & Ford, L. W. (1995). The Robert K. Greenleaf: An interpretive Research Roundtable Proceedings, role of conversations in producing analysis and the future of servant School of Business & Leadership, intentional change in organizations. leadership. Servant Leadership Regent University, Virginia Beach, Academy of Management Review, Research Roundtable Proceedings, VA. Retrieved from http://www. 20(3), 541-570. School of Business & Leadership, regent.edu/acad/global/publications/ Regent University, Virginia Beach, Greenleaf, R. K. (1970/1991). The servant sl_proceedings/2005/spears_practice.pdf VA. Retrieved from http://www. as leader. Indianapolis, IN: The Robert Starratt, R. J. (2004). Ethical leadership. San regent.edu/acad/global/publications/ K. Greenleaf Center. Francisco, CA: Jossey-Bass. sl_proceedings/2008/anderson.pdf Greenleaf, R. K. (1996). On becoming a Starr-Glass, D. (2006). Mentoring notes. All Ayman, R., & Korabik, K. (2010). servant leader. San Francisco, CA: About Mentoring, 30, 50. Leadership. American Psychologist, Jossey-Bass. 65(3), 157-170. Weger Jr., H., Castle, G. R., Emmett, M. Greenleaf, R. K. (1977/2002). Servant C. (2010). Active listening in peer Bar-On, R. (2004). Bar-On emotional leadership: A journey into the nature interviews: The influence of message quotient inventory: Technical manual. of legitimate power and greatness. paraphrasing on perceptions of Toronto, Canada: MHS Systems. Mahwah, NJ: Paulist Press. listening skills. International Journal of Boyer, E. (1996). The scholarship of Klay, W. E., Brower, R., & Williams, B. Listening, 24(1), 34-49. engagement. Journal of Public Service (2001). A community-oriented model of and Outreach, 1(1), 11-20. Retrieved academic professionalism. Metropolitan from: http://openjournals.libs.uga.edu/ Universities, 12(3), 41-50. index.php/jheoe/article/view/253/238

suny empire state college • all about mentoring • issue 43 • summer 2013 28

The Pearl of the Antilles, Take 2: Teaching Film in Cuba

Ruth Goldberg, Metropolitan Center

first went to Cuba in 1999, lured by the prospect of attending the International I Festival of New Latin American Cinema that attracts filmmakers, scholars and critics to Havana every December. For each of the next three years, I brought groups of our Metropolitan Center students to the festival as an immersive credit-bearing study of Latin American cinema. We organized these trips around screenings, encounters with filmmakers and historians, lectures and tours of the island. In 2001, my relationship with Cuba and Cuban cinema deepened immeasurably when I was invited to teach an intensive workshop on the horror film at Cuba’s renowned film school: The International School of Film and Television in San Antonio de los Baños (Escuela Internacional de Cine y Television, or EICTV). Since that first visit, The EICTV has invited me back to teach in Cuba biannually, and these teaching ordóñez trips are among the highlights of my year. The EICTV was founded in 1986 by nicolás Colombian author Gabriel Garcia Marquez, : Argentine filmmaker Fernando Birri (widely photo known as the “father of the new Latin Ruth Goldberg (seated in left chair) and Edgar Soberon (seated in right chair) with students. American cinema”) and Cuban filmmaker Julio Garcia Espinosa. In Birri’s words, in which a student who graduated from this at the center of an enormous working farm, the school was founded “so that a Utopia, school does not participate. We have created and surrounded by miles of citrus groves, which, by definition, exists nowhere, might an international network of solidarity, banana fields and pastureland. On the drive exist somewhere.” From its inception, the co-productions and relations among all from the airport, it is not unusual to pause EICTV marked the creation of a space to those who have been involved in the while a herd of cows crosses the road. This mold a new kind of independent world school because, as Gabriel Garcia Marquez is deep country – not at all the location one cinema as a creative instrument for predicted, our inordinate purpose was, is might imagine for a cosmopolitan hub of social change. and will be the integration of a politically- international film production. The school has flourished to become a engaged world cinema. In this sense, I And yet, once inside the beautifully destination for young filmmakers from 45 believe we are on a good path.” landscaped, state-of-the art film school countries around the world. In the words And, as one might expect from a school campus, one enters an island within an of the current director, Rafael Rosal, “We founded by Gabriel Garcia Marquez and island: a world entirely inhabited by have more than 800 graduates in seven Fernando Birri, the EICTV is a completely filmmakers and dedicated to the worshipful specialties distributed around the world. I magical place. study of cinema. The entryway to the main have no reservations when I say that our building is covered with inspirational graffiti graduates have changed the panorama of First, there is the strange matter of its left by visiting filmmakers and actors who Latin American cinema. There probably is location. The campus is roughly an hour’s have come to teach through the years: no significant production in this continent drive from the city of Havana, hidden away

suny empire state college • all about mentoring • issue 43 • summer 2013 29 ordóñez

nicolás : photo

Inspirational graffiti by filmmakers who have visited the school.

Steven Spielberg, Francis Ford Coppola, are divided into seven areas of specialization: reinvigorated by the emergence of new Isabelle Huppert, Asghar Farhadi, the Coen directing, screenwriting, production, learning opportunities and new mentor- Brothers, Carlos Sorin, and dozens of others. documentary, sound, cinematography and student combinations. editing. Throughout their foundational first Next door, in the screening rooms, As an example: on a typical Monday year of basic film studies and subsequent somewhere between 10 and 20 different morning, the second year production two years of advanced specialization, films are shown every day. Here, in the students might be introduced to Charles students have a mix of hands-on training, middle of the Cuban countryside, with McDougall who has come for a week practical exercises and classes on film horses grazing in a nearby field and the to oversee their television exercises. history and theory. The schedule is intense: sound of tractors in the distance, one can Meanwhile, the directing students jump into nine hours of class a day, five days a week walk into the Glauber Rocha screening a Meisner technique workshop with Stephen – except on location, when the commitment room and see the most significant new Bayly. A Cuban cinematographer kicks increases to 14- or 16-hour days of works of world cinema before they even off a highly-anticipated week of exercises shooting. But this is not what is so special have a chance to debut in New York – the with the Red© camera. A composer arrives about the model. What creates the unique very latest by Bela Tarr or Michael Haneke from Mexico City with a three-week sound experience at the EICTV is that aside from a or Lucretia Martel, presented, in many design workshop. A French screenwriter core faculty of filmmakers who oversee each cases, by the filmmakers themselves, as an coaches the third year students on pitching department, all workshops are taught by a offering to the school that has trained so their thesis films. Daniel Minahan walks a revolving cast of visiting filmmakers who many young artists from all over the world. group through the storyboarding technique come to work with the students for short, he uses on Game of Thrones. By lunchtime, There are three other elements that, I intensive periods of time. As a result, the the school is buzzing with new ideas, half believe, are essential to the particular magic creative energy in the school is constantly a dozen languages, and the spontaneous of the EICTV. The first is the educational chemistry of mentor-student encounters model. Students in the three-year program between working professionals and young,

suny empire state college • all about mentoring • issue 43 • summer 2013 30 emerging artists. Many of these mentoring relationships continue on long after the students graduate, and visiting professors are aware that they are training soon-to-be colleagues in the industry. The second ingredient in the EICTV experience is that everyone (students, visiting faculty, administration) lives together on that campus out in the middle of the country. Everyone enjoys a pleasant four-minute “commute” in the morning, walking from the faculty apartments and student dorms across a field, through a leafy walkway and into the bustle of the main complex. We all eat meals together in a communal dining hall, and grab a coffee or a swim between classes. Everyone unwinds over a beer on the patio at the end of the day, and everyone attends a range of late- night screenings, often staying to argue over urgent cinematic matters until well into the night. For visiting professors, this chance to live in a community of film people means that, however briefly, we, too, are back in film school, with all of the exuberance, intensity and fun of campus life. None of this would matter if the students weren’t so extraordinary. They come with different levels of preparation – many have studied for other careers before deciding to switch into film, so it is not unusual to have doctors or other professionals among the students – while some have already completed extensive arts conservatory training in their home countries. The basic toles entrance requirements include a completed

undergraduate degree, a solid portfolio bill : of work and a rigorous exam. The school

accepts one out of every 10 applicants, photo admitting just 42 new students per year. The Scarecrow students come ready to work hard, aware that film is among the most competitive filmmakers was donated to the school, the image. Some students grabbed their cameras fields they could choose. students set about repurposing the statues and filmed the impromptu scene, while The age limit to enter the three-year around campus, where they could be tucked others wielded the hammers. Everyone program is 30 years old, and the students away out of sight but still form part of the found a way to join in. range in age across their 20s. Some are landscape: here is a picture of one of the As another example of the EICTV school away from home for the first time, while statues (above), now permanently employed spirit, every year on Halloween, the entire others are married and well into their adult as a scarecrow in the vegetable fields behind school (roughly 200 souls) gets into lives. They all share a wealth of creative the student dorms. During one of his annual full zombie costume and makeup and energy and a distinctive sense of irreverence. visits, co-founder Fernando Birri, in the participates in the annual “zombie walk,” Any free moment in film school is an same spirit, made an eloquent speech about terrorizing the sleepy neighboring town of opportunity for creative expression (read: the importance of artistic irreverence and San Antonio de los Baños. This is now an hijinks). As one example, after a set of truly then handed out hammers so the students eagerly awaited annual event, and many of unfortunate, life-sized sculptures of seminal could smash to bits the statue made in his the folks from the town dress as zombies

suny empire state college • all about mentoring • issue 43 • summer 2013 31 and join in as well, starting in the graveyard The work of the Cuban students holds Fortnight Festival, while Carlos and Abel at midnight, and lurching slowly, eerily, particular interest for me. I have a brought their film, La Piscina, to the 2013 through the dark streets. relationship with Cuba now, and with Berlin Film Festival. Cuba’s evolving national cinema as it For me, the EICTV has been a wonderful I am proud that this generation is slowly changes and shifts into a new form. place to experiment – to try out new ideas, determined to work in Cuba and change the I am deeply invested in seeing how this new teaching material, and new workshops. industry from within. Critics observe that story will play out. I have begun writing I generally teach two different kinds of the films of this new generation are “not about the work of some of the recent classes at the EICTV. Once a year, I offer typical” of Cuban cinema, in terms of their Cuban graduates of the EICTV, and I an evening workshop that is open to the complex formal experiments and range of am particularly interested in tracking the entire school: either a genre study (horror, references and influences. Of course, this experimental documentaries of Armando silent comedy, the American avant garde wide range of references comes in part from Capo Ramos and Jorge de Leon, as well as tradition) or a director study (Bresson, the training at the EICTV – from those three the experimental fiction works of Carlos Cassavetes, Haynes, Haneke, Hitchcock). intensive years of exposure to films and Quintela Machado and Abel Arcos. The And once a year, the screenwriting filmmakers from all over the globe. With rest of the world also is starting to take department invites me to teach a two-week new Cuban filmmakers graduating from note of these young artists. Armando was intensive seminar on dramatic structure and the EICTV each year, however, it is only a just in New York, showing his work at the “the hero’s journey” for the second-year matter of time, really, before these worldly, Museum of Modern Art’s Documentary screenwriting students. audacious films are recognized as indeed being “typical” of a new Cuban cinema.

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Emerging Computing Models and Their Impact on Organizations

Ivan I. Ivanov, Long Island Center

1. The Rationale for my for the most part running similar software Research Interest and static applications. Two independent studies completed by IBM and Gartner n the late 1990s, when I was director Group in 2002 revealed an overbuilding of the largest University Data Center of IT assets, resulting in an extremely I (UDC) and chaired the UDC Directors’ low level of capacity utilization. Major council in Bulgaria, I was under ongoing corporate servers were using just 10 to 35 pressure to find a way to keep my most percent of their available processing power, talented information technology (IT) and in most organizations, the majority of professionals working for the center to desktop machines were utilized less than better utilize our existing computer and 5 percent of the time. To better address IT network resources, and to find sources utilization problems, similarities in delivery for new IT investments. I shared my idea services and new IT models have been with the upper university management examined. IT, like steam power, electricity for adopting a “pay-per-use” model for and telecommunications before it, is what commonly employed IT systems in the economists describe as a general-purpose regional universities. I was very close technology, which, because of the broad to implementing a collaborative project range of employments and a large variety with Sofia-based universities, running of products and applications, proffers the Ivan I. Ivanov the same hardware platforms and similar potential of considerable economies of scale information systems. We were well if its supply can be consolidated (David & more advanced computing delivery models interconnected, and there were no critical Wright, 2003). technological complications. The project such as cloud and utility computing started promised to be cost-effective for all Consolidated Enterprise IT solutions have in the late 1980s with the concepts of participating institutions, and the savings proven to enhance business efficiency when grid computing. significant fractions of local computing from operational costs and downsizing Grid computing specifically refers to activities are migrating away from desktop the capital investment could be used leveraging a massive number of computers PCs and departmental servers, and are being toward developing new systems and for in parallel to solve particular problems, integrated and packaged on the Web into improving the IT infrastructure and quality or to run specific applications. The key “the compute cloud.” Whether referred to of services. However, the idea was too element of grid computing is that computers as grid, utility or cloud computing, the idea new, the magnitude of the paradigm shift (or nodes) in a grid are able to act is basically the same: instead of investing was too great for IT personnel and top independently without centralized control, in and maintaining expensive applications executives, and to avoid mostly political handling requests as they are made and and systems, users access and utilize obstacles, the project wasn’t launched. The scheduling others. Grid computing is the dynamic computing structures to meet their lesson from this endeavor, in combination underlying technology for utility computing. fluctuating demands of IT resources, and with dynamic transformations in the In the long term, grid computing is heading pay a fixed subscription or an actual usage information technology/information systems- toward a convergence of utility computing fee (Ivanov, 2009b). environment, encouraged me to focus my from the pricing and delivery prospective, research on advanced computing models and and Web services-based integration and 2. The Evolution of Computing exploring further the complex forces in and virtual technologies to enable multiple, Structures and Models out of organizational settings correlating networked computers to be managed as to a success and acceptance of novel While the number and variety of computer one (The 451 Group, 2003). In the late IT solutions. applications and services progressively 1990s, with the virtualization of systems, Over the last decade, IT, as a business elevates, the demand for faster, more servers and applications, the grid model has resource, pushed us to see a persistent powerful and capable dynamic computing expanded to a higher level of abstraction: problem: the creation and maintaining of structures increases immensely. According to virtual platforms, including storage and hundreds of thousands of independent data the IBM Corporation (2009a) white paper network resources, and subsequently centers, all using identical hardware and “Seeding the Cloud,” the evolution toward virtual applications, which have no specific

suny empire state college • all about mentoring • issue 43 • summer 2013 33 underlying infrastructure. Service-oriented table computers, notebooks, wall computers, datacenter). Examples of resources architecture has been the next software handhelds, etc.” (Hewitt, 2008, pp. 96-99). include storage, processing, memory, design approach established to dissolve Cloud computing is an emerging model and network bandwidth. business applications into separate functions through which users can gain access to their Rapid elasticity. Capabilities can be or “services” that are used independent of applications and systems from anywhere, elastically provisioned and released, applications and computing platforms on at any time, through their connected in some cases automatically, to which they run. When individual functions devices. These applications and services scale rapidly outward and inward within applications are all available as reside in massively scalable data centers, commensurate with demand. To the discrete building blocks, companies have structured in public or private clouds, where consumer, the capabilities available the ability to integrate and group them computing resources can be dynamically for provisioning often appear to be differently in order to create new capabilities provisioned and shared to achieve significant unlimited and can be appropriated in and align to business processes (IBM Global economies of scale. The strength of the any quantity at any time. Business Services, 2006). This architectural cloud computing model is its infrastructure approach is specifically applicable when management, enabled by the maturity and Measured service. Cloud systems multiple applications and processes running progress of virtualization technology to automatically control and optimize on various technologies and platforms manage and better utilize the underlying resource use by leveraging a metering need to interact with each other – a resources through automatic provisioning, capability at some level of abstraction recurring scenario within the utility-based re-imaging, workload balancing, monitoring, appropriate to the type of service (e.g., computing environment. change request handling, dynamic and storage, processing, bandwidth, and automated security, and resiliency platforms active user accounts). Resource usage Utility computing has been designed to offer (IBM Corporation, 2009). can be monitored, controlled, and computing clusters as virtual platforms for reported, providing transparency for computing services with a metered business To design and deliver a future IT both the provider and consumer of the model (IBM Corporation, 2009). Utility architecture that captures the promises and utilized service. (Mell & Grance, 2011, computing offers companies and private the benefits of cloud computing, the five p. 2) users access to hosted computing services, core characteristics defined by the National scalable and portable business applications Institute for Standards and Technology must Besides the five core features listed above, through a utility-like, pay-on-demand be considered: there are favorable advances that focus on service over the Internet. In the ultimate further strategies for adopting cloud-based On-demand self-service. A consumer utility computing models, companies are services (Sosinsky, 2010): can unilaterally provision computing able to acquire as much IT services as they capabilities, such as server time • Lower cost: Consolidated cloud need, whenever and wherever they need and network storage, as needed resources operate at higher efficiencies them (Ivanov, 2009a). Lately, software as automatically without requiring human and with greater utilization, resulting a service (SaaS) has elevated the level of interaction with each service provider. in significant cost reduction. Though virtualization to software applications. cloud vendors charge a premium for The SaaS model has been developed to Broad network access. Capabilities their services, the customers would overcome common enterprise challenges in are available over the network and save money by selecting the most meeting fluctuating demands on software accessed through standard mechanisms needed options. Additionally, cloud resources. Again, the business approach that promote use by heterogeneous computing deployment lets someone ultimately targets the cost-efficiency models: thin or thick client platforms (e.g., else manage the cloud infrastructure, instead of buying, installing and supporting mobile phones, tablets, laptops, while the organization will focus expensive packaged enterprise applications and workstations). on managing their core activities, or systems, users can access and utilize Resource pooling. The provider’s achieving considerable reductions advanced “externalized” applications over computing resources are pooled to in IT staffing costs. the network and pay a fixed subscription serve mulitiple consumers using a multi- fee or an actual usage fee (Turban & • Ease of utilization: depending upon tenant model, with different physical Volonino, 2009). the type of services, there would be and virtual resources dynamically minimal or no hardware and software The concept of cloud computing has evolved assigned and reassigned according to requirements, upfront costs or from the concepts of grid, utility and SaaS. consumer demand. There is a sense adoption time. In reference to the Institute of Electrical of location independence in that the and Electronics Engineers (IEEE) Computer consumer generally has no control or • Quality of Service: the higher cloud Society definition, cloud computing “… knowledge over the exact location of QoS compares to on-premises IT, and is a paradigm in which information is the provided resources but may be able can be obtained under contract or SLA permanently stored in servers on the Internet to specify location at a higher level from the cloud vendor. and cached temporarily on clients that of abstraction (e.g., country, state, or include desktops, entertainment centers,

suny empire state college • all about mentoring • issue 43 • summer 2013 34

• Reliability: The scale of cloud resources infrastructure, but has control over the or community), and will keep in-house the and their ability to provide load deployed applications and possibly hosting core IT systems. The current cloud vendors’ balancing and failover makes them environment configurations. initiatives launched by formidable cloud highly reliable, often much more players, including Amazon, IBM, Hewlett- For many organizations, the primary consistent than IT service in a Packard, Oracle and VM Ware demonstrate question is not related to the computing single organization. their readiness to build and to provide open delivery models, but is focused on the or customized cloud architecture based on • Simplified maintenance and upgrade: purpose of the cloud and the nature of how already developed OpenStack standard, For centralized systems, all patches and the cloud is located; in other words, the VMware’s vCloud, Amazon Web Services or upgrades are easily performed and users computing deployment model. According Oracle Cloud Services. have access to the latest versions in a to the NIST, the four cloud computing timely manner. deployment models are: 3. IT/IS in the Organizational • Low Barrier to Entry: In particular, Private cloud. The cloud infrastructure Context as upfront CapEx are dramatically is provisioned for exclusive use by a To explore the complexity of the problems reduced despite the institutional size, single organization comprising multiple and avoid unrealistic expectations when because of cloud computing, anyone consumers (e.g., business units). It may shifting to and employing emerging can gain full access and services from it be owned, managed, and operated by technologies and new computing models, at any time. the organization, a third party, or some a formal methodology of examining and combination of them, and it may exist The largest cloud category to date and an evaluating IT in the organizational context on or off premises. anticipated leader in the next decade is should be applied. The contemporary software as a service (SaaS). Customers use Community cloud. The cloud approaches to information systems, software applications, hosted by a cloud infrastructure is provisioned for and more specifically, IT, encompass provider and available over the Internet. exclusive use by a specific community multidisciplinary theories and perspectives According to the Forrester Report from of consumers from organizations that with no dominance of a single discipline 2011, the SaaS revenue has reached $21.2 have shared concerns (e.g., mission, or model. Gabriele Piccoli’s (2012) book, billion from the total of $25.5 billion from security requirements, policy, and Information Systems for Managers, features the public cloud. As a result of a strong compliance considerations). It may IT as a critical component of a formal, demand from companies and organizations, be owned, managed, and operated by sociotechnical information system designed Forrester predicts SaaS revenues to grow one of more of the organizations in to collect, process, store and distribute to $92.8 billion by 2016, which would be the community, a third party, or some information. The notion of this definition 26 percent of the total software market combination of them, and it may exist is based on the sociotechnical theory work (O’Neill, 2011). on or off premises. developed by the Tavistock Institute in London in mid-1950s and 1960s. The IT The second largest cloud category, with Public cloud. The cloud infrastructure is sociotechnical approach not only pictures a $2.9 billion market size in 2011, is provisioned for open use by the general the concept, but reveals the impact of new infrastructure as a service (IaaS). The public. It may be owned, managed, technologies and processes on the entire IaaS provides computing power, storage, and operated by a business, academic, work system, and the dependencies and archiving and other fundamental computing or government organization, or some interactions between all other components resources to an organization with a utility combination of them. It exists on the of the sociotechnical system. pricing and delivery model. The consumer premises of the cloud provider. does not manage or control the underlying According to Piccoli (2012), any Hybrid cloud. The cloud infrastructure cloud infrastructure, but does have control organizational information system can is a composition of two or more over operating systems, storage, deployed be represented as a sociotechnical system distinct cloud infrastructures (private, applications and possibly selection of that comprises four primary components community, or public) that remain networking components. that must be balanced and work together unique entities but are bound together to deliver the information processing The platform as a service (PaaS) is the by standardized or proprietary functionalities required by the organization third largest cloud delivery model with a technology that enables data and to fulfill its information needs. The market size of $820 million in 2011, with application portability (e.g., cloud sociotechnical model validates not only the a predicted growth from 2012 on. PaaS is bursting for load balancing between most important system components, but the middleware of the cloud, and customers clouds. (Mell & Grance, 2011, p. 3) at the same time exemplifies the primary use infrastructure and programming tools Most IT and business analysts consider that driving forces within organizations, such as: hosted by the service provider to develop the main stream of companies is focused structure, people, process and technology. their own applications. The customer does on adoption of a hybrid cloud strategy The first two – people and structure – shape not manage or control the underlying cloud that will split selected workloads in off- the social subsystem and represent the premise providers’ clouds (hybrid, public human element of the IS. The latter two –

suny empire state college • all about mentoring • issue 43 • summer 2013 35 process and technology (more specifically IT is particularly critical to organizational repositioning IT capabilities in conjunction IT) – contour the technical subsystem of operational effectiveness. Actually, this with precisely harmonizing to sociotechnical the IS and relate to a wide range of IT impact forms the organizational business system components, results in enabling resources and services intertwined with strategy, mounts the benefits and shapes the IT alignment with the organization’s a series of steps to complete required implementation processes. business strategy. business activities. A brilliant illustration of Porter’s competitive 4. The Scale of IT Transformations The sociotechnical system approach forces model and how emerging technologies and Their Impact on Business – validates the four critical components of the and innovative ideas could transform large IT Alignment information system interdependency and business organizations is IBM’s “Business proves that none of them works in isolation. On Demand” approach launched by With escalating IT operational costs and They all interact, are mutually dependent, CEO Sam Palmisano in the mid-2000s. the inability to get adequate value from IT and consequently are subject to “systemic Employing emerging technologies such as investments, firms are striving to convert effects,” defined as any change in one grid, virtualization, utility and later, cloud their IT from a strategic liability to strategic component affecting all other components computing while they are still in their asset. According to many recent surveys of the system. Bob Napier, former CIO hype, the most innovative IT company from Gardner Group, Forrester Research of Hewlett Packard, was credited in 2003 aggressively expanded their products, and MIT CISR, most of the IT budgets are with the quote: “Every business decision services and operations across industries spent for keeping existing applications and triggers an IT event” (HP, 2003, para. 3). and globally, and made them available upon infrastructure running. Many firms typically Certainly the quote was valid ten years ago; customers’ demand, market opportunity spend over 80 percent of their IT budgets on it can be argued that today it is even more or external threat. Strictly focusing on supporting current systems, and the budget important. The two occurrences should the power and capabilities of emerging for renovation or new systems, if it exists, not be separated: when addressing business technologies, IBM sold its traditional is below 20 percent. The widely adopted issues like productivity, service quality, personal computer business to Lenovo cost control, risk management and return in 2005, and shifted sharply into higher- on investment (ROI), the decision-makers margin businesses, increasing recently its Many firms typically have to consider appropriate corresponding earnings per share fourfold. Continuing modifications in the IT domain. The process with this strategic transformation, IBM is spend over 80 percent of changes and reciprocal adjustment of building a government-funded private cloud of their IT budgets both technical and social subsystems should in the Wuxi Industrial park in China, and continue to interplay and grow closer until is developing many other similar projects on supporting current mutually satisfying results are reached with emerging computing models. The systems, and the budget (Laudon & Laudon, 2011). China Cloud Computing Center in Wuxi is based on IBM’s “Blue Cloud” technologies for renovation or new However, in reality, the model cannot exist comprised of IBM CloudBurst - PaaS, without subsystem changes. It should evolve systems, if it exists, is IBM Tivoli Service Automation Manager – from micro to macro level to reflect crucial IaaS, a full range of SaaS, including CRM below 20 percent. influences of the external environment, and eCommerce solutions, open source including regulatory requirements, social software with capabilities to deliver Web and business trends, competitive pressures, 2.0 applications such as mashups, open piecemeal approach to build an ad hoc IT interoperability with partnering institutions, collaboration, social networks and mobile application for an emerging specific need especially when we analyze the role of the commerce. IBM has a significant research, results in set of isolated highly vulnerable IT domain, and ultimately Michael Porter’s development and business presence in China systems that only “help” firms to create five forces of the competitive position and a potential expansion of this cloud their messy legacy (Ivanov, 2013). model. The model comprehensively exposes initiative to hundreds more Chinese cities not only a general view of the organization The digital economy has introduced a new looks even more promising and favorable with its traditional direct competitors, but urgency around the need to manage IT (IBM, 2009b). also the ongoing connection with four other strategically. To succeed in this strategic forces within its market environment: new The success of IBM’s business approach for the benefit of the company and market entrants, supplier power, substitute transformation and strategic advanced its IT domain, it is most important to define products and technology development, computing model utilization harmonized and establish the IT architecture underneath and customer power (Brown, Dehayes, Porter’s competitive forces model in all the organization’s business strategy. A well- Hoffer, Martin & Perkins, 2011). Porter’s principal perceptions. In addition, this formulated IT architecture typically consists competitive forces model is truly important case validates the fact that in order to of content and processes, and for the success when strategic planning and managerial execute a successful business strategy for of business-IT alignment transformations, decisions are taken; however the impact rapid, right-size deployment of advanced many IT and corporate leaders consider a of the key internal forces associated with transformations, comprehensive analysis and federated IT model as more appropriate

suny empire state college • all about mentoring • issue 43 • summer 2013 36 than a widely adopted centralized one. The to gain a substantial market slice of the David, P., & Wright, G., (2003). General federated IT approach naturally links IT entertainment industry (customized and purpose technologies and surges in competencies with the business strategy and personalized entertainment) – utilizing productivity: Historical reflections processes, which motivates and demands IT technology innovations and making it easy on the future of the ICT revolution. professionals not only to be more business- and customer-friendly, while demanding Oxford, UK: Oxford University Press savvy, but to stay focused on the business control of all i-products and i-services. IT for the British Academy. requirements and organizational needs, evolution creates new businesses within Drucker, P. (1980). Managing in turbulent while designing and developing novel old ones. Many companies take advantage times. New York, NY: Harper & Row. IT systems. of the surplus capacity and expertise of its advanced IT platform, and provide products Hewitt, C. (2008, September/October). A different positioning of IT systems and and services to others based upon them. ORGs for scalable, robust, privacy- resources in organizations reinforces a Great examples are all key cloud providers, friendly client cloud computing. IEEE structure rationalization to transform but especially Amazon, which emerged from Cloud Computing, 12(5), 96-99. IT from a costs center to strategic assets the dot-com bubble. The company is now doi:10.1109/MIC.2008.107 with business intelligence capabilities. The one of the prominent winners and continues Gartner research on “Future Directions of HP. (2003). A lifetime of achievements: its impressive steady growth from about the IT industry” from 2011 exemplifies Robert V. Napier. Retrieved from http:// $4 billion in 2002, to $20 billion in several emerging IT-enabled initiatives www.hp.com/hpinfo/execteam/napier/ 2008, and $120 billion in 2012. Amazon including content-aware computing, social napier_achievements.html constantly complements and evolves and cloud computing and information- the existing operational infrastructure IBM. (2009a). Seeding the cloud: Key enabled pattern-based strategies, all capable with innovative computing and business infrastructure elements for cloud of increasing the revenue if appropriate models such as Amazon Web Services (a computing [White paper]. Somers, NY: structural changes are employed (McGee, diverse range of cloud computing services), IBM Systems and Technology Group. 2011). The IT Money Spending Model AmazonSupply, and Amazon Market charted by the Gartner survey illustrates IBM. (2009b). IBM case study: Wuxi builds Place – B2B services that all are based on that, in the last 50 years over 85 percent engine for economic growth with Amazon’s highly expandable IT platform of IT spending is in After the Sale systems cloud computing solution from and technology expertise. such as: purchasing, accounts payable and IBM. Somers, NY: IBM Systems and receivable, inventory, supply chain, HR, There are many other considerations and Technology Group. administration, general ledger and asset challenging implications in the business-IT IBM Global Business Services. (2006). management, while Before the Sale and The alignment processes in difficult economic Changing the way industries work: The Sale IT spending is split equally at 7 percent times that require more effort and analysis impact of service-oriented architecture. each. The new structure transformations on how to integrate technology into the core Somers, NY: IBM Global Services. require significant alternations in the business strategy, and to excel on IT-enabled enterprise requirements to support initiatives capabilities. While thinkers are fascinated by Ivanov, I. (2009a) Utility computing: in the direction of lessening the After the the Latin philosophy “Ex Chaos Facultas” Reality and beyond. E-Business and Sale IT spending, to a substantial increase (“From chaos comes opportunity”), Telecommunications, Communications in the investments in IT systems and converted these days by some IT experts in Computers and Information Science, applications in Before the Sale and in The to “From cloud comes opportunity” to 23, 16-29. Sale sectors. reflect the current technology trends, we Ivanov, I. (2009b). Emerging utility and may need to take a fresh look at Peter In today’s digital driven economy, every cloud computing models. Proceedings Drucker’s (1980) pivotal statement: “In organization is challenged by continual IT of Third International Workshop on turbulent times, an enterprise has to be innovations, and every business strategy Enterprise Systems and Technology managed both to withstand sudden blows should include taking a close look into I-WEST 2009. Sophia, Portugal: and to avail itself of sudden unexpected emerging technologies and groundbreaking INSTICC PRESS. opportunities. This means that in turbulent systems. The IT revolution is spawning times the fundamentals must be managed, Ivanov, I. (2013). The impact of emerging new technologically-feasible businesses: the and managed well” (p. 9). computing models on organizational developments in nano technologies made socio-technical system. Software and mobile industry (products and services) References Data Technologies, Communications possible. If we think about Apple and its in Computers and Information Science, i-products – they came as technological Brown, C., Dehayes, D., Hoffer, J., Martin, 303, 3-19. advancements – Apple did something unique E., & Perkins, W. (2011). Managing and far smarter, making not only a great information technology. Upper Saddle Laudon, K., & Laudon, J. (2011). technology product with a flashy design, River, NJ: Prentice Hall. Management information systems: but wrapped it in a superb business model. Managing the digital firm. Upper Saddle Apple’s true innovation was to enter and River, NJ: Pearson Education, Inc.

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McGee, K. (2011, January). The 2011 O’Neill, S. (2011, April 26). Forrester: The 451 Group. (2003). Grid technology Gartner scenario: Current states and Public cloud growth to surge, especially user case study: JP Morgan Chase. New future directions of the IT industry. SaaS. CIO Magazine. Retrieved from York, NY: The 451 Group Report. Stamford, CT: Gartner, Inc. http://www.cio.com/article/print/680673 Turban, E., & Volonino, L. (2009). Mell, P., & Grance, T. (2011) The NIST Piccoli, G. (2012). Information systems Information technology for definition of cloud computing. National for managers: Text and cases (2nd management: Improving performance Institute of Standards and Technology, ed.). Hoboken, NJ: John Wiley and in the digital economy. Hoboken, NJ: U.S. Department of Commerce. Sons, Inc. John Wiley & Sons. Retrieved from http://csrc.nist.gov/ Sosinsky, B. (2010). Cloud computing publications/nistpubs/800-145/SP800- bible. Hoboken, NJ: John Wiley and 145.pdf Sons, Inc.

“Technology may be our new Crystal Palace; it not only makes certain tasks easier in the present, but holds great promise for the future … We read that technology – especially mass personalization – is transforming our very conception of school. Mass personalization is under rapid development and has the power to influence culture, education, and individual life. It is dangerous because it is not personalization at all; it is streamlining and standardization in disguise. At the same time, disturbing as it may be, it will not go away; we have to learn about it in order to use and criticize it well.”

– Diana Senechal, Republic of Noise: The Loss of Solitude in Schools and Culture Lanham: Rowman & Littlefield, 2011, p. 139

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Coping in the Aftermath of Hurricane “Sandy”: Considering an Immigrant Perspective

Lear Matthews, Metropolitan Center

he devastation caused by natural Some of the hardest hit communities, disasters in the Caribbean, the including those with large immigrant T Gulf and eastern coasts of the populations, appeared not to have been U.S. has exposed the vulnerability of both given as much media coverage as did other economically advanced and impoverished more prosperous communities. Clearly, this nations. The unprecedented havoc wrought signals the importance of establishing media by Hurricane Sandy and the merciless outlets in the Diaspora. “after strike” from a nor’easter, tested Likewise, there is an urgent need to respond the will and faith of tens of thousands of to the inevitable psychological impact, people. The capacity of survivors to cope particularly as it relates to losses incurred. is not only determined by their resilience, Coming to North America to establish a but intimately connected to the response “better life,” many immigrants sacrificially of the community and mitigating efforts relinquished prized possessions, including by government and relief organizations. homes, land and careers in the home For many immigrants, this monster storm country to start a new life devoid of what has temporarily transformed the American some may describe as dire conditions. Dream into an American nightmare. It is Lear Matthews Unfortunately, Hurricane Sandy made that within this context, informed by my research road unexpectedly treacherous for some. on the adaptation of immigrants, cultural Human adaptation to stressful experiences retentions and experience in working with creditable. Immigrants have bonded with becomes important in crisis situations. survivors of natural disasters, that I present their American counterparts to mourn, People build and sustain resources such as this perspective. reciprocate help and reassure one another. a home, job and other assets to enhance Such interactions provided a good source There has been escalating scrutiny of the their life circumstances and for immigrants, of immediate comfort and an opportunity policies and actions of public officials as evidence that they have “made it” in to gain from cross-cultural perspectives regarding appropriate disaster planning America. Particularly as a result of a lifelong of coping with stress and bereavement. and response to the needs of survivors. The investment in these resources, in addition to However, in some instances, there is likely poignancy of lessons learned in its wake abrupt disruption of routine life activities, to be prolonged feelings of fear, anxiety, is clear. For example, the non-existence psychological distress occurs when there hyper vigilance and depression, especially or collapse of water control systems, the is a threat of loss, damage or destruction among those who do not have a strong questionable evacuation based on a “zoning of possessions. supportive network of relatives in the U.S. system,” the capability (or incapability) The human cost manifested in death, Feelings of helplessness and vulnerability of utility companies, the contentious displacement and untold suffering, has given will be common, particularly among debate about global warming, preferential rise to multifaceted risks to the affected the undocumented and those awaiting treatment of certain communities and the populations. Undoubtedly, this experience adjustment of immigration status, who tacitly demeaning sentiment expressed by shatters common beliefs about safety and tend not to readily reach out for assistance some overwhelmed observers: “This is like a security, especially for immigrants from for fear of being identified, placed in Third World country,” all mark new realities countries that have a history of natural detention and possibly deported. In an in assessing cause and effect of a disaster of disasters or spiraling social problems. article in City Limits (Sanchez, 2013), it this magnitude. Survivors were heard lamenting: “I never was affirmed that “without a Social Security As city and state officials grapple with expected this to happen here”; “What can number, immigrants have been denied explanations and possible solutions, we do, start over?” federal disaster unemployment insurance factors such as geopolitics, socioeconomic or Federal Emergency Management Agency The assistance provided by hometown exigencies, the influence of the media on cash assistance for temporary housing and associations (i.e., local cultural public consciousness and the intersection of replacing damaged possessions … [they] organizations typically found in immigrant the disaster with existing inequities, feature were particularly susceptible, even those communities) and the diplomatic corps prominently in decisions about resource who had children or grandchildren born in from various foreign embassies, was allocation for recovery and reconstruction.

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hired as a major part of the clean-up crew. Having neither health coverage nor adequate clean-up gear, they are likely to be exposed to unhealthy conditions emanating from contaminated debris and sanitizing chemicals with minimum protection. This essay highlights what this writer

1, 2012 believes to be an important dimension . of coping in the aftermath of natural nov , or man-made disasters, particularly in diverse communities. Regardless of atlantic

residency or citizenship, the human

the cost is as significant as the economic , cost. Hopefully, this brief presentation latif will help to inform the way we prepare for, cope with and come to understand adrees / the aftermath of inevitable future disasters. Both students and mentors

reuters can benefit from the kinds of issues and Burnt houses side-by-side with others that survived in Breezy Point, Queens, after it was questions raised here. In designing degree devastated by Hurricane Sandy, on October 31, 2012. programs in areas such as Community and Human Services, Human Development, Social Theory and Cultural Studies, the United States and thus eligible for federal receiving and giving help can be therapeutic mutuality, efficacy and accountability in aid” (Gaps in Aid Programs section, para. 1; and central to coping and recovery. Some evolving relationships, especially in an Introduction section, para. 4). people exhibit stark fatalism, while others increasingly globally interconnected world, demonstrate complacency or deny the As is common in the aftermath of disasters, become essential to academic planning. pain caused by personal loss. Among some people will suffer from post-traumatic stress As educators, we have a responsibility to immigrants, such reactions tend to be disorder, but the onset of critical incident assess emerging problems and needs, and congruent with culturally-defined coping stress, i.e., the worrying produced by a encourage dialogue on this and other life behaviors. Having relatively modest pre- traumatic event that affects emotional lives changing events. Ultimately, survivors, migratory resources, immigrants develop and ability to cope, is to be expected. Many responders, clinicians and policymakers an attitude of “making do with what we households, including those with children, can benefit from our research findings have,” which can either enhance or retard the elderly and the differently abled will and analyses, and how we present what the recovery process. Proven resilience in experience some level of distress. Such we know. crisis situations makes it less likely that projections include a sizable immigrant many immigrants will experience long-term population. However, amid sadness, Reference adverse psychological effects. However, this frustration and anger, there was camaraderie depends on organized community support, Sanchez, R. (2013, February 11). and lasting friendships among diverse which is needed to help them “get back on Undocumented immigrants still neighbors who shared the same fate. their feet.” in post-storm limbo. City Limits. Expressions of mental distress and the Retrieved from http://www.citylimits. An often ignored issue is the exposure perceived role of helping professionals will org/news/articles/4738/undocumented- to health hazards experienced by day determine the extent to which survivors immigrants-still-in-post-storm-limbo laborers, many of whom are undocumented, benefit from or seek counseling. Both

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Finding the Gem Through Trial, Error and Dialogue: Adjunct Faculty Teaching in Adult-Centered Academic Programs

Daniella Olibrice, The Murphy Institute for Worker Education and Labor Studies (CUNY)

have had the privilege of mentoring how they approach their part-time adjunct instructors (from students and the course I novice to more experienced), who teach materials. In a sense, I see at CUNY’s School of Professional Studies’ these adjuncts not only as Murphy Institute for Worker Education experts within their discipline and Labor Studies. The Institute offers or field, but as individuals non-credit, pre-college preparation courses: engaged in their own learning degree programs in education, urban and development as teachers. studies and labor studies; undergraduate I have been surprised as and graduate-level workforce development much by the adjuncts who certificates in labor relations, health have had very little to no care policy and administration, public teaching experience, as I administration and public policy, and have been by those who I transportation to union members and public would call veteran teachers. greene

sector workers. Classes can be taken at I have been inspired by our mid-Manhattan site, Queens College, their curiosity, dedication

College of Staten Island, New York City zenzile to our adult students and : College of Technology and Lehman College. willingness to put in the

The Institute offers all of its programs in photo extra time to support their partnership with specific departments at Daniella Olibrice students’ success. different CUNY colleges and with different unions such as CWA 1180 and TWU Local observe and visit classes at least once a Without exception, all of the individuals 100. My work has been primarily focused semester, I found that reviewing instructors’ who teach in our workforce development on the development and management of syllabi before the beginning of the semester programs, which consist of certificate the certificates offered in health care policy and having weekly or periodic check-ins courses at the graduate and undergraduate and administration, transportation and, to either by telephone or email were very levels, are professionals who hold advanced a certain extent, public administration and helpful for gauging student progress and (sometimes multiple) degrees (master’s public policy. I recruit, hire and evaluate curricular and instructional effectiveness. degrees and doctorates) in public health, faculty who teach in these programs, and My interactions with faculty are less about business, law, social work or education. act as a liaison between the departments at telling someone exactly what to do and Although they are a diverse group in terms the School of Professional Studies and our more about serving as a sounding board for of the number of years teaching (0 to 10+ union partners. The latter provide tuition ideas and a guide for helping to navigate years), gender, country of origin and age, assistance to their member that allows them some of the treacherous waters that occur I feel that they have much in common. to pursue certificate and degrees through when communication between student and They are high achievers with a strong the Institute. teacher begins to break down. In part, I act sense of mission and purpose. They are as as student-advocate and teacher-advocate demanding of their students as they are My role as “adjunct mentor” happened – a silent partner, observer, coach – and of themselves. For the most part, they are accidentally. About two or three years mentor. I cherish this mentoring position; I professionals who hold full-time jobs, but ago, my involvement with faculty changed find talking about the minutae of teaching who’ve decided that teaching adults one and became more substantive. I found extremely interesting because of the insights evening a week at our Institute is their way that understanding how our programs are one can glean about the teaching-learning of giving back or contributing to some being delivered and how successful they are process. In my conversations with adjuncts, higher purpose. required having more conversations and I often get a glimpse of their ability to be interactions with faculty, and to a certain creative, fast thinking and compassionate in extent, too, with students. Although I would

suny empire state college • all about mentoring • issue 43 • summer 2013 41

Discovery we both felt that monthly conversations much more information than what one can were sufficient. He taught for two semesters, gain on the phone. Are the candidates on A couple of months ago, after receiving and would have continued to teach in our time? Do they talk calmly, quickly, excitedly, two semesters in a row of “very good” peer program had his partner not been offered a slowly? Are they thoughtful, articulate, observation evaluations, an adjunct asked job out of state. M regularly expressed his clear, confident? Do they listen? Are they me: “What’s next? How I can continue to appreciation for the mentoring support he quick to answer questions posed to them? do better? How can the Institute support received from me, the Institute, and a fellow Will they care about our adult students? me in looking at other possibilities?” It adjunct and colleague. R came to the interview with a lot of was surprising to get these questions; energy and confidence. I felt assured that “R” also came to me through Columbia’s it was the first time I had heard them. she would be a good choice for our working Mailman School of Public Health. She had Although I wasn’t fully prepared to answer, adult students. I recommended that “M” consider getting recently completed her MPH there, but had a doctorate and that he reach out to other been working at another university and for a R turned out to be a true professional. I’ve adjuncts teaching at the Institute who are non-profit organization prior to teaching at observed her teaching on two occasions and taking (or have taken) that path. the Institute. Although up to this point she recognize that she is both knowledgeable had not taught her own class, she had held a and approachable. She has found ways M had received his Master of Public number of teacher assistantships and tutored to engage, challenge and support her Health degree a few years before. He math at the University of Illinois. Before students wonderfully. Despite the fact that wanted to know how to create a trajectory coming to New York, she also had tutored she took over teaching a cohort that had at the university that would increase his math as a volunteer to immigrant youth at a come together in the previous semester, the opportunities as a teacher. He was an community center. I was impressed with R’s students have taken a great liking to her, example of someone who did not have any academic and professional credentials, but and the training director and his assistant teaching experience before I hired him. He hesitated to hire her immediately because I have offered nothing but praise. Attendance came to public health as a career-changer. didn’t have a class to match her experience and retention of the students in this His previous work had been in business in evaluation and research. Nevertheless, I undergraduate cohort has remained strong. and management in the movie industry in kept her resume and contacted her when the Indeed, despite the havoc that Superstorm California. He had begun his journey to right opportunity became available. Sandy wrought and the fact that classes had public health by holding volunteer positions to be cancelled for two weeks, students have About a year ago, the Institute began a in HIV-AIDS awareness programs and been keeping up with the work, and, from partnership with a New York public hospital helping others deal with the care of their all reports, learning! elderly parents at his synagogue. whose training director was interested in offering a pathway to our health care Challenges, Disappointments I hadn’t immediately contacted M after policy and administration certificate for and Lessons Learned his first note to me. However, when I hospital workers. There was a cohort of did schedule a phone interview, I did not about 12 employees who had started in I have had two instances where it expect a 90-minute conversation about his the previous semester with one course became a matter of trial and error to journey from California to New York, and from the undergraduate certificate. The align the program’s curriculum and the pursuit of his master’s at Columbia’s instructor who taught during the first student population (based on the number Mailman School of Public Health. What semester, “D,” had come to the conclusion of semesters enrolled, program type, impressed me was that although M had no that teaching undergraduate, returning-to- undergraduate versus graduate level, etc.) formal teaching experience on paper, he was college-adult students was not something with an instructor. As I mentioned earlier, able to describe his philosophy of teaching she wanted to do again. I reached out to R took over the undergraduate certificate and his understanding of student learning. R and arranged to interview her. Although cohort from D. Only three weeks before He also volunteered to substitute teach and I have had success in hiring people I’d the semester was to begin, I invited D to prepare a workshop on a trial basis, if I only interviewed over the phone, I made a teach the first course at a New York public was not convinced of his sincere interest in point of meeting R in person. My reasons hospital. The training director and his working with our adult students. were that the partnership with the New assistant had been talking to the Institute M was given the opportunity to serve as a York public hospital was still new, and our about offering the certificate at the hospital substitute for a class and to talk with the credibility was on the line if I didn’t hire for about a year. We told him that we regular teacher beforehand. I also planned an instructor who was mature, serious, needed to have 20 committed students in for students to complete an evaluation at the responsible and knew her field. This was order to initiate the program. He and his end of his session. The students gave M a especially important given that the location assistant were able to recruit exactly that very favorable review. Thus, I invited him to of the class was an hour and half away from number. Given that the course was being teach a graduate-level course in health care the Institute’s campus. As obvious as this taught at the students’ place of work, a policy and administration. During his first may be, after interviewing a few candidates few unanticipated issues came up. Most semester, I had (at least) biweekly telephone for other teaching positions, I’ve come to significantly, the hospital employees/students conferences with him about this class until realize that in-person interviews can offer needed time to adapt themselves to the fact

suny empire state college • all about mentoring • issue 43 • summer 2013 42 that they were taking a college course. Since similar to that of other adjuncts: When she perhaps, she was holding students to an the health care policy and administration reported the conversation with the student impossibly high standard. I now was of two certificate course being offered on site to me, the hurt and disappointment she felt minds. I had visited J’s class earlier in the was originally initiated by the hospital’s was palpable. It was obvious that it was semester and I felt that she expected students training director, the students/employees incredibly challenging for D to achieve her to be well-prepared, to think critically and had some trouble distinguishing between own mentoring expectations; that is, to speak with clarity. She encouraged them to the expectations of an in-house workshop meet her students where they are and to really think through what they read and and a college-level course. In fact, it was an help them get to a place where they are fully what they said – all good. But I also began educational process for all of us involved. comfortable being students. to think that J was imposing her own ideals We all held misconceptions that only of being a successful student (in effect, her Last semester, “J,” a lawyer for a health surfaced once the program was underway. sense of herself) on her students. I wanted to agency, returned to teach a course for which allow J to be the kind of instructor she was My Institute colleague, “K,” and I were she had previously been responsible. She because I thought that no two instructors willing to be flexible about when classes was a self-assured, intelligent and extremely should teach in the exact same way. But, at would be held and were quite open to well-spoken woman who was very keen on the same time, I wanted her to remember adapting the academic calendar to the teaching. When I asked her in our interview what her mother had described to her about students’ work schedules. For instance, what she thought about the kinds of the experiences of adults returning to school. Election Day is typically a work holiday for challenges adults returning to college may these students, but at the university, classes face, she told me about her mother, who At the end of the semester, I peeked at J’s are in session. When the students learned decided in middle age to go back to school student evaluations. They weren’t that bad; that they had to come in on a holiday, for a degree in nursing. J was close to her in fact, they weren’t bad at all! Only one they asked the hospital’s training staff to mother, who had shared with her some of student had written a somewhat negative put pressure on the instructor and on the the insecurities she felt as an older student. evaluation. For the most part, students Institute to cancel class. It was D who These conversations had stuck with her. appreciated what J was trying to do for rightfully pointed out to me that regardless them and the skills they were gaining with Still, the first time I visited J, I noticed her of whether the class was held on a CUNY her encouragement. Still, after at least overly-intense and humorless style. While campus or not, the class was a CUNY class. five conversations with J throughout the it was clear that she knew her subject well, We needed to adhere to the CUNY academic semester, I felt that she was not a good she was all business. I asked her about it calendar. This was a prime example of how match for our program. But my questions afterward, and she chalked it up to her it was important for all partners to be on the have lingered: Why shouldn’t working adults feeling a little preoccupied and under the same page about policies and expectations; who’ve been away from school for a number weather. During the semester, I heard there otherwise, as D noted, we were not helping of years not be expected to come to our were a few students who complained about students make the complex transition from graduate program with the same attitudes as her favoring some students over others. At worker to student. some point, one of the students who seemed In my mentoring function, I held weekly most bothered by J asked me if the students conference calls with D. It was my way would have the opportunity to evaluate her. She might have gotten of being supportive of her, as well as my I assured the student that this was part of where she was in life way of keeping track of how things were each semester’s process. progressing with this class and, in general, by being incredibly Two semesters later, J came back to teach with the students at the hospital. This the same course. When I got in touch with focused and at the top turned out to be a very effective way of her to see how things were going, she told evaluating the course, the instructor and of her game all the me that she felt this new group of students our overall initiative. Thus, by the time was more motivated and academically time, but, as I came the course ended and it was time for D to prepared than those from the previous evaluate the students, neither of us was to see it, she didn’t yet semester. However, weeks into the semester, surprised about which students had done I heard from J about a student she was understand how to well and which students had not met course finding difficult. The student also was expectations. One of the two students who balance her vision and having trouble with the instructor and felt did not complete the course had clearly that she was being picked on. Other students accept that her students plagiarized. D tried to talk to the student started complaining, as well. It wasn’t until about it and, in response, the student were at a different we were toward the end of the semester accused D of wanting to fail her. Indeed, that I heard from a different instructor stage academically, in the end, no amount of reaching out, within the same program that students were supporting and cajoling by our staff or by professionally and complaining about J. As much as I respected those at the hospital could move this student her as a professional, I began to worry that, even personally. to rewrite her paper. D’s response was quite

suny empire state college • all about mentoring • issue 43 • summer 2013 43 a student in any graduate degree program? I and told me that through her experience from progressing in the program without deeply respected J’s high standards and her as a manager and teacher, she had helped major accommodations and support that strong desire to shape students into what people turn around and improve their job were just not available. she thought successful students should be, performances. A year after this interview, we After learning that the school would not but I felt just as deeply that her approach were in need of an instructor for the public provide students with a tutorial session on lacked empathy. She might have gotten administration course, and I thought of L. Blackboard, L took class time to review it where she was in life by being incredibly Surprisingly, things didn’t go smoothly from with her students – a strategy that I would focused and at the top of her game all the the beginning for L. For one thing, she had have advised her to do from the beginning time, but, as I came to see it, she didn’t yet different expectations about how much had I been aware of all the challenges understand how to balance her vision and clerical support she would get from the she and her students were facing. As the accept that her students were at a different Institute. Adjunct faculty do not receive any semester progressed, other issues surfaced: stage academically, professionally and help other than the aid that the academic a drop in enrollment, poor attendance even personally. J was both frustrated and counselor and I provide that is directly and late assignments. In fact, about a hurt. She didn’t really understand where related to providing services to students week before Thanksgiving, L informed her students were coming from, and, in and answering questions that faculty me that a majority of her students were all likelihood, they didn’t understand her may have. So, faculty are on their own in academic peril. One of the academic perspective, either. I was relieved when, a when it comes to photocopying, looking counselors and I met with her to discuss few weeks after the semester, J emailed to for texts, requesting instructor copies of her roster of students. We concluded from inform me that she would not be returning books, communications with the library or our conversation that the textbooks did not to the Institute. I felt that her decision was other departments, etc. L did not receive provide a strong enough foundation and wise and, had she not suggested it, I would publishers’ copies of the required textbooks was too dense and thus incredibly hard to have had to suggest it to her. early enough and was thus not able to revise plough through (for both instructor and It was only after the fourth or fifth the syllabus by the deadline I set for her: a students!). We also recognized that some of go-around with a course in public month and half before the beginning of the the other problems L encountered were not administration that my colleague and semester. She was hard to reach during the solely her fault. As a program, we needed I came to the conclusion that teaching summer and, in the end, she decided to use to establish clearer admissions guidelines: undergraduate-level certificate classes the syllabus as is. students had to be computer literate, have presents real challenges with regard to regular access to a computer, set up a A second problem arose around Blackboard, curriculum, student preparedness and Blackboard account and be more ready to the course management system. L planned teaching approach. “L,” a seasoned assume the role of student. all of her assignments around Blackboard. professional, who worked in the private A week prior to the start of the semester, and non-profit health sectors for about 20 What About Coaching? she panicked because her students wouldn’t years, was assigned to teach the course this be able to view the course material before Through our various initiatives, our goals past semester. When L was recommended the semester began. It was the school’s have been to provide greater access to to me, I was excited about having her teach policy that all content on Blackboard had higher education for adults and provide the in the health care policy and administration to be reviewed by the school’s Blackboard opportunity to consider new possibilities program due to her vast experience as a administrator before it could be made that education can bring. I have been at manager and the fact that she was pursuing available to students. This policy had to meetings where there is a tendency among her doctorate in public health. She had be explained because it was different from my colleagues in administration to discount worked on transforming non-profits in that of her home institution. For the first the level of influence, impact or input that order to make them more effective service month of the class, some students also our adjunct faculty could have or do have providers, and she had been teaching one panicked about using Blackboard because on our students. Rather, it is often assumed or two classes in health management at a they were all novices. Some met with the that only full-time, tenured faculty can CUNY college. Her maturity was an asset. academic counselor in order to receive make demands on students because it is She would be able to inspire her students a private tutorial. A handful of students supposedly an unspoken part of their job to to look at health from other perspectives decided to drop the class. One woman was mentor students – to help them develop as and to think about other ways of providing advised to drop because her barriers were students and connect the dots between their health care outside of the public hospital not only technological: She was retaking studies, their lives and their work. Adjunct system. I described to her the kinds of the class because she had failed it the first faculty are thus almost invisible because students who typically enroll in our time. Despite her desire to have completed they are not always asked or expected to certificate programs and made sure to ask, a certificate in public administration by the participate in the life of the university and as I do of everyone, whether she would feel time of her retirement, the student had too only appear on campus when it is time to comfortable teaching adult students who many issues that we felt would preclude her teach their classes. Often, they are not in would require a good deal of support and a position to give time to the university guidance. She assured me that she would, beyond their finite teaching hours. Given

suny empire state college • all about mentoring • issue 43 • summer 2013 44 that universities more and more rely (and Coaching has, understandably, become very in a coaching program at her school. He often disproportionately) on adjunct faculty popular over the past few years. I believe also interviewed Jim Knight, director of the to teach a majority of their courses, we are that beyond having access to a mentor, Kansas Coaching Project that focuses on facing a major problem. all professionals should have a coach – improving the teaching of school teachers. someone who helps them to improve their I believe that there should be a more Gawande’s description of what a coach is, performance, reconnect with their own concerted effort to support the work of and does, seems apt because he stresses that personal and professional goals, and stave adjunct faculty by making peer mentoring coaches are teachers but also are like editors, off the kind of complacency and habitual available to them. In fact, all instructors which he calls “another slippery invention.” ways of working that come from having a and students should be provided with He points out (citing a quote from one of lot of experience. In 2011, Atul Gawande, a someone I think of as a coach. Teachers editor Maxwell Perkins’ writers) that a contributor to The New Yorker on matters often feel isolated despite being in a job coach “never tells you what to do. Instead, related to health care, wrote an article about that one would describe as being highly he [sic] suggests to you, in an extraordinarily coaching, “Personal Best: Top Athletes social. In the context of higher education, inarticulate fashion, what you want to do and Singers Have Coaches. Should You?” the development of curricula and courses yourself.” In some respects, I’ve tried to that caught my attention because I see the is often a solo activity. As a consequence, play this role by prompting adjuncts to value of coaching for both new and old there are not many opportunities for adjunct find solutions to addressing problems with hands within any profession – not just for faculty, in particular, to develop and sustain students or helping to bring some awareness those working in sports or business, but rapport with peers during the course of to their interactions with students, through for teachers, customer service workers or a semester, especially if they work non- dialogue. Ideally, the adjunct-coach all professionals whose work directly or academic, full-time jobs. Unless the adjunct would be someone who understands the indirectly impacts a great number of people. is a graduate student teaching in his or her curriculum being taught, is knowledgeable At first, Gawande decided to use a coach discipline, or is a teaching assistant able to about adult learners and learning, teaching in order to improve his game of tennis, bounce ideas back and forth on questions and practice, and aware of the different but then he recruited his former professor related to curriculum, assignments, grading social, cultural, economic, gender, power (a retired surgeon who had been given and rubrics, classroom management, and authority dynamics that can come to a teaching award by the residents of the conflicts with students, proper advisement play in a classroom of adults. At the most hospital) to observe him in the operating and stickier issues such as academic fundamental level, the adjunct-coach should room. What he learned in both instances dishonesty, coaching just doesn’t happen as be someone who cares as much about the was so insightful and so valuable to him often as it should. adjunct’s success as about the success of that he then interviewed an elementary every student in the classroom. school teacher, who volunteered to take part

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Using an Area of Study Grid (Proposed) in Degree Program Planning: A Very Brief Practice Discussion

David A. Fullard, Metropolitan Center

documenting links to the guidelines for 5) After carefully examining the their specific concentration. I tested it out description for theoretical and with several students seeking to develop philosophical concepts (the first of concentrations in criminal justice using the the nine competency areas), begin the following process. process of “penciling in” the studies that fit the criteria in the area of study I instruct the students to: guidelines. (For example, the Public 1) Research (keeping track of what they Affairs grid [Figure 1] shows how find) what a concentration in criminal a student has documented Issues in justice should look like. Criminal Justice Systems, Organized a) Examine several college catalogs that Crime, White Collar Crime, The list “majors” in criminal justice; Economics of Crime, Multicultural Issues in Criminal Justice and Issues in b) Review job announcements in Theoretical Criminology.) criminal justice and their educational requirements; 6) Repeat this five-step process for each of the remaining eight competency areas c) Interview professionals in the designated for Public Affairs. criminal justice field and ask them what undergraduate studies they The Public Affairs grid also has proven David Fullard now find most applicable/useful as useful for demonstrating how some studies overlap with others (e.g., Issues hile mentoring students working they go through their work day; and in Theoretical Criminology has strong on their degree program plans, 2) d) Interview Empire State College theoretical, historical and research I’ve noticed that some struggle W alums who are currently employed competencies). with trying to comply with the area of study in the field to see what is guidelines in their chosen area. Specifically, academically necessary to work Once completed, the grid enables students students have trouble determining what productively in their criminal justice to utilize the “nuts and bolts framework” studies are necessary for their concentration area. Read (and scrutinize!) the to carefully craft the concentration section in order to meet the articulated competency Empire State College area of study within their degree program rationale areas of their area of study. Further, I also guidelines in Public Affairs, paying (thereby answering the question: “Does the see that in their degree rationales, students particular attention to the nine concentration meet the college’s curriculum have trouble documenting concentration specific competency areas. guidelines for that area of study and compliance with the area of study concentration?”) In fact, some students guidelines. 3) Based on the information gathered, have used the competency area titles as accumulate all available documentation subheadings (as an organizing framework) However, these same students seem to regarding prior transcript credit, while continuing their discussion of their navigate documentation of their studies for topic areas for possible prior learning concentrations. general education far more seamlessly. They assessment and ideas for new Empire say the “general education grid” made the State College studies (for example, what Without doubt, the grid’s logic has proven difference because it was a practical tool topics and questions really interest you? very helpful to students as they try to make that clarified the process and made it clear How can you fill in some of the gaps sense of the area of study guidelines and when they were in compliance with general that you have discovered in what you apply them to their own degree program education expectations. know and what you have done?). plans. I would welcome feedback and new ideas from colleagues who are trying to In response, I created an area of study grid 4) Return to the Public Affairs area of use particular area of study guidelines in for the new area of study in Public Affairs study guidelines and compare them to new ways. (Figure 1) in order to assist students in all of the materials gathered.

suny empire state college • all about mentoring • issue 43 • summer 2013 46

Figure 1: Above, I have created a grid that could be useful to a student interested in a criminal justice concentration within the Public Affairs area of study, who has had a career as a New York City police officer (possible PLA) and also has completed a course at John Jay College (JJC). The grid could help such a student begin to think about how, through past and new studies, he or she could fulfill the relevant AOS competencies.

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Finite-Planet Water

Eric Zencey, Center for International Programs

ne of the functions of effective The definitive characteristic of an education is help humans fulfill unsustainable system is that it doesn’t last. O a more meaningful place in the We will have a sustainable economy sooner world. And while John Dewey objected to or later, whether we plan for it or not. thinking of education as “preparation” for To prepare students to take a role in the life (insisting that education had to deal economy and society as it exists today with learnings and knowings that were is, on this count, short-sighted and important in themselves, not as something dysfunctional. If we’re to prepare students endured before one could actually live), he for participation in a sustainable society nevertheless spoke about the instrumental (and to empower them to help midwife value of education – its usefulness as a that society into being), then we need to means to a variety of ends, the ends-in- know what “sustainable” really means. view held by both teacher and student. So, Reaching a good, clear definition is easier if I think it does no disservice to progressive you understand that an economy is a kind educational ideals (at least as enunciated of engine, taking in valuable raw materials, by Dewey) to say that education ought to processing them into goods and services prepare students for a meaningful role in the Eric Zencey that humans value, and spewing out an world that we can see coming – and even exhaust of degraded matter and energy. A the world that we aspire to create together. The Clean Water Act of 1972 (CWA) sustainable society, then, takes no more from instituted a national clean-up of the And that’s why I think that education – nature than nature can give to us without nation’s waterways, which had too long the education we provide, the education diminishing its capacity to give in the been treated as an open-access sink into provided by any school anywhere – does future, and it asks nature to absorb no more which anyone could freely dump wastes a disservice to students unless it gives effluents from us than it can absorb without and pollutants. Under the CWA, wastewater them tools and concepts they’ll need to diminishing its capacity to absorb those treatment facilities were built or upgraded manage our culture’s difficult transition effluents without ill effect in the future. and point source discharges – those to a sustainable economy. We can see that Against those physical limits, though, the coming from a single facility – were future coming; elements of it are here, today, economy continually exerts pressure: it’s regulated and controlled. Water bodies now. You’ll never open your news browser structured for continual expansion of its that were considered dead in 1972 made and read the headline “World Economy matter-and-energy throughput, as we are remarkable recoveries. Hits Environmental Limit; Change in the encouraged to want, to seek, to produce Offing.” No, instead you’ll read stories Even so, the National Water Summary 1984 and to own more and more and more. Until that tell one or another of the thousands of prepared by the U.S. Geological Survey and unless the institutional features of the ways that that transition will be manifest. reported that 38 percent of all U.S. waters economy that drive that perpetual-growth You’ll read about mass hunger and food suffered impairment by pollution (with dynamic are altered, we stand in need of riots as petroleum-supported agriculture pollution being a “major concern” in 19 adaptive mechanisms that can reconcile sees its productivity fall with the ongoing percent of those waters); a little more than human economic effort to biophysical limit. diminishment of the planetary stock of a decade later, the EPA’s assessment found What we need are policies that move us oil. You’ll read about the consequences that only 16 percent of U.S. watersheds had away from infinite planet economic thinking of climate change – Super Storms and good water quality, while 36 percent had and toward a finite-planet economic reality. droughts, wildfires and floods. You’ll moderate water quality problems and 21 read about countries grabbing territory – As I did the research for a history of the percent had serious problems (the remaining “lebensraum” – and about resource wars environmental movement in Vermont, I 27 percent hadn’t been studied enough to that are sometimes disguised as exercises in realized that one such policy adaptation is classify). If water quality was to be fully liberation, as indulgence of vendettas, or as in place but hasn’t been fully developed or restored, more needed to be done. ancient hatreds and genocidal rampages. conscientiously applied. The main problem was and continues to By which I mean to say: we are in the be “non-point” discharges – the diffuse transition now. pollution that is carried into waterways

suny empire state college • all about mentoring • issue 43 • summer 2013 48 by runoff from land. Anything that is put appeal said, additional pollutants could Loads of pollutants in the country’s bodies on land can and will find its way into our not be discharged into the brook unless of water, and if those limits can be enforced waterways. The most problematic pollutants a mitigation and cleanup strategy were through state action or by citizen lawsuits, vary from basin to basin. Some of the most in place – a strategy that would require one key element of a steady-state economy troublesome: the oil, gasoline and road salt determination of the appropriate TMDLs, will be in place. that find their way into our soils, streets which hadn’t been prepared. But it’s not going to be easy to reach that and parking lots as we use automobiles; There were no TMDLs for Potash Brook point. TMDLs remain a controversial untreated animal waste, including the for a simple reason: despite its carefully and difficult topic, as might be expected burdens produced in some areas by farm protected (and generally well-deserved) of a regulatory device that operates at animals and in others by pets; and fertilizers image as an environmentally aware state, the intersection of human ambition and and pesticides, used by suburbanites to feed Vermont hadn’t calculated any TMDLs at biophysical limit. The state-by-state their lawns and by farmers to increase their all. Meanwhile, well over 1,000 state-issued foundation of the law also may hamper yields in order to feed us. stormwater discharge permits had expired its effectiveness. For instance, of the The CWA outlined the manner in which and were up for review. In pursing legal 50 water bodies in Vermont that are non-point pollution was to be judged and action, the Conservation Law Foundation officially classified as impaired because of limited: states were to identify impaired had brought to light a major problem in acidification, the source of the pollutant bodies of water and then set water quality the way that Vermont was managing its – acid rain – is well beyond the power of standards for them. EPA rules written in water resources and had revealed that the the state to control. And much non-point- 1985 and 1992 offered further guidance: state was violating laws established under source water pollution in Vermont has states were to identify the pollutants that the Clean Water Act. At a press conference its origin in agricultural practices, which cause the impairment, and for each of those held to announce the appeal, Chris Kilian, the CWA specifically excludes from its pollutants, they were to identify the Total the CLF’s natural resources project director, purview and which Vermont legislators Maximum Daily Load (TMDL) that the gave fair warning: “Vermont’s Agency of and regulators are loathe to tackle. As the body of water could absorb without being Natural Resources can no longer turn a strong base of the state’s economy and as a impaired. Their work would be reported blind eye to our serious water pollution prime preserver of the working landscape, to and reviewed by the EPA. How TMDLs problems. Rubber-stamping permits that will farming provides all Vermonters with many would be enforced – how the scarce capacity add more pollution is not acceptable.” benefits, and the environmental movement of water bodies to absorb effluents would be is unanimous in wanting to see a healthy rationed – was left to state discretion. agricultural economy in the state. But farming practices are responsible for 38 Behind the notion of TMDL is sound, “Rubber-stamping percent of the phosphate pollution that leads steady-state, finite-planet thinking: the to regular algae blooms in Lake Champlain capacity of bodies of water to absorb permits that will add (making it the second largest category, after pollutants isn’t infinite, and the limits need more pollution is urbanization at 46 percent). The blooms can to be discovered and respected. not acceptable.” be toxic to wildlife, humans and domestic Implementation and enforcement of the new pets, and they prevent recreational use of rules wasn’t immediate. Some states, faced the parts of the lake that are affected. If with significant expense, declined to comply Vermont is to achieve its water quality goals, CLF’s appeals of the state’s decision on the with the law. Some sued to have the EPA do it will have to enforce TMDLs for all waters Lowe’s permit were pending when the two the job. The scientific work has been slow that drain into its lakes, even if those limits sides announced a settlement in May 2006. going. Between 1996 and 2003, a total of require changes in agricultural practice. By Lowe’s agreed to implement higher cleanup 7,327 TMDLs were approved nationwide, 2012, Vermont had established TMDLs for standards than the state had required. representing just 17 percent of the 42,193 roughly 60 percent of the waters that had Measures included stormwater retention bodies of water listed as impaired by 2003. been identified as needing them. ponds and filtration systems for runoff not In Vermont, the issue of TMDLs came only for Lowe’s 12-acre site, but the entire The concept of TMDLs can be extended to a head in 1999, with an application commercial plaza of which the new store to other sinks and pollutants. A TMDL from Lowe’s, Inc. to build a store in was a part. As part of the agreement, Lowe’s could be set for diesel exhaust from trucks, South Burlington. The company received agreed to monitor stream conditions, both limiting the amount to what a particular air the necessary stormwater permits from upstream and downstream of its discharge, shed can absorb without ill effect. Ditto for the state in July of 2001, despite the fact to ensure that the “zero harm” standard carbon dioxide and other greenhouse gases, that the store and its parking lot would would be met. though implementing (and enforcing) them force acres of runoff into Potash Brook, on a global scale presents a considerable If the Clean Water Act can continue to an impaired waterway. The Conservation political challenge. encode finite-planet assumptions through its Law Foundation immediately appealed call for discovery of Total Maximum Daily the permit decision. Under the CWA, the

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In theory, and paired with a similar additional government regulation, if it looks and it’s a project that can be pursued in understanding of the limits of source services like we can’t afford all that governmental disciplines as disparate as psychology and – like the maximum sustainable yield overhead, then we’ve basically got three history, business and biology, philosophy figures that can be calculated for forests other choices: retreat into an infinite planet and forensic medicine. The one thing and fisheries – TMDLs point to one way of state of denial and let our economy destroy effective education ought not to do is achieving a balance between human activity our habitat; require private enterprise to pretend that all is well, that the world isn’t and planetary systems. fund the necessary research as part of the about to change, and change dramatically. cost of doing business on what is undeniably It’s an expensive path. The research a finite-planet; or find ways (like a carbon Note necessary to determine a TMDL is costly, tax or other uptake and throughput and comes at a time when public budgets This essay was adapted from the book, taxes) to sufficiently meter inputs to bring are already being strained (by, among Greening Vermont: The Search for a economic activity well within biophysical other causes, a declining energy return Sustainable State (co-written with Elizabeth limit, thereby making the regulatory burden on investment [EROI] for oil that means Courtney, 2012, Vermont Natural Resources and research expense of TMDL enforcement more and more of our economy’s energy is Council/Thistle Hill Publications), and less necessary. dedicated to getting that energy). We can the article, “Where Infinite Growth Meets feel nostalgic for an era in which the planet There may be other alternatives. In my Biophysical Limit,” published Nov. 22, 2012 was so much larger in proportion to human teaching, I invite students to help find them by the Center for the Advancement of the acts and works that it seemed infinitely – and to look for, analyze and strategize Steady State Economy (viewable at http:// absorptive and expensive research on the how to use other levers of change by which steadystate.org/where-infinite-growth-meets- effect of pollutants on biological systems our infinite planet system could be adapted biophysical-limit/). wasn’t needed. But wishing won’t change to finite-planet reality. This, it seems to me, the facts. If we don’t like the expense of is the most pressing project we humans face,

“Hence, good speech, good harmony, good grace, and good rhythm accompany good disposition, not the folly that we call ‘good disposition,’ but that understanding truly trained to a good and fair disposition.”

– Plato (A. Bloom, translator) The Republic of Plato New York: Basic Books, 1968, Book III, 400e

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Declaring Adulthood: A Conversation with Joseph B. Moore, Part I

Ed Warzala, School for Graduate Studies

Joseph B. Moore was the second president great to see what people are writing about of SUNY Empire State College, serving in and what they’re doing. That’s been a that office for seven years. Immediately wonderful connection to have since I left before coming to Empire State College, the college. he was the provost and vice president for E W. .: Well, that’s great; AAM is a wonderful academic affairs at Mansfield University, source of the college’s history. Have you part of the Pennsylvania State System. Prior kept up, to any extent, with the changes to his work at Mansfield, Joe Moore was going on in SUNY? Have you paid attention the director of academic affairs and to the work of our new chancellor, planning in the Office of the Chancellor Nancy Zimpher? of the Vermont State Colleges. He became the president of Lesley University in 2007. J .M .: Only through The Chronicle of Higher The following conversation took place in Education. I get the daily info through The Cambridge, Massachusetts on 07 August Chronicle and anything that pops up there, 2012. Thanks so much to Ed Warzala and or in The New York Times. I no longer read Joe Moore for the interview and for their the Albany Times Union or The Saratogian, work on this text. What follows is part I so my focus has really shifted. of a two-part interview. E W. .: Later in the interview, I’ll ask you about some of your own dealings with Joe Moore Ed Warzala: First, thank you for agreeing to SUNY System Administration, but for do this interview. I appreciate it very much now I’ll say that, as I see it, SUNY is E W. .: You’ve been away from Empire and know that your friends at Empire State probably quite different than when you State College for over five years, and College will be interested to read what you were a campus president in the system. beginning your sixth at Lesley. How would have to say and know what you’re up to I wonder if there had been a different you look back and assess your Empire State these days. administration in SUNY at the time, how College presidency? your own presidency at Empire might have I hope this is a useful way to begin: Given J .M :. I don’t think the person involved been different? your responsibilities at Lesley University, can in any way assess his own presidency how much do you keep up with events at J .M .: It’s hard to say. The SUNY objectively, so just take that as a given. Empire State College, and what sources of relationship is a really interesting topic in One brings personal biases to such an information about the college do you access? itself, as Empire State College evolves and understanding and you have limited Do you stay in contact with any members of how SUNY as a system evolves, but you information about how things played out the community? don’t get to choose the historical period after your departure. I can say when I that you act within. I was there with Bob look at it, that for seven years, many of us Joe Moore: It’s now been slightly over five King and then with an interim chancellor worked very, very hard to improve Empire years that I’ve been gone. As you’d imagine, who became a permanent chancellor, so State College in a variety of ways. I think a start up at a new place is all-consuming, it was a very curious entity with which to any success that we had during that time is a and when you leave a presidency, you be dealing, but I also was dealing quasi- combination of the talent of a lot of people leave. Joyce Elliott and I have kept in independently with the legislature and the there, not just in Saratoga, but at the centers touch over these years and our friendship governor’s office. So, even the assumption and the units. There were some incredibly remains. When we worked together, and that the relationship in Albany was with talented and mission-driven colleagues. I even afterward, sometimes we’d see things SUNY, is not completely accurate. think the fact that we were there when the the same way and sometimes not. Our economy wasn’t that bad and enrollments friendship has been most important to us, were growing created opportunities for so we haven’t talked too much about the us to make significant investments, if you details of Empire State College. My main look at the budgetary growth, enrollment source has been All About Mentoring. It’s growth and the facilities investments. We

suny empire state college • all about mentoring • issue 43 • summer 2013 51 were able to accomplish things that were a relationship that we were actually able to E W. .: To move back away from system a bit good in and of themselves, practically and help SUNY with some of their priorities, and return to the college, if you had stayed even more important, symbolically. We were because of the influence we at Empire at Empire State College for three more years, there historically at a time when the head State College had with key players in what would you have done? What initiatives of Governor Pataki’s budget office was an the legislature. would have been taken? What issues would Empire alumnus, and State Senator Bruno have been on your list to be tackled? But perhaps most important was the agenda was one of the three men in a room. Pataki’s at the college itself. That was more complex J .M .: I think a number of things would have budget director gave us a second person in than trying to figure out the legislature, come up. I think when I started there in the the room. With the Democratically-aligned because you knew what the decisions were year 2000, there was a pretty serious divide assembly, we had enough strong connections at the legislative level and you could get between mentored learning and the kind of with them that we were able to convince to the staff. You knew what outcome you work being done at the Center for Distance them not to use us as a trading piece, wanted; you wanted an appropriation, Learning (CDL). In fact, I think that one when it came down to that. So, we tried but within the college, for seven years, the of the reasons I got the job offer was that I to neutralize the Democratic assembly, use challenge was trying to figure out what are was asked that question by the SUNY office. the influence of the Republican Senate and the greatest risks for this institution right They asked: “How would you deal with then the governor’s office, to then get our now? Where are the greatest opportunities the apparent divide at Empire State College, projects funded. I contrast that with Alan for it to get stronger, consistent with its between online learning and individualized Davis’ tenure, and I don’t know any of the mission? That, to me, was a wonderful mentored learning?” Then, through the details, but I know for any of us who were set of questions to ask myself, numerous interview process and reading, not having presidents, it has been a challenging time. times, and to ask colleagues about: “Are we started there yet, not having been offered When the economy collapsed in the fall of focused on the right things?” the job yet, I said that the issue was not 2008, it’s something I never experienced in technology at all; it had nothing to do with my life and was the most unsettling period E W. :. I’m characterizing the SUNY system online learning versus face-to-face. From my in my career. In contrast, prior to 2008, during your presidency, and probably for point of view, the divide, and this was an we had the opportunity to do things as a several years before that, as a relatively early read on it, was about what came first, college, with or without SUNY. ineffectual institution. Maybe you don’t curriculum or the student? In the ideal of share that characterization. You mention E W. .: How did you know that the right an individualized degree plan and mentored there were interim chancellors and short- approach to take was the political approach, learning, the student came first and the term chancellors – that suggests to me the through those powerful individuals in New student was asked two questions: “What weakening of an institution, or at least a York state government? It doesn’t sound like have you learned and what would you like vacuum of leadership. Was that possibly you avoided consultation with SUNY, but to learn?” That inquiry led to a degree plan beneficial to your efforts in some ways? how did you come to the conclusion that that was consistent with all we know about Empire State College’s approach should be a J .M .: Yes, I think so, but I think people adult learning theory, and the perception political strategy? consistently overrate systems. The center evolved that online learning began with of the action is where the student and the curriculum. You designed courses that J .M .: When it came to capital investments, faculty meet, and those are at colleges and could be delivered online. Therefore, what my experience in the chancellor’s office in universities. Systems are constantly seeking came first was the course, and that was Vermont was an education. In New York, affirmation of their presence and seeking more traditional, where the student had the legislature is larger and the dollars meaning, whereas at the institutions, the basically a drop-down menu, instead of have more zeros in them, but the dynamics meaning is right in front of you, if you can being asked, “What would you like to learn remain the same. Who are the staff people? see it. That is where students and faculty and how would you like to learn it?” CDL Who are the people with influence, how meet and engage in intellectual work. So, offered greater choice than many traditional strong is your story and how relentless are systems have to figure out what their role colleges, but still, it was curriculum first. My you in showing up? People at the college is, whether that is SUNY Central or the argument to SUNY was that Empire State had no idea how often I drove down to Coordinating Center in Saratoga Springs. I College could become the place where both Albany to spend two hours to get 10 would say SUNY was trying to figure out models moved toward a convergence, and minutes with a staff person who wasn’t what its role was; certain roles were pretty that we would see more and more of this, if even a legislator. Sometimes it was the staff clear, and certain roles were not clear at we were successful in the individualization member who controlled the project list. I all. I would bet that is still the case and of online learning. In the digital age, we learned this in Vermont; I learned that there that systems are always trying to find their can customize learning and increase access, was no guarantee of any great success, but identity. In contrast, colleges and universities possibly more than we’d been able to do in that’s the only way to do it. And as for the too often behave as if they know every any prior models of teaching and learning. people in SUNY, I always made sure they aspect of their identity, and that resulting At the same time, given the content and knew what I was doing, but I wouldn’t ask conflict is always fascinating. communication potential in the digital their permission. I also made sure I wasn’t world, individually mentored students there without them knowing it. We had such

suny empire state college • all about mentoring • issue 43 • summer 2013 52 would have access to new sources of they went to Afghanistan they stayed with J .M .: I had a different perception about information that would need to become part us online. They didn’t go to somebody the relationship between Empire State of every student’s learning. If there were a new. Adults want the same thing that other College and SUNY than other people do. I place that could take it on, it was Empire students want, which is a sense of security, think to some degree, Empire has almost, State College. But I knew that it wouldn’t be a sense of relationship with an institution. at certain points, been in a parent-child without its tensions. So, we needed to sustain and support all relationship with SUNY, of trying to please of our in-place centers and units, which is the parent. It needed approval to feel a E W. .: I think that question is still being why I went to the state to get funding for sense of growing maturity and legitimacy, raised. People at the SUNY system often permanent buildings. That is a statement and I think Empire should have skipped say, “Well, why do you need 35 locations?” that we are here, and three-quarters of the that stage and declared adulthood. I think But some really don’t seem to understand or work force without a college degree are it should be very cautious about playing a appreciate what I sometimes call the “great here, and that’s not changing. Empire needs lead role in system-wide degree planning tradition,” and they think of the college to be a physical presence and what could and program planning, because most increasingly as SUNY’s online institution. I happen here is richer than what anybody system-wide academic initiatives – not all, think outsiders see it that way, too, whether would have thought, in part because of but most – have been failures across the it is because of marketing, or other factors. the integration of place, real people and country. That’s the system trying to figure J .M .: If I’d been at Empire State College for digital resources. out by itself what it should be doing, as three more years, I would have fought that opposed to the system defining itself through E.W.: Did you think that buildings would perception. I wouldn’t have accepted that its institutions, and saying, “Our job is to help to preserve the traditional mentoring from SUNY or from others. It is simplistic support these institutions to be as effective model, one-to-one guided independent and it just opposes classroom face-to-face as possible.” One of the chancellors asked study? Did you think that creating more learning with online learning in a way that me at one point, “Shouldn’t Empire be the permanent Empire State College physical is not going to reflect reality in a few more online college institution for SUNY?” I said structures would preserve this pedagogy and years. What did we learn through eArmyU no, and the reason is, that you can’t allow this philosophy of teaching and learning? and Navy Online? We were one of four the other institutions off the hook. They institutions across the country used by J .M .: I thought it would preserve the have to integrate digital technologies, even both the Navy and the Army as a selected individual relationship with the student. I into their three-times-a-week classes. They provider of online learning and many of hoped it would preserve the individualized have to decide that if they have a distinctive the institutions thought they were going to degree plan and assessment of prior degree, what are the incentives for them to yield high enrollments. We assumed, once learning. I hoped it would lead to a new make that available to people across the people in the Navy got used to us, we’d be kind of mentor-student relationship that state? There should be pressure on them to their online provider no matter what port would account for the digital age, as well. do that. When you start, there’s a whole they were in. But, what did we find out? These assets were available for study and for series of systems for curriculum approval: What happened was the primacy of place research and for communicating. I hoped the teaching, the listing of the courses, and intervened: If you were on an Army camp or that a student might have a home base, so on. Once you start doing that in an fort in Texas and a neighboring community say in Rochester, but could study with a artificial way, through the system, you’ll college had an office on your base, once faculty member anywhere, who’d mentor get uneven participation. The incentives are you got sent someplace else and they had him. I didn’t want it to be historically the not there for the institutions to play well, online learning, you were with them because same, but I would argue that the principle and to throw Empire into that role would you knew them. This happened time and of individuality would be enhanced by the distract it from its mission. I always felt, time again. There were no net big winners, communication and information age. I that can’t happen. It’s the same thing that it was all marginal. So, the students from did not like the notion of an Empire State happened when one of the deans came to Fort Drum stayed with Empire and when College with a headquarters in Saratoga and me and said, “We’re getting a few more 30,000 students online with no geographic traditional students coming to us and we’d locations. I thought that would be a loss like to go to high school fairs to recruit for “In the digital age, we for the state. I thought it would be a loss our enrollment.” At first, I said absolutely for Empire’s future. That’s why I don’t like not; a lot of people are dealing with the can customize learning the notion of other people defining Empire 18- to 20-year-olds. Nobody is focusing on and increase access, as the distance learning option for SUNY. I adults; we’re losing our attention, we’re here would work against that characterization. for adults. Then, I had a little chuckle as possibly more than we’d I had a thought. I said, “Actually yes, you E W. :. A while back, I sent you a copy of can go to fairs, but you need a sign behind been able to do in any the Davis administration’s Open SUNY the table that says: no, no, not you – your proposal. I’m wondering what your prior models of teaching parents.” He got the point. I think there is thoughts are on the ideas found in this tendency to want to satisfy SUNY and and learning.” that document. to play a system role that can feed Empire

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State College’s need to be recognized. I going to continue and you hope it’s going to your programs; you have to look at the would urge some serious caution to that. attract an interesting and diverse cohort of use of your alumni in order to recruit new The primary audience to satisfy is adult people who are interested in the leadership students, as well as your connections locally learners, not SUNY. of it, who will be worthy of it, because it’s with the business sector, the nonprofit such an important institution in many ways. sector, organized labor, even though it’s E W. .: Your point about a parent-child I would hope that my colleagues at Empire diminished. All have to be there, all have to relationship is an interesting one. I think State College are looking forward to the be in place. The key to this is going to be you’d be surprised to hear that Empire State search, saying “OK, other opportunities tuition revenue. You need somebody who College is now the most prominent name, come up, and our job is to make the most can engage in the work of philanthropy at least in the short run, within the SUNY of it, and to convince some interested and raise money; you need somebody system in the hallways and in the discussions candidates that this is a good time to come who’s going to work the SUNY system at the University Faculty Senate. In some to Empire State College.” and Albany, along with capital investments measure, I think it is because of the Open that are going to continue. The key to any SUNY proposal. I would argue that we’re E W. :. I appreciate what you said about this institution, and especially a public one such entering a different time and not only does institution and its strength and history and as Empire State College, that has such a the parent-child relationship no longer hold, tradition, but on the level of organizations low proportion of its revenue that comes but in a certain way, it’s about being in the and leadership, can it really be good for from state appropriation, is you can’t hire right place at the right time, with the right the leadership of an institution to begin somebody as president who believes it is history and the right background. I think certain initiatives and then make significant their job to go down to SUNY and get many other campuses in the university personnel changes? more of that state appropriation, and who now have a very close eye on what Empire J .M .: There’s no question obviously, given thinks “that’s the key to our success.” That State College is doing. In fact, there is some my career, that I have to believe leadership can be a part-time activity, but the key is concern on the part of some campuses, matters, so yes, I believe the leadership does enrollment growth. You need to figure out “Are we missing something?” It’s a very matter. The challenge is recognizing the what percentage of enrollment growth with different dynamic perhaps, than during your different levels of leadership in a place such certain tuitions gives you stability on an presidency. I’m not sure what the outcome as Empire, and a lot of that remains. So, annual basis so that can cover basic costs, will be, but change is in the wind. yes, is an institution under a little bit more salaries, the rentals, the leases and the J .M .: Time will tell. risk? Can it float a little bit longer than it investments in technology and people that should? Are decisions that should be made you want to make. You know you’ve got a E W. .: Should we move on? The college is getting deferred? All of that is probably true basic requirement where you need five to beginning the search for its fourth president. to one degree or another, but taking the time seven percent growth a year in revenue to Were you surprised at the departure of to find the best candidate is worth it. It’s sustain your operation. You need to look at President Davis, after what might be termed really important to have a sense of optimism the enrollments and try to figure out what a relatively short tenure – four years – when during a search. It’s possible to live with programs, what patterns, what practices he departs at the end of this month? What both of those feelings, one of optimism and yield that, and you need to be on top of that do you think the impact and implications one of concern about getting a permanent, every week. You can’t presume that what are for the institution? appropriately-searched new president. you know is right, and that’s what affords J .M .: I really don’t know; I mean, did it you the opportunity to meet your objectives. E W. :. What kind of a president and what surprise me? Yes, but I assume it surprised My close colleagues know that I’ve always kind of leadership does an institution like everyone. That happens for a variety of believed that you don’t get to talk grandly Empire State College need, given what’s reasons. I had no inside knowledge of about mission unless you manage budgets. happening in higher education, given what’s anything. Alan has always been gracious. If I have somebody who is responsible for happening in SUNY, given a number of We’d communicate every once and a a certain part of a college or university and consecutive years of budget cuts and given while, so I just figured it’s one of those they can’t manage the budget, I’m really the expenditure of reserves that were left in things where this other opportunity came not interested in them coming in and telling place upon your departure? up and he made a choice. The role of the me how important our mission is, because president is both underrated and overrated. J .M .: I don’t know about what the without a budget, we don’t get to fulfill There’s a strength to Empire State College, enrollments have been or what cuts our mission. in terms of its decentralization and the have been made, so I have none of that E W. .: At Empire State College, you followed regular operations that go on with faculty information. What I would say is the a 27-year presidency; that’s a pretty unusual meeting with students, and student services following: that the core of any higher experience, I would think. I don’t know professionals working with students. The education enterprise now is enrollment. It if it’s often been replicated. How did this work of the support staff is ongoing, with doesn’t mean you’re selling your soul to hit history influence the course of what was everything that continues, from the phone all the targets, but you have to be strategic your first presidency? systems to the technology, to the facilities. in your enrollment management. You have It is such an important institution that’s to look at marketing; you have to look at

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J .M .: Jim Hall was phenomenally gracious continuing education operation that was to me and very thoughtful and I think going on needed to change and become part “Empire is context- very respectful about some of the changes of the college, and we needed to get out we began during my tenure, whether he of the non-credit business. We’re a higher driven; you’ve got to agreed with them or not. We’ve always education institution and the skill sets that see what it looks like.” gotten along well and still keep in touch. everybody had could be transferrable, so That has been a significant gift to me, both that they could work within the college, professionally and personally. I repeated many of them within CDL, so they absolutely an intense learning year. I joked some of that here at Lesley University. I could stay in Saratoga. It was looking at with everyone as I went around the state, followed a president who was here 22 years, International Programs and trying to figure saying, “The reason I can do this type of but again, I saw the institution differently. out what their relationship was to the rest of work is because you have your job; none of In both cases, you must believe that is one the college. It was looking at the graduate- you can do this because you have real work of the reasons you were hired. When I first level programs and seeing what we needed to do every day with students.” Empire is came to Empire, I went to every location to do, and it was looking at the facilities context-driven; you’ve got to see what it and I saw every place where someone was and developing a capital plan. The strategic looks like. So, when I went to Rochester, working to see what it looked like. The plan we developed came from meetings the faculty set up in the early afternoon facilities depressed me, not all of them, but throughout the state that first year. Most before one of my meetings to demonstrate many of them. The conditions under which of the places that I went to, I requested some of the technology problems they people were working were sometimes poor; to meet with students. If I met during the were experiencing that were specific to the there were historical reasons for that, and day with faculty and staff in Buffalo at 5 Genesee Valley Center. They showed me they were no one’s fault whatsoever. So, I or 6 p.m., I asked to speak with five to 10 what they were facing – it was classic – thought “Hmm … what do we do about current or previously enrolled students, to terrific! And so, at Empire State College, it that and how do we frame that, how do we hear their stories about each place. At each was always honest and that was the thing live with that, what should we do?” Then location, I asked the same questions of that you could trust. It might make me feel I looked at other things such as student the students: “Why are you here? What’s a little uncomfortable: you might feel like enrollment patterns and the tension, if you working for you? What’s not?” I heard the maybe they could have done it a different will, between the online and face-to-face. most specific and remarkable adult learning way. But you could never question that it All of the practices were brand new to me stories that you could read about in theory was honest, always upfront, and that’s what and phenomenally intriguing, and so in in the books, but I heard it personally at I came to love about the place. some ways, it’s not so much about Jim Hall every place. Then another thing happened E W. .: After this learning stage, were the or my predecessor here at Lesley, but about at the end of the year, one that thrust me challenges more in the policies and practices anybody starting new in a position. What into New York politics in a way I’d never of the college or more in the culture, values do you see and how do you start defining experienced before. There was a center that and traditions? an agenda, and how do you check those was associated with Empire, but located priorities with developing relationships with down in Albany and associated with the J .M .: I think the core values and policies colleagues at the institution? To me, that different people in government. The person and procedures are inextricably linked. For was just a wonderfully intense first couple of who ran it was eventually indicted, and that instance, if people disagreed with policies years, figuring all that out. And I know that happened on the last day of my first year. and procedures we were promoting, they my successor at Empire, Alan Davis, and my I was involved with the press, the chancellor, might use the core values as a counter successor here at Lesley will need to do the and a number of political offices and I point, as if I didn’t share those values. same thing: see the institution freshly from made certain decisions about what needed That did happen, and that happens, I think their perspectives. to happen. at any institution. Some people are more comfortable defending core values, as they E W. .: Was there some kind of progression E W. :. Was this at a location other than the see them, than debating the pros and cons from a period of watching, listening and Coordinating Center? of certain policies and procedures. They’ll learning to one of action, initiatives and J .M .: It wasn’t at the Coordinating Center; it claim that you don’t share those values and strategies for moving the institution? wasn’t at our Albany center. It was a quasi- therefore these values aren’t important to J .M .: It actually was, and it was very independent operation that administratively you, as a way of critiquing your proposal. specific: it was 365 days; it was literally fell under Empire State College and it ended That’s a fair thing to do, I might add; it’s July 7, 2007 to June 30, 2008. I traveled that year. All of this brought SUNY to my sort of testing one’s ability to articulate how to every college location and I understood doorstep because of the political exposure of those values play out through a particular it was going to take a year to go to all of this case. Part of academic administration is approach. But after the first year or two, them. It was through that experience that not only trying to move a place forward, but I started learning more about certain I realized we needed to make significant keeping bad situations out or forestalling risks that I thought Empire was facing. changes to the labor sector. Through bad ideas and inappropriate intrusions – For instance, one of the most threatening this period of observation, I realized the and this was one of those cases. This was was the financial aid eligibility audit that

suny empire state college • all about mentoring • issue 43 • summer 2013 55 many will recall. We found that in the of terms, individualization, flexibility and as disorganization. This must be a challenge absence of set terms and clear cut records, financial aid eligibility. That’s the tension for the leadership, which also must engage we had huge, huge financial exposures that a place like Empire lives with when with the external environment. This must for us institutionally and for our students. the federal government is getting more and have been difficult for Jim Hall, for you, for We discovered that we potentially were more regulatory, more and more traditional, Alan Davis, and, no doubt, will be for the not meeting a variety of criteria that each and Empire wants to meet the needs of adult next president. student needed to meet, to continue to be learners and confirm their access to financial J .M .: I think for anybody it is, certainly, and eligible for financial aid. If we didn’t clean aid. That, in itself, is a huge intellectual and I think you’re right. I think The Promise that up, I thought Empire would have been organizational challenge. I’m not convinced Continues captured it really brilliantly in serious jeopardy. It is an administrative we got it exactly right, but we sure tried to in many ways; I think that’s one of the tactic to create a demon that you’re address that. I learned a lot about federal great tensions within Empire as higher responsible for slaying, in order to save the financial aid, and I learned a lot about how education, from my point of view, becomes institution. It’s important to know it can Empire worked internally by taking the more conservative. Through accreditation, be perceived that way, but anybody who data and looking at it. Did it always speak through the federal government, through knows financial aid and knows those details to the genuine values of every faculty financial aid eligibility and more standard knows this is true. The exposure for Empire member there? No, and I think I didn’t do options, how does a place like Empire State College, with students not completing as good a job as I would have if I’d stayed State College remain eligible for federal studies on set dates, placed the college in there and tried to articulate that more financial aid, which is crucial to many of the significant jeopardy. Often this meant that clearly, and pay more attention to some of students, even though it may be in the form they did not make “satisfactory academic the faculty’s concerns over that. We certainly of government loans? How does it do that progress” and consequently they were did try to pay attention, but I think more and maintain the individuality of the degree not legally eligible for aid, yet they were discussion on that may have convinced more plan for an adult student? How will it be receiving aid. people about what we were trying to do. able to deliver on that? That is genuinely a There were many fine-tuning adjustments We also felt the “ghost load” was related worthy challenge to try to figure out, and that could have been made by listening to this issue and needed clarity for the what I worried about was my inability to more closely. institution itself to understand what the load do a better job at convincing those who, of faculty was. Faculty wanted to talk about E W. :. In recently reading The Promise for example, were opposed to the term work load, but nobody wanted to talk about Continues: Empire State College, The First approach. I think there were concepts what the work load was, because it was Twenty-Five Years by Bonnabeau (1996), about which most of us agreed: PLA, difficult to try to measure. So, I took that I was wondering if there is a culture at individualized degree plans, multiple modes on, trying to figure out with colleagues how Empire State College that rejects certain of earning credit and customization. But, we could do this. That was an intellectually forms of organization in the name of there were some basics we needed to have fascinating piece to look at: the relationship flexibility, but sometimes manifests itself systemically in place to make it less risky as to avoid losing a lot.

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What’s in a Noun? The Strange Career of the Word “Religion”

Robert Carey, Metropolitan Center

et me begin with an Empire State other traditions. They were: 1. “creations College commonplace: a student of evil forces”; 2. forms arising from the L seeks credit for Religious Studies. diffusion of an original monotheism; 3. an approximation of Christianity, i.e., the One student grew up in the Church of the tradition in question seemed to contain Nazarene in his home state of Wyoming, “symbolic Christian truths”; 4. simply but is now a practicing Russian Orthodox demonstrably “inferior in their practices Church member. Another was raised as a and beliefs”; and 5. (somewhat more Catholic, but is now a practicing Buddhist condescendingly optimistic), an expression and aspires to be a Buddhist monk. A of an “innate, independent spiritual third is finishing a degree in information capacity of all humans to come to some management, has studied for years in a understanding of the divine” (p. 17). Brooklyn Yeshiva and is seeking credit for his studies in “religion.” The critics of Christianity, in turn, would argue that reason should shape our What does the word actually mean in this understanding of our own experience, context? How are we using it? To what does not leave that bit of work to theologians it refer? In what follows, I want to discuss Robert Carey and peddlers of types of divinity. That is, what the term encompasses when used to the answer to the claims of religion was describe a field of study, and then explore descriptive way that is at once scientific, rationalism. In 17th and 18th century what the term embraces when we think because it is accurate and truly objective, Europe, wrote Paden (1994), rationalists of religion as a matter of belief, of seeing and humanistic, because it requires engaged had arrived at the point where “religious the world “doctrinally.” What is it that we understanding of the positions of others” history could … be written free of Christian believe? What do we affirm to be true and (p. 47). This is an attractive description of authority” (p. 17). Solving problems what can that tell us about ourselves? a style of inquiry that wants to understand. replaced rehearsing and restating mysteries. We will want to ask, a bit further on, if it Religion, as a discipline, is a particular form A close cousin to the rationalist approach, goes far enough. of inquiry that embraces a range of critical “Universalism,” with roots in Stoicism and issues, even as it shies away from others. In Neo-Platonism, argued that behind all of the Having shed its theological agenda, the the first place, religion as a discipline took local usages and particularities of traditions study of religion seeks to understand and some time to establish its boundaries and was a single “supreme – usually divine – account for the variety of traditions, stories foundational questions. For more than a few reality” (p. 29). and rituals that make up the family of centuries, the discussion of “religion” was religious behaviors scattered throughout Religion as a discipline has only recently driven (certainly in the West) by issues of human history in rich array. As a discipline, arrived at the place where its scholars “ultimacy”: Was a particular “religion” true, therefore, religious studies brackets the do not seek to prove that one tradition or false, or some kind of apostasy? Was claims of “truth” – revealed or otherwise is normative while others fall short, or it the work of priests and other schemers – that appear again and again in religious that one tradition is a more mature and who sought merely to control people and traditions, whether in the form of stories realized “religious” tradition than other enrich themselves and the institution they about how the world was made, why there earlier but persisting forms of belief. Rather, represented? This, in very short form, makes is pain, how death entered the world, or in the tradition proceeds on the assumption up a good deal of the history of the term the form of creedal or doctrinal assertion, that we have much to learn about human as described by William Paden (1994) in as in the Nicene Creed and other such history and culture from the study of the Religious Worlds. instruments of remembrance and rehearsal. many traditions and forms of religious The outcome of this contention-ridden In his helpful, abbreviated review of the activities that humans have practiced. history is, according to Jonathan Smith history of the term, Paden points to three To cite Paden (1994) once more: “To see (2004), an approach that sees “religion” as a strategies for accounting for religious that there is nothing religious apart from term created by scholars for their intellectual behaviors. At the head of the list is Christian religious people, and to see therefore that purposes and therefore it is theirs to define. theology, which has offered, according what religious things ‘are’ is precisely what “It is a second order, generic concept to Paden (1994), at least five “takes” on they mean to those people, is to follow a

suny empire state college • all about mentoring • issue 43 • summer 2013 57 that plays the same role in establishing a One response is to characterize religious of reading and writing mark the beginning disciplinary horizon that a concept such as behavior as a neurosis (Freud) or to claim of the world in which we live today. With ‘language’ plays in linguistics or ‘culture’ that religious stories are simply not true; those changes, “folk religion became plays in anthropology. There can be no that they prevent us from seeing what is transformed into organized religion” discipline study of religion without such a right in front of our faces. Writers like the (p. 152). horizon” (p. 194). late Christopher Hitchens (2007), or the But what is persisting amidst all these still living Richard Dawkins (2006), come For Tomoko Masuzawa (2005), the horizon changes? What is the hand that rewrites and directly at the idea that religious stories that Smith describes, itself, warrants some reconfigures traditions and usages? The final and claims have substantial and important analysis. In her book, The Invention of problem in understanding religious claims truths to impart to us with a “thanks, but World Religions, the subtitle points to the about reality is the human brain itself. no thanks” kind of approach. The argument problem: How European Universalism was that someone is delusional because they What is it about the way we experience Preserved in the Language of Pluralism. believe in God or that the third person reality that finds religious stories about Masuzawa argued that “religion,” even of the Trinity is a kind of eternal ether that reality comforting and believable? when approached comparatively, is, in fact, energizing souls is not likely to persuade. For Michael Shermer (2011), or scholars a European construct that sorts out the If the fallback position of those who have like Scott Atran (2002) and Pascal Boyer world “religions” in a way that is “largely difficulty with the idea of believing that (2001), the task is to understand what unhistoricized, essentialized, and tacitly God is great and worthy to be praised is Shermer calls the “believing brain.” The presumed immune or inherently resistant to that such statements are a sign of a mental problem is how what is “in here” shapes critical analysis” (pp. 2-3). disorder, it misses taking the full weight of what is “out there.” As Atran (2002) put The comparative study of religious traditions the approach developed by other scholars the matter: “Religious beliefs and practices opens the door on looking at people being that religious behavior is a natural, involve the very same cognitive and affective “religious” as a natural phenomenon, historical phenomenon. structures as nonreligious beliefs and something that happens over and over again practices – and no others – but in (more or in the course of human history. less) systematically distinctive ways. ... [H] uman cognition (re)creates the gods who This gives us a way of looking at the claims The specificity of their sustain hope beyond sufficient reason and that arise with religious stories, systems and study or their moving commitment beyond self-interest. Humans creeds. And that approach brings us back ideally represent themselves to one another to what the three students were asking for from tradition to in gods they trust. Through their gods, in their individual studies of religion. The tradition, or replacing people see what is good in others and what specificity of their study or their moving is evil” (p. ix). from tradition to tradition, or replacing one one object of belief with object of belief with another or none at all another or none at all So, when someone asserts that God exists raises the question: What kind of knowing is and that they have experienced grace, their this? What knowledge have they mastered? raises the question: What assertion should not be privileged in any One thing is immediately clear: They have kind of knowing is this? particular way, any more than the counter become literate in particular ways about the assertion – “You are quite mad” – should tradition that matters to them and the way What knowledge have be deemed an appropriate reading of what in which that tradition accounts for human they mastered? has happened. The real task is, as Pascal experience. At most, it is particular and its Boyer (2001) said, to understand our own “take” on human experience is specific to it cognitive processes in order to “highlight and the claims that it makes. and better understand many fascinating If it is a natural phenomenon, then its features of our mental architecture by But given human creativity, a style of persistence is what requires attention. So, a studying the human propensity toward inventiveness that, by one estimate, has study like Robert Hinde’s (1999) Why Gods religious thoughts. One does learn a lot spawned nearly 100,000 religions, what are Persist: A Scientific Approach to Religion about these complex biological machines by we to make of the claims attached to those helps us to locate religious language and figuring out how they manage to give airy traditions (Novak, 1994)? In which “god” claims in a more richly detailed social and nothing a local habitation and a name” (p. are we really supposed to believe? How historical context. And, as Dennett (2006) 330). What kind of “knowing” is involved would one possibly know which one is the showed in his study, Breaking the Spell: in claiming that one’s knowledge of “airy right one: Brahma, Isis, Mithra, Yahweh, Religion as a Natural Phenomenon, we nothing” is real knowledge? That brings us Shiva or Thor? And there are more to be can trace the development of traditions, back to our three students. described and accounted for. as human cultures settle into permanent What do we make of what they have settlements, as the cultivation of grains and presented for review and evaluation? the domestication of protein, the invention I would argue that what they have

suny empire state college • all about mentoring • issue 43 • summer 2013 58 presented can be evaluated; it is a specific of the tradition they find important to Hinde, R. (1999). Why gods persist: “denominational” take that has claimed their self-understanding. From the point of A scientific approach to religions. time, energy and study, and in presenting view of a degree, what they have learned London, UK: Routledge. what they have learned, they are subject and seek credit for is singular, particular to Hitchens, C. (2007). Religion is not great: to shared rubrics of evaluation, such as their individual history and reading – one How religion poisons everything. New mastery of subject matter and the overall possible take on the many ways in which York, NY: Grand Central Publishing. quality of their presentation. For example, one can be religious. It is most likely the is it well crafted, reflective and grounded in case that religious studies that are shaped Masuzawa, T. (2005). The invention of the textual life of the tradition in question? by devotional concerns might very well world religions: Or, how European From the perspective of an undergraduate be “deep,” but rarely, I think, will the universalism was preserved in the degree and its concerns with developing knowledge arising from such a style be language of pluralism. Chicago, IL: The styles of literacy and understanding, the broadly inclusive. That awaits a different University of Chicago Press. kind of knowledge arising from the approach altogether. Novak, P. (1994). The world’s wisdom. San intensive, devotional reading associated Francisco. CA: Harper Collins. with a community of believers can References find a place in the overall design of an Paden, W. E. (1994). Religious worlds: The Atran, S. (2002). In gods we trust: The undergraduate degree. comparative study of religion. Boston. evolutionary landscape of religion. New MA: Beacon. Is it more than a kind of “local” knowledge, York, NY: Oxford University Press. particular to the tradition being discussed? Shermer, M. (2011). The believing brain: Boyer, P. (2001). Religion explained: The However “universal” the claims of its From ghosts and gods to politics and evolutionary origins of religious master narratives, is there any suggestion conspiracies: How we construct beliefs thought. New York, NY: Basic Books. that it lends itself to comparison with other and reinforce them as truths. New traditions and their claims to universality? Dawkins, R. (2006). The God delusion. York, NY: Henry Holt. These are questions that should be addressed New York, NY: Houghton-Mifflin. Smith, J. (2004). Relating religion: Essays in in the course of exploring what students Dennett, D. (2006). Breaking the spell: the study of religion. Chicago. IL: The have read, experienced and understand Religion as a natural phenomenon. University of Chicago Press. about the devotional and cognitive claims New York, NY: Viking.

“5. The objectives of youth and adult education, viewed as a lifelong process, are to develop the autonomy and the sense of responsibility of people and communities, to reinforce the capacity to deal with the transformations taking place in the economy, in culture and in society as a whole, and to promote coexistence, tolerance and the informed and creative participation of citizens in their communities, in short to enable people and communities to take control of their destiny and society in order to face the challenges ahead. It is essential that approaches to adult learning be based on people’s own heritage, culture, values and prior experiences and that the diverse ways in which these approaches are implemented enable and encourage every citizen to be actively involved and to have a voice.”

– From “The Hamburg Declaration on Adult Learning” The International Conference on Adult Education CONFINTEA V, 1997

suny empire state college • all about mentoring • issue 43 • summer 2013 59

Reflecting on Service-Learning in Community Health Nursing

Mary Guadrón, School of Nursing; and students Christine Porter, Janine Mower, Kimberly Smith, Kim Wallace, Penelope Jordan, Elizabeth Hillier, Jewel Brandt, Kathleen Brown and Nechama Keller

The Context of Service-Learning communities are involved in transformative resources and links to resources. The desired learning experiences. outcome is the continued education of The National Service-Learning victims of domestic violence: Clearinghouse (2013) defines service- – Mary Guadrón learning as “a teaching and learning strategy • to produce a greater awareness of that integrates meaningful community resources available. service with instruction and reflection to • to contribute to self-empowerment of enrich the learning experience, teach civic the victim so as to ensure a reduction responsibility, and strengthen communities” of recidivism by the perpetrator of (para. 1). Service-learning is congruent with the violence, thus resulting in a safer the mission and vision of SUNY Empire existence for the victim. State College (2013) to support learners as active partners in their education and to • to support an educated victim, transform people and communities. which results in an aware victim, which prohibits the repetition of the Traditional campus-based educational victimization. institutions with service-learning programs are typically geographically focused on It also was my intent to simply offer my the surrounding area of the institution’s services as a volunteer nurse to those location and serve the local community. in need. Christine Porter (center) SUNY Empire State College is a distributed Grief and loss affect victims of domestic institution with an online nursing student violence. Post-traumatic stress disorder population. “Service-eLearning” is utilized Empowering You (PTSD) is additionally an issue related to in the Community Health Nursing course the victimization and experience of the Christine Porter and is defined as “an integrative pedagogy crime. Victims of violence suffer a traumatic that engages learners through technology Established in 1978, Safe Horizon has experience, both physical and psychological, in civic inquiry, service, reflection, and provided support and advocacy for victims and as nurses, we must be prepared to action” (Daily-Hebert, Donnelli-Sallee, & of crime and abuse. Today, Safe Horizon identify this, as well as provide treatment DiPadova-Stocks, 2008, p. 1). is the largest victims’ service agency in the and assistance. United States. Also recognized as a leader Students located throughout the state of Victims of domestic violence and traumatic in responding to the changing needs of the New York taking the Community Health situations also must be assessed for suicide clients and communities served, it is sought Nursing course work with community risk. It is imperative that we, as nurses, out for its expertise on issues of violence partners, including governmental health adequately assess those we serve, for suicide and victimization across the country and departments, not-for-profit health can often be a result of the victimization around the world. Its mission is to “provide organizations, home care agencies, related to shame or ineffective coping. In the support, prevent violence, and promote community hospices, and school districts to setting of Safe Horizon, there are therapists justice for victims of crime and abuse, their develop health education and community- and psychologists who can assist with this families and communities” (Safe Horizon, oriented health interventions. The process, as well. It is our duty to ensure a n.d., Our Mission section, para. 1). integration of service-learning projects to healthy individual throughout the process of meet identified community needs enhance At Safe Horizon, it was my intent to gain care deliverance. student learning and civic engagement. a greater understanding and appreciation of the value of utilizing a community This service-learning project has been one The following entries showcase several advocacy and prevention approach in a of great personal impact. My project was students’ service-eLearning efforts. Their domestic violence human service program. completed with great care and diligence, descriptions and reflections on their projects Additionally, it was my intent to create a and offers a resource of information to demonstrate how both students and their brochure that provides valuable information, be disseminated among those I serve in the capacity of nurse, forensic nurse

suny empire state college • all about mentoring • issue 43 • summer 2013 60 and community health nurse. I supplied who are part of their busy lives. And, they individuals to grow educationally as well statistical information as well as tips for are gaining weight. Some have increased in as on a personal level. The concept of a safety and telephone numbers for resources. weight 15 to 20 pounds over the past four bilingual brochure is not something new. This was all completed with the anticipation or five years. According to the Office of What is new for me is the knowledge that that it will serve as a gentle but resourceful Minority Health (2012), “Hispanic health teaching health literacy has to take into center of information dissemination. I was is often shaped by factors such as language/ consideration the person’s reading level. able to “see” things from the recipient’s cultural barriers, lack of access to preventive Prior to the Community Health class, I was perspective and the services provided. When care, and the lack of health insurance” operating under a certain set of assumptions I registered for this class, I truly did not (Health section, para. 1). I believe they are about how my Spanish-speaking friends know what to expect, and had no way of at risk of not being able to meet the Healthy and neighbors learn. While working with anticipating the personal impact and journey People 2020 goals set out for nutrition my friends on the assignment, I realized I would embark upon. For me, this was not and physical activity as a result of their that because of circumstances beyond their simply a learning journey but a journey to a health literacy and language barriers control, there was a point in their lives greater self-understanding and healing of my (U.S. Department of Health and Human where formal education stopped. Now, own in a way that I never thought possible. Services, 2012). 10 or 15 years later, their children are progressing beyond the math and reading The potential risk for developing diabetes, levels of their mothers. The Community coronary artery disease, stroke, breast and Health class has given me a glimpse into the colon cancer are known to be higher in future. I now have had the opportunity to individuals who are overweight. Many of see firsthand the potential health problems the grants that the women’s center works that programs like Healthy People 2020 are on are focused on nutritional guidelines trying to address. It is my hope that I can for children and their mothers. Much of use my knowledge obtained while taking the teaching at the center requires bilingual this course to be part of – even if it’s a small handouts. Over time, the nurses of The Rose part – the campaign to raise health literacy Women’s Care Service have developed an of all residents of the United States. excellent working knowledge of nutrition and physical activity and its link to obesity. They are advocates for healthy choices in meal planning and healthy lifestyles for all. While preparing to create my project for the Janine Mower course, I developed the idea for a teaching aid. The end result was a bilingual brochure Nutrition and Physical Activity - showing the importance of physical activity Habits for Healthy Living and nutrition. It was my hope that this would be useful for the population we were Janine Mower seeking to serve. The organization that I worked with during I have become aware that a number of this semester, The Rose Women’s Care local residents who use English as their Service Community Resource Center (n.d.), second language struggle with literacy in has as its mission “To provide information, their native language. Therefore, I designed conduct educational events, and make the brochure at the level of a sixth-grade referrals in order for women and their reader, in English and in Spanish. Also, the families to make empowered choices for Kimberly Smith brochure is colorful, attractive, and gets their health and well-being” (Our Mission the basic message across that our bodies section, para. 1). The organization focuses need physical activity and nutritious meals on the health needs of migrant workers who Adult Immunization Screening/ to work properly. The two women who come to the Hudson Valley area for seasonal Education Tool were helping me with translation were quite farm work. Most of the migrant workers are Kimberly Smith happy to be part of the project, and also Spanish speakers. interested in the content and concept of Community health nurses are advocates for I worked with a small group of women who nutrition and the role it can play in helping preventative services such as immunizations are from a Central American country. The with weight maintenance. as well as restorative services for existing young women are residents of the county in diseases. From infants to senior citizens, During my journey at SUNY Empire State which I live and they are between 25 and 35 timely immunization is one of the most College, I’ve become more aware of how years old. They are young working mothers important protections against serious learning and access to information allows with husbands, siblings, parents and in-laws diseases. Providing education and

suny empire state college • all about mentoring • issue 43 • summer 2013 61 bringing awareness to the benefits of adult the definitions of both normal/preparatory vaccinations has been my primary focus grief and abnormal grief/depression, and throughout my clinical experience and for the importance of identifying both. I also my service-learning project in upstate included some identifying behaviors, which New York. may indicate the need for intervention, along with some simple interventions that can be I gained knowledge of immunizations and taken and some resources/referrals that can their importance throughout the community. be made. I engaged in evidence-based immunization recommendations for the adult population; The beauty of this brochure is that it in addition, I developed knowledge about is not just patient-specific, but can be the preventable diseases, symptoms and utilized in cases where family members are how the diseases are spread. I clarified experiencing abnormal grief, as the stress misconceptions about immunizations for of losing a loved one does not just affect adults and assumed a proactive, instead of the patient, but the family as a whole. The reactive, approach to communicable disease. National Alliance for Caregiving (2012) Kim Wallace I was able to publicly speak with confidence reports the substantial impact on caregivers, based on immunization knowledge that not just emotionally, but physically and I gained. I developed an easy to read and Identifying and Managing End mentally, as well. understand education sheet for adult of Life Grief and Depression This brochure can be a helpful tool, not only immunizations and a self-assessment tool Kim Wallace for hospice nurses, but social workers and regarding the vaccines each individual pastoral care members alike. Education can should receive. I enjoyed providing I was fortunate to have spent my clinical be reinforced when this brochure is utilized preventative health care education to time this semester with a well-established, those in different disciplines within the the community. local hospice agency. I had some apprehension about this experience, as I hospice setting. I reflect back on the beginning of the have never worked in a hospice or home Community Health Nursing course when care setting before. With this said, I am I didn’t have much interest in community happy to report that this experience was a health nursing, nor did I ever expect to very positive one. This clinical experience have such a rewarding experience. I have has allowed me to put things into a truly enjoyed sharing with peers on our different perspective. community health nursing practice. My focus on adult immunizations came at a There is a difference between normal prime time when the fast moving seasonal grief, also known as preparatory grief, flu was hitting New York state. I also have and abnormal grief, which is known as become an advocate for ensuring adults depression. The main goal of hospice is are educated and well informed regarding to provide comfort care to those who immunizations and the importance of getting are nearing death, as well as to serve as them, especially their annual flu vaccine. I a support for the family members who was able to take this knowledge back to my are impacted by the process. The manner hospital setting and run a satellite flu clinic in which the patient and family grieve from my office. I have given over 100 staff imminent loss can have a great impact on members their flu shots; this is an additional the end of life experience, as well as the Penelope Jordan 100 people who may not have taken the post-death mourning of those left behind. time to go to employee health to get it. If I There are many mixed emotions that are had not been taking this class, I probably experienced in the dying process, but there Disaster Preparation would never have volunteered to do such a are identifying behaviors that indicate when thing. I also was proud to be able to answer an individual is experiencing abnormal Penelope Jordan many questions from the staff regarding grief. It is important for caregivers to be Understanding your community is the immunizations when they came to get their able to identify these behaviors, along with first step in disaster preparation. Certain flu shot. Prior to this class, I would have just any red flags that may indicate the need environmental hazards can be expected if referred them to employee health to explain for intervention. the potential exists in the community. For and educate them. In an effort to raise awareness in patients, example, those citizens who live near heavily families and caretakers, I created a brochure wooded areas should be prepared for that is presented as a three-fold pamphlet hazards such as forest fires. Those citizens for easy reading. In this brochure, I included who live near water or in low lying areas

suny empire state college • all about mentoring • issue 43 • summer 2013 62 should expect some flooding and structural My community is the school where I am of all new mothers. It can occur during damage caused during a hurricane or employed. So, the very thing I have been pregnancy or after the birth. Symptoms high tide. trying to escape, I have been a part of for include “crying, sleep problems … fatigue, the past seven years. appetite disturbance, loss of enjoyment of For my service-learning project, I created a activities, anxiety and poor maternal-fetal presentation about disaster preparation for attachment” (New York State Department my community. Developing a disaster plan of Health, 2006, para. 2). This is a more that will prepare family members for what serious condition than “baby blues,” which to do, how to find each other, and how to affects 80 percent of all new mothers and communicate during the disaster – a key is usually resolved within two weeks after part of the plan. Building a kit is the next delivery (New York State Department of step in the disaster readiness and preparation Health, 2006). In Nassau County, perinatal plan. Every household and family is mood disorder is a major health concern different. The kit should be adapted to affecting 10 to 15 percent of all women and the unique needs of their family. Climate up to 40 percent of women living in poverty. and environmental factors also should be It is estimated that in Nassau County, there taken into consideration. Pets also should are 3,500 families affected by this disorder be part of the plan and materials should be each year (Nassau County, 2012). Education developed responding to their needs. Many is critical in order to have patients and their victims of hurricane Sandy and Katrina families recognize the signs and symptoms would not leave their homes due to a lack Elizabeth Hillier and not be ashamed to verbalize that they of shelters available for pets. It is important, are having a problem. Educational materials as part of the preparation, to identify nearby Perinatal Mood Disorder can be used in the clinic with the goal of shelters that are pet friendly if ordered to lessening some of the stigma associated with evacuate. My presentation included creating Elizabeth Hillier this disorder. a family plan, as well as what items should As a nurse for more than 30 years, I have be included in emergency kits. Disasters can My service-learning project incorporated a always felt a little bit of regret at never happen at any time. Preparing for disasters simple PowerPoint presentation describing working with maternal health patients. As a is a shared responsibility for all members of the condition, signs, symptoms and places nursing student, this is a field that I wanted society and will ensure community survival. to go for help and support. This project to pursue, but my career had thus far taken Communities must embrace, understand and was very beneficial to me and to the clinic. me on a different path. When I met with implement disaster strategies not only to As community health nurses, our role my preceptor, I verbalized my feelings about prepare, but to recover from disasters. is to provide outreach, educational and working with this population. My preceptor preventative health services to our patients. In the past, I never wanted to be a suggested that I speak with the maternal I have gained more knowledge on the community health nurse. Going into homes child health nurse at the clinic. I met with topic of Perinatal Mood Disorder and and speaking to people was not my idea the maternal child health nurse, and we I was able to present the nurses at the of what I wanted to do, and I didn’t really identified a need for community education clinic with materials that enhance their understand why I needed to do it in this on the topic of Perinatal Mood Disorder. I education programs. course. What made me continue were the was excited about the topic and the chance nurses I had the pleasure of working with. to research and create a teaching tool for The end of the semester always brings a time They were engaging, offered suggestions her to use in her monthly classes. The for reflection on the learning that has taken and shared their experiences. I learned so Family Medicine clinic services mostly the place over the past 15 weeks. I have been much working with them. I learned how to underserved and uninsured patients on the working as a home care nurse for almost assess the community. Every aspect of the south shore of Long Island. Some high-risk 30 years, so I guess you can say that I have environment – home, home health assistants pregnant patients are seen here, as well as a some experience in this field. I wasn’t sure and family – plays such an interconnected large number of non-high risk pregnancies. how much more I could learn, but as with role that if any of these parts are missing, The maternal health nurse offers a class so many of the courses I have taken here, problems arise for the patient. With the once a month for these patients and there is always more knowledge that can hospice nurses, I learned how to prepare, provides information on various topics of be gained. and know when to step back and appreciate caring for yourself and your baby. Some The Community Health Nursing course has that death is as natural as life. Knowing a topics include breastfeeding information and been valuable and meaningful to me because patient was in the process of transitioning baby care, as well as nutrition and Diabetes. I enjoyed the patient population I worked brought a measure of peace to me because Although pregnancy is not an illness, it with and I was able to provide a tool that I knew those patients who were suffering does pose many problems for women and will be used by the staff. I fulfilled a dream would soon be at peace. I also learned that their families. Perinatal Mood Disorder is of mine, which was to work with the I am already a community health nurse. a condition that affects 15 to 20 percent

suny empire state college • all about mentoring • issue 43 • summer 2013 63 maternity patients. The patients at the clinic larger than not having a roof over your hygiene packs, which were delivered to the were very receptive to the topic of Perinatal head; it includes the risk for increase in shelter residents. Information packets on Mood Disorder. physical and psychological illness due to the proper hygiene with emphasis on hand- conditions one must live in day to day. washing also were placed in each pack for Sometimes we go through our nursing roles the families in an effort to help teach and without a thought as to why we are doing While working with my preceptor, a school use prevention methods. what we are doing. In this course, I was nurse for elementary schoolchildren, I able to think about the nursing process and learned that there are a few students who Knowledge was gained by all involved apply it to my day-to-day practice. I think reside in a shelter for homeless families. through the making and distribution of the the “KASH” activity allowed be to reflect When I asked about them in more detail, health information packets. There were and think about the Knowledge, Attitudes, I learned that they were often absent due many skills used to manage this project: Skills and Habits that were experienced in to illness and were often behind on some communication, social, cultural, math each module. critical immunizations due to lack of health and reading. The schoolchildren learned insurance or inability to get to the clinic. about health teaching as they prepared I will be able to apply my learning as I This triggered me to focus more on this hygiene kits, and about different cultures continue to work in the field of home population for my service-learning project. and alternative ways of living. Teaching care. According to Clark (2008), “effective the participants in this project to reach out nursing practice is facilitated when nurses The problem facing these children and to the community was a great feeling and use a systemic approach to clients, their their families who reside in shelters is the showed that this indeed was a successful health status, and the nursing interventions overcrowding and lack of hygiene products plan. Compassion and caring are great needed to promote, maintain, or restore to care for themselves. Without proper qualities to have and enforce; these were health” (p. 62). I have gained knowledge hygiene, illness can spread much faster, both addressed throughout this project. about the nursing process and applying the and without proper health care, this can nursing theories to my daily practice. become a dangerous thing for anyone, The participants were taught about hygiene, especially children who are more susceptible given needed supplies to help decrease their to disease and illness. There also is the lack chances of becoming ill, and were given a of clothing or access to laundry, which can sense of hope that there are, indeed, people introduce other health problems such as in their community who care about their ringworm, lice and mites. Many of these hardships and are willing to help. families will enter the community on a daily Although I was not there long enough to basis, especially the school-aged children, see the changes in these children who were and this is where the challenge begins – the residing in the shelter, I was able to discuss transmission of illness and disease becomes with my preceptor ways that we would be an increasing concern. able to measure these goals. One was by My service-learning project focused on an tracking their absences, trips to the nurse’s effort to provide hygiene packs to a local office and doctors’ appointments. This shelter for families. This project matched would be a way to see if their better hygiene the problem that this community faced, skills helped to decrease the presence of and was chosen with the intent to decrease illness in their surroundings. Another was the number of illnesses related to poor to see just how much the children learned hygiene in the public schools of the families through their information packet and assess and children living in shelter conditions. I whether the packets were appealing enough involved all of the children in the school in to interest the recipients in learning about this service-learning project. Information the topic. Jewel Brandt (right) was gathered in regard to the number of Overall, I feel this service-learning project people in the shelter, gender and ages, was a successful one that both provided a Hygiene Packs and then a list of necessary items was put service to those in need, and taught lifelong together in order to help plan the next step: skills such as compassion and caring to Jewel Brandt the journey for donations. Then, collected those involved. This community was willing Homelessness is everywhere, affecting many from local vendors were items such as to open up their hearts to those in need and communities on a daily basis. Homelessness toothbrushes, toothpaste, Band-Aids, floss, the collection of supplies was rather easy. can be defined as “the conditions that deodorant, soap, wipes, nail clippers, lotion, This shows that this is a strong community contribute to the absence of customary and much more that would help assist these with the best interest of each other in access to conventional residence or families who are currently forced to live in mind: to partner with community stores dwelling” (Babatsikou, 2011, p. 66). Men, overcrowded shelters. Once the items were and residents to collect hygiene products women and children of all ages have been collected, the schoolchildren helped make for all ages in order to make packs for the victims of homelessness. The problem is

suny empire state college • all about mentoring • issue 43 • summer 2013 64 families of a nearby shelter; to provide the Health care provider visits may occur two to each new topic and showed excitement necessary items to maintain proper hygiene to three times a year. These encounters in educating themselves about important to those in need; to teach the families proper are an integral time for patients to receive matters and having their concerns met. hygiene practices; and to show and teach evidence-based health care information. Through the use of service-learning, we compassion for those who are less fortunate. Unfortunately, there are months in between were given the opportunity to impact, where patients seek answers to their health and hopefully benefit, the lives of others questions. There is a need for supplemental, while we applied the skills we had been educational opportunities where patients learning throughout the course. As I learned can learn about their disease, which health about assessing and meeting the needs of professionals to contact when questions community members, I was able to practice arise, and other important matters that can these skills and work directly with patients. benefit their overall well-being. Knowing that the effort I put into my course The purpose of my service-learning project work also was benefitting the patients was to provide monthly educational made my contributions more genuine and sessions for patients where they would be meaningful. I appreciate having had this introduced to professionals who can address experience. their needs throughout their spectrum of care. They also would serve as meaningful resources that address patient needs, as well as facilitate meaningful discussions among the patient population. In facilitation of these educational sessions, patients would gain a better understanding and ownership of how to have their needs met. They began to recognize the roles of specific Kathleen Brown practitioners and distinguish who to contact for which concerns. They also gained Ask the Expert greater understanding of the etiology and physiology behind specific issues, ways to Kathleen Brown minimize symptoms and maximize quality The population I am focusing on in my of life. clinical experience is comprised mainly of In an effort to evaluate the effectiveness of individuals diagnosed (or being ruled out Nechama Keller the service-learning project, I created two for) multiple sclerosis and their support main tools to be used with patients. network. The overall population is I created a trivia game (Jeopardy!) to be comprised of adults between ages 20-50, Immunization Awareness: used at the conclusion of some of the of both sexes but with a higher percentage Why Immunizations Are sessions, which was used to evaluate the of women. The setting is an official urban Important for Your Children knowledge gained throughout the session. agency located in the middle of New Nechama Keller I also created a basic survey, which was York City. used to evaluate the patients’ baseline level The Chasidic Orthodox Jewish community Although the Internet and television of comfort and knowledge. This survey was is the population I have chosen for my (media) can be valuable resources for typically given and then discussed before clinical. This population is at high risk health information, many members of this and after the session. because of the large number of families population, and society as a whole, are that have chosen to either refuse or delay All in all, I believe that application of the unaware of how to separate legitimate fact vaccinating their young children. Many of service-learning project was successful. and meaningful research from opinion and these parents will postpone coming to the There was a significant difference between hearsay. Patients tend to be eager to learn pediatrician for a wellness checkup due baseline knowledge and the quality of post- about their disease, as well as preventative to the fact that they do not want to give session discussions. Patients were able to health measures; however, they may rely their child vaccines. The possible spread of fully engage and participate in the trivia upon poor sources for their information. vaccine-preventable disease has become a game, illustrating mastery of the newly Online discussion boards and basic more frightening reality. There have been gained understanding of the material. As Google searches may lead to false health recent pertussis and measles outbreaks the months passed, patients looked forward information and possibly dangerous advice. that are a real cause for concern. This community relies on the immunity others have, or “herd immunity,” to continue to

suny empire state college • all about mentoring • issue 43 • summer 2013 65 protect them. Over time, this immunity Cultural preconceptions and myths also Using the community health nursing models will decrease and more children will be were addressed. I created a PowerPoint has helped me better direct my goals for susceptible to contracting serious and even presentation and then printed pamphlets improvements on a community level. fatal diseases. explaining why vaccines are important for The course’s reflective summaries really gave children. Many of the important points were The most challenging part of trying to me insight into thinking about a specific translated into Yiddish, elevating the level of reach this community is a combination patient situation and realizing that it may understanding of the reader. A creative and of the language barrier together with the be applicable to the entire population. The colorful background was used to make the community’s lack of trust in health care discussion boards are always a great place to information seem fun and enjoyable. These providers. This community does not have get feedback from other students about my pamphlets were handed out and continue to much access to the outside world and actions, reactions and perceptions of unique be handed out. most information is transmitted by word situations within this community. I opened of mouth. There is no use of the Internet The best way to evaluate the outcome myself up to understanding more about the allowed in the community and only certain of this project is by seeing an increased people I care for because this course has newspapers circulate within the village. This number of parents agreeing to vaccinate given me the tools to do so. limits the population’s access to important their children in a more timely fashion. Conducting key informant interviews factual information. Instead, many people This can only be evaluated over time, but and doing a windshield survey gave me are advised by elderly family members an increased interest has already been seen. information about the community, helping warning their children and grandchildren The organization that I work for has taken me develop a much deeper sense of the to beware of health care providers and very seriously its role in being responsible traditions and values of these people. their practices. Many people believe that for increasing community outreach projects Creating a project that is well received by the health center pushes vaccines to make and public health education. They have the community is very rewarding, especially money off of them. already begun by meeting with marketing when it is a significant part of maintaining consultants from the community that will Additionally, incorrect information about their wellness. be able to work with the nurses and doctors vaccines and their side effects are passed of our department. These consultants are Most of all, I enjoyed reading about my along as fact from family to family. This, contracted to create educational materials fellow students’ experiences and learning so along with the many fears of the outside and present them in a culturally sensitive much from them. I also acquired so much world connecting vaccine administration way. The materials will be strictly in Yiddish from viewing projects and papers that have to diseases like autism and mental and will be done in a most professional way. been posted. I feel that the course section retardation, make the challenge even greater. Our health center’s recognition of the power on self-nurturance was a very personal As our health center tries to educate parents of appropriate educational materials for this exploration of our inner self and needs, about vaccine safety and importance, we community indicates much success for this realizing that I, myself, need to make more find that we are not always able to get service-learning project, as the entire concept time to nurture my inner core. through. This is due, in part, to the fact that has been adopted and accepted. the primary language spoken here is Yiddish. Final Thoughts There are those who are willing to accept This course has really been a landmark one information about vaccines, but will only for me. I have been involved in working As viewed in the essays and reflections bring it into their homes if it is presented in with the people from the Chassidic above, service-learning helps Community a culturally appropriate way and is in their Orthodox community for many years, Health Nursing students take an active part primary language. but never viewed the opportunity as I do in their learning; it also further engages them now. Never did I see the population as in the health of their communities. This The most appropriate education that a community to which I can personally authentic learning experience involves the can be taught to this community is one affect change. Through the Community application of knowledge in the real world where the educator is accepted by the Health Nursing course, I have been able to build community assets, assess and meet community. Additionally, written education to look at situations very differently and community gaps, challenges and needs, and material that is presented in a culturally see the community’s needs from a different fulfills the mandate to improve the health of appropriate manner in the community’s perspective. There are many issues that the our nation. This approach exposes learners first language is likely to have the greatest community faces as a group and these issues to multiple perspectives, inter-professional impact. We designated Dec., 2, 2012 as need to be addressed at the community level, collaborations and partnerships, and assists “Immunization Awareness Day.” On this not just on a one-to-one basis. While each them in finding meaning in what they are day, we scheduled over 30 wellness visits individual patient and family member has learning. Reflection and discourse in the where the focus was around the importance his or her own views and opinions, there are online environment connect course content of vaccines. We have two providers aside still many traditional and cultural ways of with service and enhance metacognitive from me who speak Yiddish and were able life affecting the way health care is regarded. skills. With a strong grounding in to communicate with the patients and their scholarship, service-learning is an innovative families in a trusting and caring manner. and effective way to provide challenging,

suny empire state college • all about mentoring • issue 43 • summer 2013 66 transformative learning experiences for Nassau County. (2012). County Rose Women’s Care Service, The. students that positively impact both the executive Mangano proclaims (n.d.). The Rose Women’s Care student and the community. May as perinatal mood disorders Service: Community Resource awareness month. Retrieved Center. Retrieved from http://www. – Mary Guadrón from http://www.nassaucountyny. therosewomenscareservice.org/ gov/agencies/CountyExecutive/ Note Safe Horizon. (n.d.). Our mission. Retrieved NewsRelease/2012/5-11-2012.html from http://www.safehorizon.org/index/ A special thank you to Raechel Hunt, National Alliance for Caregiving. about-us-1.html BSN, RN, clinical coordinator at SUNY (2012). National Alliance for Empire State College for securing clinical SUNY Empire State College. (2013). College Caregiving. Retrieved from sites and coordinating clinical placements mission. Retrieved from http://www.esc. http://www.caregiving.org/ for nursing students. edu/about-esc/college-mission/ National Service-Learning Clearinghouse U.S. Department of Health and Human References [NSLC]. (2012). What is service Services. (2012). Nutrition and learning? Retrieved from Babatsikou, F. (2010). Homeless: A high weight status. Retrieved from http:// http://www.servicelearning.org/ risk group for the public health. Health www.healthypeople.gov/2020/ what-service-learning Service Journal, 4(2), 66-67. Retrieved topicsobjectives2020/overview. from http://www.hsj.gr/volume4/ New York State Department of Health. aspx?topicid=29 issue2/421.pdf (2006). Perinatal depression. Retrieved from http://www.health.ny.gov/ Clark, M. J. (2008). Community health community/pregnancy/health_care/ nursing. Upper Saddle River, NJ: perinatal/perinatal_depression.htm Pearson Education. Office of Minority Health. (2012). Hispanic Daily-Hebert, A., Donnelli-Sallee, E., & and Latino profile. Retrieved from DiPadova-Stocks, L. N. (2008). Service- http://minorityhealth.hhs.gov/templates/ eLearning: Educating for citizenship. browse.aspx?lvl=2&lvlID=54 Charlotte, NC: Information Age Publishing Inc.

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One Last Narrative Evaluation (with some musical and literary accompaniment)

Steve Lewis, Hudson Valley Center

A. TOPIC evaluation followed in tailgating fashion by the jaw dropping Blue Ribbon Panel fter more than three decades at this recommendations, I was already signaling remarkable college without walls, for the exit. A I will soon be breaking through the invisible gates and driving off to what In the post-post-James Hall era, as this I assume will be the next brick-and- growing and evolving institution has mortarless realm of my life (which I moved in ever tightening circles toward fervently hope is not yet the ultimate greater structure and accountability, I have brick-and-mortarless realm). found myself – intellectually, creatively and spiritually – moving toward a kind of So it seems fitting, given my age and the academic libertarianism, where meaning age that helped shape my ideas and and truth are not found, as Conrad wrote in character, that I begin this final narrative Heart of Darkness, “… within the shell of Steve Lewis evaluation with some lines from Bob Dylan a cracked nut,” but “… outside, enveloping (don’t laugh): the tale which brought it out only as a glow any cyber-paternity or maternity rights Your old road is brings out a haze. ….” And in moving to Saratoga, this has been a very fertile Rapidly agin’ inexorably toward that misty halo and the place for my tribe. To wit, when I started Please get out of the new one transformative magic that I believe emerges as an adjunct, my wife and I had three If you can’t lend your hand from it, it’s become quite clear that I, as the children; there are now seven children, five For the times they are a-changin’. mixing metaphors Dylan says, “better start spouses, two “significant others,” and 16 swimming or I’ll sink like a stone.” grandchildren … 32 of us in all.) Aging: check. So, while I am hoping to be a little bit The View From Exit 66 Changing: check. warmer during the mid-winter months But why get out now? In glancing back over my shoulder at the (walking around barefoot and nearly naked long strange trip behind me, and then in the Keys) and spending as much time First, of course, is the indisputable peering through myopic eyes toward the as possible on my beloved and battered arithmetic of life. I turned 66 last spring, unmarked highway ahead, it’s not actually Hatteras Island, I am confident that I will and there is no veering away from the cold clear how my life will change after Empire continue to change and grow as a husband, calculations of actuaries who say I likely State College, only that it will change. Right as a father, as a grandfather, as a writer, as have in the neighborhood of 15-20 years at the molten core of my experiential half- a mentor, intimately engaged in the ways in left in this four stroke engine. As Son Volt life of learning at this college has been the which the dear people in my midst attempt croons, “Both feet on the floor, two hands simple and profound notion that change to navigate this incomprehensible universe. on the wheel. …” It is indeed time to hit itself is the antidote to intellectual and the road. spiritual death on a grand personal scale. B. EVALUATION That said, as I’ve learned over the decades, In tracing the roadmap of my own evolution Having long ago dispensed with the notion numbers never tell the whole story. Please through this evolving institution from a of myself as a conventional instructor punch in Dylan again, yowling through the lowly (and low paid) adjunct to some vague (see All About Mentoring, 2000), I have speakers and imploring me to get out of honorary (and unpaid) position called alternately perceived my role at this college the way if I “… can’t lend a hand.” And associate faculty and finally ascending to either as a poorly-dressed doorman or as so there’s reason number two: It seems the coveted role as mentor, it is clear that a well-dressed wilderness guide. Indeed, that I have come to a stark philosophical there has been nothing but change all along that peculiar self-assessment has never crossroads with my cherished college and the way. Frankly, I can’t imagine a more been more true, it seems, than over the must now acknowledge that I’ve grown a nourishing and safe environment to have past three years. As an aging doorman in bit weary of driving into the pedagogical evolved and grown as a thinker, as a mentor, the modern brick and glass enclosure in winds blowing down from Saratoga. as a writer … or, I might add, as a father which I have found myself since 2009, I In the spirit of full disclosure, with the and grandfather. (While I’m not ceding have found deeper meaning and renewed official abandonment of the narrative

suny empire state college • all about mentoring • issue 43 • summer 2013 68 inspiration daily by simply inviting students this into practice a few years later by my For reasons I still don’t understand, I have into various discussions of great books and first teachers in the Hudson Valley during a good and reliable inner compass, one that grander ideas; as a wilderness guide (right the earlier ‘80s: Dave Porter, Carole Ford, has enabled me to be a helpful navigator here in the mean streets of Newburgh, NY), Alan Mandell, Jim Case. Their unique for pilgrims of all kinds searching for I have learned a kind of sustaining humility guidance enabled me to understand that the meaning, truth and, of course, a college that comes with showing one human being imperative of adult education is far more degree. I have taken to heart the silent at a time how to navigate and survive the complex than the transmission of knowledge wail of so many students who have sometimes perilous interior street life. or the acquisition of critical thinking skills, arrived here seeking the clarification of but is a soulful – and occasionally sorrowful Hemingway’s Jake Barnes who says, “I I have served in a multitude of capacities – enterprise that, at its most enduring, no longer wanted to know what it was at Empire State College, academic (mentor, brings mentor and student into a knowledge all about. All I wanted to do was know tutor, advisor, evaluator, advocate, of Old Testament vanity and vexation, the how to live in it.” And so, I have been committee-er) and otherwise (father sum of which leads to humility … and then an unwavering advocate for my students, confessor, shoulder-to-cry-on, kick-in-the- revelation ... and only then, wisdom. many of whom have been so battered by butt, intellectual wingman). Also, while at their previous educational experiences that the now defunct Highland unit, I provided That said, while I have grown increasingly they have lost the language and the skills occasional service as plumber, carpenter, confident in my skills as a mentor along the necessary to advocate for themselves. recycler and Walmart-type greeter. As such, way, in this self-assigned gut-checking hybrid I also have come to understand more fully – CE/PLA, I must admit that I have come to I have learned over the years how to help and more robustly – that whatever success the humbling conclusion that I have not students find their own suis generis paths I found at the heart of those multi-purpose been a very good traditional teacher. In fact, to degrees that will sustain them spiritually, roles has its roots in the more transcendent I think I’m rather mediocre when it comes emotionally, professionally; I learned how skills I learned over 43 years as a parent – to explaining certain types of material to to make each student feel as if I am solely too often, I admit, after the fact. my students – e.g., transitive verbs and why focused on him or her when we talk; I it matters that anyone should know how know how to direct a reader into the heart While it seems that far too many colleges to identify them; amino acids and … well, of a narrative, into a deeper and truer in my experience pit students and faculty pretty much everything beyond textbook understanding of the subtext that carries against each other in traditional controlling definitions of their origin and function; the the real story; I know how to introduce parent-child or, worse, warden-prisoner differences among MLA, APA and Chicago philosophy into a discussion of health relationships and other deplorably documentation and why there needs to be science and how to utilize science in a disrespectful forms of in loco parentis, more than one obsessive-compulsive way complex and nuanced exploration of health at Empire State College I have observed to provide access to sources. I stumble, I philosophy; and I know in my bones how and admired – and learned – and taken mumble, I grumble deep in my constricting to introduce a writer to her or his intimate to heart – and tried to utilize – the work throat and eventually come up with empty voice, the one – and maybe only – enduring of some truly remarkable colleagues who variations of the same explanations I first aspect of the sum of any writer’s life. have, along the long and winding trail, heard – and memorized without ever truly taught me the art of leading without whip, Thus, at the end of the day(s), I can take a understanding – from my ninth grade days chain, coercion, intimidation, bribery, guilt, deep cleansing breath, give myself a gentle at Wheatley High. Thus, for my teaching bullying, humiliation, gold stars, cupcakes – pat on the back, and acknowledge with efforts over three decades, I’m sorry to say or grades. some confidence that I have been a pretty that I think I have only earned a B- or C+. good mentor. And so with a wink and a For reasons big and small, old and new, And yet, when I reflect on the unquantifiable nod toward all the extraordinary colleagues abstract and concrete, I have grown indicators of academic success, the gains and friends who have mentored me over the increasingly inspired over several decades measured by the immeasurable depth and decades, I’m not giving myself a grade on by that pristine model of open-ended quality and consequent satisfactions brought this one, just an old time Full Credit. collaboration to which I was first introduced about by the discussions I have shared by a remarkable mentor at the University As Cannonball Adderly occasionally with my many students (in group studies, of Wisconsin, the poet Jim Hazard – who murmurs in my ear, “Mercy, Mercy, Mercy.” in-person, online, on the phone, in the wrote “It is an ordinary thing to be holy margins), I feel much better about the work / We do such extraordinary things not to I have done here. be” – and then actually learned to put

suny empire state college • all about mentoring • issue 43 • summer 2013 Material Shift Antonia Perez, Metropolitan Center

am a mixed-media artist who makes sculpture, assemblage, paintings, collage and drawings. Much of my recent work I evolved from my practice of collecting discarded objects such as used plastic bags and empty tissue boxes with the potential for conversion to something unexpected. Their usefulness has not ended and they await a transformation that reveals their hid- den beauty.

I challenge myself to find the beauty in a discarded grocery bag, though paradoxically, I regard that plastic bag as a threat and symbol of ecological destruction. By crocheting the bags, I redirect their journey as trash on the way to the landfill, and instead, send them to a second life, one of elevated status and privilege. The colors of the plastic bags are seductive and just as they entice the consumer, they draw me into the process of making. Gathering reusable bags is the first step in a practice that is ultimately meditative in nature. The plastic bags that had accumulated in my own kitchen have been augmented with those collected by others (who also are not willing to toss them into the landfill). Sorting and cutting the bags into strips and then crocheting them is a slow, repetitive process grounded in my lifelong engagement with needlework. I crochet some bags into oversized representations of household or quotidian objects such as dishcloths, potholders, lace, curtains and doilies that in much of the world were traditionally handmade by women in the home. They become heirlooms – a legacy to those who remain after one has gone on. Plastic bags are perhaps one of the unintended heirlooms that will endure on Earth for generations to come.

This practice also encompasses an abiding interest in textile- related design and the pursuit of the means to conflate it with abstract sculpture. Through the repetitive labor of crocheting the bags, a visual language emerges with each piece. As I work, I meditate on work – handwork, housework and artists’ work. I make work that wavers between abstraction and representation and between object and image, never wanting it to remain in one realm or the other. antoniaaperezstudio.blogspot.com

Antonia’s Folly – 2010 114”h x 40” diameter, crocheted plastic bags, hula hoop photo by Timothy K. Lee White Fence (Installed in apple tree grove at Rosenthal Library, Queens College, N.Y.) – 2011 360” x 32”, crocheted plastic bags, wood photo by Nancy Bareis

Donald Judd’s Grandmother – 2010 Dishcloth – 2008 36” x 36” x 36”, crocheted plastic bags, steel 83” x 72”, crocheted plastic bags photo by Antonia Perez photo by Antonia Perez Rope – 2012 Drape – 2009 3 pieces, 1 ½“ x 108”, 1 ½“ x 120”, 1 ½“ x 124”, Dimensions variable, 50” h, crocheted plastic bags crocheted plastic bags photo by Antonia Perez photo by Cibele Veiera Curtains (installed at Jamaica Center for Arts and Learning) – 2011 Diptych, 40” x 77” each piece, crocheted plastic bags, aluminum photo by Sang Min Kwak

Black Lace – 2011 Dimensions variable, 17’ w, crocheted plastic bags photo by Antonia Perez 73

Mentoring as a Means to De-Centering the Academy

Juanita Johnson-Bailey, The University of Georgia

ne of the highlights of my 20-year intellectual and psychological space academic career as a professor called “academia,” troubling the terrain O was giving the 41st annual Boyer by my presence. In addition to being the lecture at Empire State College in May personification of the other, I hold the 2012. In particular, it was a privilege to expressed intent to make a difference and to deliver the talk because it celebrated Ernest make space (Sheared, 1994) in my academic L. Boyer, the former chancellor of the SUNY environment. To my amazement, it took system, a national education hero, who was this speech preparation for me to become so significant in the founding of Empire conscious that my teaching, my labor in State College. And secondly, this event was the academy, was different because I am satisfying as a personal watershed moment different. Then again, I also would assign because it required me to critically reflect difference to my adult education colleagues on my career in the professoriate. In writing in general, because of our place in and my speech, “Re-Centering and De-Centering relation to higher education. Remember that the Ivory Tower: The Insights and Musings we carved out this niche of adult education of An Interloper,” and attempting to take a in response to a pedagogy that did not philosophical perspective, I came to realize adequately address adults as learners (Cross, Juanita Johnson-Bailey that that I’ve been about de-centering, 1981; Cunningham, 1988; Knowles, 1980). making an effort to democratize my higher As an avowed feminist adult educator, I education setting, for my entire career, even our approach must respect their skills and embrace the Second Wave (Humm, 1992) before I knew that there was a name for abilities, and we must endeavor to establish feminist belief that, “The personal is it. In preparing for this speech, I came to a relationship imbued with reciprocity. Such political” (Hanisch, 1969). But as a black understand that my multilayered teaching a relationship can only be built on trust, woman, I know that my racial standing approach is the personification and the the necessary grounding of the teaching/ more often than not translates into an expression of my activism. mentoring dynamic. understanding that the, “The political is Moreover, I recognized that my teaching often personal.” And so, it is these stances Mentoring as a Site of Activism as activism includes mentoring and that and their accompanying perspectives that mentoring is inseparable from my teaching, inform my educational practice. The ensuing The core of my teaching/mentoring is a a fusion that is de-centerative performativity axioms are twofold. First, in order to make philosophy that is based on self-revelation (Butler, 1997). Yet, I am not unique in the space for more learners, I must disrupt the that is grounded in my childhood in the performance of student-centered teaching/ norms of academia that use positionality to segregated South of the 1950s United States. mentoring because it is the mainstay of assign place. It all began with my grandmother, who most adult educators. De-centering is an could neither read nor write. As I learned, Secondly, in order to make more space, undertaking that adult educators apply I endeavored to teach my 85-year-old more people must become a part of the in response to their discipline-based grandmother, Sarah, a nontraditional learner. whole. This act of “troubling” does philosophical approach. As Derrida (1978) My first day of kindergarten also was my not involve pushing others out, but is makes clear in his chapter, “Structure, Sign, first day as a teacher. Every day, I ran the a “function,” as explained by Derrida. and Play in the Discourse of the Human two blocks home to teach my grandmother Therefore, in this instance, the exercise Sciences,” the center is “not a fixed locus what I had learned. I was determined to involves attempting to make more space by but a function.” And therefore, de-centering teach her how to sign her name “Sarah” inviting in others who are disenfranchised. is the performance of our theoretical stance. and not “X.” Although she was my first Our adult learners are frequently the pupil, she also was my original mentor, As an atypical professor at my Southern others, the nontraditional student: learners showing me that teaching and learning Research University, a black woman who returning to the school after an interruption, could be acts of shared empowerment. Her was born and educated in the region, adult students over 21 years old; part-time willingness to be self-revelatory, even though I embody de-centering in my academic students who are full-time employees. These it exposed the painful truth of her lack of community. From my perspective, as others, our adult learners, bring a wealth ability to read and write, engendered in me the other, I move through this physical, of knowledge and experience. Therefore, an understanding of the power that can

suny empire state college • all about mentoring • issue 43 • summer 2013 74 be inherent in a give-and-take relationship Kite, Branscombe, & Williams, 1999). on two dimensions: the internal aspect between teacher and student, a joyfully Virtually all of the literature about that transpires between the mentor and the dynamic, joint process. What I know now mentoring assumes a “teacher centered protégé, and a second external aspect that is that while I was endeavoring to teach her, view of learning” (Margolis & Romero, takes place between the mentoring pair she was schooling and mentoring me. In our 2001, p. 85). In fact, the very definitions of and their institution (Knight & Trowler, days on the front porch in Columbus, Ga., mentoring speak about the “coaching and 1999; O’Neill, Horton, & Crosby, 1999). I discovered that she never learned to read counseling” functions, which effectively The connection to the institution and its and write because of the Jim Crow System define the learning as going in one direction members is a weighty part of the mentoring that engulfed our lives and determined our (Hansman, 2001; Murrell & Tangri, 1999). dynamic, especially for nontraditional possibilities, but that if we resisted and students, who often don’t feel respected One problem with this understanding is worked in community, we could advance by the rules and procedures of traditional that it is highly paternalistic in that the an agenda for change. We could make our colleges. For example, the often constraining mentor is seen as above the fray, bestowing space and make a place for others. operating hours and class schedules of the gifts on the protégé in a highly altruistic typical university prove problematic for As you might expect, because the early way. However, to be real and truly human, working adults and nontraditional students, circumstances of my childhood learning, my we need to understand that relationships especially those with school-age children. higher education methodology is rooted in affect both people. Some literature is social justice and incorporates critiques of now beginning to talk about the benefits So, how do I mentor in this place, when I Western rationality, androcentric theories that mentors gain from the relationship, feel an obligation to address not only the and structured inequalities. I teach within including career enhancement, information personal, but the institutional, as well? a political framework that attends to and exchange, recognition and personal encourages the following: 1) a caring satisfaction (Smith, Smith, & Markham, and safe environment; 2) consciousness- 2000). Since studies have indicated that raising; and 3) activism. My approach was mentoring relationships can positively So, how do I mentor in further influenced by the loving and radical affect development and advancement of this place, when I feel an missionary nuns at my Catholic grade students (Allen, Eby, Poteet, Lentz, & Lima, school and high school, and the integrated 2004; Constantine, Smith, Redington, & obligation to address not refuge to which I could retreat as a military Owens, 2008; Crutcher, 2007; Moore & only the personal, but the brat. Each of these circumstances continues Toliver, 2010), mentoring and teaching, in to shape what I bring to the classroom and my mind, seem inextricably linked. Good institutional, as well? to my students. But it all comes back to mentoring helps the protégé to reach his or the first day that a five-year old ran home, her full potential, with benefits of effective excited, eager, thrilled to show her maternal mentoring including increased competence, And how do I mentor in this place when, grandmother what she had learned. Mama increased feelings of confidence in one’s according to my mentor, Ron Cervero, “in Sarah never learned to write her name, abilities and higher esteem (Constantine, order for any (mentoring) relationship to but she did become skilled at recognizing Smith, Redington, & Owens, 2008; be successful, both parties must benefit” it in my kindergartener’s scrawl. However, Crutcher, 2007). Mentors routinely help (Johnson-Bailey & Cervero, 2004, p. I believe that her example of modeling a protégés by providing inside information 9)? The answer to the first question is to type of teaching/learning that encompassed and access to informal information about be mindful of the context (the student, mentoring was adult education in practice. one’s organization, as well as tips on the program and my narrative). And the navigating the process, securing resources response to the latter issue of what the An Operational Definition and understanding the institutional mentor acquires from mentoring is one of Mentoring climate – unwritten rules for which insiders of which I am cognizant. What I gain have insight. by placing mentoring as the nucleus of Most definitions frame the relationship my teaching, advising and working with between mentor and protégé as one of If mentoring is to be successful, establishing students is the ability to de-center or “intense caring,” where a person with mutual confidence is crucial. On the make space by attempting to create a site more experience works with a person surface, the concept of trust as it applies to that reflects our society, a place that is with less experience to promote both mentoring appears simplistic: faith in the welcoming, nurturing and fosters successful personal and professional development other needs to be present and reciprocal in learners. This is, a setting that I longed for (Boice, 1992; Hansman, 2001; Johnson- nature between the mentor and protégé. when coming of age in the midst of the Civil Bailey, 2012; Mullen, 2000; Murrell & While working through trust on the Rights struggle. It’s a milieu that Sarah could Tangri, 1999). However, this framing of individual level is routinely discussed not have imagined, but would have desired the relationship in purely psychological in the mentoring literature, it must be had she thought it possible. terms, while partly true, ignores the central recognized that the mentoring relationship dynamic of any mentoring relationship, is much broader than an association which is hierarchical in nature (Bowman, between two persons. Mentoring occurs

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My Personal Journey of personal experiences encourages the class disclosing your fears, weaknesses, needs Risk and Struggle to ask the most personal questions and and limitations. Accepting a seemingly consequently puts me in the position where subjugated posture of being the one to After decades of deferring dreams, I finished I must respond, regardless of my level of receive mentoring requires the protégé my doctorate months before my 40th discomfort, for to do otherwise breaks the to flout the culture of the academy that birthday and I began work as an assistant growing trust. promotes the notion of the brilliant solitary professor at the University of Georgia, the scholar, and intimates that members Now in my role of advisor, my mentoring oldest assistant professor in my cohort (students and faculty) should either have role is more explicit. Notwithstanding the of 113 incoming faculty. On a campus of all the solutions or at least know how to mode of advisement, face-to-face, online, or over 1,000 faculty and 35,000 students, acquire the answers. The ultimate solution over the phone, I seize opportunities to ask there are only 97 African-American faculty is to understand mentoring as an essential questions when I perceive doubt, distress and 2,400 African-American students, 10 element of higher education; a social justice or tension from the advisee. Counseling percent and 6 percent, respectively. With component of our teaching, advising and all is rarely advice, but more often a “when such demographics in a state that is 30 the work that we undertake. percent black, it is reasonable to say that it happened to me” narrative. Few areas are off-limits, as a mentor is indebted to I considered this new academic home a References strange land, and myself an outsider in offer what will help. My students know this non-representative and unique setting. the underbelly of the professor that stands Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, Quite truthfully, I am often uncomfortable before them: I was rejected when I applied E., & Lima, L. (2004). Career benefits in this setting: being a numerical minority, to my first Ph.D. program; I have failed to associated with mentoring for protégés: facing the legacy of Dixie that intermittently make the benchmark for several nominated A meta-analysis. Journal of Applied impacts the campus climate, and working in honors; not only have I been disillusioned by Psychology, 89, 127-136. fellow students and colleagues (who remain the intimidating environment of a research- Boice, R. (1992). The new faculty member. anonymous), but there have been times intensive university. Inevitably, my practice, San Francisco, CA, Jossey-Bass. which is based on the early lessons learned I have let my fears and doubts stymie my on the front porch, presents teaching as a own advancement. Bowman, S. R., Kite, M. E., Branscombe, N. R., & Williams, S. (1999). shared, risk-filled, continuous process that Finally, whether I’m working with students Developmental relationships of black fuses mentoring as its steady companion. on upcoming conferences, planning a Americans in the academy. In A. J. Whether I am teaching or advising or even program or traveling with students on a Murrell, F. J. Crosby, & R. J. Ely (Eds.), traveling with students, I am attempting to Study Abroad Tour, mentoring is embedded. Mentoring dilemmas: Developmental engage in mentoring. If it’s a conference presentation, the student relationships within multicultural and I will plan together and rehearse our Foremost as a teacher, I mentor by being organizations (pp. 21-46). Mahwah, presentation in front of a cohort of peers, self-revelatory and taking the risk of NJ, Lawrence Erlbaum Associates. admitting my failings. For instance, in my and I’ll share tales from the field about graduate course, Writing for Publication, the previous presentations (what can go wrong, Butler, J. (1997). Excitable speech: optimal teaching tools are my publication what usually happens and what to do when A politics of the performative. folders – actual boxes that contain the no one comes to hear you). On the occasion New York, NY: Routledge. when I just can’t get the message or the complete record of an in-print journal or Constantine, M. G., Smith, L., Redington, concept across, I hold the belief that the book chapter. The students in the class are R. M., & Owens, D. (2008). process of mentoring/teaching/advising is not privy to the initial proposal, correspondence Racial microaggressions against a singular in nature, but is continual. with editors, the multiple manuscript drafts, black counseling and counseling rejections, reviews and revisions. Each group psychology faculty: A central challenge Concluding Thoughts of students chooses one of my publications in the multicultural counseling to track from conception to publication. As I offer final thoughts on mentoring, I’d movement. Journal of Counseling and While I find this act of revealing the arduous be remiss if I didn’t acknowledge that I Development, 86, 348-355. and often anxiety-ridden publication continue to benefit from being mentored Crutcher, B. N. (2007). Mentoring across activity precarious, I persist in the process by my senior colleagues, my peers and cultures. Education Digest, 73(4), from year to year. And according to the my students. In my experience, there has 21-25. students, witnessing their teacher’s struggle never been a situation bereft of a lesson, as to get into print by writing draft after draft mentoring moments abound. But as my first Cross, P. (1981). Adults as learners: and enduring often harsh critiques from department head reminded me, if a person Increasing participation and reviewers, helps to lessen their fears and is not open to being mentored, they can’t facilitating learning. San Francisco, lets them know that persistence is directly be mentored. And to those wise words, CA: Jossey-Bass. correlated to publication. Furthermore, I’ll add that in order to be mentored and this disclosure or attempt to demystify the to mentor, you have to take the chance of writing and publication process by offering

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Cunningham, P. M. (1988). The adult Johnson-Bailey, J. (2012). Race and racial Mullen, C. A. (2000). Untenured faculty: educator and social responsibility. In R. dynamics in mentoring. In S. Fletcher, Issues of transition, adjustment and G. Brockett (Ed.), Ethical issues in adult & C. Mullen (Eds.), Handbook of mentorship, Mentoring & Tutoring, education (pp. 133-145). New York, mentoring and coaching for education 8(1), 31-46. NY: Teachers College Press. (pp. 155-168). San Francisco, CA: Murrell, J. J., & Tangri, S. S. (1999). Jossey-Bass. Derrida, J. (1978). Writing and difference. Mentoring at the margin. In A. J. Chicago, IL: University of Chicago Knight, P. T., & Trowler, P. R. (1999). Murrell, F. J. Crosby, & R. J. Ely (Eds.), Press. It takes a village to raise a child: Mentoring dilemmas: Developmental Mentoring and the socialisation of new relationships within multicultural Hanisch, C. (1969, 2006). The personal entrants to the academic professions. organizations (pp. 211-224). Mahwah, is political. Retrieved from http:// Mentoring & Tutoring, 7(1), 23-34. NJ: Lawrence Erlbaum Associates. www.carolhanisch.org/CHwritings/ PersonalisPol.pdf Knowles, M. (1980). The modern practice O’Neill, R. N., Horton, S., & Crosby, F. J. of adult education: From pedagogy to (1999). Gender issues in developmental Hansman, C. C. (2001). Who plans? Who andragogy (Revised ed.). New York, relationships. In A. J. Murrell, F. J. participates? Critically examining NY: Association Press. Crosby, & R. J. Ely (Eds.), Mentoring mentoring programs. Proceedings of the dilemmas: Developmental relationships 42nd Annual Adult Education Research Margolis, E., & Romero, M. (2001). In the within multicultural organizations Conference (pp. 161-166). East image and likeness: How mentoring (pp. 63-80). Mahwah, NJ: Lawrence Lansing, MI: Michigan State University. functions in the hidden curriculum. Erlbaum Associates. In E. Margolis (Ed.), The hidden Humm, M. (Ed.). (1992). Modern curriculum in higher education (pp. Sheared, V. (1994). Giving voice: An feminisms. New York, NY: Columbia 79-96). New York, NY: Routledge. inclusive model of instruction: A University Press. womanist perspective. In E. Hayes, & Moore, P. J., & Toliver, S. D. (2010). Johnson-Bailey, J., & Cervero, R. M. (2004). S.A. J. Colin, III (Eds.), Confronting Intraracial dynamics of black Mentoring in black and white: The racism and sexism (pp. 27-38). San professors’ and black students’ intricacies of cross-cultural mentoring. Francisco, CA: Jossey-Bass. communication in traditionally white Journal of Mentoring and Tutoring, colleges and universities. Journal of Smith, J. W., Smith, W. J., & Markham, S. 12(1), 7-21. Black Studies, 40(5), 932-945. E. (2000). Diversity issues in mentoring academic faculty. Journal of Career Development, 26(4), 251-262.

“Adult learners are typically defined as learners over the age of 25, and are often referred to as nontraditional students. Yet for almost two decades, adult learners have comprised close to 40 percent of the college-going population, spanning a range of backgrounds and experiences, from Iraq and Afghanistan war veterans and GED credential holders to 55-year-old professionals and skilled workers in career transition.”

– ACE (American Council on Education) Higher Education Topics: Adult Learners, 2013 http://www.acenet.edu

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The Monastery at Skriða

Deborah Smith, Center for International Programs

n my last reassignment during the fall of 2011, I volunteered to O restore the monastery at Skriða, in the Fljótsdalur Valley of East Iceland. A decade-long archeological dig discovered not only the remains of the monastery but also its function as a hospital for Iceland’s Eastern Fjords. In 1493, the sick, the dying and those needing medical assistance (like pregnant women) came to Skriða and the Augustinian monks for care. As a contributing writer for Iceland Review/ Atlantica, the English-language visitor’s magazine distributed throughout Iceland, I was interested in seeing a new part of the country and doing it during a time with considerable daylight. I had already visited the capitol and one December, visited the valgardsdottir north, where at that time of year, there were exactly four hours of daylight. skotta : Iceland is a very expensive country in the summer and fall, so I contacted See Beyond photo Borders (SEEDS: www.seeds.is) to sign up Digging the internal rooms at Skriduklaustur. Deborah driving the excavator. for a two-week assignment in a part of Iceland where I had never been before. As the walls. In the days to come, I would drive tuberculosis. Many were young children the oldest woman and the only American in heavy machinery, comb hay, lever stones or not yet born; some of the mothers were the group, I headed off through the south larger than my head into a wall, and dig and gravely ill. Other folks lived into their 50s of Iceland with 13 other SEEDS volunteers shovel more soil than I’d ever want to see and 60s before their shadows crossed the to the post-excavation site. We would live in my life again. The things I’ll do to see a monk’s door. Someone 50 or older had in the archeologist’s quarters, work during place I’ve never been before. … reached a “ripe old age” attributed to a diet the week and see the Eastern Fjords area high in fish, at a time when Iceland was As I began shoveling barrows of earth into on the weekends courtesy of our hosts without running water or electricity. at Skriðuklastur. the churchyard, I realized the irregular pits before me were actually someone’s grave. As a Catholic hospital, Skriðuklaustur’s Our group’s two-week task was to Nearly 200 skeletons were exhumed during monks buried those who died in their care. reassemble the site to its original state after the recent archeological dig. Whether Religious duty compelled the monks to treat the completion of the excavation. From two indigent or benefactor, it was the last resting the sick, help the needy and bury the dead towering mounds of earth at the edges of the place of East Icelanders for quite some – without running water, indoor plumbing, site, we were filling the cloister rooms with time – at least before our group started its central heating, knowledge of dentistry or endless barrows of soil, packing it down and work. Packing earth into another grave, I even how infection is transmitted. It was a later covering it in handmade turf. Areas wondered about the people buried there. formidable task – one they did in the light within the rest of the monastery would of faith. get the same treatment, while the interior What I knew of the site came from the rooms would be packed down and covered nearby museum: these were men, women What was the day-to-day reality of 16th with deep layers of wood chips. Icelandic and children of all ages who died in the century life? Life then was hard, really hard, stone-and-earth walls would separate these monastery’s care. They succumbed to dental especially in the Arctic winter with little interior rooms, once we actually constructed infections, congenital diseases, syphilis, sun and mostly darkness. Infections were injuries, death in childbirth, influenza and common in the centuries before antibiotics.

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The monastery garden grew only about 10 medicinal plants; the monks used mercury to treat wounds. Think of the size of your local pharmacy and then consider using 10 little plants like garlic, burdock, buttercup, juniper berries and white birch for nearly any ailment. No wonder so many died of conditions that today hardly qualify as fatal – like ear and dental infections, gingivitis and arthritis. Each churchyard grave had a location marker and a number that defines them still: Grave 33, Grave 65, Grave 192. Small plastic numbered bags and used cups were littered across the onsite toolshed: a visible reminder that the archeologists and their sharp spoons had come and gone. hamer

On the weekends, our group explored the Highlands and the East Fjords region of claire

: Iceland – some of the prettiest and most spectacular scenery in the country. We

photo rode Icelandic horses, swam at the public The SEEDS volunteers at Skriduklaustur included men and women from England, Italy, France, pool in nearby Egilsstaðir, hiked to high Russia, Germany, Japan, the United States and Spain. Here, the group poses for a photo after waterfalls, fished in the Highlands and completing restoration work. feasted at the Klausturkaffí Cake Buffet on Fridays after work. At the Hafrahvammar Canyon one Saturday, while the others left on a hike, I sat alone in this stunningly beautiful wilderness with wide skies and silence. But thoughts of the people buried at Skriðuklaustur – whether monks who lived in this place or the lives of those who died there – haunted me still. Who were these people? As a Catholic, I could take an educated guess at how God and religion informed their lives when Iceland was Catholic, before the Reformation in Europe made Evangelical Lutheranism the national religion. But beyond a 50-something woman in Grave 10, what did we really know? What were their names? What was their idea of God? bigot

Where had they been in their lives? Who did they love? If they had the chance, what claire

: would they tell us – here in the far future – about the past and what they hoped

photo tomorrow would bring? Small mountains of earth also were shoveled by hand and wheeled into the excavation area to I’ll never know the answers to these restore the monastery rooms. Lower left, the beginnings of interior Icelandic rock-and-earth walls questions, but every day, thinking about constructed by the volunteers. In background, view of the Fljótsdalur Valley of East Iceland. them shortened the distance between the people who’d been in the graves and my work at Skriðuklaustur. For two weeks,

suny empire state college • all about mentoring • issue 43 • summer 2013 79 we moved among remnants of these former lives – ones that could not have imagined this day when our group finally finished restoring a piece of Icelandic history for the future. And we did it: built stone walls that sequestered space into defined rooms, turfed the churchyard, laid the wooden chips on the interiors and literally moved mountains to reflect the past as best we know it. Even though I don’t want to be a forgotten skeleton in a numbered grave, centuries into the future I could be exactly that, when photos fade and those who knew me are gone, too. I can only hope that my life will prompt someone, if an excavation is done, to respectfully fill in my grave and wonder about what I did, who I loved and what I hoped for in much the same way. Then all these lives will be a blessing. Even mine.

To Learn More Skriðuklaustur website: http://www. skriduklaustur.is/index.php/en This is the official website of the Gunnar Gunnarsson Institute where the monastery remains lie. Parts of the site are in English and explain the various aspects of the excavation in the context of Icelandic history, including: calparsoro • Icelandic Monasteries: http://www.skriduklaustur.is/index.php/

en/archsite/history estefania : • The Archeological Excavation: http://www.skriduklaustur.is/ photo index.php/en/archsite/research/ Deborah photographs near the waterfall Litlanesfoss in the East Fjords region of Iceland. 97-fornleifarannsokn • Excavation Methodology: Archeoentomological Analysis: Scholarly Larsson, I., & Lundquist, K. (2010). http://www.skriduklaustur.is/~skridukl/ analysis of insect remains inside the Icelandic medieval monastic sites. index.php?option=com_content&view= monastery, in PDF format. Alnarp: Sveriges lantbruksuniversitet. article&id=139%3Aaefereafraeei& https://notendur.hi.is/sjk/SKO_2009.pdf LTJ-fakultetens. catid=51%3Arannsoknin&Itemid= 74&lang=en Additional Scholarly articles are available Volunteer Opportunities in Iceland: online via Google Scholar. They include: See Beyond Borders (SEEDS) Project Plans: A brief overview of the http://www.seeds.is/ excavation plans. Kristjánsdóttir, S. (2010). The tip of the http://grampus.150m.com/icelandectea.htm iceberg: The material of Skriðuklaustur Monastery and Hospital. Norwegian Anthropological Analysis of Selected Archeological Review, 43(1), 44-62. Gravesites: A scholarly technical report, downloadable in PDF format. Kristjánsdóttir, S. (2008). Skriðuklaustur http://www.academia.edu/708720/ Monastery. Acta Archaeologica, 79, An_anthropological_analysis_of_ 208-215. graves_174_181_and_195_from_ Skriduklaustur_Iceland

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Mentoring Women

Roz Dow, Central New York Center

am a mentoring woman. I’m proud intended the audience to be Empire State of my mentoring skills. I have had College students, as well as women working I ample opportunity to mentor students in service non-profits, young professional and newer faculty at the college and have women and women who sought to enjoyed great success in my mentoring. re-enter the workplace. I wanted to plan Sadly, I never had the help and guidance a conference that focused on mentoring of a female mentor myself. I would bet for young women, as an underserved that many other women, especially baby population, and that also could provide boomers, never had women mentors either. networking opportunities for them. Why was that? There are some easy My dean, Nikki Shrimpton, was very answers to that question and most of supportive of the idea but immediately them center on the scarcity of women asked me how I would fund the conference. in powerful management or professional How naïve was I to believe that good roles “back then.” Happily, that isn’t the ideas immediately attract bundles of cash?! case, now. Younger women know that Ultimately, a grant proposal was submitted they can find women mentors to help guide to the SUNY Office of Diversity, Equity Roz Dow them toward achieving success personally and Inclusion for “Explorations in Diversity and professionally. and Academic Excellence.” Sadly, only one on August 24, 2012 in the Central New grant is given to a campus and Empire State While completing dissertation research York Center. It attracted women from 14 College had submitted several proposals about the socialization of organizational other SUNY colleges, community not-for- with one from the Metropolitan Center newcomers, I learned that members of profits, corporate managers and new hires, receiving the grant for a very worthy Generation Y (those born between 1988 and several of our own CNY students who ongoing project. With encouragement from and 1995; dates vary, but this is the general wanted to learn how to mentor as part of our provost and Office of Academic Affairs, span), both men and women, seek mentors the first class of the Women Mentoring who were very interested in seeing this from among the most powerful and Women project headed by CNY mentors conference develop, I rewrote the proposal experienced people in their organizations. Yvonne Murphy and Marie Pennucci. and submitted it to the Empire State College The most successful mentor relationship Foundation’s Community Outreach Fund. On a beautiful summer morning, occurs when the mentor and protégé share Other funding was provided by a local everyone converged at the CNY Center similar traits or personalities (Benishek. corporate co-sponsor and from registration in East Syracuse for a day of learning Bieschke, Park, & Slatery, 2004; Blass, fees for conference attendance. In the spirit and networking. Starting with a warm Brouer, Perrewé, & Ferris, 2007). They also of the “Power of SUNY,” we partnered welcome at the reception desk from Utica wanted more autonomy in selecting their with the SUNY Leadership Institute whose secretary Rose Stevens and the CNY staff mentors instead of having one assigned director, Lee Riddell, was convinced that this (Michael Mancini, Patti Pierce, Phyllis to them. conference would be a strong addition to the Wright, Andrews Kurian, Cindi Gamage, After conducting another research project Leadership Institute’s “Tools for Leadership” Deb McEligot and Heather Howard), while on a reassignment, I interviewed new program. Riddell’s office provided expertise attendees were made aware that this would mentors at Empire State College about in event planning, a network of speakers, be a special event. Their own energy was their socialization experience and their an online registration system and marketing very evident and networking began as soon interactions with other mentors. I found to other SUNY institutions across the state. as they registered and were introduced to that they held similar attitudes as those of We at the Central New York Center did our Nikki Shrimpton, Lee Riddell and other the newcomers I previously interviewed at own marketing across central New York to key players of the day. Many women had law firms. local community groups and corporations. already mentioned to me that they were very happy that this day was about women I decided to take advantage of my research The result of our hard work was a one- and women’s concerns about professional results and expertise in mentoring to offer day conference called, “Leadership Tools development. some practical training to women in the for Women: Creating the Right Mentoring larger community of Central New York. I Environment for You,” which took place

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The program began with an exciting keynote the inclusion of “Communication for attended and provide suggestions for future address by Nicole Williams, connection Mentoring Success” by Empire State College workshops. Their responses told us that they director for LinkedIn, titled, “Get Lucky! colleagues Yvonne Murphy and Marie appreciated the “energy” of the day, the How Preparation Can Change the Course Pennucci, who designed an interactive sense of empowerment they felt, concrete of Your Career.” Attendees listened to her workshop on assertiveness, listening and suggestions given, and being with people humorous and inspirational description of communicating anger or frustration. We who shared similar goals and expectations. her own mentors, how she had “found” also were very fortunate to include Sally Many wanted to attend future workshops them and what they had added to her life. Klingel, director of the Labor Management and check back with us on their individual The audience appreciated her energy and Program at the Scheinman Institute on development plans that they had begun to advice. They seemed to respond to her story Conflict Resolution at Cornell University, identify at the conference. of how she recognized potential mentors who talked about her specialty, “Conflict One of the most amazing and gratifying from among the people she met at each and Negotiation,” and Ruth Hopkins from results of the conference was the stage of her career. Sometimes she did not the SUNY Leadership Institute who shared, collaborations that occurred: first, the even realize they were really mentors until “Working with Mentoring Tools.” collaboration with SUNY Leadership later on when their influence and advice The concurrent sessions were certainly Institute and brainstorming among the helped her achieve her next goal. informative, and due to their participative planners, then meeting with the speakers This was followed by a more scholarly nature, a lot of fun. You could hear and sharing our perspectives, and finally address, “Understanding Mentoring,” animated conversations, laughter and the whole CNY group’s investment in the led by Kathy Jelly, director of the Center applause everywhere in the center. The success of the conference. When focused for Mentoring and Learning and Desalyn CNY staff, mentors and students shared on the same goal, all of that energy resulted De-Souza, CNY mentor, about the meaning in the excitement of the day by directing in a smooth operation that was recognized and scope of mentoring in a broader our conference attendees around the center and enjoyed by attendees, and, above all, sense. They discussed mentoring students, and, of course, setting up classrooms and one that advanced the development of mentoring new faculty and expanded to preparing materials for the day. It was a mentoring women. how mentoring occurs in the professional, truly joint effort that made us all proud. non-academic world, as well. After these The comfort level of the attendees was Note two joint sessions, everyone moved on to evident when, at the luncheon, we found the If any other center is interested in select from concurrent sessions throughout conference room jammed with about 100 sponsoring a similar event in conjunction the morning. people who were sharing their observations with CNY, please contact Dean Nikki of the day and talking as though they had CNY mentor Julie Gedro and I offered a Shrimpton or Roz Dow. known each for years. They were confident, session on “How to Be a Great Mentor,” they were excited, and they were mentoring! which focused on best practices mixed References with some advice on being proactive and We ended the day with a low-key reception Benishek, L. A., Bieschke, K. J., Park, J., & planning for individual professional growth. and a final opportunity to exchange business Slatery, S. M. (2004). A multicultural A very well-known local CEO, Maryann cards, emails and plans for future meetings. feminist model of mentoring. Journal Roefaro, offered, “What to Expect from At that time, we also informally asked of Multicultural Counseling and Your Mentor,” which addressed the issues of for feedback about the sessions. People Development, 32, 428-442. identifying and securing a potential mentor, were very forthcoming with comments, handling positive and negative feedback, and and we had a good idea about what had Blass, F. R., Brouer, R. L., Perrewé, P. L., what to do when the mentor relationship pleased them and which aspects weren’t Ferris, G. R. (2007, November). Politics isn’t working as desired. as successful. understanding and networking ability as a function of mentoring: The roles of Since the planning group believed that In an online survey taken about a week gender and race. Journal of Leadership communication competencies were crucial after the conference, we asked people to & Organizational Studies, 14(2), for any successful relationship, we welcomed volunteer responses about each session they 93-105.

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Can Science Education Evolve? Considerations on the Pedagogic Relevance of Novel Research Discoveries in Animal Behavior

Guillaume Rieucau, Institute of Marine Research, Bergen, Norway and Kevin L. Woo, Metropolitan Center

“It’s poetry in motion. She turned her tender science at the tertiary level eyes to me. As deep as any ocean. As sweet to continuously refine their as any harmony. But, she blinded me educational material based with science.” on the advancements of the scientific research. In – Thomas Dolby, “She Blinded Me addition, we propose a with Science” (1982) series of considerations for hen we were both two instructors to assess the undergraduate students pedagogic relevance of novel W following our first Animal research discoveries and to Behavior course in packed auditoria at include them appropriately Southampton College of Long Island into the teaching material. To University or at Paul Sabatier University start, we feel it is important of Toulouse, we were fascinated by to clearly define what we lectures on sexual selection, anti-predator mean by animal behavior behaviors, optimal foraging, competition science. Throughout, we or cooperation in animals. However, times will employ the term animal are changing, we are changing and science behavior science in its broad is changing. While instructors of the and inclusive sense following discipline still present the proximate (i.e., Bateson’s (2012) presentation likely eliciting stimuli) and ultimate (i.e., of Behavioral Biology: evolutionary forces) causes of behaviors, it the scientific domain that is easy to notice that recent animal behavior incorporates several sub- Guillaume Rieucau (left) and Kevin L. Woo textbooks integrate novel topics. For disciplines with their own example, within what we consider the latest distinct perspectives, such as (Rugarcia, 1991; Felder, 1994). If research editions to texts in our field, the authors behavioral ecology, evolutionary biology, tends to focus on increasing knowledge present new considerations in the field ethology, sociobiology, psychology around a scientific question through novel with new ideas that derive from research or neuroscience. discoveries, then teaching implies a transfer progress. Today, textbooks incorporate We advocate that proper application of of knowledge from teachers to students the gene-environment interaction, animal research studies to regular work with our using diverse learning strategies. Moreover, personality and behavioral syndromes, social students can be of significant educational the academic vision of institutions can network theory, social learning and cultural value. Previously, Prince, Felder and Brent favor, or sometimes disfavor, what Prince et transmission (e.g., the second edition of (2007) examined the deeply rooted belief al. (2007) termed the “Research-Teaching Principles of Animal Behavior by Lee Alan that faculty research enriches undergraduate nexus,” the observed connection between Dugatkin, 2008). Obviously, scholarly teaching. The authors argued that this the two kinds of academic activities. achievements over the short history of claim is seldom, if ever, supported by Thus, for example, based on a negative behavioral research were the building blocks firm evidence and suggested that the link correlation found between research-oriented for the evolution of the educational material between research and teaching, especially universities in the United States and that were offered to undergraduate and at the university level, may be weaker than several educational indices, Astin (1994) graduate animal behavior students. commonly thought. If so, what are the concluded that pursuing curricula in highly In this essay, we want to present our principal reasons of this? Mainly, the two research-driven faculties negatively impact reflection on the need for teachers and activities have different primary goals and students’ development; nevertheless, the mentors who practice animal behavior require different skills and basic knowledge opposite trend was observed for student-

suny empire state college • all about mentoring • issue 43 • summer 2013 83 centered institutions. According to Astin, State College in New York City and the undergraduate student during her student the two points are strongly interconnected. other (Rieucau) is currently a post-doctoral research project at Southwestern University, Generally, research-oriented institutions fellow at the Institute of Marine Research Georgetown, Texas. At this time, Woo attempt to recruit scientists with strong in Bergen, Norway. On a regular basis, we was a visiting assistant professor at the research profiles to strengthen their faculty communicate the results of our works to Department of Psychology at Southwestern research program instead of scholars who the scientific community through scientific University, while Rieucau was finishing are primarily devoted to teaching. Hence, publications in peer-reviewed journals or his Ph.D. thesis at Université du Québec à meeting the expectations of faculty research during seminars, congresses or symposia. Montréal, Québec, Canada. Our mentee missions becomes the prime motivation for was working on a project to develop a Since 2006, we have collaborated on studies scholars to place teaching as a secondary computer-generated mummichog (Fundulus around the broad question of animal task. Even though we share some of the heteroclitus), and to use the animation in communication and the evolution of signals concerns raised by Astin (1994) and Prince social learning and facilitation experiments employed during animal interactions. Most et al. (2007), we believe that a successful in fish. Collectively, we helped her create the of our experimental research involves combination of both aspects of academia is animation and design-staged experiments the use of innovative techniques, like indeed possible and beneficial for students; (Figure 1). We developed a study to employ video playback and computer-generated this, regardless of their educational level or the animation in a social context, where animations, to mimic animal partners the type of academic institution where they most animation experiments typically during social interactions. Lately, their are pursuing their degrees. use a single live individual with a single use in testing for visual signal design animation. We used this technique to test Students’ interest, personal development characteristics has become increasingly for the interaction between the numbers and academic success should be the essence popular. We have devoted time and effort of social foragers versus the presence-or- of any faculty mission. Institutions should to present this experimental approach as absence of a predatory fish. Ultimately, offer the opportunity to students to grasp an efficient and accurate means to simulate she presented this work at the 2008 the reality of the scientific research, during companions and precisely control what Southwestern Psychological Association student research projects or by bringing focal animals get to observe or experience Conference in a talk entitled, “Building research into the classroom. This should in term of social stimuli. However, we Nemo: The Development of a 3D Animated be considered as a significant pedagogic noticed that some studies developed achievement. But, can we ensure a positive the animations without any proper interplay between teaching and research? standardization; thus, we decided to bridge We argue here that this requires a proactive our interest in signal design and visual attitude from teachers and mentors by: 1) animation, and apply a motion algorithm keeping track of novel advancements of (Analysis of Image Motion) to calibrate the research in their teaching discipline, 2) design accuracy in computer-animations. determining and extracting the pedagogical Using an experimental approach, we are substance of new published results, and 3) exploring visual signals employed by the combining them to the educational platform. Jacky dragon (Amphibolurus muricatus). To this aim, college environment and culture For our first collaboration, we published may encourage teachers’ motivation to use our study in Behavioural Processes (Woo research novelties in their teaching materials. & Rieucau, 2008).We have since continued In this writing, we want to propose a to use the Jacky dragon as a model for series of considerations for instructors in signal design and have published three animal behavior science to strengthen this manuscripts in diverse scientific reviews: “Research-Teaching nexus.” Behavioral Ecology & Sociobiology (2011), Ethology (2012), and Ethology A (Brief) History of Nearly Nothing Ecology & Evolution (2013). Most recently, we extended our collaboration to We are two junior scientists in the field of another system investigating, this time, the rieucau animal behavior who had followed classic - microevolution of alarm calling in helmeted

scientific training, defended both master’s woo guinea fowl (Numida meleagris) in the - and Ph.D. theses in research-oriented urban environment. This research project is academic institutions in different countries mingle

supported by Empire State College. We will : (United States, New Zealand, Australia, conduct our first experiments in spring 2013 France and Canada) and have post-doctorate at the Prospect Park Zoo, Brooklyn, N.Y. photo experiences in different parts of the world Figure 1. Screen capture of animated that have contributed to the personal In 2008, our collaborative scientific mummichog (Fundulus heteroclitus) building of our scientific niche. One of us journey slightly deviated from its research- during the first co-supervision of an (Woo) now an assistant professor at Empire focused path when we co-supervised an undergraduate student.

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Mummichog to Study Schooling Behavior,” Through our own academic training, we scientific community through conventional which was co-authored by us, and Dr. Jesse clearly navigated academia through a publications or other communication Purdy (Southwestern University). traditional path. However, as we reflect pathways (symposiums, workshops, media upon our actual practices when we teach RSS feeds), but it also needs to be assessed At that time, we believed that we would in the classroom, and directly mentor a by critical readers who will evaluate the mostly gain from the research outcome, research student, we noticed significant value of its contribution to their field of per se, of this project. Retrospectively, as variations that differ from how we learned specialization. The peer-review system, often much success as we encountered with this to how we impart knowledge. Moreover, as criticized due to its lack of transparency, experiment, we gained a lot more valuable we reviewed our own pedagogical evolution, is a necessary process to ensure that novel experience from interacting and supervising we recognized an apparent disconnect in research information will reach the scientific our mentee. We now believe that the reason the system. Below, we highlight three main standard of scientific robustness required was that for the first time in our careers, considerations that aim to reduce the gap for publication. Then, every new piece of we had to re-evaluate the way we think between scientific research progress and research information will help scientists about and do scientific research to meet science education. better understand why (referring to the our mentoring duties. The biggest challenge function and evolution of behaviors) and faced was to develop and include an I. Keeping Track of how (referring to the development and “educational” component into the research Research Novelties mechanisms that underlie the behaviors) process itself, something that we were not so animals behave the way they do. However, used to at that time. Indubitably, the pool of scientific knowledge it is important to keep in mind that is growing day-after-day. Researchers in The first step of the process was to define assessing the scientific value of a scientific biological sciences rely on the advancements the scope of the student project. We refined contribution and assessing its pedagogical of the ongoing scientific research to address the research question that we wanted content are two different exercises. meaningful questions that allow others to address in such a way that it became to develop new hypotheses to test, refine Current interests in animal behavior pedagogically meaningful. Therefore, we or sometimes challenge classical ideas or science are changing with the rise of determined the theoretical concepts that theories. Recently, the rapid improvement new areas or questions of interest, such were important for our mentee to grasp by in science communication, especially with as the next “hot topic.” Thakur, Mane, taking into account her knowledge in the the exceptional explosion of the World Borner, Martins and Ord (2004) mapped field. To do so, we felt very important to Wide Web, ensures an incessant flow the evolving interests in animal behavior. have open discussions (using the Internet of research information to the scientific The authors analyzed the research areas platform) to clearly distinguish our mentee’s community. The research field of animal of over 2,000 articles published in 1994, interests and expectations. It was, for her, a behavior does not stand outside of this 1997 and 2000 in a core set of journals good experience to be engaged in scientific reality. New studies based on empirical or in the animal behavior domain (e.g., discussion around a research question. Once theoretical work are published every day in Animal Behaviour, Behavioural Processes, the scientific question and the pedagogic many peer-reviewed scientific journals that Behavioral Ecology, Behavioral Ecology goal were determined, we engaged our range from broad perspective and audience and Sociobiology, Journal of Ethology, mentee in the readings of selected scientific journals (e.g., Nature, Science, Current Journal of Insect Behavior, Applied Animal articles and textbooks chapters. We offered Biology, PNAS, Ecology Letters, PloS ONE, Behavior Science). Their results revealed some “supervised” freedom to our mentee, Journal of Animal Ecology), core animal changes in the general interests of published an active learning strategy that encourages behavior journals (e.g., Animal Behaviour, articles over the years with a reported focus innovation as opposed to adopting rote Behavioral Ecology, Behavioral Ecology on parental behavior, feeding behavior protocols. We helped her to formulate the and Sociobiology, Ethology, Behavioural and animal learning in 1994, an observed working hypotheses and predictions for Processes, Behaviour) to topic-specialized switch toward sexual and social behaviors the project and we were very careful to journals (e.g., Ibis, Copea, Journal of Fish in 1997, and toward mating, nesting and guide her in this process in such a way that Biology). Web search engines, open access foraging behavior-related questions in 2000. the general hypothesis that was developed journals, digital libraries and content alerts Classical topics taught in animal behavior met the pedagogic achievements fixed for have revolutionized how scientists access at the undergraduate and graduate levels her student-project. While we provided scientific information. address sexual selection, optimal foraging, continuous external advisement during the communication, parental care, competition, development of the experimental design However, with this permanent and somehow parasitism, aggregation, cooperation, and the building of the 3-D fish animations, overwhelming flow of information, the learning and present classical approaches this followed a “trial-and-error” process for ability to keep track of the latest published such as field observation, experimentation her – an everyday face-off to all scientists. research results in an accurate manner is in situ or in a semi- or fully-controlled Thus, in our mentorship, we created a a laborious task that requires rigor and environment, theoretical modeling as step-wise approach for her to employ the significant time investment to collate up-to- game theory (producer-scrounger model, scientific method, and to merge theory and date scientific information. Recent research hawk/dove game, prisoner’s dilemma) or application, as she designed her project. information must be accessible to the

suny empire state college • all about mentoring • issue 43 • summer 2013 85 the optimality theory (optimal foraging, Traditionally, individual differences in copy the erroneous behavior of others central-place foraging). Even though new behavior were only considered as “noise” (Rieucau & Giraldeau, 2011). Such herd- questions of interest in the field are regularly around the mean value of a population like phenomena, called informational introduced to the teaching material, they with no real evolutionary importance. cascades, have been studied by economists generally lag behind research advancements. However, to date, the study of animal such as Bikhchandani, Hirshleifer and personality is of prime importance with Welch (1998) and have been reported to Over the last decade, animal behavior many remaining unanswered questions. be widespread in human societies in which science has undergone a major shift. As a consequence of intensive research in decisions are made with total disregard to Indeed, the study of between-individual personality and behavioral syndromes, a the individuals’ personal knowledge. Then, differences and variations in behavior over growing number of researchers have been it results in individuals ‘‘blindly’’ copying time and across ecological contexts has interested, and actually quite intrigued, the observed decision of predecessors received growing attention. Commonly, by questions around the proximate and (Bikhchandani et al., 1998). These it is admitted that animals adjust their ultimate causations of personality differences informational cascades have been proposed behavioral responses when in specific in animal populations. If previous research as a coherent explanation for a number situations in a way that minimizes their in the field of animal personalities has of large-scale explosive copying events costs/benefits ratio (Krebs & Davies, mostly focused on the relationship observed in humans, such as market crashes 1993). Selective pressures were thought between personality traits and fitness of in economics, new fashion styles or panic to act as an erosive force on genetic (and individuals using theoretical or empirical rushes in crowds but also in animal societies phenotypic) variations of traits expressed approaches, we noticed a subtle shift toward as the accumulation of thousands of colonial in a population and due to long-term a broader and integrative examination birds in night roosts, mate choice copying effects, the mean value of a (behavioral) of the phenomenon with the current and collective escape behaviors in bird trait should reach an optimum. Thus, the consideration of the important consequences flocks or fish schools (Giraldeau, Valone, & adaptive expression of a (behavioral) trait of animal personalities for ecologically Templeton, 2002). in a particular situation should only be and evolutionary processes (Wolf & optimal if it allows individuals to maximize The transmission of information from Weissing, 2012). Animal personality was a their fitness. Behavioral flexibility (or parents to young or between non- controversial topic in the early 2000s, and at behavioral “plasticity”) is expected to related individuals about the quality of the time, it met resistance from a part of the be unlimited, immediate and reversible the environment, sexual partners, food scientific community. Animal personalities (Sih, Bell, & Johnson, 2004). Generally, resources, presence or absence of any kind finally entered students’ textbooks, a good behavioral plasticity is presented as the of danger are some of the evidence than example of which is the recent addition of principal adaptive cause of behavioral animals can learn from others – sometimes a chapter entirely devoted to this topic in variations observed at the population or wrongly. This social information is non- the popular Principles of Animal Behavior specie levels (Dall, Houston, & McNamara, genetically coded, compared to the genetic (Dugatkin, 2008). 2004). Interestingly, animals often express information that is coded by DNA, and is a very limited behavioral plasticity and The field of animal personality is not an conveyed both vertically (across generations) vary in consistent ways in their reactions isolated example, and new growing areas and horizontally (within generation) and toward similar external conditions (Clark of research are starting to find their place in provides the essential “vector” for cultural & Ehlinger, 1987). Recent attention in the the pedagogical material used by teachers in transmission (Danchin et al., 2004) in investigation of variations around the mean animal behavior science as social learning both animals and, of course, humans. The behavior of the population has promoted and cultural transmission. Numerous studies increasing interest in the emerging topic of the study of “animal personalities” (Gosling, have explored the mechanisms and functions cultural transmission and its evolutionary 2001; Réale, Reader, Sol, McDougall, of social learning and the use of social consequences (i.e., cultural evolution) shows & Dingemanse, 2007), also presented as information that is thought to afford the first in its recent presence in several textbooks behavioral syndromes (Sih et al., 2004) building block for the evolution of culture frequently used in animal behavior classes or temperament (Boissy, 1995), and their in animal society (Galef & Giraldeau, 2001; such as Behavioural Ecology by Danchin, ecological and evolutionary consequences Danchin, Giraldeau, Valone, & Wagner, Giraldeau and Cézilly (2008, Chapter 20, (Wolf & Weissing, 2012). Differences, 2004; Laland, Atton, & Webster, 2011; van 693-726). Hence, students following animal consistent over time and situations, between Schaik & Burkart, 2011). behavior courses can be introduced to the individuals in the expression of their study of animal culture and the role of Recently, both empirical and theoretical behaviors are referred to as “personality” cultural inheritance in evolution, a role that efforts have focused on unraveling the and have been reported across a large range was underestimated for long time. circumstances under which animals of species and reach various ecological use incorrect social information and New technological opportunities to observe settings (as foraging, antipredator, consequently decide wrongly to adopt and quantify behaviors in situ (e.g., video exploratory or aggressive behaviors). This is maladaptive behavior. For instance, evidence playback techniques, computer generated now considered a widespread phenomenon shows that social animals can disregard 3-D animations, sonar imaging and in the animal kingdom. even reliable personal information and acoustics for aquatic animal species, high-

suny empire state college • all about mentoring • issue 43 • summer 2013 86 definition video recording, satellite tags for regularly to better understand animal in their teaching material, instructors and migratory species), in advanced computing behavior. They also illustrate the need to mentors must keep in mind that pragmatism and large data processing, evolutionary (e.g., include them in current educational material. is a virtue. We emphasize again that genetic algorithms) and collective behavior evaluating the scientific content of a research simulations (e.g., collective responses II. Evaluating the Pedagogic Value study is not the same as evaluating its tracking), as well as in the development of of Novel Research Information educational content. Here, we formulate a molecular (e.g., database of gene sequences series of questions that would guide teachers Research information should be seen as and expression) and physiological (e.g., toward determining and extracting the a primary component in the development respiratory, stress hormones) tools allow pedagogical substance of research novelties of effective pedagogic activities. But it is researchers to test new hypotheses in animal and finally how to incorporate them in an a fact: not all new scientific results have behavior. Undoubtedly, these new methods effective way into the education platform educational relevance. Thus, when facing are useful tools that researchers can use (Table 1). the desire to add a newly published result rieucau

guillaume : credit

Table 1. Our questions on the evaluation of research questions for instruction as conceived from three points of view: the research, the student and the pedagogic value.

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III. A Broad Perspective: courses deviate from this prescription, candidates for graduate programs. Thus, The Natural Selection Process especially in institutions with a large success demands knowledge from students of Science Education undergraduate enrollment, as it allows that they do not necessarily have. instructors and their teaching assistants to The goal for every laboratory is to advance Estimates from the U.S. Department of grade the material systematically and swiftly, scientific knowledge. However, to discover Education, National Center for Educational and hence, from their perspective, to assess phenomena about the natural world is to Statistics (2012) suggest that in 2010, there students more efficiently. Here, efficiency is compete. Both Schoener (1983) and Connell were approximately 21 million students not a function of student learning, but of (1983) conducted independent meta-analyses enrolled in undergraduate institutions. grade-processing. Moreover, this approach of all papers published in ecological journals From this cohort, approximately 1.7 million identifies specific benchmarks for excellence, at the time, and found an overwhelming students had enrolled in post-baccalaureate adequacy and failure across a traditional bias across the articles that were sampled degrees across all disciplines, which include “A-F” grading system. It segregates strong demonstrating competition, either inter- or master’s and Ph.D. programs (NCES, from weak students, and ignores the likely intraspecific. Publications are the “currency” 2010). Furthermore, in some programs, causes for the disparity in performance. of science, and there is an interaction there is a 50 percent attrition rate for Ph.D. Stronger students may have likely developed between quality and publication of research. candidates (McAlpine & Norton, 2006). strategies for success, while those who fared Potential post-graduate degree supervisors Reflective of the sciences, these statistics worse may never change. Exemplifications acquire students who are likely capable to also indicate a shift in gender and ethnic of “winner and loser effects” (Dugatkin, improve the currency of the laboratory. matriculation, which is increasing among 1997) continue to reinforce strategies to The employment of the scientific process is women (Sax, 2000) and other minority a wider bimodal distribution. However, to acquire new knowledge; yet, Rosenthal groups (Oakes, 1990). This shift also that still leaves a significant portion of the (1979) noted that nearly 95 percent of all garners a greater perspective and acceptance population who fair adequately, one in research studies end in non-significant results. of gender-balanced and minority-balanced which reflects a bell curve (Herrnstein & Failing to reject the tested hypothesis (then, programs (Lopatto, 2004). Hence, the Murray, 1996). The small percentage of accepting the null hypothesis) is inherently a number of undergraduate students who students who excel might likely progress result, but there is a bias to believe that all earn their bachelor’s degree, compared to to a graduate degree, the middle likely science produces significant results, and that those who likely advance and complete receiving (but not maintaining) a base-level only significant results are published. their Ph.D.’s, indicates a huge disparity in of knowledge, and the rest facing science- education. Moreover, this difference also learning extinction! Perhaps, in pairing with a Darwinian suggests educational strategies that likely approach, we could argue that the graduate What about this “middle-class”? Typically, a cater to certain strengths of students, and atmosphere is Machiavellian. There is a gap in knowledge occurs between traditional likely segregate them from a weaker pool pressure to publish or perish, especially for freshman-to-senior level instruction of candidates. This is currently the reigning institutions whose currency is dependent and learning. For example, students in strategy for recruiting top intellectual talent on output. Retention rates in the United introductory Biology are often taught the for post-graduate programs. However, we States for graduate programs vary widely scientific method, how to find and cite question this approach and ask whether the (Nerad & Miller, 2006). Graduate students research from primary research journals, real premise of this strategy is to support are expected to employ basic experimental and format laboratory reports in a scholarly a relatively small number of students techniques and design innovative techniques manner. However, many mid-level biology in advanced science work and deny the to solve problems. The failure to “produce” courses cease to reinforce these skills, and education of science-related skills to the may result in retribution by their supervisor, simply expect students to master them. majority of undergraduate students who ostracizing by the scientific community Somewhat ironically, not all students do, become discouraged. We acknowledge and inability to maintain support from and this is evident by the success rate of that many other factors, such as a decision the institution to continue the degree. At biology graduates with high grade point not to attend graduate school, personal this academic level, there is an obvious averages (GPAs) and the selection criteria conflicts or medical issues, just to highlight conundrum: How do we expect graduate that makes them competitive applicants as some common reasons, may prevent an students to employ innovation if they have undergraduate student from pursuing a not mastered experimental techniques in graduate degree. basic biology and/or ecology? Aside from The quest for a degree in the sciences reflects their own theses, graduate students may the process of natural selection. Though, The quest for a degree only gain additional training through teaching assistantships. However, many even if we consider a Darwinian approach, in the sciences reflects undergraduate science programs tend to research-driven institutions invest heavily in favor students who are able to achieve high the process of individuals who are employed to conduct research, and do not invest sufficiently in marks on fairly standardized assessment natural selection. tools, such as exams (e.g., multiple-choice) the education of undergraduate students and laboratory reports. Few conventional (Putnam & Borko, 2000).

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How do we ensure that learners are gaining Bikhchandani, S., Hirshleifer, D., & Giraldeau, L. -A., Valone, T. J., & foundational knowledge in the sciences, Welch, I. (1998). Learning from the Templeton, J. J. (2002). Potential while, at the same time, incorporating behavior of others: Conformity fads disadvantages of using socially acquired new discoveries? This is the gap. Peer- and informational cascades. Journal of information. Philosophical Transactions reviewed journals highlight modifications Economic Perspectives, 12, 151-170. of the Royal Society B: Biological of methodological approaches for new Sciences, 357, 1559-1566. Boissy, A. (1995). Fear and fearfulness in experimental designs to answer questions. animals. Quarterly Review of Biology, Gosling, S. D. (2001). From mice to men: Yet, few of these methods are ever 70, 165-191. What can we learn about personality transferred to college-level laboratories from animal research? Psychological or courses. Clark, A. B., & Ehlinger, T. J. (1987). Bulletin, 127, 45-86. Pattern and adaptation in individual Conclusion behavioral differences. In P. P. G. Herrnstein, R. J., & Murray, C. A. (1996). Bateson, & P. H. Klopfer (Eds.), The bell curve: Intelligence and class It is often assumed that one should not ask Perspectives in ethology (pp. 1-47). structure in American life. New York, a scientist for answers, as you will only yield New York, NY: Plenum Press. NY: Free Press Paperbacks. more questions. “Why should we care?” In this essay, we discussed several issues Connell, J. H. (1983). On the prevalence Krebs, J. R., & Davies, N. B. (1993). An with the current pedagogical approach for and relative importance of interspecific introduction to behavioural ecology engaging students in science, and more competition: Evidence from field (3rd ed.). Oxford, UK: Blackwell specifically, the discipline of animal behavior. experiments. The American Naturalist, Scientific Publications. “How do we make students care?” We can 122, 661-696. Laland, K. N., Atton, N., & Webster, radically change the relationship between Dall, S. R. X., Houston, A. I., & M. M. (2011). From fish to fashion: learner, mentor and content, but that does McNamara, J. M. (2004). The Experimental and theoretical not guarantee success. Consequently, we behavioural ecology of personality: insights into the evolution of culture. acknowledge that we need to include one Consistent individual differences from Philosophical Transactions of the Royal critical component to our discussion: A an adaptive perspective. Ecology Society B: Biological Sciences, 366, posteriori evaluation of the effectiveness Letters, 7, 734-739. 958-968. and application of alternative approaches to science education. “How do we measure Danchin, E., Giraldeau, L.-A, & Cézilly, Lopatto, D. (2004). Survey of undergraduate success?” We need a reliable measure for F. (2008). Behavioural ecology. New research experiences (SURE): First ensuring the success of new pedagogical York, NY: Oxford University Press. findings. Cell Biology Education, 3, paradigms. Here, we merely introduce some 270-277. Danchin, E., Giraldeau, L.-A., Valone, T. initial thoughts on the current trajectory of J., & Wagner, R. H. (2004). Public McAlpine, L., & Norton, J. (2006). science education, and indeed, aim to further information: From nosy neighbors Reframing our approach to doctoral understand and perhaps even improve upon to cultural evolution. Science, 305, programs: An integrative framework for this imperfect relationship. 487-491. action and research. Higher Education Research & Development, 25, 3-17. Acknowledgements Dugatkin, L. A. (1997). Winner and loser effects and the structure of dominance Nerad, M., & Miller, D. S. (2006). Rieucau and Woo would like to thank hierarchies. Behavioral Ecology, 8, Increasing student retention in graduate the Junior Team C.T.F.D. We also thank 583-587. and professional programs. New Albert Castelo for his useful comments Directions for Institutional Research, on our article. Rieucau was supported by Dugatkin, L. A. (2008). Principles of animal 92, 61-76. the Norwegian Research Council (grant behavior (2nd ed.). New York, NY: W. 204229/F20). W. Norton & Company. Oakes, J. (1990). Opportunities, achievement, and choice: Women Felder, R. M. (1994). The myth of the References and minority students in science and superhuman professor. Journal of mathematics. Review of Research in Astin, A. W. (1994). What matters in Engineering Education, 83, 105-110. Education, 16, 153-222. college? Four critical years revisited. Galef Jr., B. G., & Giraldeau, L. -A. San Francisco, CA: Jossey-Bass Inc. Prince, M. J., Felder, R. M., & Brent, R. (2001). Social influences on foraging (2007). Does faculty research improve Bateson, P. (2012). Behavioural biology: The in vertebrates: Causal mechanisms and undergraduate teaching? An analysis of past and a future. Ethology, 118, 216- adaptive functions. Animal Behaviour, existing and potential synergies. Journal 221. 61, 3-15. of Engineering Education, 96, 283-294.

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Putnam, R. T., & Borko, H. (2000). What Sih, A., Bell, A., & Johnson, J. C. (2004). Woo, K. L., & Rieucau, G. (2008). do new views of knowledge and Behavioral syndromes: An ecological Considerations in video playback thinking have to say about research and evolutionary overview. Trends in design: Using optic flow analysis to on teacher learning? Educational Ecology & Evolution, 19, 372-378. examine motion characteristics of live Researcher, 29, 4-15. and computer-generated animation Schoener, T. W. (1983). Field experiments on sequences. Behavioural Processes, 78, Réale, D., Reader, S. M., Sol, D., interspecific competition. The American 455-463. McDougall, P. T., & Dingemanse, N. J. Naturalist, 122, 240-285. (2007). Integrating animal temperament Woo, K. L., & Rieucau, G. (2011). From Thakur, S., Mane, K. K., Börner, K., within ecology and evolution. dummies to computer-animated stimuli: Martins, E., & Ord, T. (2004). Content Biological Reviews, 82, 291-318. A synthesis of techniques employed to coverage of animal behavior data. stage animal interactions. Behavioral Rieucau, G., & Giraldeau, L. A. (2011). Visualization and Data Analysis, 5295, Ecology and Sociobiology, 65, 1671- Exploring the costs and benefits of 305-311. 1685. social information use: An appraisal U.S. Department of Education, National of current experimental evidence. Woo, K. L., & Rieucau, G. (2012). Center for Education Statistics. Philosophical Transactions of the Royal Aggressive signal design in the Jacky (2012). Digest of education statistics, Society B: Biological Sciences, 366, dragon (Amphibolurus muricatus): 2011. Retrieved from http:// 949-957. Display duration and frequency affect nces.ed.gov/pubsearch/pubsinfo. efficacy. Ethology, 118, 157-168. Rosenthal, R. (1979). The file drawer asp?pubid=2012001 problem and tolerance for null results. Woo, K. L., & Rieucau, G. (2013). van Schaik, C. P., & Burkart, J. M. (2011). Psychological Bulletin, 86, 638-641. Efficiency of aggressive and submissive Social learning and evolution: The visual displays against environmental Rugarcia, A. (1991). The link between cultural intelligence hypothesis. motion noise in Jacky dragon teaching and research: Myth or Philosophical Transactions of the Royal (Amphibolurus muricatus). Ethology possibility? Engineering Education, 81, Society B: Biological Sciences, 366, Ecology & Evolution, 25, 82-94. 20-22. 1008-1016. Sax, L. J. (2000). Undergraduate science Wolf, M., & Weissing, F. J. (2012). Animal majors: Gender differences in who goes personalities: Consequences for ecology to graduate school. The Review of and evolution. Trends in Ecology and Higher Education, 24, 153-172. Evolution, 27, 452-461.

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How to Write a Poem

Menoukha Case, Center for Distance Learning

verything you’re about to hear is Without turning around, I answer. “This happening just the way I tell it. tree has these things like pine cones, but no E needles. So, I wonder if it’s a dead evergreen, or a kind of evergreen that sheds its needles It’s night. I’m asleep in my bed but I’m or what.” not in my bed. I’m dreaming there’s an enormous, bloated, satiated bear, slumbering “Look close,” a hand reaches over my belly up in my mother’s place, taking over shoulder and pulls a branch near my face, a whole room with his snores swelling and “these are buds. I’m seein this for the sinking and rough fur roughing up the fourteenth year now.” furniture. I’m afraid – I know that when he Yes, they’re buds. gets hungry again, there will be trouble. I turn to look at the speaker. He’s large, Like all bears, he has very long, strong, bearish actually, and I see he’s holding a sharp, claws, but unlike any other bear, leash. At the end of the leash stands a husky his back is the color of an Irish setter but the color of an Irish setter with a belly his belly is the color of clotted cream. I’ve the color of clotted cream and a long tail never heard of a bicolor red bear, and, this bristling fur. Menoukha Case bear has a long tail to boot, bristling fur energetically like the fur on the tail of “Do you like bears?” I ask. a husky. I look at him carefully, he looks at me. I “I don’t know much about them; just they can’t tell you what he saw, and I can’t tell When I wake up, I’m supposed to think have very long, strong, sharp claws. Why’d you what I saw, but many would describe about what the whole thing means to you ask?” him as a middle-aged man with a belly, me, how to describe it, all the things that “Last night I dreamt about a bear who was missing quite a few teeth. Dark skin, black eventually turn up between the lines of the color of your dog, red with a belly the eyes, wavy black hair, rough tired clothes. poems. But I spend more time wondering color of cream, and a long tail, just like about the bear’s strange appearance than “What you told me – you learned it the hard your dog’s.” anything else, because anything else all way,” I say. seems a vain pursuit. The symbolism, “Must’ve been a sign,” he says. “Sometimes “Yeah.” I’m sure, will elude me, and the images something doesn’t feel right, maybe it’s are too utterly concrete to be anything anger, maybe it’s sexual. Everything else is “Dreams,” I say. “Everyone thinks they’re but themselves. fine, you’re doin fine, but because of this about something inside of you, but something you open to someone, someone sometimes they’re about something outside It’s afternoon, the same day, one of those who when they get into it, get into what’s of you. Like, in this case, when someone days that day battles night from dawn to botherin you, they don’t stop there but start bearish with a red and cream husky comes dusk in a dark gray sky that’s a presence, diggin around and eatin you up, messin along, pay attention to what he says.” not an absence, the threat of a storm mixed with what was fine. You can’t open like with light so yellow it turns green leaves We walk and talk a little longer and he says that. What you gotta do is use your own gold and gold leaves orange. I’m walking he has to go and he takes a left and walks emotions, you gotta work em yourself.” in the park and see a tree that has seedpods away. I take a right and go to the flower shaped like miniature rounded pine cones, He’s saying more, but I’m still digesting this. shop and buy three white carnations and yet no needles. I wonder if it is a dead He stops. offer them to the God of Chance. I work for evergreen, clinging to posterity. I wonder a few hours, then I get dressed to go to a Starts again: “My father, he was as light as if there’s a kind of evergreen that sheds bona fide literary event; my poetry teacher’s you. My mother, she was the dark one, a its needles. in town to sign books. As I walk out the Puerto Rican Indian.” door and turn the corner, he turns the There’s a voice behind me, “See something “Taino?” corner, too, and we’re face to face again. you recognize?” “Yeah, Taino.”

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“I was just thinking about what you said to Afterward we go to a bar, the author’s treat. She raises her arms, holding both bottles me,” we say together. The first wine bottle’s half empty when she upside down and speaking in cadence with tells me about an extraordinary experience the syncopated sound of drops that slowly “I’m still trying to wrap my mind around she had with Audre Lorde, and when I finish descend to and from their necks and then hit it.” I say, “It was too much to understand telling her about the dream of the bear, the the glass of the table. at once.” second bottle’s empty. “Line breaks, line … breaks, linebreaks,” “Yeah. I live around the corner.” “I don’t know how to write that as a she says. He gives me his address. I go to the poem,” I say. I lied at the start: everything didn’t happen book signing. just the way I’ve told it here. Truth is, we only drank one bottle.

“Lasting personality changes may not occur in a blinding flash. As Dylan Thomas … said, ‘Light breaks where no sun shines … Dawn breaks behind the eyes … Light breaks on secret lots … On tips of thought …’ While some epiphanies are dramatic and sudden, most occur gradually and incrementally. We may not know for years that a single lecture or conversation or experience started a chain reaction that transformed some aspect of ourselves. We cannot easily discern what subtle mix of people, books, settings, or events promotes growth. Nor can we easily name changes in ways of thinking, feeling, or interpreting the world. But we can observe behavior and record words, both of which can reveal shifts from hunch to analysis, from simple to complex perceptions, from divisive bias to compassionate understanding.”

– Arthur W. Chickering and Linda Reisser “The Seven Vectors: An Overview” Education and Identity (2nd ed.) San Francisco: Jossey-Bass, 1993, p. 43

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Confessions of a Closet Materialist: Lessons Learned About Money, Possessions and Happiness

Miriam Tatzel, Hudson Valley Center

“What we seek, at the deepest level, is 2. Money1 inwardly to resemble, rather than physically to possess, the objects and places that touch had always considered us through their beauty.” myself above venal I ambitions for money – Alain de Botton and status. I didn’t make life The Architecture of Happiness (2006) choices that would maximize money either in my career or personal life (the usual route to My mentoring and scholarship have fed each wealth for women is to marry other in my career at Empire State College. into it [Nickerson, Schwarz, & When I get a new intellectual interest, Diener, 2007]), and I regarded I often turn the interest into learning

those who chased money as robinson contracts and study groups. My interest in crass and shallow (a lot of ed : the material world and consumption led moralizing comes up when we to studies on the social history of dress. judge money behaviors). But in photo From there, I became interested in the another sense, you could say Miriam Tatzel psychological aspects of money, and that I was obsessed with money. I led to positive psychology. Over the years, made life choices with financial the future? You bet. I would even say it’s I have honed and updated studies variously security, though not with wealth, in mind: a changed the complexion of my life. You can called The Consumer in Society and Ph.D. at an early age, a job with tenure. My call it security, but it feels like freedom. Psychology of Consumption. immigrant parents were so frugal as to keep According to the literature, an increase in Both personally and pedagogically, I like to track of the smallest expenditures, and some money, once basic needs are met, should match the literature with experience. For of that attention to small change rubbed do little for one’s happiness. People adapt me (and I hope for my students), learning off on me. I have suffered much anxiety to both increases and decreases in fortune about ways of dealing with money and over money; big expenditures, mistakes in and we wind up feeling pretty much as we possessions so as to enhance well-being also spending and the scary sense of not being started. Should we get more money, we are is a process of self-discovery. So, I thought it able to stem the outflow are all fodder for then likely to want even more, with our would be neat to write a piece for All About insomnia and self-denial. aspirations ever eluding our grasp. For me, Mentoring on “Confessions of a Closet as a result of feeling financially secure, I am Materialist,” delighting in the pun. But the 2.1 Money and Happiness easier about parting with money. I am less essay grew and grew and became a chapter As it happens, financial security has snuck remorseful over misspending, and I enjoy for a book, of which I also am the editor. up on me. This is largely a result of aging: the novel sensation that if I want something, This edited excerpt on Money covers most the house is long paid off, my retirement it’s OK – I can go ahead and buy it. Of of the second part of the chapter, after the fund has grown and Social Security kicked course, price still matters. After all, I am a Introduction and before the next part on in. But money management and debt value seeker, but one can bargain hunt at Possessions. The chapter will appear in the aversion had something to do with it, too. all points all along the quality continuum volume, Well-Being in the Material World, (I was fortunate to come of age in the (Bei & Heslin, 1997), for cookware and in press with Springer Science and Business 1960s when education at Queens College, clothing, for example. Media, 2013. City University of New York, was tuition- free and a National Science Foundation 2.2 It Pays to be Thrifty fellowship supported me through graduate school at Columbia University.) Am I happy I regard frugality as a positive trait, and about having financial security? Does it here, the literature is with me (Chancellor feel good not to worry about money and & Lyubomirsky 2011, 2013; Guven

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2012). Saving money and recycling are Drake, & Schaller, 2005). Lavish spending, smartphone may outdo the one we have, obvious benefits. Avoidance of debt is a big on the other hand, is impressive; it makes a but experiences are unique, and in that positive when compared to the negatives big social bang, as Veblen (1899) informed way, matchless and untrumpable. Thirdly, of paying interest, having to keep paying us. We admire the rare and costly. But many experiences are social, which in most long after the thrill of the purchase is gone, what’s better for happiness: thrift or cases enhances the good time with the and living in a psychological “debtor’s spendthrift? Maybe spending to impress is warmth of good fellowship. And, ultimately, prison” of constraint, guilt and low self- not about happiness but is meant to avoid experiences are more central to the self, esteem (Bernthal, Crockett, & Randall, being seen, and treated, as low status. more personal (Carter & Gilovich, 2012). 2005). I am deeply debt averse. I like being The desire for riches and to be rich may Indeed, experiences make up who we are, frugal, especially when I am successful have less to do with personal happiness our biography, more than do possessions. at it. Frugality means more than being than with raising one’s status and social Here is an area where I fall short. I spend conservative with money; it’s also about influence (Ahuvia, 2007). Yet, as important more readily on things over experiences. I not being wasteful, as in recycling. As an as status may be for our social relations was raised with the opposite point of view impecunious graduate student, I honed my and life circumstances in general, the quest regarding the lasting power of purchases. bargain hunting and DIY skills. To this day, for prestige, along with materialism and I learned that it’s objects that have staying I delight in making things out of scrap wood extrinsic values generally, leads us down power; experiences are fleeting, ephemeral, or scrap fabric and I’ll paint anything. When the path of dissatisfaction. Again and again but objects are for keeps. Moreover, clothes shopping, I’ll patiently bottom fish we see a conflict between what’s good experiences are not typically “necessary.” the clearance racks. for the “I,” the subjective, personal self While growing up, such events as family (intrinsic motivation) vs. what’s good for Although I am almost reflexively price vacations, eating out and movies were rare. the “me,” the objective, social self (extrinsic conscious, I am lately becoming sensitized As a teen, activities like going to concerts or motivation). And so, we may spend more to ethical implications of unqualified price on ski trips with friends were things I didn’t than we really want to enhance our consciousness. By going for low prices, am “need.” But one does need furniture, and social image. I supporting the cruelty of factory farming I had a good quality bedroom set. I have of animals, factory farming in general, So far, we have seen that money does not adopted that perspective even as I question the outsourcing of domestic jobs to the matter much for happiness, and frugality is it. Travel overseas to a wedding? Well, no, a worldwide market for the exploitation of good for well-being. How should we think new car comes first. cheap labor, the cheapening and degrading about money and how should we spend it? of manufactured goods and craftsmanship, The research literature provides suggestions, 2.4 The Joy of Giving and so on (de Villiers, 2012)? An early and what I learned from my studies Another research-based principle for awareness of the moral implications of mass challenges some of my ways of spending, hedonic spending is that it is better to marketing traces back to the 1950s when as well as how I was brought up. give than to receive. Contrary to people’s chain stores began to put small merchants expectations, they report feeling more out of business. Stone (1954) distinguished 2.3 For the Experience of It pleasure from spending on others than among different types of shoppers, one of One such message is that it is better for spending on themselves (Dunn, Aknin, & which he called “ethical” because of their one’s happiness to spend on experiences Norton, 2008). This is an area where I loyalty to local merchants and willingness to than possessions. When asked, people have some ambivalence, harking back to support them by paying more than the chain report greater satisfaction from the money my upbringing. My mother was generous stores charged. For myself, I am willing to spent on experiences. This is very well in some ways. If she went visiting, she pay more for eggs, for example, if I believe documented (e.g., Carter & Gilovich, 2010; invariably baked one of her much desired the hens are better treated, I’ll pay more for Van Boven, 2005) with a small nod to bad cakes. She was concerned to know if I organic food if it’s not too much more, and experiences (Nicolao, Irwin, & Goodman, needed money and was willing to help out. I avoid a certain big box store, among other 2009). There are several reasons why. One But she resented being asked for money for small concessions by which virtue moderates is that experiences have a longer “shelf charity, she resented expectations to buy price consciousness. life.” They give us memories. We tire of our gifts and she pretty much did neither. The In spite of the undeniable draw of low possessions and we treasure our memories former was schnorrerei (cadging) and the prices, being tight with money (frugal, (of the vacation, the concert, the workshop, latter was perhaps a mild form of extortion thrifty) has the negative connotation of etc.). Even inconveniences on a vacation can (being invited to an affair means you have being cheap and stingy. Materialism, I burnish into fondly remembered adventures to give a gift). Following in her footsteps, I observe, is a negative trait in the abstract, and amusing stories. Another reason is get squirmy when charities call asking for and frugal values are paid lip service. In that experiences are not as susceptible money. I started donating to causes in recent real time, however, there seems to be more to invidious side-by-side comparisons as years, thinking it’s the “right” thing to do. of a stigma to looking cheap than looking objects are – they are more singular. It’s But it’s led to more and more solicitations, extravagant. We look down on coupon easier, say, to compare cameras and find clippers (Argo & Main, 2008; Ashworth, that one is superior, and the next generation

suny empire state college • all about mentoring • issue 43 • summer 2013 94 and it pains me to get gifts of stickers and money to buy something special. “Look of their favorite, but if they believe other cards and whatever – those resources should after the pennies” and all that. My mother, people will see their choices, they will go for be going to the cause. abstemious in so many ways, bought quite variety instead (Ratner & Kahn, 2002). a bit of fine jewelry, which I derided at the 2.5 Wait for It: The Pleasure time, and which I now possess. I, too, am Note of Anticipating Pleasure very good at foregoing small pleasures. 1 A little family context re: money. The allowance I didn’t spend as a teen got Another bit of advice on how to spend is When I was 13, my father had his saved and plunked into my first home down to delay gratification and thereby reap the first cancer surgery, and his working payment (savings do add up). These days, pleasures of anticipation (Dunn, Gilbert, & career was over (he survived, though). as I become looser with money, the advice Wilson, 2011). Prepaying theater tickets, My mother then went to work at a from the literature gives me permission to planning out a vacation, dreaming of that factory for minimum wage, but she indulge in small treats and conveniences. new car or imagining what you will order liked the job and we were not destitute. For example, when driving into Manhattan, in the restaurant gives its own boost of In my adult family, my husband was a I am willing to put the car in a garage and enjoyment and savoring. It’s fun to think stay-at-home dad who looked after our pay way too much money for parking, about something good that’s coming up. two daughters. something I once would not have considered Anticipation also has the not unpleasant doing, preferring instead to drive around tension of impatience, as in “I can’t wait.” References for who knows how long and finding street Making arrangements (transportation, parking far afield. I experience this new way Ahuvia, A. (2007). If money doesn’t make lodging, tickets) can be a chore, but one of being as a disinhibition, a giving into us happy, why do we act as if it does? leavened by pleasant imaginings. impulse and convenience. Am I in danger of Journal of Economic Psychology, 29, The pleasure of anticipation is a strong losing my grip on money management or am 491-507. admonition against impulse buying, a I more rational for overcoming “hyperopia” Argo, J. J., & Main, K. J. (2008). Stigma pleasure that the impulse buyer, in haste (an over-aversion to indulgence) (Haws & by association in coupon redemption: of the buying moment, forecloses upon. Poynor, 2008)? Looking cheap because of others. Impulse buying is part of the “dark side” Journal of Consumer Research, 35(4), of consumption, denigrated as a moral 2.7 Follow Your Bliss: 559-572. weakness of sorts (immaturity, lack of Spend for Intrinsic Reasons self-control) and as poor decision making Ashworth, L., Drake, P. R., & Schaller, M. Kasser (2002) has presented much evidence and hazardous money management, but (2005). No one wants to look cheap: in support of intrinsic life aspirations I don’t denigrate the impulse itself; it is Trade-offs between social disincentives being key to well-being (self-development, through our attractions that we learn about and the economic and psychological interpersonal relationships, making the our preferences and desires. So I say, hold incentives to redeem coupons. Journal world a better place), while extrinsic goals on to that impulse, plan the acquisition of Consumer Psychology, 15(4), (wanting to be rich, famous and attractive) (do research and budget, as appropriate), 295-306. go along with dissatisfaction with life, if and savor the anticipation. (One can’t say not outright mental illness. The lesson for Bei, L. -T., & Heslin, R. (1997). The that all impulsive buying is a bad idea; consumption is that it is better to acquire Consumer Reports mindset: Who spontaneous decisions and unexpected possessions for one’s own enjoyment, seeks value - the involved or the buying opportunities can work out well meaning, and growth and in support of the knowledgeable? Advances in Consumer [Rook & Fisher, 1995]). basic psychological needs for competence, Research, 24, 151-158. relationship and autonomy, à la self- 2.6 Think Small Bernthal, M. J., Crockett, D., & Randall, L. determination theory (Ryan & Deci, 2000) R. (2005, June). Credit cards as lifestyle Buy small pleasures rather than big luxuries rather than for public display. In other facilitators. Journal of Consumer (Dunn et al., 2011). Parceling out treats words, beware of purchasing for status and Research, 32, 130-145. gives more total happiness than one Big prestige reasons. If you do buy to impress, Bang purchase. With the former, you have you may wind up with something that Carter, T. J., & Gilovich, T. (2010). The daily pleasures spread over time; with the doesn’t work for you, you may spend more relative relativity of material and latter, you get a spike of pleasure followed than you need to or should, and you may experiential purchases. Journal of by the diminishing returns of adaptation, fail to wow those you intend to impress Personality and Social Psychology, much like the child whose once fervently anyway. Here’s a small example of how the 98(1), 146-159. desired toy becomes a source of clutter imagined judgments of others can inhibit Carter, T. J., & Gilovich, T. (2012, June). and boredom. intrinsic choices. Did you know that there’s I am what I do, not what I have: The a social norm that says variety is better than I was raised with the contrary point of differential centrality of experiential and sameness? When people can choose candy view. It’s precisely by scrimping on the bars in private, they tend to choose multiples small things that you accumulate enough

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material purchases to the self. Journal Guven, C. (2012). Reversing the question: Rook, D. W., & Fisher, R. J. (1995, of Personality and Social Psychology, Does happiness affect consumption December). Normative influences on 102(6), 1304-1317. and spending behavior? Journal of impulsive buying behavior. Journal of Economic Psychology, 33, 701-717. Consumer Research, 22, 305-313. Chancellor, J., & Lyubomirsky, S. (2011). Happiness and thrift: When (spending) Haws, K. L., & Poyner, C. (2008, June). Ryan, R. M., & Deci, E. L. (2000). less is more. Journal of Consumer Seize the day! Encouraging indulgence Self-determination theory and the Psychology, 21(2), 131-138. for the hypoeropic consumer. Journal of facilitation of intrinsic motivation, Consumer Research, 35, 680-692. social development, and well-being. Chancellor, J., & Lyubomirsky, S. (2013). American Psychologist, 55(1), 68-78. Money for happiness: The hedonic Kasser, T. (2002). The high price of benefits of thrift. In M. Tatzel (Ed.), materialism. Cambridge, MA: Stone, G. P. (1954). City shoppers and urban Well-being in the material world. New MIT Press. identification: Observations on the York, NY: Springer. social psychology of city life. American Nickerson, C., Schwarz, N., & Diener, E. Journal of Sociology, 60, 36-45. de Botton, A. (2006). The architecture of (2007). Financial aspirations, financial happiness. New York, NY: Vintage. success, and overall life satisfaction: Van Boven, L. (2005). Experientialism, Who? and how? Journal of Happiness materialism, and the pursuit of de Villiers, M. (2012, June 4). Why bargains Studies, 8, 467-515. happiness. Review of General are bad. The Daly News. Center for Psychology, 9, 132-142. the Advancement of the Steady State Nicolao, L., Irwin, J. R., & Goodman, J. K. Economy. Retrieved from http:// (2009, August). Happiness for sale: Do Veblen, T. B. (1899). The theory of the steadystate.org/why-bargains-are-bad/ experiential purchases make consumers leisure class: An economic study happier than material purchases? of institutions. New York, NY: Dunn, E. W., Aknin, L. B., & Norton, M. Journal of Consumer Research, 36, MacMillan. I. (2008). Spending money on others 188-198. promotes happiness. Science, 319, 1687-1688. Ratner, R. K., & Kahn, B. E. (2002). The impact of private versus public Dunn, E. W., Gilbert, D. T., & Wilson, consumption on variety seeking T. D. (2011). If money doesn’t make behavior. Journal of Consumer you happy, then you probably aren’t Research, 29(2), 246-257. spending it right. Journal of Consumer Psychology, 21(2), 115-125.

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Expect the Unexpected: What Would You Do? A Crisis/Ethics Simulation in the MBA Program

Kymn Rutigliano, School for Graduate Studies

Imagine for a moment that you are the enforcement agent who CEO of a chain of hotels in Saratoga had made unethical Springs at the height of the season. While at decisions, acted illegally the track, you get word that the mayor and and served time in prison dozens of other people have been rushed to shared his story. Also, the hospital from four of your five hotels. internationally-known business games expert What would you do? Who would you Dr. Mark Chussil led call first? What would you do next, next, students through activities next? How would you lead – and who arabaty designed to sharpen their would you lead – in the face of what critical thinking skills in quickly becomes a multi-faceted crisis jamal advance of the simulation. : of inestimable proportions?

The “Expect the photo Unexpected” simulation Kymn Rutigliano his scenario begins an online crisis was born out of a and ethics simulation that is the commitment to bring behavior; rather they hold it up as a mirror culminating learning experience in theory to life, to make the abstract real by T to it. And in some cases, it’s a magnified two Empire State College Master in Business creating a learning environment that would mirror” (para. 9). Administration electives I teach: Leadership, give students a taste of being in the throes Crisis and Coping Strategies, and Ethics and of grave, unforeseen circumstances. How Thus, I wanted “Expect the Unexpected” Corporate Social Responsibility. does one react when rapid-fire decisions are to be a mirror – a unique opportunity to needed, when immediate action trumps fact- confront our own personal growth needs, Both courses focus on understanding how gathering, and when competing interests and so that we could become more effective a leader’s words, behaviors and actions ethical dilemmas muddy the waters? in all areas of our lives. In doing all this, can impact a variety of stakeholders, how the simulation would ideally enhance each critical thinking and ethical judgment As a mentor and instructor, I also wanted participant’s confidence in her or his ability (often in cascading situations demanding to provide students with an unforgettable, to handle crises, ethical dilemmas and immediate action) are essential, and how transformational learning experience that whatever happens in life, both on and off emotions must be compartmentalized would be a game-changer. Through the the job. until circumstances allow introspection simulation, I believed we – students and and expression. faculty alike – would come face-to-face These learning objectives drove the design with our own selves. Instead of thinking we of the simulation. I quickly realized I could In the weeks prior to the simulation, knew how we would act and react during not do this alone. With the encouragement course content is focused on leading under moments of intense pressure, we would and support of MBA Faculty Chair Alan pressure, making decisions effectively, actually be able to experience our visceral Belasen, I reached out to Instructional quickly evaluating new information, reactions when faced with ethical dilemmas Technologists Denise Snyder and Josh Gaul, interacting with government officials, and events unfolding on multiple fronts. Director of Media Production and Resources resolving ethical dilemmas, making good John Hughes, Audio Visual Technician Jim use of staff and resources, and recognizing “The best way to learn something is ‘on Merola in the ESC-TV studio, Assistant potential opportunities and pitfalls. The the job,’ but that can be very dangerous Director for New Applications and Hosted courses I taught in the summers of 2011 and very costly,” cautions Dr. Sivasailam Systems Steve Simon, and Betul Lus, my and 2012 also included guest speakers (via Thiagarajan, a simulation game creator, faculty colleague in the MBA program. Elluminate) who had provided leadership trainer and educator (Wunderlin Company, during intense crisis situations: in the n.d., para. 5). “The next best thing is As a cross-disciplinary team working aftermath of 9/11/2001 in New York City; simulations. … People do not learn from together for the first time, we came to the on the battlefields in Iraq; in airline industry the actual simulation; rather, they learn project with a plethora of ideas, skills and disasters; and through the U.S. Postal Service from reflecting on how they behaved during abilities. Our excitement for venturing anthrax attack. In addition, a former drug it. Simulations don’t distort a person’s “outside the box” was palpable. We pooled

suny empire state college • all about mentoring • issue 43 • summer 2013 97 our talents to produce a series of “Breaking independently verified those reports. We Here is what some of the students had to News” videos with “anchormen” played have been unable to reach Momentous say (shared by permission): by Empire State College Vice President Hospitality’s CEO or a spokesperson. Mitch Nesler and then School for Graduate Paul Shea, Role of Hotel WPQR is dispatching crews to the Studies Dean Bob Clougherty. We scripted General Manager hospital and hotels. We will update information that would be given to each you as soon as we have additional The crisis simulation was almost like a game student for her or his assigned role. For information. Stay tuned to WPQR, of Clue except communication between example, the deputy mayor was attempting your up-to-the-minute news source. teammates and opponents was virtual. I to unseat the mayor, one of the people found myself checking email and cell phone stricken with the unknown illness. A The simulation began immediately after hourly, as I did not want to miss a “hint” fundraising dinner for President Obama had the video concluded. Students from the or change in role/status. The virtual updates been scheduled at the one hotel that did not two courses had to work together, even felt like I was watching the news, and a report any illnesses. To further complicate though (as happens in a real crisis) they major crisis situation was unfolding before matters, turf battles between local and mostly did not know each other. They began my eyes. The exciting part was I could make county emergency management staff had taking action based on the roles they had a difference and my actions affected a large existed for years. Nepotism and bid rigging been assigned. For example, in addition group of people. would be discovered with hotel suppliers. to Momentous Hospitality’s CEO, roles included the chief of police, the deputy After completing the simulation, I realized The simulation kicked off one evening in the mayor, five hotel general managers, a that I had learned much about myself last week of the course via an Elluminate hospital spokesperson, distraught family while working with others. Through this session. Roles were announced, the scenario members, persistent reporters, marginally simulation, I was able to see how I and was presented in sketchy terms (just enough informed bloggers, the Secret Service, other people reacted to a crisis situation, to generate curiosity and edge-of-one’s-seat federal agents, vendor executives and hotel which helped me face the need to control engagement) and then the first Breaking employees, among others. Over the course my emotions and forecast the emotions of News video was played: of several days, members of both course those around me. This entire course not only Fifty people – including 10 children – communicated with each other via text, helped me become a better communicator, all guests at Momentous Hospitality email, voicemail, phone, Elluminate, social but also helped me think outside the box, hotels in Saratoga Springs, have been and other media. At various times, Twitter which I am now able to apply in my taken to the emergency room at and Facebook intentionally became sources daily routine. Saratoga Hospital, according to police of inaccurate information, demonstrating reports. Their condition at this time is the importance of fact-checking. Reporters Daniel McKenna, Role of Observer unknown, as is the cause of their illness. pressed for answers. Improprieties were After the “Breaking News” kickoff of Ages range from 5 to 82. discovered between hotel managers and the simulation, everyone was stunned. several vendors. Additional Breaking News Among them is the mayor of Saratoga However, we quickly learned we had to segments provided new information on who collapsed while speaking at a face the situation and get moving! Things unfolding events. luncheon honoring servicemen and were unraveling fast! However, other than women returning from Afghanistan. Students took action, posted their decisions the most obvious facts, we weren’t sure of According to the mayor’s deputy, 24 for all to see in each day’s discussion forum all the information contained in the news people from Hotel Omega, where in ANGEL, and contemplated what to report. Each of us recalled different bits of the luncheon was being held, were do next. In addition, each student kept a information. We immediately understood transported by ambulance and police daily private “learning journal” to capture that we needed each other and to trust each vehicles to the hospital. The remaining thoughts, feelings and experiences. other. We also quickly learned that verifying 26 were from Hotel Infinity and information would help avoid greater On the evening of the last day, everyone met Hotel Atlas. troubles. The qualities and skills developed again on Elluminate for the final Breaking throughout the simulation can be applied Momentous Hospitality Inc. owns News segment that focused on what had during almost any situation in the world of five hotels in Saratoga Springs – caused the crisis. Each student was then business. I began applying them the very Hotel Omega, Hotel Infinity, Hotel given the opportunity to share his or her next day at my job. Atlas, Hotel Tomorrow and Hotel thoughts about the simulation experience. Zeus. We have unconfirmed reports Later in the week, a more thorough Billie Taft, Role of White House via Twitter that guests were stricken debriefing was held, followed by an online Events Manager during lunch at each of the hotels and survey and in-depth interviews to capture that people were complaining about key lessons learned and suggestions I was pleasantly surprised by how realistic a “funny smell” coming from the for improvements. the simulation was depicted. It was so air conditioning vents. We have not realistic that it was difficult for me to step away from my computer and cell phone.

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My biggest “takeaway” from this was learn some very hard lessons about letting Jim Fiorino, Role of FBI Agent and that it is acceptable to ask for help. I go, trusting team members to do their jobs, Simulation Historian played a leadership role in the simulation. juggling competing priorities, and breaking Oftentimes, I did not know what to do next down traditional barriers to achieve a The simulation was certainly an atypical or how to handle conflicting personalities. common goal. I also learned that anyone learning experience. Students in two Instead of haphazardly making decisions, can be a leader at any time, and a crisis separate courses were called upon to interact I asked my “leadership team” for advice. situation is no different! In my hospital and work together to solve the crisis. That, Their input helped me make more informed spokesperson role during the summer alone, made this a one-of-a-kind experience! and confident decisions. In a time of crisis 2012 simulation, I was faced with the Throughout the semester, we utilized Bill (or any time for that matter) it is better very real frustration that comes with being George’s (2009) 7 Lessons for Leading in to reach out to those who have experience unable to isolate and “cure” a problem Crisis. It taught us the skills necessary to with a situation, rather than risk an quickly enough for the public and, more lead through a crisis. What the simulation uninformed guess. importantly, for the families of loved then provided was an opportunity to apply ones impacted. I am confident my career has benefitted those lessons in a “real life” test, something from my experience in the simulation. I am Through the simulation experience, that is another rarity in online learning. an even stronger team member and leader! we all learned about the importance of Participation in “Expect the Unexpected” planning and open communication. We added dimensions of immediacy and urgency Greg D’Imperio, Role of Assistant also were reminded that sometimes help not felt through books or lecture, but CEO/General Manager of and resolution can come from the most essential preparation for leading in the face Momentous Hospitality Hotels unlikely places – like the media or from of intense, unwanted and unexpected events. bystanders who may hold key information. This simulation really helped me realize In other words, we learned that to be a Gail Schneider, Role of Simulation that when a crisis happens, most people will great crisis leader we need to suspend our Facilitator be looking for a leader, and that I could own judgments, check our egos at the door, be a person people will follow. I did not The Crisis course was perhaps the best listen and analyze information carefully, fully appreciate that until I went through use of innovative, creative and critical and inspire our team to work toward a this simulation. As a matter of fact, just thinking that could possibly be combined positive outcome. moments after the simulation was over, the with conventional academic instruction. president of our company called me. He said Sheila Suro, Role of White House Liaison The opportunity to find common ground a huge storm damaged our Atlantic City between “left field” and analytical thinkers The simulation taught me much. During office and that we would have to handle defines education principles both for a crisis, leaders emerge. Do not worry their payroll in other branches. I was so students and educators. about stepping on others’ toes; do what is into the simulation, I had no idea there necessary to solve the problems. If there I learned about effective management and was this storm coming. I thought perhaps is no action plan, think about the facts leadership by having to open my mind, Dr. Rutigliano had set me up with him, and create an action plan, assign roles think on my feet, consider all points of calling me with this problem! Wrong. After and request updates. Keep in mind the view, make concessions, uncomfortably I realized this was real, I got right to work importance of stepping back at several compromise, put aside ego, know when to with not only the payroll issue but the other points and rethinking the strategy. Elements, speak up, when to keep quiet, and how to things needed to keep the company running facts and situations change constantly, actively listen. Nothing brought more real- and helping the people at that office get and maybe the strategy that originally world insight into the Competing Values back on their feet. I was practicing what I was designed is not effective anymore. Framework than this simulation. Each had just learned! Foster communication between the people, student could recognize the strengths and This simulation was fun and exhausting, teams and agencies involved. Be aware of weaknesses within themselves and each and a huge confidence booster for me. It how peoples’ weaknesses and strengths other, between and within teams, and see was a life changer: Do not dwell on the can jeopardize the outcome of a crisis. Be the value of each role in the event’s problem, find the solution. committed, dedicated, trustworthy and resolution. The opportunity to apply this honest. When you are not sure on how knowledge to situations at home and at Lisa Green, Roles of Co-CEO of to proceed, look for guidance. Recognize work is invaluable. Momentous Hospitality Hotels and when it is time to step down and let others Hospital Spokesperson lead. Take risks and be prepared to face Jose Grullon, Role of Hotel General the consequences. Do not let what others Manager I have the unique perspective and privilege may think about you stop you from making of having experienced the simulation twice. From this, I took with me one important decisions, taking risks, digging deeper, Having different roles in each simulation point that will serve me for the rest of my thinking differently or doing what is right. was an incredibly eye-opening experience. personal and business life: self-confidence. As co-CEO of the hotel chain, I had to Prior to this experience, my confidence

suny empire state college • all about mentoring • issue 43 • summer 2013 99 levels were very unstable. At the beginning experience. When the simulation concluded, leadership and teamwork, marketing, of the simulation, I relied on others I experienced the natural “let down” that strategy, supply chain, change management, instead of being a leader myself. I was often follows an intense experience. We venture capital, entrepreneurship, economics very quiet and almost passive. Then I was were all exhausted – myself included. This and pricing, and statistics. encouraged to step out and speak up. This hampered my ability to guide the students Harvard has “The Tip of the Iceberg” helped me tremendously. During and after in an immediate debrief, something that simulation that focuses on how international the simulation, I realized that I could be many of the students later recommended be team members work together in a project. myself even more. I could develop my incorporated in future simulations. Harvard also utilizes “Everest,” a well- own ideas and believe that I am capable I also fell into a common trap of comparing known simulation that focuses on leadership of making decisions, even if the byproduct one experience with another. The first and teamwork in a life-threatening is not popular or causes me to be disliked. simulation experience in the summer of mountain climb. Wharton Learning Lab’s I realized that one thing I have always 2011 unconsciously became the “silver “Tragedy of the Tuna” is a simulation that been afraid of is making mistakes. Losing, box” – the standard. When the simulation puts students in a situation where they have making mistakes, and not being well in 2012 unfolded very differently and to learn to balance short-term profitability accepted by my peers were my blatant fears seemed to generate less engagement initially, with long-term sustainability. In Stanford’s during the simulation. However, I learned I immediately jumped to the conclusion “Venture Capital Game,” students act as not to be scared; take action instead. that something was “wrong.” My emotions either entrepreneurs or venture capitalists *** swirled. I spent the first half-dozen hours and work to acquire maximum equity in wanting to remake the simulation as it was exchange for cash. Simply put, “Expect the Unexpected” going along, change people out of roles in was the richest, most exhilarating and While not every course can or should which they were ineffective and basically do most exhausting experience of my faculty have a simulation, what I learned is this: my best to control the outcome. Fortunately, career! It caused me to “dig deep” (as I tell students want more from online learning as I was frantically scribbling notes about my students) within myself for creativity, than discussion forums, individual and what to do next, I caught myself before confidence and energy. It caused me to risk, team assignments and grades. They want to falling into other common traps: making to step outside my own comfort zone and to hear from experts. They want to be taken assumptions, letting emotions rule and be vulnerable. It demanded my best. out of their comfort zones, they want to acting without sufficient information. In a be challenged in atypical ways, and they This experience affirmed the value of paradoxical way, I was experiencing what want faculty who create unique learning “outside the box” learning experiences. I the students were experiencing! I realized experiences for and with them. They want experienced what I often teach: a group then that nothing was “wrong” and that the us to do what we ask of them: take risks, try of strangers can quickly become a high- “silver box” I had conjured up in my mind new things and “mine the gold.” Simply put, performing team when the mission is clear, was the problem. they want our best. when everyone is valued for who they The students’ feedback following the are and what they bring to the team, and Whether we create our own or utilize simulation was meaningful and inspiring. when synergy is fueled with passion. The someone else’s simulations, I believe Ways to improve the learning experience simulation design team literally took a these can be another powerful tool to included shortening the length, providing mustard-seed of an idea and grew it into a accomplishing the most important aspect more information in the set-up with full-blown production in less than a month. of our mission: being student-centered and clear expectations for participation, and Given I was in my first year at the college providing innovative, alternative and flexible conducting the simulation on a weekend. and largely unknown, I am especially approaches to higher education. There also were ideas of conducting the grateful to those who worked with me to simulation in a residency format, with some If anyone is interested in developing a bring this vision into reality. students volunteering to help. I am applying simulation for work they are doing with As the simulation unfolded, I came face- many of these ideas to a redesign of the students, I would be most happy to consult. to-face with many of the same issues the simulation for upcoming courses. Please contact me. simulation was designed to prompt for the The richness of the simulation as a learning students. First, was my own reluctance to References tool has prompted me to consider in what “let go.” I had ideas about what and how other courses and with what other topics George, B. (2009). 7 lessons for leading in the students would learn, and when things simulations could be valuable at Empire crisis. San Francisco, CA: Jossey-Bass. seemed amiss, I wanted to intervene. I State College. There are many off-the- also had to face the displeasure of several Wunderlin Company. (n.d.). Using shelf simulations that can be purchased students at various times when their simulations as a learning tool [Web or obtained via open learning. They can frustration levels skyrocketed and they log post]. Retrieved from http://www. be broadly categorized in the business wanted to quit. Fortunately, they worked wunderlin.com/blog/2007/10/16/using- arena based on the learning emphasis: through those feelings and all ended up simulations-as-a-learning-tool/ communication, finance, sustainability, being major contributors to the learning

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Second Chances: Our Empire State College Experience New Mentor Reflections

Dov Fischer, Debra Kram-Fernandez and Troy Jones, Metropolitan Center

Alan Mandell suggested that we share some college was located in midtown, and my During the subsequent in-person interview, of our reflections on our first months as curiosity was piqued when I saw the “SUNY I gave a one-hour presentation about how Empire State College mentors. In meeting Empire State College” banner. “What to understand The Ford Motors Company’s to consider this request, we reminisced was SUNY doing in CUNY territory?” financial statements. I had customized the about our experiences in the first term. The I wondered. Over a number of years, I presentation for a hypothetical group of theme that seemed to thread our individual learned more about the college’s mission nontraditional students by highlighting key experiences together was that of Empire and periodically browsed its job site. I also concepts while allowing students (proxied State College being a place of second chanced upon its charming Saratoga Springs by the interviewing faculty) to share their chances. We identified second chances for offices during a vacation trip in upstate own knowledge and observations on the students, as well as for mentors who are New York. company and its finances. The unit’s faculty embarking on a new career in academia coordinator later told me that my efforts Shortly after the vacation in Saratoga or a continued career in academia but in to tailor the presentation to our target Springs, I noticed that the college was a refreshing and new environment. We students made a favorable impression on the looking to fill a Business, Management recognized that Empire State College committee. On the receiving end, in addition & Economics faculty position in Staten supports students in their second, third and to learning more about the college’s mission, Island. The college apparently self-selects sometimes, more attempts to complete a I began to imbibe a new vocabulary with faculty who think outside of their narrow degree, and supports them as they confront terms such as mentor, study group, center, disciplines. In the case of my academic area obstacles during their time with us. What unit, etc. (accounting), faculty tend to look at job emerged through our conversation were the sites and advertisements that specifically The pleasures of teaching and mentoring following three perspectives. seek our narrow concentration and at the college are similar to those at even sub-concentration. It took some other colleges but are more frequent and “nontraditional” thinking on my part to intense. I admit to relishing the immediate even consider an ad for the broader area of gratification of calling a new mentee to Business, Management and Economics. answer questions and help design an initial course of study. Having spent a few months The college’s core values became evident as a financial-products salesperson in the even before the beginning of my phone mid-’90s, I find that calling new mentees interview. I mistakenly thought that the has some of the thrill of cold-calling a phone interview was scheduled for noon prospective insurance or mutual-fund client; rather than the agreed-upon time of 11 a.m. only here, I stand behind a much more As I prepared to dial into the conference solid product! call at noon, I noticed that the interview was actually scheduled for an hour earlier. I As can be expected, there is a learning called in, fully expecting that a ruined first curve in adapting to a new and unique impression would eliminate my prospects. environment. In reflecting on what went To my surprise and gratification, the right and what went wrong in my first term, Dov Fischer interview went forward as planned. Not one lesson is the importance of structure only that, but the associate dean specifically within study groups. I learned that students asked me not to let the incident cloud my at the college desire more, rather than less, poise and performance during the phone structure within studies compared with Dov Fischer interview. As a believer in second and third students at other colleges at which I’ve I first became interested in Empire State chances, I was impressed by the sensitivity taught. In my opinion, the relative lack of College several years ago during a walk and consideration shown by her and others structure within the degree planning process in midtown Manhattan. At the time, the on the phone interview. creates students’ thirst for such structure in

suny empire state college • all about mentoring • issue 43 • summer 2013 101 their Empire State College studies. I learned a 20-minute drive from my home in Boro this the hard way when, in a study group, Park, Brooklyn, the geographic distance students rose in protest after I provided underlies the distance in the tempo of life. critical feedback on the style and originality Unfortunately, this resort-like way of life of their presentations. They claimed that the along Seaview Avenue and the boardwalk learning contract specified only the required along Father Capodanno Boulevard has content of presentations with no specific ended for now. Three weeks after the storm, requirement of style and originality. Besides we visited the unit to retrieve materials from being more specific in future learning our offices and found Father Capodanno contracts, I also have learned to provide Boulevard filled with vehicles from FEMA, feedback in a more discreet manner. At the police and even the Marine Corps. It any rate, I was impressed that students felt seemed like the residents of Staten Island, confident enough to voice their complaints many of whom serve as or are connected to openly rather than to grumble behind first responders, were experiencing a repeat my back. of 9/11 on a smaller scale. It is ironic that Debra Kram-Fernandez As a markedly positive experience, I took one of the notable offerings of our unit is advantage of the flexibility in designing my emergency management. studies and in choosing texts to successfully In what felt like my first week of mentoring In the remaining six weeks of the fall 2012 engage students. Typically, college texts in (I might have been here a couple of weeks term, we held our group meetings in New business and economics take areas about but I felt just-born), I sat with the first Dorp High School, approximately two which students are naturally curious, only of many new students I would have the miles from our unit’s location. In addition to disappoint by addressing topics in overly opportunity to mentor in Community and to the limited face-to-face meetings at the “academic” and abstract ways. To some Human Services. This was a woman, a high school, the online ANGEL teaching extent, this is the nature of the curriculum mother, a person with a long work history portal made it possible for students to in those areas and cannot be helped. My and a person with very few transcript communicate and submit the work necessary approach to one of my studies, Business credits. She was bubbly, excited, reported to to complete the term. Law, has been to assign two relatively be a bit nervous and somewhat vague about inexpensive texts. The first is an abridged Many of our students’ lives were severely what she hoped to accomplish through version of the traditional text and the disrupted, and some even lost their homes. her studies at Empire State College. We second is a more popular book on the topic. The silver lining behind the disaster is that explored a bit further and out came the Thus, we supplemented the “academic” the response to this crisis demonstrated dream: “I always wanted to. …” Without Business Law by Emerson (Barrons, 2009, the college’s flexibility in coping with giving it a lot of thought, I responded 5th ed.) with Everybody’s Guide to the Law unexpected challenges. The Metropolitan practically and wondered if she had planned by Wilkinson and Belli (Collins, 2003, 2nd Center office on Hudson Street in to complete her bachelor’s degree and go on ed.). While students were lukewarm to the Manhattan has provided temporary office for a master’s in social work. Suddenly, and traditional Business Law topics and style, space to the displaced Staten Island faculty. without warning, she burst into tears, but they raved about the Everybody book, The shared experiences of dislocation the smile never left her face. She disclosed which covered topics such as law relating by the faculty and staff from the unit that she had always fantasized about to pets. Based on this positive experience, have prompted me to connect in a more completing her degree and continuing on for I plan to use the same approach in my meaningful way with colleagues from both a MSW, but never dared to say it out loud. upcoming Macroeconomics study. the Staten Island Unit and the other units of She stated that she was so glad that I had, the Metropolitan Center. These experiences, and that she loved the way that sounded – Halfway into the term, Hurricane Sandy not forgotten, have been very important to her name and MSW in the same sentence. took a devastating toll on the unit’s home becoming a mentor. It became apparent to me that while much and on the surrounding communities. The had been said about the fact that many of Staten Island Unit occupies a two-story Postscript: Our Staten Island building our students come with a great deal of life office building situated a half-mile from reopened on February 25, 2013. Although experience, it was important to recognize the beach. As a New Yorker who lives in the building is still undergoing repairs, that much of that “life experience” was not Brooklyn and often visits Manhattan, Staten faculty and students are excited to be back. easy; in fact, many of our older students Island is a rustic experience and distinctly We even held a well-attended orientation have experienced numerous life challenges, separate from the rest of the city. One of session on the day we reopened. and showing up and coming through our the more notable memories of a visit to our Debra Kram-Fernandez doors is not merely a decision to pursue unit before Sandy was the sight of turkey a degree, but a testament to their strong hens crossing Seaview Avenue with their Again and again and again, I think that I’ll resilience, buoyancy and hope for the future. chicks in tow. Although the unit was only break but I mend. – Unknown

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My background, in a nutshell, is in mental bipolar disorder and herself a survivor of perspective on my work with students. health (working with adults with serious the disorder, echoes this sentiment, stating Empire State College has afforded me mental illness), trauma, and child and that she had to make sure her status as a a second chance to evaluate my role in family welfare. Most recently, I had the doctor and a professional were secured the academy. opportunity to lead the family foster care before going public. Even in a few short I’ll start with the disclaimer stating that department of a large social service agency months at Empire State College, students I’m not ranking the two experiences as to to “Sanctuary Certification.” What that have disclosed many adverse experiences to which one was better or worse; I’m merely means is that a governing body found our me from trauma, psychiatric hospitalizations practice to be trauma-informed and meeting and substance abuse, to name a few. Many the standards of excellence in practicing of our students are parenting children with the Sanctuary model (Bloom, 1997). This severe special needs. This is probably not was important because one can presume much different than any population of that anyone approaching a social service people, but what seems to be unique about agency for help has encountered an adverse the mentor-mentee relationship is that there or traumatic experience. People come for is a mutual understanding that rather than help when the methods they were able to being an obstacle, these life experiences can employ for coping are not holding up so drive academic success: they can fuel second well. People, who have experienced trauma, chances. Students quickly learn that this is a need to be able to utilize the services that are special place where they will not be judged offered to them. In the same way that the by faculty, staff or peers; where others have Americans with Disabilities Act ensures that experienced challenges that were obstacles all public buildings are accessible to people to obtaining an education; and that with who have a disability (Harris & Fallot, planning, dedication and support, an 2001), a trauma-informed agency makes academic degree is, for most, a very real and Troy Jones its program accessible to individuals who attainable possibility. have experienced trauma. Many schools for contrasting how vastly different each children and adolescents are working within References experience was and how this has broadened or toward Sanctuary Certification and Bloom, S. L. (1997). Creating sanctuary: my perspective of higher education. My very other trauma-informed practices. In reality, Toward the evolution of sane societies. first taste of the different flavor that Empire everyone has experienced some adverse New York, NY: Routledge. State College provides occurred just shortly experience in life before they come through after I accepted the position. I was contacted our Empire State College doors, and what Deegan, P. A. (2007). Interview with Pat by the Staten Island unit coordinator to I like and respect about this institution is Deegan on mental illness and education. inquire about which study groups I wanted the effort that is made to make education Retrieved from http://www.youtube. to teach and on which days I’d like to offer accessible to a wide range of people. This is com/watch?v=DVlhfuKDjYE them. I had been accustomed to receiving in line with the social work code of ethics Harris, M., & Fallot, R. D. (Eds.). (2001). comparable emails from my department and with being trauma-informed, and it Using trauma theory to design service chair, but these were not inquiries; instead is quite simply the right thing to do. Any systems: New directions for mental they detailed which courses I would teach effective learning environment, whether health services, no. 89. San Francisco, and on which days I would teach them. This formally or informally, will strive to be CA: Jossey Bass. experience was simply a sneak peek into the trauma-informed, in order to create a safe, world of autonomy (with accountability) socially responsible environment conducive Redfield Jamison, K. (1995). An unquiet that is offered by Empire State College to to learning and growing. mind. New York, NY: Random House. both students and faculty. Patricia Deegan (2007), who is a survivor Troy Jones As I discovered more about the inner of the mental health system and works workings of the college, I was awed by its tirelessly to affect positive changes in that This position at Empire State College is my individualized nature and by the way in system, has a YouTube video in which she second position in higher education and which students respond to and are served talks about her own struggles with mental provides me with a contrasting perspective by the college. I was aware that the college illness and how they might have interfered of life in the academy. I now have a new primarily served nontraditional students, with her school experiences. She states that outlook on my role in higher education which excited me since, before the fall of she would never have disclosed having a and a reference point to which to compare 2012, I had primarily worked with the mental illness to anyone associated with my experiences in teaching, scholarly traditional 18-to-24-year-old students. her doctoral program for fear this would pursuit and academic service. Since Empire My previous institution had an online jeopardize her standing. Kay Redfield State College is vastly different from my program with comparable students to those Jamison (1995), a renowned scholar on previous institution, I now have a different enrolled at Empire State College; however,

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I never met or had any kind of significant to discover students’ professional goals I’ve also learned that Empire State College interaction with them. Empire State College and help them map out a pathway to serves as a second chance for many of our was my opportunity to finally meet the reach them. students. I’m always amazed at orientation type of students whom I had been teaching when the students introduce themselves. The ownership of their learning that the online. It was at this point that I discovered Nearly all of them are coming back to students have is mirrored in the ownership I that this college opened new doors for college after being unsuccessful at or am now able to experience in the context of our student population, as well as for disillusioned by another institution. Empire my own career. As a former schoolteacher, the faculty. State College provides them with a second I’ve always prided myself as a student- opportunity to pursue higher education, take Once I began to interact with the new centered educator. I really misunderstood ownership of their learning and experience students, I realized that mentoring is very this concept to be a lot of fun and cute success. Having just completed educational different from advising. My experience activities as a vehicle for learning. Empire planning with my first mentee, I feel the had been meeting with students, reviewing State College has helped me to realize that nervous excitement whenever we speak. transcripts, reviewing courses that needed to student-centered education means that the Empire State College also is serving as the be completed, providing them with forms to student is at the center of the educational second university of this student, and I am apply for graduation and sending them on process. Our students have the power to sometimes struck by our similar experiences. their way. Having the opportunity to sit and determine their degree plan and inform She was able to design and complete her talk with students about their career plans the faculty of their needs instead of the own degree plan, and I am now able to and goals was an experience that made me faculty informing them of what they need design study groups and individual learning realize the true purpose of higher education. to graduate. I’m always most excited when contracts that reflect my interests and the I found it invigorating to empower students students register for independent studies and needs of my students. This college has truly to take control of their own education ask me what they have to do to complete offered second chances on a variety of levels. and learning. The students come with very the study. I enjoy their expressions when I I look forward to all of the wonders that different backgrounds and have distinct ask them what they’d like to do. Designing are ahead as I continue my journey through educational and career goals. It is powerful the study together goes to the foundation Empire State College. of Empire State College and our philosophy of learning.

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Bridging the Digital Divide

Silvia Chelala, Long Island Center and Center for International Programs

What follows is an edited version of Silvia SUNY Empire State College’s dedicated Chelala’s keynote address given at the faculty and staff use innovative, Conference on Information-Communication alternative, and flexible approaches to Technologies in Linguistics, Foreign higher education that transform people Language Teaching and Cross-cultural and communities by providing rigorous Communication in Moscow on 07 June programs that connect individuals’ 2012. This conference was sponsored by unique and diverse lives to their The Ministry of Education and Science personal learning goals. (SUNY Empire of the Russian Federation, The Scientific- State College, n.d., para.1) Methodological Council on Foreign According to our current administration, Languages, The National Association of the college’s current work is now redefining Applied Linguistics (NAAL), the Faculty and repositioning Empire State College as of Foreign Languages and Area Studies of an “open university.” This shift is being Moscow State University, The Center for accomplished through the following steps: Distance Education and the Department of Silvia Chelala Linguistics and Information Technologies. • improving the mentor/learner experiences through emerging technologies, With such a geographically widespread Good morning, colleagues: institution like ours, there are many • making full use of students’ previous challenges to supporting faculty and I bring you warm regards from your learning experiences, students in the use of technology. Therefore, American colleagues at SUNY Empire • increasing student access to all kinds of I will first talk about the work with and for State College. As you know, we have available resources, students that are directly tied to the first been participating in these great meetings four steps delineated by our administration since the first conference. My colleague in • developing the best strategies that and noted earlier as a way to achieve the our School for Graduate Studies, Eileen match learner’s needs and goals, ideal of “open university,” and then I will O’Connor, has been doing research on • participating in the wider discussions devote myself to the institutional support “Second Life” within the context of teaching of open education’s possibilities (Benke, for faculty. science. She has made presentations at Davis, & Travers, 2012). previous meetings. I have been working on Courses and programs at the college are blended courses in introductory Spanish, I will discuss these “steps” in this address. delivered in several ways: face-to-face in also sharing with you my experiences along (I also am happy to discuss these issues a traditional classroom, individually with the way. Now it is my goal to tell you in greater depth with anyone after a mentor in a tutorial situation, in small what my institution as a whole is doing my presentation.) groups or seminars, and on the Web. (As to enhance teaching and learning through you will recognize, in all forms, technology Empire State College is a distributive the use of technology. I also would like to is used.) In some programs, there are organization; that is, it provides instruction invite you to consider the “open” education residencies, which means that students through 35 locations in New York State and movement, which is now percolating in meet intensively with faculty for a few days abroad, as well as online, reaching students different parts of the world. and then work via the Web for the rest from the USA, Europe, North and Central of the term – a form of blended learning. Empire State College has been considered America, the Middle East and China. Electronic mail is the most common form a nontraditional and experimenting Empire State College has over 18,600 of communication when at a distance. institution since its inception in 1972. It has undergraduate students (average age of 36) In addition to email, most courses use been learner-focused and thus an “open” and one thousand two hundred (1,200) resources on the Web such as YouTube institution to innovation. Its mission as graduate students (average age of 40). About (e.g. TED Talks), as well as textbooks and currently stated is as follows: one-third of our students are male and materials available through our online almost two thirds are female (SUNY Empire library. There are language tutorials and State College, 2013). math supports on our college website.

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Students use programs that help them within 24-48 hours, as well as live through I now want to discuss aspects of our articulate their choices in their curricula the “Ask a Librarian” chat feature (during college’s plan to achieve the goals of (what we refer to as “degree programs”), business hours). There are titles of new being an “open university.” In addition to upload information to be evaluated and find publications, as well as lists of books that providing help in the use of technology (the out about offerings around the college, as can be researched by keywords or concepts. Help Desk that I mentioned earlier), there well as at their home center. Students in any Learners can consult databases, journal are others resources: faculty instructional part of the college can work with faculty abstracts, and even download full text technologists (FITs), the Center for at a distance if there is no expert faculty at articles. The e-book section is particularly Mentoring and Learning, and publications their site. useful for our students in overseas programs, shared through the college’s website. as books are so expensive to buy and ship Technology is of the utmost importance at FITs are usually graduates from doctoral from the United States to other countries. our college because we are so dispersed. programs in education who have special My colleagues in Prague routinely steer However, this move to a reliance on “new” training in the use of technology. They have students to the online library. technologies is not easy for all students. been deployed to the regional centers and They need quite a bit of training themselves, Another way of enhancing student learning provide useful information to everyone as well as opportunities to ask for help. The is through the platform Moodle and an through a blog on a college site called “The college has a “Help Desk” staffed by our application called Mahara. Moodle will Commons” (open source systems, use of own professionals who answer questions soon be the learning management system for tablets and other mobile devices and new from faculty and students every day, even on all Empire State College online studies. It developments). Faculty and FITs collaborate weekends. Although we have students of all is a platform designed with a constructivist in the development of courses incorporating ages, a recent study from the International approach, which means that faculty and the new technology tools available to us. Journal of Mobile and Blended Learning students can collaborate on a series of They provide ongoing advice and problem- (Kukulska-Hulme et al., 2011) found that tasks integral to the course offerings. Aside solving assistance. They are invaluable to all an increasing number of so-called “mature” from having the regular features (small of us who are learning new ways to interact students are using mobile devices for formal class discussions, peer evaluation of work, with each other and with our students. and informal learning and communication. lectures, quizzes, exams), this platform Empire State College, through its Center In addition, student interactions with online also gives faculty the option of assigning for Mentoring and Learning, also provides learning are being improved every day. For different leadership roles to students. These ongoing training and opportunities for example, our foreign language courses have roles can change from class to class. Moodle discussion. These exchanges usually had been experimenting with voice streaming; also works well with a companion program been provided when, once or twice a year, that is, students can record their speech so called Mahara, which the college is using to there were face-to-face meetings of the entire faculty can evaluate their pronunciation. help students construct electronic portfolios college. Now, the Center for Mentoring and These recordings are kept and the students (e-portfolios). In these e-portfolios, students Learning has its own website, which offers can listen to their own progress. This feature will be able to store their resumes and much information for new mentors and is particularly valuable for foreign language samples of work, as well as art that can about different groups that wish to connect courses at a distance, even though there are then be shared with other classmates, with each other. opportunities for synchronous sessions. faculty, graduate programs; it also acts as a repository of information for employment Aside from postings at the site, the college Two other challenges for institutions like situations. Right now, the Master of Arts now conducts a series of webinars to ours are science labs and library facilities. in Teaching program uses the e-portfolio provide for new knowledge. For example, Faculty use simulations for science courses to assess overall student competency last year, Dr. Bakary Diallo gave a lecture and tests, as well as other technical in all aspects during the program and from Nairobi, Kenya, on how using innovations to deliver such courses without before graduation. resources from the African continent and physical laboratories. However, the library around the world, the African Virtual is one of the most popular resources. As the The college also has been working on University has created an institution using library is online, all students have access to expanding communication with current and three main languages (French, English it no matter where they are and at what time prospective students through smartphone and Portuguese) that can provide African they need to find information. This feature applications and connecting prospective countries with learning opportunities is of great importance in our overseas students with pre-enrollment advisors. relevant to the creation of a well-educated programs, as time differences are an obstacle We also are involved in encouraging the labor force. We then heard Dr. Stephen to some exchanges with mainland USA. use of our website, social media, video Brookfield of the University of St. Thomas The online library has databases of different and mobile technology to promote faculty in Minneapolis, Minnesota talk about kinds that students can access. There are and professional accomplishments and what it means to educate our students to e-books, self-paced tutorials on identifying student success. be “critical thinkers” and its relevance research topics and how to organize material today. Another webinar series that has been for papers and monographs. Librarians running for the whole academic year is are available to answer student questions

suny empire state college • all about mentoring • issue 43 • summer 2013 106 on formative evaluation (in essence, how and to support faculty and students in their the basis for coordination and cooperation. can we provide constructive and ongoing use. In important ways, this connects us One hundred and twenty-seven institutions feedback to our students). Overall, faculty to a larger “open educational resources” participated in this gathering. from around the college have shared their movement that is bringing great changes According to the United Nations work and thus continue a productive to our world and to higher education. But, Educational, Scientific and Cultural conversation across the centers and different in addition to the incredible opportunities Organization, “Open Educational Resources locations, and that, too, have connected such an “open” system offers, it also throws are teaching, learning or research materials us with students and educators around into question some practices that we have that are in the public domain or released the world. considered “unchangeable.” If students can with an intellectual property license join Stanford University graduate students Librarians and faculty have invested time that allows for free use, adaptation, and in a course in Artificial Intelligence without and resources in teaching colleagues about distribution” (UNESCO, 2012, para. 2). having to pay Stanford tuition, then what time-saving programs. For example, there Usually these new trends tend to favor rich, institution benefits? The Massachusetts is a program called RefWorks, which helps developed countries, but this movement can Institute of Technology has been posting with citations. With this tool, you can enter enrich institutions in the developing world its syllabi on the Web for some years. I citations manually or import information where the need for highly trained workers have made use of them to gather ideas from library databases and e-book catalogs, may not be able to be achieved through and new bibliographies. Imagine: in just as well as text files. RefWorks allows you traditional universities; the institutions two weeks, the enrollment in the Stanford to bookmark and share a folder, and tie could follow the path that I earlier described course was 68,000 students! Even Non- it to a course or Web page. Faculty teach of the African Open University in which enrolled students can participate in courses each other to use such resources as Google education is provided through different like this. Empire State College and all those Docs. These are opportunities for students institutions with a common content but institutions that identify, recognize and and their teachers to share documents in different languages. I think it is in this accredit informal and alternative college- synchronously and asynchronously. Students same spirit of innovation and responsiveness level learning can, perhaps, serve these can literally “see” the changes that their that at Empire State College, a committee students by finding ways to evaluate and instructor or peer tutor make to the text, thus accredit what they have learned. indicating where better wording or better grammar is appropriate. The excitement is in the air. For example, The excitement is Alt-Ed, an online publication devoted to I want to speak briefly on another aspect documenting significant initiatives related in the air. of Empire State College that, as the title to massive open online courses (MOOCs), of this talk mentions, “bridges” one of the published an article on March 20, 2012 “divides.” Along with the fact that there titled, “The Stanford Education Experiment is looking at Moodle and Mahara as are more and more institutions developing Could Change Higher Education Forever” tools that can give us new “open” in the United States and around the world, (Leckart, 2012). However, the revolution educational opportunities. we recognize that learning accomplished is still evolving. Not all institutions offer in nontraditional ways (outside of the Critical thinking is of prime importance in the same services for the same course. In classroom in workshops, work-related these environments, as students and other 2012, The Chronicle of Higher Education training, private reading, professional participants have to make decisions about compared six institutions teaching activities) is worth college credit if a faculty the authenticity and validity of material Introduction to Economics, Principles can assess it and equate it to college-level that is free and online (Mackey, 2011). of Microeconomics, Microeconomics: learning. The college has been engaged Cross-cultural experiences are very much An Introduction and Principles of in prior learning assessment since the part of our work. Faculty teach in different Microeconomics and found that some offer institution’s start, as many of our students programs and in different countries. Using recorded lectures, some have interaction have been returning adults continuing on new technologies, we can increase our with other students, some provide options to to graduate school or aiming for the work students’ learning in a globalized world take quizzes and tests, all give readings and promotion they so eagerly desired. One of that is shrinking (B. Chandra, personal assignments, but most do not offer contact our promises is that students should not communication, 15 May 2012). This offers with professors (Mangan, 2012). have to re-take courses relevant to their us another kind of “bridging” that is a current academic plans that they completed Empire State College, which is part of a necessity today. at other institutions. Many students take larger State University of New York system, I invite you to think about these issues and advantage of prior learning assessment and has joined a consortium of institutions in to take time in these few days together to of the college’s flexible transfer policy.. Canada, Britain, Australia and the United talk about them. It has been a pleasure to States. A similar consortium in Europe, As an innovative institution, Empire State speak with you today. Thank you so much backed by the Commonwealth of Learning College has tried to provide access to a for listening. (COL) and UNESCO, sent representatives to wide range of open educational resources a meeting in Cambridge, England to discuss

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References Leckart, S. (2012, May 3). The Stanford SUNY Empire State College. (n.d.). College education experiment could change mission. Retrieved from http://www.esc. Benke, M., Davis, A., & Travers, N. L. higher learning forever. Retrieved from edu/about-esc/college-mission/ (2012). SUNY Empire State College: http://alternative-educate.blogspot. SUNY Empire State College. (2013). Fact A game changer in open learning. In com/2012/05/stanford-education- book 2011-12 (11th ed.). Saratoga D. G. Oblinger (Ed.), Game changers: experiment-could.html Education and information technologies Springs, NY: SUNY Empire State (pp. 145-157). Retrieved from Mackey, T. (2011). Transparency as College Print Shop. a catalyst for interaction and http://net.educause.edu/ir/library/pdf/ UNESCO. (2012). Open educational participation in open learning pub7203.pdf resources. Retrieved from http://www. environments. Retrieved from http:// unesco.org/new/en/ communication- Kukulska-Hulme, A., Pettit, J., Bradley, firstmonday.org/htbin/cgiwrap/ and-information/access-to-knowledge/ L., Carvalho, A. A., Herrington, A., bin/ojs/index.php/fm/article/ open-educational-resources/ Kennedy, D. M., & Walker, A. (2011). viewArticle/3333/3070 Mature students using mobile devices in life and learning. International Journal Mangan, K. (2012, April 29). Open-access of Mobile and Blended Learning, 3(1), courses: How they compare. Retrieved pp. 18-52. from http://chronicle.com/article/Open- Access-Course-How-They/131677/

“This suggests something else about an educational institution that values student-centered learning: that educators continually seek to learn more about teaching and learning itself by reflecting on their experiences working with students. This entails, once again, maintaining open-mindedness about the ways that teaching-learning might occur. But, since teaching-learning is an integral aspect and a core assumption of education, this also suggests that a college’s open-mindedness translates into another quality I would call reflexivity: Educators simultaneously treat their deepest assumptions about education – for example, what “teaching-learning” means or how it occurs – as open questions in and of themselves, not as immutable givens. And, they adopt this reflexive stance not only when they are safely isolated from students (e.g., as a purely research question), but also when – especially when – they are working with students.”

– Eric Ball, “Some Qualities of a Learner-Centered Educational Institution” All About Mentoring, 30, winter 2006, p. 40

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A Tale of Cloud Collaboration

Kjrsten Keane and Miriam Russell, Center for Distance Learning

A Center for Distance Learning student picks up his cell phone and begins to dictate an assignment. Recording content verbally is a standard practice, as he is disabled with spastic cerebral palsy. The student understands most of the requirements of the assignment, which he has previously discussed with his mentor over the phone. This is his rationale essay, an essential part of CDL’s online Planning and Finalizing the Degree course, and the cornerstone of his associate degree. Using his Samsung Galaxy Android phone, he creates the recording and uploads the content to his Google Drive application where he will be able to edit within the program. Though he also can upload his audio file to his netbook computer’s word processor directly, the Google app is key for this assignment, as he plans to share it with his mentor and writing coach via the Cloud.1

Miriam Russell (left) and Kjrsten Keane Miriam Russell: A spiral of events led us to Cloud Computing after the student M .R .: The student’s ongoing desire to K K. :. Navigating the hurdle to connect with requested extra help writing his essay. As talk with us personally prompted him to each other in a more seamless way, Miriam his writing coach, it was my role to assist suggest trying the Google Voice feature of and I discovered that the writing challenge him in the creation of his rationale essay in the Google suite, in accompaniment with in our scenario was actually “transactional consultation with his mentor. The student Google Docs (recently renamed Google distance.” Moore (2007) defined and I began with a landline call. It soon Drive). I was only somewhat familiar with transactional distance as the psychological became evident that communicating via Google applications, but I did have a Gmail and communication space between learners landline and cell phone due to his speech account that allowed me to explore the and instructors. Transactional distance impairment was time-consuming. We sought features he discussed. Soon I was wearing is relative and different for each person, an improved mode of communication, earphones with a mic plugged into my meaning that some learners are more working to identify the best technology that computer. While on my inbox page, the comfortable with distance than others, and would enable him to create and revise his student would call me to talk. I was struck that distance can take many forms (large text. First, he suggested using the Facebook by how much more intelligible his speech lecture vs. small seminar, online vs. face-to- chat mode; however, that solution was quite seemed when transmitted via our computers. face vs. hybrid). inefficient due to his slowness in typing. As a result, I no longer had to ask him to M .R .: Since the beginning of distance Kjrsten Keane: As his mentor, I was aware slow down so I could better understand him, education, there has been a great deal of of the student’s need to connect frequently and thus we were able to make significant concern on the part of theorists about the to seek clarification and support for his progress in planning our strategy with his psychological and communication space coursework and participation. Despite the essay. Since the Kjrsten closely supervised between learners and instructors. Somehow, inefficiency of our landline and cell phone this essay, we all began to communicate the near presence of a student in the conversations, the student continued to via Cloud calls in order to effectively move instructor’s office was thought to provide request close contact. toward the conclusion of the essay. unequivocal tangible support.

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K .K .: The physical distance between our locate and check the settings frequently to spent joining the conference is reduced collaborative team was apparent from the determine if my mic was properly selected. to seconds, which is especially useful if beginning: we were substantially separated Nevertheless, it seemed Google technology participants live in another state or country. by location (Manhattan and Troy, N.Y. and itself wasn’t always reliably cooperative, Furthermore, the choice of applications Lexington, Va.). The transactional distance so we occasionally resorted to three- in the Google suite includes visual and was less obvious. The writing skills that way phone conversations using cell and auditory communication. the student brought to the table were fairly landlines as back-up. In addition, I learned To increase the strength of the written strong, but they were not revealed until we the importance of officially ending a call rationale in this case, Miriam and I focused were connected on both a visual and verbal in the call window on the Gmail inbox on dialogue – facilitative dialogue, in the level in the Google apps space. screen. Forgetting to disconnect means Moore (2007) spirit – to meet our goals. that students can still hear after you have M R. :. Right! His seemingly basic errors Working with dialogue builds student moved on to other conversations! In spite previously masked his true capabilities. autonomy and establishes more learner of these challenges, we are enthusiastically During our voice/text conferences, as we control. The role of the instructor can advocating use of the Cloud to close the reviewed my comments and highlights, it thus truly evolve into one of guide vs. sage transactional distance gap. was easy for him to identify the correct (Mezirow, 1991). spellings or to revise his sentence structure In the process of learning how to use the Our ability to couple the auditory with in the case of fragments or run-on sentences. technologies of Cloud collaboration via the visual is vital in encouraging student Because his typing was labor-intensive, I Google Docs with a disabled student, it autonomy because the tone used by the felt justified in allowing him to dictate his became clear that the same process is highly instructor is key. Ghosh (2011) noted: “The revisions to me. Taking his dictation, it effective as a conferencing and teaching tool rapid distribution of instructor feedback was evident that he was an able creator of for all others who need help with writing through rubrics and Google Voice provides advanced-level writing. The transactional assignments. Presently, we aren’t advocating students with specific and timely comments distance had been breached to the extent that students compose the majority of their and helps decrease student anxiety and that he would transfer his words to the page written assignments via mobile technology, frustration” (Evidence of Effectiveness quickly through my fingers. For those of us as was necessary for this disabled student. section, para. 4). Small talk, combined who are most comfortable with traditional In fact, documents created on a mobile with Socratic questions, works wonders in keyboard functioning, it is rather off-putting device are apt to be replete with spelling building a student’s confidence in editing to imagine our students composing their errors and faulty punctuation. They are skills. As the student and coach/mentor work orally; there may always be a need quite useful, however, to create a draft that focused on specific words or phrases for print editing. However, for students can be checked later in a Word document synchronously or when commenting with neurological impairments, this or in Google Drive prior to submitting a asynchronously, questions like, “Is there student’s approach works best for him until final copy. a word that would work better here?” or something better becomes available. K .K .: In our case, the technology was “Can you expand upon this idea?” are K .K .: According to Moore (2007), the the window we needed into the student’s better than “This is wrong!” or “Change extent of transactional distance is a function writing process and capability. Without the this.” Autonomy is strengthened by avoiding of structure (course design) and dialogue mobile application and the Google Drive those didactic phrases, rather resorting to that can produce autonomous learners. Our collaboration options, we may never have questions such as: “What would happen design challenge was met through Google fully understood the skill set of the student if we turned this sentence around? Do you Docs. The application allowed us all to or assisted in refining the essay to the degree like that better?” Or, “Is there any more we function to meet the learning objectives that we did. can do to improve this paper, or is it ready synchronously and asynchronously in a to submit?” M R. :. We are supporting the use of Cloud supportive online environment. computing with applications such as Google M .R .: In contrast to didactic methods, M R. :. Still, there were technical challenges. Drive as “savers” of documents, not only dialogic methods used in our collaboration Connecting online in this new way was because it automatically saves and tracks enabled the student to find his voice and a steep learning curve for me as a “non- each change every few seconds, but for gain ownership of the words he selected techie.” Google accounts are an obvious the accessibility it offers to individuals and to create the document, thereby achieving necessity; including team participants in groups of people anytime and anywhere the a positive outcome that is essential to his one another’s Google contact lists also was Internet is available. ultimate success in attaining his degree required. While it was easy to download at Empire State College. In a short six K .K .: In addition, we find ourselves Google Voice, at times I was frustrated months, we learned a great deal through increasingly using Cloud collaboration because I couldn’t answer the ring window. this collaborative effort with a disabled to communicate synchronously as well Sometimes the solution was as simple as student. Consequently, most of my coaching as asynchronously with colleagues at a plugging in my earphones or turning them to help students overcome writing problems distance. It compares most favorably with to the “on” indicator. I soon learned to now takes place on the Cloud. After the face-to-face conferencing because the time

suny empire state college • all about mentoring • issue 43 • summer 2013 110 student reviews my comments on his or her their forthcoming book, Globalizing Online: symbol as an abstraction for the document and we connect synchronously Telecollaborations, Internationalization and complex infrastructure it contains in using Google Voice, the experience is Social Justice, quoted Heidegger, who sees system diagrams. Cloud computing exhilarating and the outcomes appear technology as enabling a kind of liberation, entrusts remote services with a user’s much better than they would have been observing, “When we once open ourselves data, software and computation” otherwise. Preliminary results consistently expressly to the essence of technology, we (Wikipedia, 2013, para. 1). The Google support this result. As we continue to find ourselves unexpectedly taken into Drive suite is comprised of productivity collaborate on the Cloud, we expect to find a freeing claim” (pp. 330-331). This is applications, such as file creation and more positive results for teaching, mentoring rapidly becoming a reality for learning storage, housed in the Cloud rather and coaching students along with expanded that challenges us to keep up with our than on an individual computer. applications for collaboration with other students’ usage of technological advances in faculty and mentors. communication and text sharing. References Lastly, working in the Cloud saves time; Interestingly, to date, Datatel shows that Ghosh, U. (2011). Teaching with emotional all documents saved within seconds on the most CDL students report a Gmail address intelligence in online courses. Cloud can be accessed from any location as their primary form of contact. Still more Sloan Consortium. without resorting to hard copies, email may have a Gmail address as a secondary Retrieved from http://sloanconsortium.org/ attachments or saving to a flash drive. It’s a method of communication, as determined effective_practices/teaching-emotional- consolation to busy instructors who may be through mentor-student or instructor- intelligence-science-online-courses moving from home to work and back again, student conversations. Furthermore, the to have the most up-to-date text ready to abundance of active Gmail participation Mezirow, J. (1991). Transformative read and, if needed, to share instantly with allows ease of access to Google applications. dimensions of adult learning. San others on a mobile phone or any computer According to Campus Technology, “50% Francisco, CA: Sage. with Internet access. Learning about the of higher education institutions use Google Moore, M. G. (2007). The handbook of research tool was an amazing revelation. Docs as an app in the Cloud” (O’Hanlon distance education (2nd ed.). Mahwah, Just highlighting material and clicking & Schaffhauser, 2011, p. 28). It’s safe to NJ: Lawrence Erlbaum Associates. “research” instantly gives original sources assume that by 2013, the percentage will as well as additional Web articles on any increase. As the number of students who O’Hanlon, C., & Schaffhauser, D. (2011, given topic! are using Cloud applications rises, we November). Diving into the cloud. are fortunate to have discovered its many Campus Technology, 25(3), 25-31. K K. :. Ultimately, our case study is a story of advantages by working with one of our how a disabled student struggled to find the Tcherepashenets, N., & Lojacono, F. (Eds.). students who happens to be disabled. best way to communicate at a distance with (forthcoming 2013). Globalizing online: his mentor and writing coach. Emerging Telecollaborations, Internationalization Note Cloud technology provided a vehicle for this and social justice. New York, NY and disabled student to gain writing skills and 1 For those who are not familiar with London, UK: Peter Lang. to achieve more confidence and autonomy Cloud Computing, it is best defined Wikipedia. (2013). Cloud computing. while developing a strong relationship with as: “the use of computing resources Retrieved 1/11/13 from http:// his mentors. (hardware and software) that are en.wikipedia.org/wiki/Cloud_computing delivered as a service over a network M .R .: Our CDL colleague, Nataly (typically the Internet). The name Tcherepashenets, and Florence Lojacono comes from the use of a cloud-shaped (forthcoming 2013), in the introduction to

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“Making the Best in a Bad Situation”

Catana Tully

Our colleague, Catana Tully, who for many feet, the plane landed on the sizzling strip The day prior to our departure for years served as a mentor at the Northeast in Belize. The door flung open and hot air Hampton, we moved to a more modest Center and then in International Programs, flooded the cabin. Outside, I could barely lodging run by two Scottish sisters who has recently published a deeply moving breathe in the stinging mid-morning heat. were just about the sweetest old women memoir that traces her incredible path in a Belize smelled of salt, bananas, and tar. I’d ever encountered. They and their staff trilingual German-Guatemalan family and chaperoned the girls while in Kingston. I was told the place had Black people; I her search for identity as a woman of color. Mutti made sure to befriend the sisters, thus just didn’t reckon they’d be everywhere. In Split at the Root: A Memoir of Love reassuring herself that I was in good hands I became painfully self-conscious. Was and Lost Identity (Completion Enterprises, while away from the school. She’s fabulous, something wrong with my beige suit? 2012), Tully’s descriptions of her adopted I often thought of Mutti; the way she talked My hair? My speaking German? I stayed German mother, “Mutti,” her efforts to to people, the way she got everything she close to Mutti, clutching her arm, even learn about her biological parents, and the wanted, the way people who had never squeezing it when someone came too close portrait of her life in Europe as an actress set eyes on her instantly liked her. “How for my liking. “Stell’ Dich nicht so an!” and fashion model, offer us a glimpse of you shout into the forest,” was one of her (Pull yourself together) she’d hiss at me her complex and rich journey. As Carolyn favorite sayings, “the forest responds to you while smiling sweetly and shaking me off. Broadaway, longtime Northeast Center in kind.” She treated everyone with courtesy I noticed how she asked for information, mentor, wrote: “The questions [this book] and humility, and the response was warm, arranged for the luggage to follow us, and explores strike at the heart of all of our friendly, and respectful. when and how she handed out tips. I should lives. How do we frame the persona we have noticed, but didn’t, that she was not In the afternoon, while sipping tea and present to the world? How do we reconcile scared of anyone and no one meant us nibbling cucumber sandwiches on the porch, the self-image we create and defend over a any harm. we watched as the overseas girls began to lifetime with the image we see in the mirror? arrive. By dinner the place was alive with How do we come to love and honor all of Of the two days in Belize I only remember laughter and gaggles of French, Dutch, our mothers, and all of our heritage?” writing to Putzi that it was a frightening and Spanish. We introduced ourselves to place. “Everyone is Black, from the street The excerpt from Split at the Root provided sweeper to the hotel manager. You’d be here, a section entitled “Making the Best in scared too.” a Bad Situation,” is taken from Part One of the memoir. In it, the author (referred to by In Kingston we stayed the first three days her mother as “Mohrle” or “little Moor”) in a hotel that exemplified gracious British then 15, describes her wrenching leave for colonial living. At first I thought we were Jamaica and difficult days in a boarding driving through a park, but the road led us school there – “a place of learning where to a white building that was more impressive order and honor ruled supreme.” than the presidential palace in Guatemala. Flamingos and peacocks paraded freely Thanks to Catana for her willingness to on the manicured lawns in a landscape of share her work with us. palms, giant ferns and waterfalls. There was a swimming pool and several in and outdoor restaurants. The breakfast room was an airy arly in the morning on the day of my buttercup-yellow environment where golden departure, I found an oval box in my canaries chirped in white rattan cages, while shoe. In it was a silver and navy blue E we scooped balls of chilled buttery papaya Parker fountain pen. It was a gift that would from Wedgewood bowls. I was quite aware mark my passage from mischief-maker to of being the only dark guest in the hotel serious student. Mutti and I boarded a busy where the management was White, and two-propeller Viscount and lifted into a the help came in assorted shades of brown cool Guatemala sky, heading northeastward. to ebony. Two hours later, hopping and skipping like an albatross trying to avoid scorching its

suny empire state college • all about mentoring • issue 43 • summer 2013 112 some and I right away liked Sandra from perk for that was being allowed to study like coconut! Muuuutti, the food here is Maracaibo in Venezuela, who also was into the night. Sally, who was Scottish and repugnant! Uagh,” I gagged again for new that term. The next morning, with lived in Kingston, introduced me to the good measure. boxed lunches in hand, we set off for the other girls. Peggy Chin was Chinese and I knew she empathized with me but she St. Elizabeth Mountains on a relic from lived in Mandeville, which was in Jamaica. only looked sad and, touching my cheek, the early days of railroad travel. The Shirley Johns was English and flew in from said: “Food in boarding schools is not high locomotive, emitting billowing clouds of Trinidad; Janette LeFoire was French from cuisine, Mohrle. And the English are not grey smoke and chugging laboriously, pulled Martinique, Hatti Haaring, Dutch, came known for their kitchen.” She hooked her the train along the countryside. Boring from Curacao; Antoinette Marsoobian, of hand into my arm as we walked to a bench. landscape, I thought, no colorful trees or Armenian origin, was Jamaican and lived in “I understand it’s going to be difficult,” she bushes like we have in Guatemala. Here and Montego Bay. I was the only new one and, said sitting down, “because you have to get there a beleaguered donkey needed a poke I noticed, the darkest. (Years later I learned accustomed to the ways of another country. in the ribs from its ganja-smoking owner. Mutti had made such a request.) I unpacked, Dear, dear child,” she sighed, and sighing Women with large baskets on their heads and Mutti put my clothes away to make again, kissed me on the cheek. quaffed on corn pipes as they lumbered sure everything was neatly stacked. Then the along. Cloudy afternoon skies greeted us at dinner bell rang. The bell rang. “Bells, bells, bells. This is our destination. nerve-wracking,” I moaned. This time we Mutti was escorted to the headmistress’ had to get in line and march to chapel for Established in 1858 and perched on a wide private quarters; I joined the Saint Hilda’s evening prayers. Mutti had no sentiment hilly expanse, the school was a dominating line in front of the dining room. My place for church rituals. This was not a wedding, U-shaped two-story construction. I don’t was in the middle of a long table, at the baptism, or funeral, so she climbed into the know what I was expecting, but the minute head of which throned Sally. At the other waiting car that would drive her to wherever I saw it, I hated it. Several smaller houses end sat Denise, a sub-prefect - she was from she was spending the night. dotted the grounds. I later learned they were Haiti. There were two tables per house, science labs, and music houses for lessons which meant that each house had two When she returned the following morning, and practice. On a small hill facing the main prefects and two sub-prefects. I was waiting and ready. I ran to her, awash building stood a limestone chapel next to a in tears: “This place is hell!” I cried. “That A procession of slender, ebony-colored solitary poplar. pitcher with water in the cubicle? It’s to women balancing wooden trays on their take care of the morning shower. These A blond, blue eyed, freckle-faced girl heads entered the hall. They fanned out and people are filthy! They told me we shower came bounding up to us. “Hi, my name placed steaming platters of food on stands. every other day, and when there’s a drought, is Sally,” she said with exuberant energy. Someone said grace, and boiled beef was which means there’s no rain, we can easily She handed Mutti a note that invited us to passed around. Then followed a bowl of go for a whole week without bathing. The the headmistress’s office once I was settled vegetables and one of rice and peas. I helped bathroom should be called ‘Egypt’, Mutti; in the dorm. “I’m your prefect. Welcome myself sparingly to the funny-smelling wilted it’s so far away. And Mutti,” I sobbed, to Hampton,” and she handed me a green things. I knew I wouldn’t bring myself to breathless and distressed, “they served enameled pin explaining it was for my swallow them. Sally admonished me, as sardines in oil for breakfast… I haven’t uniform. It was the color of the house Joyce removed my untouched plate, that in eaten since the boxed lunch on the train,” to which I was assigned: Saint Hilda’s. future I would eat all the food I’d served I wimpered. Henceforth, I’d eat and sleep among Saint myself. She had been friendly before; now Hilda’s girls; for all competitive events, those her words carried the iciness of authority. Silently she took me in her arms. I was sure in the other three houses (red, blue and I was not accustomed to someone so close she was going to tell me to go pack my stuff yellow) would be my rivals. to me in age telling me, in such uncertain at once and we were going home. But she terms, what I could and couldn’t do. only said, “Be brave, Mohrle. It’s for the Sally helped me carry my suitcases to best that you learn to adjust to all sorts the dorm, a long room with six beds. After dinner, all I could think of was finding of conditions.” Curtains separating the cubicles were only Mutti. The minute I saw her, I ran over and to be drawn for privacy when washing began my bombardment: “I hate this place! “There’s no way I can adjust to this! I want or dressing. On one side of the bed stood For heaven’s sake, don’t leave me here!” to go home with you. You can’t leave me a night table with a lamp and a decanter here,” I said clutching her arm. I began to Mutti looked sad, preoccupied, but I with drinking water, on the other, a stand cry, right there in the open. I didn’t care who didn’t care. with a large white pitcher in a basin. I had saw me. I wasn’t staying anyway. a dresser and a closet. On the bed reserved “Dinner was ugly grey meat! The carrots The bell rang. What did that mean now? for me lay the ordered eight cobalt blue and string beans were cooked so long Chapel? Again? Was I expected to troop to pinafores and bloomers, and white blouses. they were mushy,” I gagged with disgust, chapel twice a day? “Oh no!” I screamed, Sally’s cubicle, with walls and a door, was “and the rice had peas in it and tasted “This whole thing is getting out of hand!” at the end. Prefects were seniors, and a Sally was suddenly next to me, and taking

suny empire state college • all about mentoring • issue 43 • summer 2013 113 my arm, led me to the line. This can’t be “That’s impossible,” I choked, aghast. happening to me, I thought, despairing. “I suggested to her,” Miss Wesleygammon Mutti smiled and in German suggested I continued, disregarding my shock, “that the pray not to be given sardines for breakfast best thing would be for you to stay here. again. More seriously, she added: “I’ll see You need the learning this environment and you later,” and waved to me as I followed this school will give you.” She sat upright, the line of girls. her back straight as if someone had shoved I didn’t see Mutti later. Not after lunch, a walking cane up her butt. Gesturing, nor after the afternoon rest period. Then I so as to make me understand that received a message from the headmistress everything, but absolutely everything the inviting me to her office for tea. school provided, including only one pitcher of water for the daily toilet, the sardines for Miss Wesleygammon, the headmistress, breakfast, the rice that tasted of coconut, was a stern-looking woman with black, and boiled green bananas, was something well-groomed short hair, expressive, thick tully .

I needed to learn about. a black eyebrows, and a rather wide, thin- lipped mouth that covered a set of crooked “She can’t have left,” I said breathless. patrick

alabaster teeth. She was dressed in a lime My heart beat so loudly I hardly heard my : green linen dress with hand-embroidered voice. “She didn’t say good-bye to me; she dahlias on the collar. Her very black eyes told me she’d see me later. Now is later. photo were friendly, and her voice was rather She’s staying three days. Where is she?” Catana Tully sweet. I remember thinking it odd that such My voice was meek, my mouth dry and With that, I was out of her office and on a sweet voice could come from so stern somewhere in a dark, deep place I knew the way to my dorm. My dorm… that a face. the devastating truth. unfamiliar place I shared with other girls, “Thank you for having tea with me, “Your mother left at nine, on the where even what had my name on it was Catana,” she said smiling, and gestured for morning train to Kingston. I drove alien to me. I took my doll and hugged her me to sit in one of her caned Chippendale her to the station.” to me as I fell onto my bed, heartbroken. chairs. The mahogany-paneled office was Indescribable grief slowly seeped into the The weight of my body filled my brown dark. Etchings of flowers and tropical birds marrow of my bones. “What have I done leather shoes as the cool air of the fan, – the sort one finds in better art dealerships that this should be happening to me,” I circling overhead touched my skin. I wasn’t – graced the walls. Behind her large, solid thought as I cried every tear out of my going to cry in front of this woman. But I ebony desk hung her diplomas. body. In my fifteen years I had never felt so couldn’t fathom how Mutti would simply abandoned. I thought I had tough nerves; “I hope you’ll feel comfortable in this school leave me, just like that go away without not so … now my heart felt like a fragile and find that everything is to your liking me. I hadn’t finished… Heck, I hadn’t even rosebud. When evening came, Sally sat once you’ve been with us for a few days,” started complaining and she was already out down on the edge on my bed and gently she said, smiling. of earshot in Kingston. How could she have informed me the dinner bell had rung. I said done that to me? What was she talking about? Just wait ‘till nothing as I picked up the pitcher, poured I get to my mother, I thought. I’ve spent Miss Wesleygammon stood up, and so water in the basin, splashed my face and one night here, but she’ll let you know that did I. She took two steps toward me and walked down the stairs across to the dining she’s blasting me out today. Not wanting to gently placed her perfumed arm around my room on the other side, and got in line, seem ungracious, I said in a polite soft voice: shoulder. Walking me to the door she said, swollen face, red eyes and all. I ate a little of “I’ve never been away from home, and “Your mother left because if she had not the rice and tried salted, oily cod. I took a everything here is different from the way done so then, she would have taken you pea-sized portion of something yellow called I’m accustomed.” with her. She was very conflicted but knows ackee and swallowed it without chewing. how important it is for you, in the long run, No more special baby. Desert was tapioca “Care for tea?” Miss Wesleygammon to be here. She also knows that you are very pudding with coconut. I passed. I would eat offered. unhappy staying now.” She placed both what I had served myself, like it or not, just “No, thank you.” I was not in the mood; hands on my shoulders and turned me to like everyone else. I was waiting for Mutti. I wanted the green face her. “Your mother loves you very, very A letter Mutti composed in Kingston arrived light to pack my stuff. much, Catana. Things will be better in a few three days later. She had to leave suddenly, days,” kindness coated her words. “Please “Catana,” her voice was soft, her look she wrote, and had no time to write me a know that my door is always open to you; piercingly direct and her smile had a slight message. “I love you, my darling child,” you can call upon me about anything, edge of triumph… “Your mother left for she said at the end, and signed, “Be brave. anytime. I am here for you.” Guatemala this morning.” Your Mother.”

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By the time I read the words she was already Lebanese Trinidadians; Chinese Jamaicans; someone with similar intentions. Everyone’s in Guatemala. There were no telephonic British Belizeans. Add to that the local nose was in their books except Nieves communications between Jamaica and island mélange, and Hampton was the Sotelo’s in the back row. She also had an home, and it took six to ten days for letters ultimate international microcosm with expectant roving eye. We gawked at each to arrive at their destination. News was British faculty, chaperones of mixed other and grasped immediately what “on always old by the time it reached me. In ancestry, and Black servants. your honor” had meant. Believe me, it was the remote Jamaican hills of St. Elizabeth, a major cultural shock. First and foremost, Hampton was a place nothing could be rushed and I learned why of learning where order and honor ruled With little else to do, I had to adjust, buckle patience is a virtue. supreme. There was no monkeying around down and begin to study. There were a hundred girls attending the as there had been in the American School. school, ranging in age from ten to nineteen. Fifteen minutes into the first study hour, the More than a third came from overseas. supervising prefect stood at the desk and There were Dutch from the ABC islands, declared, “All right girls, you are on your Aruba, Bonaire, Curaçao; French from honor.” Then she headed out the door. Guadeloupe and Martinique; Italians who I, of course, thought it time to chat and lived in Venezuela; Spanish from Colombia; let loose a little and looked around for

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Mentor, Guide, Personal Learning Environment Engineer … or All of the Above?

Mara Kaufmann, Center for Distance Learning - Nursing Program

ith the advent of new “application of knowledge,” what learning technologies, changes and environments most effectively serve the W additions to learning theories student of today? and methods have been swift. In Lombardi’s You will hear mentors identify themselves (2007) essay, “Authentic Learning for the as the “guide on the side” rather than the 21st Century: An Overview,” she wrote “sage on the stage.” But the picture is more of these changes: “With the help of the complex. The image of the guide can be of Internet and a variety of communication, someone who is too close, with too tight visualization, and simulation technologies, of a hold and too short of a leash. On the large numbers of undergraduates can begin other hand, a guide can be one who is too to reconstruct the past, observe phenomena far away and not near enough to keep the using remote instruments, and make path safe or to give timely direction. The valuable connections with mentors around definition of the verb “guide” starts out with the world” (Lombardi, 2007, p. 2). a partnership approach “to assist (a person) Given this context, the in-person, one-on- to travel through, or reach a destination one mentoring of adult learners needs some … to accompany …,” but then moves on Mara Kaufmann reflection and a fresh eye in order to move it to the more directive approach, “to force into the 21st century. For some of us, such a (a person, object or animal) to move in a sources, using multiple intelligences and mentoring model is a sacred cow; for others, certain path ... to supply (a person) with producing learning outcomes that had it is one part of a paradigm of personalizing advice or counsel … to supervise (someone’s never been thought of by those of us who and individualizing college-level learning. actions or affairs) in an advisory capacity” originally designed the activity. Is it possible Either view point reminds us that there is (Dictionary.com, n.d.). that we limit learning by guiding on too richness and depth of learning that can and Is “guide” the right image of a 21st century tight of a schedule, with too many directions does exist between mentor and mentee, mentor? It seems it is time for those of us or questions, or acknowledging only the especially when both teacher and learner who wish to move with the changes afoot learning that matches our objectives and our are in sync. and provide the best practices in mentoring own expected outcomes? However, the faculty mentor is not the sole in our worlds, to let go of what needs letting When charting a travel plan and getting source of learning and support in a student’s go: to engage in the present and move into directions, some prefer to use a global life. Other individuals and experiences the future. positioning system (GPS) instead of paper can play an equal and sometimes more We speak of lifelong learning and growth maps or electronic maps like MapQuest or important part in the learning, growth and as a journey, and so the definition “to Google Maps. Prior to relying on the new development sought for and achieved among assist (a person) to travel through, or reach technologies now so present in our lives, lifelong learners. We see evidence of this all a destination …” (Dictionary.com, n.d.) paper maps provided the information we of the time. For example, in their reflective works with the concept of guiding the needed, but also the options of alternate learning journals, students often report that one journeying. The “journey” theme is routes and interesting places to visit or stop their most impactful learning came from used in many educational planning studies for necessities. Once programmed, the GPS peers in online courses where experiences across the college, and it was used in the is much more rigid, specific, even dictatorial, and new knowledge were reflected upon, development of the Educational Planning: and the experience of it as a tool for guiding integrated and then shared with classmates. Transition to Baccalaureate Nursing course. one’s journey fits the definition of “guide” We, thus, have to ask ourselves: In these Still, over time, within course or learning as “to force and move into a certain path” days of Web 2.0 and 3.0 tools, what are the contract development, the role of a mentor (Dictionary.com, n.d.). Many learning “changing roles” of mentor/mentee, learner/ shifts from a one-to-one guiding perspective contracts and courses developed in the teacher, peer/peer, scholarship/life experience to a model of creating learning environments paradigm of “sage on the stage” are like the and community/civic engagement? Especially and experientially-engaging activities. These GPS in setting out a course of content and with the challenges of our “problem- activities can be creative opportunities outcomes expected for any success to occur. centered” worlds needing immediate where new learning can arise from multiple

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While traveling, using an electronic tablet/ the faculty’s or even the student’s initial References pad with Internet service can provide access objectives and expectations. As we are open to maps and email, and any information to new learning theories and technology, Guide [Defs. 1-5]. (n.d.). Dictionary.com needed on lodging, restaurants or road we become skilled “learning environment unabridged. Retrieved August 1, 2011, service. Using an electronic pad in guiding engineers” who are designing learning from http://dictionary.reference.com/ one’s journey most closely fits the definitions environments that will give rise to the browse/guide?s=t of “guide” as “to assist,” “to accompany” knowledge, competencies and skills needed Lombardi, M. M. (2007, May). Authentic and “to supply (a person) with advice by 21st century learners. learning for the 21st century: An or counsel” (Dictionary.com, n.d.). The ** overview [White paper] (D. G. device is flexible and can accommodate Oblinger, Ed.). EDUCAUSE Learning traveling needs whatever they may be and This essay is intended as the beginning of Initiative (ELI) Paper 1. Retrieved from whenever they occur. Such tools also offer a series of writings I hope to do that pose http://net.educause.edu/ir/library/pdf/ the option of expanding the journey through some questions for further explorations eli3009.pdf exploring new destinations or deepening about the faculty mentoring role. In thinking the experience by giving the history and and writing about this over the last year and Robinson, K. (2012). Leading the learning background of a landmark or place. Courses a half, the drifting toward checking out this revolution [Video file]. Closing keynote and learning contracts with these options tree, going down this slope or adjusting the address at the Learning Without are more like the “guide on the side.” There camera’s focus on this wildflower became Frontiers Conference 2006, London, may be objectives listed from the course overwhelming as the flora and fauna of UK. Retrieved from http://www. and learning contract that are used in the the landscape opened up. Like some of the youtube.com/watch?v=-XTCSTW24Ss formation of learning activities, but the unchartered territory of our 21st century learning outcomes that the student realizes world, mentoring requires the preparedness, can go much further and deeper, depending presence, reflection and care of a successful on the student’s choices and actions. explorer. The next essay in the series will focus on the “Merging, Converging, As mentors, our role as “guide on the side” and E-Merging Learning Theories and is continuously undergoing development Concepts” to include andragogy, heutagogy, – it’s a never-ending construction zone connectivism, authentic and experiential – where many extra tools and resources learning, and others. are needed. Simultaneously, we are each mentoring and being mentored by the During his 2006 keynote at the Learning people, events, experiences and knowledge Without Frontiers Conference in London, that we share. We each have a “personal “Leading the Learning Revolution,” Sir Ken learning environment” (PLE) that is always Robinson (2012) pointed to many “shifts with us, and the tools of this century help needed” in education: in curriculum (from facilitate our learning as we identify our subjects to disciplines); in knowledge (from preferences for receiving, sending and in static to dynamic); in teaching and learning general, communicating with our worlds (from solitary to collaborative, passive to and those within them. Though we may active); and in assessment (from judgment to have a preference for face-to-face meetings description, disenfranchising to empowering) and use the phone whenever possible, some (see minutes 22:52 to 28:50). It’s exactly this students want contact only online through spirit that we need to consider as we move emails. This is their choice and meets their forward. PLE needs. Indeed, their understanding of If there is sufficient interest, an their needs may be the main reason they are accompanying blog may be set up for choosing to pursue their education online. ongoing dialogue and discussion on Regardless of the student’s PLE and learning this or the next article in the series. style, a learning contract and course can Please email [email protected] be designed that will allow the learning for more information. journey to go deeper, wider, and higher than

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Institute on Mentoring, Teaching and Learning Completing its First Year

Katherine Jelly, Center for Mentoring and Learning

his past year, the Center for • provide for collegial exchange – • Rebecca Bonanno – Center for Mentoring and Learning (CML) including getting input on the focus Distance Learning: website for both T held its first annual Institute and execution – regarding participants’ students and mentors on post-bachelor’s on Mentoring, Teaching and Learning projects; and degree options available in field of (IMTL). Fifteen faculty and academic Community and Human Services; • provide new learning opportunities administrators and two librarians, three creating repository of resources. regarding innovation in mentoring, faculty instructional technologists and an teaching and learning for all • Elizabeth Bradley – School for instructional designer attended the opening institute participants. Graduate Studies: incorporating and residency in June. Institute participants then assessing content on identification and continued their projects and connection The summer residency, which opened referral of at-risk students into Master through the 2012-2013 year. We were the year-long institute, allocated time to: of Arts in Teaching courses. excited to launch the IMTL and genuinely individual project planning, small group pleased to support the interesting, valuable, sharing and consultation on projects, • Nan DiBello – Niagara Frontier innovative work that faculty are doing. The individual consultation with a faculty Center: developing ANGEL site for inaugural residency was developed by the instructional technologist, librarian or new graduate course, Workforce Institute Planning Group: Deborah Amory, curriculum instructional designer and four Development Policy, including Desalyn De-Souza, Sabrina Fuchs Abrams, “shared learning” sessions. embedding video and incorporating Suzanne Hayes, Katherine Jelly (convener) video material from open sources. We then continued our connection through and Alan Mandell. Desalyn, Suzanne, conference calls to share progress and get • Sue Epstein and Michele Forte – Center Kathy and Alan continued by planning and input, and through participants’ individual for Distance Learning: developing facilitating conference calls through the year. consultation with FITs and librarians. And blended Planning and Finalizing the To apply to the Institute, participants at the All College Conference, seven faculty Degree course; students “meeting” in submitted a proposal for a project they shared their work in presentations that both virtual classroom and using discussion wanted to carry out over the coming conveyed the creative work they are doing boards throughout term. year related to mentoring, teaching and/ and gave attendees a sense of what would • Himanee Gupta-Carlson – Center for or learning. Projects – including research, be possible to do through the IMTL. The Distance Learning: developing course, innovations in practice and writing for presenters were: Cynthia Bates, Frances Creative Writing as Critical Inquiry. publication – varied widely, both in focus Boyce and Cathy Leaker (working on a and mode of inquiry. collaborative project), Sue Epstein (sharing • Lorraine Lander – Genesee Valley a project on which she’d collaborated Center: developing college Commons Within the broad goal of supporting with Michele Forte), Rhianna Rogers and site to provide resources for three participants’ learning and development of Amanda Sisselman. In addition, several psychology studies, including links to their practice in mentoring and teaching, the 2012-2013 Institute participants will join open education resources, websites, purposes of this first IMTL were to: the opening residency of the 2013-2014 TED talks, YouTube videos, etc. • help participants leave the opening Institute to talk about their work and ways • Cathy Leaker – Metropolitan Center residency with a clear plan and to make good use of the Institute. and Frances Boyce – Long Island identification of support people for The 2012-2013 IMTL participants and their Center: designing workshop series carrying out their project; projects are: for minority women seeking PLA; • support institute participants in disseminating the project’s goals • Cindy Bates – Northeast Center: accomplishing their learning goals; and findings. college-level, reading, writing, critical • support institute participants in thinking and research skills, and • Thalia MacMillan – Center for designing and carrying forward an independent learning strategies. Distance Learning: developing individual project related to their streamlined Planning and Finalizing • Suzanne Benno – Center for Distance mentoring and teaching; the Degree workshop and Web page Learning: incorporating service learning for mentees. into Educational Planning.

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• Joyce McKnight – Center for Distance • Nathan Whitley-Grassi, faculty The Center for Mentoring and Learning is Learning: developing community instructional technologist, Niagara very glad to have had the opportunity to organizing incubator open to Frontier Center support faculty’s work and development in undergraduate and graduate students. this way. And CML, Institute participants With this year’s Institute not yet concluded, and the Institute Planning Group have • Lynette Nickleberry – Metropolitan we have not yet done evaluations of the deeply appreciated the administration’s Center: investigating variation in full year, but in their evaluations of the support of this institute. Already, for the independent study practices and the residency, IMTL participants stated that they coming year, we have grown to our cap of effectiveness of current practices. were very satisfied to have: 20 projects, with 25 faculty, administrators • Rhianna Rogers – Niagara Frontier • furthered their thinking about and professional employees signed up for Center: collaborative student-driven their project; 2013-2014. CML is very much looking research project, “Fostering an ‘Open’ forward to building on and expanding • developed their plan for carrying it out; Culture at Empire State College: An the Institute on Mentoring, Teaching and Ethnographic Study of the Niagara • learned about the many resources Learning in the coming years. Frontier Center.” available; • Kymn Rutigliano – School for • connected with and gained input from Graduate Studies: designing a colleagues; and conference presentation to showcase • identified who will support them design and delivery of live, online through the coming year. crisis simulation. Integrating various technologies in learning experience for And regarding what they found most students to practice what they have valuable, participants mentioned, learned in the course. for example:

• Amanda Sisselman – Metropolitan • “the time to reflect on what I was Center: the potential for collaborative doing, why I was doing it and how learning between human services I would best achieve my goals (or workers and/or social workers revised goals)”; and clergy, and building into the • the “session on scholarship [that] really educational program. opened my project planning”; In addition, the following faculty • “the individual consultation time [with instructional technologists, librarians tech specialists, that] resulted in several and curriculum instructional designer concrete plans”; participated in residency sessions and provided individual consultation through the • “connection, ability to take time year to faculty regarding technology tools, to focus”; library support and instructional design • “seeing that it is organizationally needed for their projects: possible to support faculty in their • Sheryl Coleman, assistant director own work”; and for faculty instructional technologies, • the “session on blended learning [that] Central New York Center was very relevant to my teaching.” • Sara Hull, librarian, Office of Regarding advancing their projects, Integrated Technologies participants were well satisfied with having • Mark Lewis, faculty instructional “expanded … thinking about possibilities,” technologist, Newburgh Unit “strategized a timeline … and identified a possible funding source.” As one participant • Dana Longley, assistant director wrote: “I have a doable plan of action and a for library instruction and support network to see me through.” information literacy, Office of Integrated Technologies • Chi-Hua Tseng, instructional designer, Office of Academic Affairs (residency only)

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Found Things Diagram of Range of Programs (1971)

n 1970, Ernest L. Boyer became the upon the resources of the entire university The “Prospectus” includes a section on the chancellor of the State University of to devise new patterns of independent goals of this new institution and includes I New York. Soon after his appointment, study and flexible approaches to learning details about its organization, its “operating Boyer established a task force of his top thereby providing accessibility for young relationships” and “the academic program.” administrators to plan a nontraditional people and adults for whom an off-campus It is from the latter that the “Diagram of college. By January of the following year, he individualized instructional pattern will be Range of Programs” reproduced here has secured a resolution from the SUNY Board most effective” (p. 18). With the generous been taken. Perhaps what is most striking is of Trustees to establish a nontraditional financial backing from both the Ford and the “range” that was envisioned and, too, university college. As Empire State College Carnegie Foundations, a new experimenting the concept of “most open” so relevant to historian, Richard Bonnabeau reports institution was launched with the many discussions today, 42 years later. in his volume, The Promise Continues “Prospectus for a New University College” (Thanks to colleagues Richard Bonnabeau (1996), the minutes of the SUNY Board (8 February 1971) serving as its statement of and Bob Clougherty for their help on this of Trustees of 27 January 1971 were guiding principles. “found thing.”) clear. Empire State College would “draw

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The Body in Question

Elana Michelson, School for Graduate Studies

A Review of: The title of Lawrence’s edited volume, Whose Body? The Body and “Bodies of Knowledge: Embodied Learning Historical Specificity “Bodies of Knowledge: in Adult Education,” plays on a well-seen and clever dual meaning: our physical, The need to take those questions seriously Embodied Learning in sensate bodies as bearers of knowledge can be seen as early as the first paragraph Adult Education” and, in the more traditional sense, the in Chapter 1, in which Lawrence laid out New Directions for Adult metaphorical bodies of accumulated a variety of approaches to the role of the and Continuing Education knowledges that reside within professions, body in knowledge: intuition understood as “spontaneous, heart-centered, free, Edited by Randee Lipson academic disciplines, and other formal knowledge systems. This dual meaning, adventurous, imaginative, playful, Lawrence itself, raises the question of the relationship nonsequential, and nonlinear” (p. 5); between the two meanings of the term. kinesthetic or somatic learning; holistic he body, with its sensate, Are “bodies” in these two senses in forms of knowledge that involve heart, emotionally-saturated life, has been opposition to each other? Or do the mind, body, and spirit; bodily awareness as a focus of inquiry through several T two meanings exist in a more complex a key component of consciousness; and the generations of contemporary theory. From tension, feeding into each other so that feminist reclamation of the body as a site Wittgenstein and Dewey, though Merleau- the opposition is never complete? of learning and resistance. While the stated Ponty, Foucault, Butler, Bordo and many goal of the volume, certainly an important others, the body has been explored as a More broadly, what do we, as practitioners one, is to encourage a greater awareness site of experience and knowledge, as an of experiential learning, mean when we of embodied knowledge and help adult artifact of culture, and as the matrix around talk about the “body”? Whose body are we educators think about “how we can reclaim multiple debates concerning gender, “race,” talking about? Do we have a universalized the body as a source of knowing” (p. 12), social location, performativity and a longer body in mind that in all important ways that goal is compromised from the start. list than I can rehearse here. Recently, it has shares the same organic nature as other begun to get the attention of theorists of (human) bodies? My use of the term adult learning (see, for example, Fenwick, “organic nature” begs other questions, of 2006). That attention, it seems to me, is course, and I use the term advisedly to ask long past due. whether we see the body as part of nature or of culture and, still further, whether our A recent issue of New Directions for Adult conceptualizations of the body confirm and Continuing Education (Lawrence, 2012) or trouble the culture/nature dualism that offers an example of both the strengths and parallels that of mind/body. weaknesses of current treatments of the body within the field of adult learning as Similarly, what assumptions are we a whole. The authors who contributed to inscribing about the relationship of body this volume are solid practitioners in their to mind? Do we code this relationship as disparate fields, which range from dance one of separation and distance, with the education and theater, to nurse education, perceiving, sensate body as the raw materials to management training; taken as a whole, for learning? Or do we see the body as, they provide us with an interesting and itself, the bearer of knowledge and the mind creative array of learning and teaching as part of our embodiment? Finally, how do Imagine you are walking down a strategies. I, thus, offer what follows in the we understand the relationship of our bodies dimly lit street in an unfamiliar spirit of a collective self-critique of what I to other bodies? Are our bodies atomized neighborhood. It is just before sunset see as a collective challenge, both to take units in a world of other such units, or and the streets are fairly deserted. more political and intellectual responsibility do we understand ourselves as existing Suddenly you hear a loud noise that for the practices we promote and to engage in and through interaction with others, might be a car backfiring, or it might more consistently with important new and accountable to and for the power- even be gunshots. Your heart starts schools of thought that have much to laden social structures within which that racing, your breathing becomes shallow, contribute to the field of adult learning. interaction occurs? and you feel as if you may start to

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hyperventilate. Some instinct tells you their own histories so that “the unsay-able” to history, sometimes in the form of such to run and leave the area as quickly can be said (Horsfall & Titchen, as cited brute oppressions as rape or torture, but as possible. You don’t stop to think or in Lawrence, 2012, p. 9). But the authors also through the ways in which we enact reason or figure out what is happening, she cites understand learning through the on a daily basis the ideological frameworks you just follow your body’s cues and body, not as the “primal” and “preverbal” and power relationships of specifically- move toward safety. You rely on your awareness that babies have naturally and located members of a society. Butterwick intuition. (p. 5) spontaneously, but as the holding of specific and Selman work with teachers and historical, cultural and personal memory. teachers-in-training and point out that On one level, this imagined scene is teachers, as typically female gendered simple enough. There is a general and Indeed, two of the chapters in “Bodies of bodies and as members of a multiply-visible uncontroversial consensus that human Knowledge,” those by Yolanda Nieves and profession, are required on a daily basis beings share with other species an inborn by Shauna Butterwick and Jan Selman, to perform the particular constructions response to loud noise to which the word are exemplary in their understanding of gender and professionalism that they “instinct” can accurately be applied. On of the historically-embedded body in have internalized. In effect, what can the other hand, however, it is not clear who which the unspoken effects of oppression, be understood as decolonizing the body the universalized, unmarked “you” in that marginalization and violence are stored. through dramatizing its story is an act of paragraph is, whose instincts induce the urge Thus, Nieves tells the story of a theater individual and collective self-revelation that to flee. The situation is presented in such group in which a group of Latina women carries the risk of unexpected meanings, a way that the particularities of the “you” used movement, embodied performance, surprise and even re-traumatization. It is don’t matter – “you” will have the same and, in the end, voice to reveal what she a mark of their respect for the power of reactions anyone would in that situation significantly calls “undocumented” events embodied knowledge that the authors stress because your body holds the same natural (p. 36). Nieves, herself, is one of the bodies the importance of allowing individuals not impulses that everybody’s does. whose history carries meaning; like the to participate. “you” walking down an unfamiliar street, The problem is that, by the time any of us is her body reacts, but instead of presenting The chapters by Nieves and by Butterwick old enough to walk the streets by ourselves, her twitching facial muscles and trembling and Selman are powerful because they the natural “instincts” of the body have lips in terms of universalized instinct, recognize both the deeply emotional and been overwritten in innumerable, complex she understands her fear as the product sensate quality of human consciousness and ways by the hard lessons of a life lived in of a personal history that makes the power-laden historicity of the content of a quite particular body. What if the body visibility dangerous. embodied memory. in question can’t run because she has been taught that her legs look better in high Nieves tells us that one’s history (and, However, other chapters in this volume heels? What if the body in question has importantly, one’s stories about one’s pull back from that understanding in one had it drummed into his head by loving history) is not without danger. It opens of two directions, both of which, I believe, parents that he should never run while in a one to judgment, caries the risk of further re-inscribe the mind/body dualism and deny white neighborhood because someone will marginalization or cooptation and raises the body’s historicity. On the one hand, assume he’s done something wrong and the specter of exposure and rejection. That claims are made for the body as innocently shoot him? Further, what does “unfamiliar the body expresses fear is a function of authentic, as speaking essentialized truths. neighborhood” imply? What color are the ways in which it carries quite specific On the other hand, experiential learning is the bodies of the people living in that physical and psychic scars. Nieves notes, channeled back into the conventional mind/ neighborhood, what assumption is being further, that the safety to speak what the body dualism, with embodied experience made about that on the part of the reader body knows requires the presences of seen as the raw material for learning that and what responsibility does the author have equally particularized other bodies. The transcends the body and takes place in for fostering those implicit assumptions? women whose bodies speak their stories the mind. Thus, Lawrence’s opening anecdote re-erases trust her because she is one of them. The the body at the very moment it tries to outcome of the women’s work together Essentializing the Body: The Body render it visible. If the point about bodies is is a performance, for which location as “Nature” Versus “Culture” that they carry our knowing histories in both and audience also matter because place Snowber’s chapter on “dance as a way of senses of the word, then an ungendered, and performance constitute a series of knowing” is evocative and elegantly written. nonracial, nonspecified body, as Susan Bordo relationships between differently positioned Drawing on Martha Graham’s assertion that (1990) has said in a somewhat different bodies in a space that codes safety for some “movement never lies,” the author speaks context, is “no body at all” (p. 145). and not others. movingly of our gradual alienation from Lawrence seemingly knows better. In her In a second, closely related chapter, the body as we move through an education introduction, she draws on work by feminist Butterwick and Selman introduce the system that forces children to sit still. She educators who use embodied performance notion of the colonized body to stress the argued that, through dance, we can return to help connect students with the pain of ways in which our bodies become subject to kinesthetic forms of learning and recover

suny empire state college • all about mentoring • issue 43 • summer 2013 122 a “visceral language” that will allow us to sorting out the implications of what our initiative. In effect, in keeping with this understand more deeply “what it means to “guts” tell us is the important other side of spirit, Howdon argues that participants be human in the world” (Lawrence, 2012, trusting them. grow in leadership skills, group cohesion p. 54-55). and self-knowledge through undergoing the The Body as Raw Material experience and reflecting on it afterward. Snowber is aware of the body as culturally for the Mind He quoted Hahn as explaining that such mediated. Indeed, she argues that Western activities “revealed the inner worth of the culture inevitably distances us from our Other chapters in “Bodies of Knowledge” man, the edge of his temper, the fiber of his bodies, teaching us to see them from the reveal a different tendency that still typically stuff, the quality of resistance, the secret outside and to shape them in the image of frames treatments of adult learning; namely, truth of his pretenses, not only to himself the culturally valued. At the same time, that of using an embodied pedagogy but but to others” and noted that Hahn was however, she treats the “natural” body continuing to treat the body as a convenient focused less on the physical challenge as something that somehow survives the resource for educating a self securely than on the “emotional, social, and markings of culture; we can return to located in the mind. For example, Meyer’s psychological” growth obtained (Lawrence, the body in order to access our feelings discussion of embodied learning at work 2012, p. 46). Thus, like Meyer’s discussion and, with them, a profound connection is less about embodied knowledge than of embodied activity at work, Howdon’s to the earth that will lead us to a greater it is about using play and playfulness to chapter is not about the body as the bearer understanding of self and to a sustaining develop a more committed work force and of knowledge per se. Rather, it re-inscribes ecological politics. As rhetoric, this is both a more productive company. She discusses the conventional Western understanding hopeful and appealing, but casting the body a bank work force whose “motivational of embodied experience as providing the as an unchanging source to which we can moment(s)” each morning range from raw materials for the development of return takes the body out of history and dodging marshmallows to dancing to the mental qualities. relocates it in the realm of the “natural” Rolling Stones, and a digital media firm in the same way that essentializing notions whose employees cook together, make beer I want to focus on a final issue raised for such as “maternal thinking” do. If we have and ride bikes (Lawrence, 2012, p. 25). me by “Bodies of Knowledge,” specifically, been taught by Western culture to despise The techniques are such, Meyer tells us, what I believe is a failure to take full note our bodies, so that they have stood apart that they reveal the whole person beyond of the ideological embeddedness of any from our conscious understanding until we the “employee,” ease a good bit of the and all framing conceptual paradigms. This return to them, where have these bodies psychic stress of work and help to develop takes two forms in the volume: insufficient been and what have they been doing in the mutual loyalty between people based on attention to the theoretical paradigms meantime? How has the body stayed so shared experience. themselves and insufficient attention to the innocent of the all-too-acculturated mind? political implications of our practices. Thus, while the bodies in the workplaces I am suspicious of claims for the natural discussed by Meyer are indeed active, the Positivist and Post-Positivist wisdom of the body. We are at an historical physical activities in which they participate Understandings of the Body moment in which other people’s “gut are not intended to engage the body as a feelings” – a term both Lawrence and source of knowing. Rather, the intent is Drawing in her chapter on her work as a Snowber invoke positively – come in truly to use physical activity to develop specific nurse educator, Swartz explores the use of terrifying versions. It is a time in which mental and emotional qualities, not to embodied pedagogy to instill greater bodily knowledge claims based on embodied ground knowledge in the body or listen awareness and healthy life practices among and affective knowledge are not always to what the body knows, but to nurture student nurses and, by extension, patients. made in the cause of progressive social collaborative relations and motivate She defined her intention as providing “a possibilities. We are living through a time employees by encouraging the sense that, as clear and practical introduction to use of a in which a frightening right-wing politic is one employee of the digital company put it, scientific perspective on embodied learning” fed by powerful “gut feelings” concerning “this is not just a job” (p. 27). (2012, p. 16). Importantly, the chapter the threat posed by a gay man in a bar, a points to the relationships between the This tendency to treat embodied activity as Pakistani on a plane, or, that embodied education nurses receive and the education a convenient resource for developing the oxymoron, a black president in the White they provide for their patients and between mind is even clearer in Howdon’s chapter on House. We grapple as a society with people a particular way of knowing – in this case, outdoor experiential education. Howdon’s who know in their bones that God hates science – and social institutions – in this case short history of this form of experiential fags and whose “guts” tell them that the those of medical care. education begins with Kurt Hahn’s mid- world is no longer the fine place it used to 20th century concern with the decline of Swartz’s treatments of science, however, be because white men are being displaced such qualities as fitness, initiative and self- waver between positivist and post- by the undeserving and the uppity. In other discipline among the youth. Hahn used positivist paradigms. At times, she asserts words, some “truths” mediated by the difficult, physically challenging expeditions a positivist view of value and ideologically body – hate, fear, irrational fundamentalist to inculcate self-confidence, leadership and neutral neurology which, “because it is religious ecstasy – can be pathological, and

suny empire state college • all about mentoring • issue 43 • summer 2013 123 empirically derived and not philosophical Neutrality of Embodied Knowledge Still, in many ways, “Bodies of Knowledge: or theoretical, can avoid Western and Embodied Learning in Adult Education” Eastern dichotomizing by encompassing Lack of attention to the ideological is a step in the right direction. It moves both” body and mind (Lawrence, 2012, p. non-neutrality of one’s argument is, I the field of adult learning, however 17). That is, she treats the body as natural would argue, even more apparent in the incompletely, in the direction of a paradigm in some of the same ways that Showber chapters by Meyer and Howdon. Meyer’s shift that has been long in coming, and does. At other times, however, Swartz treatment of embodied learning as building it exemplifies one of the things that is makes a strong case for the historical and employee commitment and morale speaks admirable in adult learning: namely, a ideological embeddedness of both the to an important debate that she does not tenacious insistence on locating the creation body and the knowledge practices we use acknowledge, namely, the extensive critique of knowledge in grounded human life. to explain it. She understands that “each of new management strategies that attempt I have paid this amount of attention to person’s embodied mind is a unique product to foster employee loyalty in the face of the unevenness of the volume, however, of life experience” (p. 18), sees health and the loss of secure employment and to make because it is only through this kind of close disease as “points of intersection between new demands on employees in the guise reading that we can see the implications the person and environment” (p. 19), and of whole-person learning and creativity. of failing to take our own theoretical and understands “clinical worlds” such as those Similarly, Howdon’s repetition of Hahn’s ideological frameworks sufficiently seriously. of medicine as fraught with power and pedagogical goals – to foster the ability Understanding the body as the bearer of ideology (p. 19). Specifically, she cites the to find “the inner worth of the man” and knowledge requires, ironically perhaps, contending paradigms of body-as-machine “confront the “fiber” of one’s “stuff” – our best and most rigorous intellectual versus body-as-organism and challenges furthers a view of personal and civic virtue engagement. This means engaging the both her students and the reader to explore that is ideologically laden in ways Howdon multiple theoretical perspectives that frame “the complex relationships among our does not seem to notice; its masculinist disparate understandings of embodiment bodies, our lives, our ecological contexts, ethos, the implicit militarism, the coding and requiring of ourselves a more careful, and power” (p. 20). of courage as physical, and the individualism challenging critique. Whose bodies are we of this form of “character” all need to talking about when we talk about embodied It is unfortunate that Swartz does not appear be problematized. knowledge? How do we understand bodies to realize that her statements draw on two as natural organisms and/or cultural contending paradigms: one that sees science Of course, I am willing to grant that, as artifacts? Whose theories of knowledge are as neutral and the body as pre-historical, educators and entrepreneurs, Meyer and we drawing upon, and what makes us think and the other that sees them as nodes of Howdon are not required to ground their they are valid? Not to challenge ourselves ideology and contestation. The relationship treatments of embodied learning in social seriously, intellectually and academically of brain to mind, the organics of perception critique. I am more troubled by the ways in reinforces our professional marginalization as active or passive, and the ways in which which a volume that attempts the important and does nobody – least of all our students – the body “holds” memory are only some of work of understanding more deeply “what any good. the terms of reference that can best be seen, it means to be human in this world” (as not as eliding the mind/body dichotomy but Snober describes it, Lawrence, 2012, References as negotiating it. p. 71) pays insufficient attention to the quite different intellectual and ideological Bordo, S. (1990). Feminism, postmodernism, I favor the post-positivist aspects of locatedness of its constituent parts. To be and gender-scepticism. In L. J. Swartz’s discussion over the positivist ones, clear, the lack of consistency among the Nicholson (Ed.), Feminisim/ but that is not really my point here. My chapters is not itself a problem – indeed, the postmodernism (pp. 133-156). New point is that Swartz has not parsed her range of practices and theoretical/political York, NY: Routledge. argument sufficiently to notice its internal approaches is one of the virtues of the contradictions; specifically, she has drawn volume – but the failure to acknowledge and Fenwick, T. (2006). Inside out of on two contending paradigms, both for contend with those differences is a problem. experiential learning: Fluid bodies, the body and for theories of science. One Thus, Lawrence’s focus in her concluding co-emergent minds. In R. Edwards, can make the case, of course, that the body chapter on the “common threads” (p. 78) J. Gallacher, & S. Whittaker (Eds.), in different ways is both pre-verbal and among the chapters draws the reader’s Learning outside the academy: structured via discourse, or that science can attention away from important debates International research perspectives on function in some ways that are relatively and serious disagreements and toward a lifelong learning (pp. 42-55). London, free of ideology but not in others. But to superficial reading of these common themes. UK: Routledge. do so, one has to make that case carefully Making the connections requires not only Lawrence, R. L. (Ed.). (2012, Summer). and deliberately with full attention to the an affirmation of the embodied nature Bodies of knowledge: Embodied tensions within one’s argument – something of knowledge, but deeper thinking, more learning in adult education. New I think is absent in her discussion. careful reading and analysis than what is Directions for Adult and Continuing offered here. Education, 2012(134), 1-78. The Political and Ideological Non-

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Remembering Robert Hassenger

Tom Dehner, Center for Distance Learning

Robert Hassenger, who died on 30 depth and wry sense of humor enriched my We looked to him for answers. But those November 2012, was a pioneering member life, and the lives of many of his colleagues who knew Bob and worked with him know of the Empire State College community and his many students. that a response from him to a question was and an important figure for more than not likely to be a simple answer; it was more Our first encounter was at the first faculty four decades, serving the college in many likely to elicit a series of follow-up questions meeting of the newly formed Niagara capacities at the Genesee Valley Center, at from him, often with running commentary Frontier Learning Center in Buffalo. the Niagara Frontier Center, in International (sometimes affectionately described as Although I think none of us had actually Programs, in the Office of Academic Affairs “ruminations”). Bob’s response was met before, the dean had shared brief bios and, since 1979, at the Center for Distance invariably opening a dialogue, which led on all of us. As I recall, Bob’s first words to Learning where he helped shape the future to some useful insights and ideas, possible me were something like: of distance education at Empire State solutions or answers – at the very least, to College. Bob earned a B.A. in philosophy “Well Tom, how do you think our team will some provocative discussion. from Notre Dame and a Ph.D. from the do this fall?” Bob let us know that this was a new Committee on Human Development at the It took me a moment to realize he was institution, a new experiment, that there University of Chicago. Author of hundreds referring to the Notre Dame football were lots of questions still to be answered, of reviews and articles, Bob also edited team. We all know what an avid fan and that we should see ourselves as active and contributed to The Shape of Catholic Bob was and how he loved to play contributors to its further development Higher Education (U of C Press, 1967), a “Monday morning quarterback” when and refinement. publication that cemented his reputation as reflecting and commenting on the previous an expert in church-related higher education Saturday’s game. Bob as Intellectual Colleague in America. In acknowledgment of his abiding commitment to ideas and scholarly Bob and I overlapped for only one year at Empire State College is a rich work, Bob received the Foundation Award Notre Dame. I was in graduate school, and interdisciplinary environment for mentors as for Excellence in Scholarship in 1994. Many he was fresh from the University of Chicago well as for students. of us will remember Bob’s questioning with a newly minted Ph.D., returning to a There are a few colleagues who have been spirit, the distinctive timbre of his voice and school he loved, as an assistant professor. especially important in my own intellectual his omnipresent pipe and soda can; others On many occasions over the years, we development, but probably none more so were aware of his many years of devotion exchanged and shared memories of that than Bob. to youth sports and of his national ranking campus, not just of football. It makes me among “masters” in the 200-meter dash. happy that this past fall he got to see I knew little of the formal study of higher A memorial service in Bob Hassenger’s “his team” climb to the top again after education, for example. Through many honor took place in Saratoga Springs on 08 many years. conversations with Bob, especially at the December, during which our colleague, Tom beginning, in Buffalo, when we talked about Dehner, offered the following reflections. Bob as Mentor the seminal ideas and issues that led to the founding of Empire State College, and some Bob was truly a mentor to me, especially of the key people and their contributions in those early years when we all worked Even though we are all saddened by the in the early days, I came to a much better, together to launch a new learning center and sudden loss of a dear friend, parent and deeper understanding and appreciation to help develop some of the key policy and colleague, it seems most appropriate that of this “new experiment.” And I loved procedure documents that were to guide our we come together to celebrate his life and his stories about the “rival camps” that work with students. We were all “newbies” accomplishments and to share memories of developed in the earliest days of the college. then, and he was our “experienced leader”; how he touched our lives. Knowing Bob, he after all, Bob had a full year or more of Intellectually curious, very broadly read, would surely want that. experience with this mentoring stuff!! with a quick wit and distinctive sense of I will always remember Bob as an engaging, humor, Bob Hassenger was passionate “Coach” is perhaps a good descriptor of interesting and helpful colleague, mentor about things he really cared about. He really Bob’s style as a leader, as a colleague and as and friend for nearly 40 years – someone enjoyed the intellectual exploration of issues a mentor. whose wide-ranging intellectual breadth and and ideas, and enjoyed sharing his thoughts.

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Bob was an excellent writer. I looked and often with further elaboration of a years ago. He commented: “John lived the forward to reading his book reviews, which larger context, which, of course, he wasn’t life of the mind.” It seems to me that also is he often shared, both because I really shy about expounding upon. a very apt descriptor of Bob’s life as well. enjoyed and admired his writing style, and He loved all aspects of the study of human Jesse and Andrew and Meg: you and your because he always had interesting things to behavior and loved to engage students in siblings should be so proud of your dad say. His writing was sharply analytical with its formal study, and loved the challenge of Thank you for letting us, at this sad time interesting insights and with an enviable guiding students to discover new insights for you, share some fond memories of a ability to relate detail to a larger theme from formal study that they could relate special person and friend, and to celebrate or perspective. to their own lives and work and family an interesting and productive life. Bob also was a keen observer of human experiences. This was clearly evident in the I want to end my comments with another behavior, not surprising, given his primary many courses and learning contracts he quote, this one from a colleague in an academic interest area. But his interest here developed, and by the fact that he continued Empire State College regional center who was not for any mean-spirited reason, but to tutor courses even after his retirement worked with Bob on course development because he really enjoyed trying to figure from the college. and who couldn’t be here today. She ended people out. His observations, when he I recall something that Bob said about her email to me with this closing comment: shared them, were often delivered with John Jacobson (former vice president for “I remember Bob fondly … a smile some kind of pithy comments, (I’ll resist any academic affairs at Empire State College) involuntarily breaks out on my face when I temptation to share a particular example …) when he heard about John’s death, several think of him.” And it does on mine, as well. but almost always with a smile or a chuckle, We will miss him.

Robert Hassenger, circa mid-1990s

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Remembering Karyl Denison (KD) Eaglefeathers

Ivan I. Ivanov, Long Island Center

Karyl Denison (“KD”) Eaglefeathers came been said, “truly great friends (and lovely sense of the mentor role. Dr. Eaglefeathers to Empire State College in 2003 from her professionals) are hard to find, difficult to interests were wide-ranging and she was work as the director of Tribal Head Start for leave, and impossible to forget.” able to work with students in many subject the Northern Cheyenne Tribe in Montana. matters within Community and Human I have known KD since September 2003; KD came to the college with an amazing Services and Cultural Studies. Her courses we joined the college at the same time. Over breadth of learning and experience. She were outstanding; she made good use of the past nine years, I have worked closely received a bachelor’s degree in elementary all kind of resources: print, audio, films, with Dr. Eaglefeathers at the Hauppauge education, a master’s degree in American DVDs/CD-ROMs, online research databases Unit, Long Island Center sharing challenges, folk culture and a Ph.D. in folklore. This and field explorations. Our students will exciting professional and personal moments, learning, in addition to her many years of remember her well-known study groups in traveling many times to Old Westbury, fieldwork, direct service to communities, Community and Human Services Theories Albany and Saratoga Springs jointly and organizational and community and Practices; Celebration and Sustainable exploring and growing into the profession development informed KD’s lifelong and Communities; Moral Commitment and of mentor. I found her to be an amazing heartfelt commitment to teaching, research Social Advocacy; Cheyenne Language and professional, exceptional scholar, extremely and museum/archival work. Along with her Culture and the joint study in Art and hardworking person and a wonderful husband, Clifford Eaglefeathers, KD was the Healing. The atmosphere in her sessions colleague and friend. recipient of many honors, including grants was creative and lovely, the contracts were from the Rockefeller Foundation and the Dr. Eaglefeathers exemplified a perfect challenging and supported with a wide National Science Foundation. In 2006, she profile of an Empire State College mentor. variety of resources and materials to help was awarded the college’s Arthur Imperatore Here is what she wrote in one of her students to complete meaningful academic Fellowship for Community Engagement. In reappointment review essays: and practical assignments. addition to her work as a scholar, teacher, “I am trained as a social scientist and Students always commended her as administrator and community activist, KD my academic and applied work has knowledgeable, engaging, and open to their was an avid knitter and passionate about the given me a deep understanding of the ideas and their academic and career needs. folk music of the New York City watershed. value of traditional knowledge possessed As one of her students wrote: KD’s devotion to her blood and extended collectively by communities … Community families was evident throughout all of her “From our first meeting to the end and Human Services are about social activities. As Long Island Center colleague of my degree program at the college, conditions and social change, identifying Ivan Ivanov’s remarks (given at a memorial Dr. Eaglefeathers has exemplified the and preserving what is of value, while held at the Hauppauge Unit on 19 October consummate Empire educator. Her keen imagining, advocating for, and implementing 2012) attest, KD’s breadth and depth of insight, intuitive nature and enthusiasm change when human conditions are out of knowledge, her insights into too-often have provided encouragement and sparked balance. … My professional background as neglected traditions, and her abiding care initiative. In reality, the depth of her own a college teacher, public administrator, and for colleagues and students will be missed lived experience combined perfectly with community activist has prepared me to serve by all of us. her academic achievements to offer a the extraordinary students that Empire State blueprint of learning … SUNY Empire State College attracts. …” College, all of its faculty and staff, and its I never had such a difficult time writing a Her service to the students was marvelous student body benefit from Dr. Eaglefeathers’ short speech – I started many times in the and unforgettable: the students never took dedication and commitment to its mission of last 10 days, and after hours of glaring at only one course with her; most of them adult learning.” the screen with my eyes in tears, emotionally did follow-up studies with KD, either Dr. Eaglefeathers demonstrated her exhausted, I postponed it to the very last independently or in one of her very popular excellent mentoring abilities not only night. Every time I started, moments of the study groups. KD was creative, inspirational with students, but also with colleagues last nine years came back to me like from an and amazing in her academic disciplines. and friends. She informally and naturally old movie tape with such explicit details and Her approach was strongly interdisciplinary; gave of herself when we worked together. immense pain of the loss. Because, as it has she crafted her contracts to meet specific With other colleagues from LIC, I had needs of her students – including in group many opportunities to prepare and present studies – and she demonstrated a solid

suny empire state college • all about mentoring • issue 43 • summer 2013 127 with her at the 2007, 2008 and 2009 “ … she brought a steady and reasonable me … I have benefited greatly from the All College Conferences in interesting hand to her administrative duties, she adult pedagogy I have learned and the multidisciplinary topics such as: Utopia/ identified needs and solved problems in interdisciplinary nature of Empire State Dystopia: An Interdisciplinary Conversation order to maintain academic excellence in a College. It has liberated my approach to about Technology and Society; Mentoring climate of change.” research, teaching and learning. …” Farther: Technology and Studies Across As a scholar, Dr. Eaglefeathers was There are so many more things to add, but Disciplines, Professions, and Generations; outstanding: she earned a three-year I hope these should highlight why I think and Arts and Healing. We all remember how National Science Foundation Research in losing KD, we lost a lot of light and her initiative, involvement and stimulating Award, the Imperatore Fellowship, the charm-in-action. And here the quote performances were vital for the success for Technology Development Fund Award, from Helen Keller describes precisely our our sessions. and the award of professional development emotional state: Dr. Eaglefeathers’ curiosity, creativity and funds that led to a founding of a non-profit “What we have once enjoyed, we can her dedication to the field of Community organization and Catskills Folk Connection never lose. and Human Services made her one of the and numerous presentations, publications All that we love deeply becomes a part most valued members in the CHS area of and field work. I will use KD’s words to of us.” study collegewide. In all her pursuits as a precisely outline her teaching, scholarly convener for CHS at the Long Island Center, and community activities and how she I think all of us – students, colleagues, as a co-chair of CHS AOS collegewide appreciated her work with communities and friends and most of all, her family – feel and on multiple governance committees at the college: personally touched by KD in our lives. including the Senate and APC, she helped to For that magic and for the wonderful “Much of my teaching, research and services bring energy, creativity, professional focus experiences we’ve all had because are in the area of healthy communities, and a faculty perspective to the work of of her, we will be forever grateful to communities coping with transitions, the college. KD’s active participation and Dr. KD Eaglefeathers. and community development. Two of the involvement in a large number of planning, communities that I learn the most from quality, search and governance committees, are the Catskills region of New York State as well as in all of our center’s activities were and the Northern Cheyenne community. always critical, precious and important. As My course offerings have been invigorated our colleague, Barbara Kantz, stated as a by what these communities have taught Hauppauge unit coordinator:

KD Eaglefeathers (top left) with her Hauppauge Unit colleagues in 2012.

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Core Values of Empire State College (2005)

he core values of SUNY Empire We value learning-mentoring processes that: • recognizes that learning occurs in State College reflect the multiple communities, environments • emphasize dialogue and collaborative commitments of a dynamic, and relationships as well as in formal T approaches to study; participatory and experimenting institution academic settings; accessible and dedicated to the needs of • support critical exploration of • attracts, respects and is enriched a richly diverse adult student body. These knowledge and experience; by a wide range of people, ideas, values are woven into the decisions we • provide opportunities for perspectives and experiences. make about what we choose to do, how active, reflective and creative we carry out our work in all parts of the academic engagement. We value a learning-mentoring organization institution, and how we judge the outcome and culture that: We value learning-mentoring modes that: of our individual and collective efforts. • invites collaboration in the multiple More than a claim about what we have • respond to a wide array of contexts of our work; already attained, the core values support student styles, levels, interests our continuing inquiry about what learning and circumstances; • fosters innovation and experimentation; means and how it occurs. • foster self-direction, independence • develops structures and policies We value learning-mentoring goals that: and reflective inquiry; that encourage active participation of all constituents in decision- • respond to the academic, professional • provide opportunities for ongoing making processes; and personal needs of each student; questioning and revising; • advocates for the interests of adult • identify and build upon students’ • reflect innovation and research. learners in a variety of academic existing knowledge and skills; We value a learning-mentoring and civic forums. • sustain lifelong curiosity and community that: critical inquiry; • defines each member as a learner, • provide students with skills, insights encouraging and appreciating his/her and competencies that support distinctive contributions; successful college study.

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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 I others, or have a comment on any part of this issue, or on topics/concerns relevant to our mentoring community, please 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. Send submissions to Alan Mandell (SUNY Empire State College, Metropolitan Center, 325 Hudson St., New York, NY 10013-1005) or via email at [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 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, #44, will be available in fall 2013. Please submit all materials by Sept. 3, 2013.

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