ALL ABOUT

MENTORINGA PUBLICATION OF SUNY EMPIRE STATE COLLEGE Issue 51 • Winter 2018 ALL ABOUT MENTORING

Issue 51 • Winter 2018 ALL ABOUT MENTORING

ISSUE 51 WINTER 2018

Alan Mandell College Professor of Adult Learning and Mentoring Editor

Karen LaBarge Senior Staff Assistant for Faculty Development Associate Editor

“Reflective thinking is always more or less troublesome PHOTOGRAPHY because it involves overcoming the inertia that inclines Photos courtesy of Stock Studios, and faculty and staff of one to accept suggestions at their face value; it involves SUNY Empire State College, willingness to endure a condition of mental unrest and unless otherwise noted. disturbance. Reflective thinking, in short, means judgment COVER ARTWORK suspended during further inquiry; and suspense is likely to “Cuba Pink,” Havana, 2017 Photo by Barbara Kantz be somewhat painful. … To maintain the state of doubt and to carry on systematic and protracted inquiry – these PRODUCTION Kirk Starczewski are the essentials of thinking.” Director of Publications Ron Kosiba Print Shop Supervisor – John Dewey (1859-1952) Janet Jones Office Assistant 2 (Keyboarding) How We Think College Print Shop Lexington, MA: D.C. Heath & Co., 1910, p. 13 Send comments, articles or news to: All About Mentoring c/o Alan Mandell SUNY Empire State College 325 Hudson St., 5th Floor New York, NY 10013-1005 646-230-1255 [email protected]

Special thanks: Thank you to Ms. Karen LaBarge whose meticulous care, editorial dexterity, and abiding patience has made All About Mentoring so much better than it could ever have been. 1

TABLE OF CONTENTS

Editorial – A History, and Ten What? ...... 2 Sustainability, Passion and Writing for Children ...... 49 Alan Mandell Lorraine Lander, Canandaigua

I Tought of Tem Every Day ...... 4 Exploratory Study of Perceived Barriers to Shantih E. Clemans, Brooklyn Program Participation and Completion ...... 55 Jung Min Lee, University of South Florida Directing Steel Magnolias: Motherhood as “A Little Piece of Immortality” ...... 8 What Is It Like to Teach Online Courses?...... 58 Cindy Bates, Schenectady Miriam Russell, Latham and Saratoga Springs; Linda Lawrence, Saratoga Springs Found Tings ...... 11 An Excerpt From Future of Digital Media and Digital Culture “Faculty Development at Empire State College: Oferings at SUNY Empire State College ...... 60 Faculty Development Committee Report to the College” Nicola Allain and Diane Shichtman, Saratoga Springs; (February 1992) Cindy Conaway and Ruth Goldberg, Manhattan; Anastasia L. Pratt, Plattsburgh Coping With Institutional Change by Engaging With the Spiral of Transition: Tey Asked for a Stress-Relief Workshop...... 14 Tinking With Anthropology ...... 68 JoAnn Kingsley, Corning Electra Weeks, Staten Island

Out Country ...... 17 Teaching and Mentoring Across National Cultures: Robert Congemi, Latham Navigating the Shallows of Naive Stereotypes and the Depths of Sophisticated Ones ...... 70 Everything I Know I Learned at the Plattsburgh UB Program ...... 22 David Starr-Glass, International Education (Prague) Kate Dermody and Anastasia Pratt, Plattsburgh Refections on Community Research, Practice and Engagement: Occupational Confrontations: Regarding A Report on My Arthur Imperatore PLA Development at the Van Arsdale Center ...... 23 Tom Kerr, Te Harry Van Arsdale Jr. Center for Labor Studies Community Forum Fellowship ...... 77 Rebecca Bonanno, Old Westbury and Manhattan On My “Bucket List” ...... 27 Mary V. Zanfni, Staten Island Real Tings in Real Time: A SUNY Empire State College Sabbatical Report ...... 81 Poetry from Mary Zanfni’s class ...... 30 Yvonne Murphy, Syracuse

“Major” Changes in Adult Students’ Lives: Report on Fulbright Experience in Amman, Jordan ...... 85 Educational Planning as an Ongoing Process ...... 31 Richard Savior, Manhattan Maureen Kravec, Watertown Are We Out of Step? ...... 88 Institute on Mentoring, Teaching and Ed Warzala, Saratoga Springs Learning Year-End Project Summaries ...... 35 A Review of: 2016-2017 IMTL Fellows Lower Ed: Te Troubling Rise of For-Proft Colleges in the New Economy Recent Work...... 37 By Tressie McMillan Cottom Barbara Kantz, Hauppauge Found Tings ...... 92 Teaching, Mentoring and Activism in an Age of Trump ...... 41 “Campus Life: In Search of Community” Himanee Gupta-Carlson, Saratoga Springs; Lisa Parkins, by Ernest L. Boyer (1990) Manhattan; Anastasia Pratt, Plattsburgh Remembering Joyce McKnight ...... 97 Integrative Public Health Practice: Pathways to SUNY Empire State College Colleagues Addressing Health Inequalities in Vulnerable Populations...... 46 Daramola N. Cabral, California State University, Monterey Bay1 Core Values of Empire State College (2005) ...... 101

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 2

E D I T O R I A L A History, and Then What? Photo credit: Janay Jackson

“Most works finally have one quality. But the bigger picture lingers: What about all hovered around almost from the very start. The thing as a whole, its quality as a whole, of this history? What do we do with it? Yes, By imagining there was a much purer time, is what is interesting.” there are practical issues about attending to we can lose touch with the call and the need and accessing the college’s trove of archival for change. – Donald Judd, “Specific Objects” (1964) treasures. (With Richard’s departure, we But of course, too, if we have a wobbly have to figure that out and conversations foundation – only the vaguest memory of have begun!) But there’s also the question was so happy that, thanks to our origins, few agreed upon core values to gauge that probably every institution has to face – bookstore manager, Dan Rabideau, the quality of our work, and only the tiniest especially every institution that is proud of its we were able to give each of our awareness of the educational attempts that distinctiveness and its resistance to the status colleagues who attended the fall New Mentor were made by so many and the research that I quo, and that wants people to learn from Orientation residency, a copy of Richard was done to track it – we’re also sunk. We can decades and decades of its experimenting: How Bonnabeau’s indispensable history of SUNY too quickly assume that savvy navigation of the can the heart of a history (“its quality as a Empire State College’s first 25 years, The demands of the day can keep us on track, that whole”) and what we can learn from it (“what Promise Continues (1996). All of us on the major revampings of institutional structures is interesting”) remain alive, even amidst such planning committee (with Shantih Clemans, will do the trick, and that what is considered to a flurry of change that we, right now, feel the new director of the Center for Mentoring, be an abiding pragmatism can provide us with each day? Who needs to remember what? Learning and Academic Innovation taking the a deeply felt common mission. By imagining Does such historical memory have any value, lead, and Desalyn De-Souza, who contributed that attention to and pride in the past is a any weight? What if these names (and, of so much to this work over the last few years, dangerous deflection from what has to be done course, there are hundreds of others) – Arthur making such a big difference in the transition) this very minute, we can lose a grip on what Chickering and Tom Clark and Jim Hall and wanted new members of our community to got us started in the first place. Jane Altes and Bob Milton and Tim Lehmann have some kind of historical perspective – to and Joe Moore and Joyce Elliott – just don’t So here’s my sense: It’s not about a romance really feel the foundations of the institution even ring a bell? with some past, and it’s not about smashing and its spirit and core values. What better way it all up and rebooting. Rather, it’s in our to do this than to have Richard’s volume at Without any doubt, an obsession with the past best interest to grapple critically with the hand and to get acquainted with some of the can pull us into big trouble. We can get stuck; history of Empire State College. That history college’s animating ideas and the personalities we can imagine some institutional golden is stunningly rich, varied, complex, full of who launched this place? Though I seem to age (when exactly did it begin and when did questions and, for sure, no linear affair. The run into him each time I’m walking up and it end?), some flush times, some designated college was created as an experimenting down the staircase at 1 Union Avenue, Richard period in which what one or a group of us institution responding to a specific set of Bonnabeau, college historian, has, indeed, cherishes held sway (or so we believe). That is, socioeconomic and cultural circumstances. retired. How incredibly lucky we’ve been to without even noticing, our chosen historical The dream of access, individualization, a new have him as our institutional chronicler. What lens can be off: we can cover over the fights, faculty role and an unrelenting attention to an archive and legacy of care for Empire State the confusions, the uneven practices, the blind “learning” wherever it is taking place, seemed College he has left to all of us. spots, the poor decisions and the critiques of impossibly out of step and wildly out of day-to-day institutional life that reach. But, in some pretty amazing ways, it’s

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 3

happened and it’s happening, and we shouldn’t let it disappear. It is not 1971, the world is a hugely changed place, but maybe that “one quality” – part of our history – can guide and help define us.

Alan Mandell

Since 2013, Louis Soares has been the vice president for strategy, research and advancement at the American Council on Education (ACE). Soares also served on the national board of the Fund for the Improvement of Postsecondary Education (FIPSE) from 2011 to 2014. In January 2013, he wrote an essay, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders.” In this issue of All About Mentoring, we have included a number of quotes from this “manifesto,” recognizing that in writing to all “college leaders,” Soares has captured some ideas and a spirit that should remind us of both the present context, the current discussion, and the core of the work we do (or need to do) at SUNY Empire State College and throughout the world of adult and all of higher education. Thanks to Dr. Janet Kaplan Bucciarelli for recommending this text.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 4

I Thought of Them Every Day

Shantih E. Clemans, Brooklyn

“Try closing your eyes.” has been discovery. Instead, I write here about internal discoveries: my relationship to time; “Excuse me?” I ask Harrold Grantham, the my sharpened awareness of everyday, ordinary solicitous ranch owner guiding me and my family moments; and through it all, a renewed on a 90-minute horseback riding exertion through purpose and gratitude for my life’s work. Cerrillos, New Mexico, a historic mining town about 25 miles south of Santa Fe. Although my sabbatical took me away from teaching and mentoring, I have no desire “Feel the experience. Listen to the sounds of nature, to disconnect completely from the beating the wind,” he continues. heart of my work: my students. I thought “Are you serious?” My voice is thin and shaking. about them every day. I wondered how they It is my first time on a horse and I am terrified. were doing, if they finished their last terms There are eight in our group, walking single file. successfully, or if they didn’t, what happened? Already adept riders at ages 9 and 7, my daughters I thought about their families: the aging claim second and third positions in the line after mother who has trouble on the brownstone our leader. I am last. stairs; the beloved uncle “back home,” seriously ill with cancer. I imagined their children: “Don’t hold onto the saddle,” he adds. “Trust the Shantih E. Clemans Were they, like my own, feeling restless in the power of your legs to keep you balanced.” last weeks of fourth grade, sixth grade, high Cautiously, I close my eyes. I feel the sun on my school, dreaming of the freedom of summer boundaries and more about my connections back. I feel a quick gust of wind. I breathe in horse vacation? I thought about their church and commitment to my students as whole smells: salty sweat, musty grassiness of horsehair. ministries and Sunday potlucks, and their people. Connecting to myself as a whole I taste the dust that settles on my lips. I listen to Tuesday evening Bible study in the church person was a first step. birds cawing up above and to the huff-huff sound basement. I wondered how their first semesters of my mare’s hard breathing as she lumbers along in graduate school were, and if they still were When my much-anticipated sabbatical arrived, the rocky trail. I open my eyes. My heart beats planning a move down South. the first thing I did was to buy a pack of six fast. I am grateful for my horse’s slow gait and small notebooks with Marimekko designs on My internal checklist then muted, I expected gentleness, as the excursion maneuvers us up sharp the covers: one for each month of my leave. I to be relieved, to feel unburdened by everyday cliffs, along narrow paths strewn with rocks (sure filled them with daily to-do lists, a handwritten teaching obligations. I envisioned some sort to trip a horse!) and, finally, steeply downward. I promise to write every day. I have found of freedom, a furlough of sorts. Remarkably, say a little Hail Mary to myself. comfort and purpose in these little pages. With when I anticipated wanting to be free from a tone of confusion mixed with awe, outsiders my students, their lives somehow interspersed asked how I planned to spend my “free” time. with my own, like the way my daughter’s deft uring my recent sabbatical (spring Protective in some way of the serious gift I fingers marry a yellow strand of yarn with 2017), my family and I spent a had been given, I deflected: “First, I am going a blue, then a purple, so when the braid is week exploring the greater Santa to reorganize my sock drawer and take it from complete, the eye cannot easily see how the Fe area of New Mexico. We hiked, met new there.” Socks aside, I was determined to use my D stands were once separate. As I now see, it is people, visited the Georgia O’Keeffe Museum, brain differently. I wanted to be wide awake my sustained connection to my students, to soaked in a Japanese hot tub, tasted traditional to allow myself to think deeply about different their lives and learning, that truly freed me. Southwestern food, and, most memorable, things, and, more to the point, to have time went horseback riding. For seven days, the sun Without question, my life has been deepened, to think longer about ideas close my heart. I was bold, and the sky, punctuated by dramatic strengthened and challenged through my yearned to stay present – especially in the lives mountain landscapes, was the bluest color my work with my students, and this enriched state of my children – and intellectually engaged. eyes have ever seen. Though the beauty of New continued during my sabbatical. One of the Elizabeth Minnich (2014), professor and Mexico briefly stilled my mind and rekindled many rewards of working closely with adults philosopher of education, wrote of the essential in me a lust for a quietness only nature can is the reciprocity of the relationship. Students value of thinking: offer, this essay is not intended as a travelogue learn and students teach. Over time, I have about discovering new places, although there consciously relaxed and worried less about

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 5

What I mean [by the word thinking] is nose. You open all your senses for this faculty care about their students, not only in our reflexive ability to reflect around and wonderful richness that is given to us. their sometimes complicated role as student, about things, including ourselves, to step There is no end to it, and that is what but also as whole people with lives that include off the tracks and wander, considering life is all about, to enjoy, to enjoy what is learning and parenting and work and hopes things, including ourselves, from all sorts given to us. (9:40-10:06) and fears and much more. I also learned that of angles. I consider such thinking to be mentors create strong connections to students My time away from the daily work of teaching a wellspring of human freedom as well as and that they work in careful, strategic ways to and mentoring gave me many moments of of conscience. … (p. 51) nurture these connections. conscious enjoyment. However, my enjoyment I have been contemplating what words most must extend beyond myself into larger Put aside the tumultuous, anti-intellectual closely describe how I had felt during those contexts. To this end, I worry that I won’t climate of the Trump administration and the months. Clearly, there is a purpose I feel in my adequately contribute my thinking to current uncertainty and vulnerability of this moment work and in my life. In my field of social work, conversations in higher education. in history for many, including students and especially in group work, purpose is understood faculty, higher education is rapidly and Not surprisingly as a social worker, I have as the “why” of something, the reason, the dramatically changing. Colleges are competing always been drawn in by ordinary people’s means to an end. Students often confuse more for fewer students. The actual college complicated, often beautiful lives. I have long purpose with the more tangible concept of experience is becoming less personal. More wanted to try and understand how people “content,” which is the “what” I am more students require college degrees to compete in think about the wholeness of their lives, in all interested in the why. a rapidly-changing workforce (see, for example, its complexity; for example, how they navigate Miller, 2017; Minnich, 2014). Nontraditional Then there is something like mindfulness, the different parts of their lives – family, work, students, by some estimates, are the “new although, admittedly, I have not found an and their emotional and intellectual lives – as majority” (National Adult Learner Coalition, easy connection to this word, which feels if these spheres are easily or neatly separated. 2017). Traditional-age students who are fresh overused and misused. Heffernan (2015), who Following years of counseling survivors of from high school constitute only approximately referred to mindfulness as a “synonym for sexual assault, I wanted to understand the 26 percent of undergraduate students and an ‘attention’” or “‘memory of the present’” (paras. inner lives of people like me, other women estimated 43 percent of college students are 2-3), argued that the confusion with the term rape crisis workers. I set out to listen carefully 25 or older (Scobey, 2016). Adult students are in some way dilutes its meaning. Still, the and learn about personal and work balance, forced to balance their educational pursuits social work literature is ripe with examples and something deeper: how workers thought of mindfulness in practice (see, for example, about themselves in relation to their work. Lynn and Mensinga’s [2015] essay on social Through in-depth interviews (in 1992, for my “I learned, through workers’ personal narratives of mindfulness; dissertation research), I wanted to understand and Fox-Hodess’ [2015] article on mindfulness their lives: What did they think about? How listening, that mentors in social justice work, among other examples). did they feel in their everyday work lives? are learners, too, and Then maybe it is happiness I am feeling, What was most meaningful about their work although the words “happy” and “happiness” with clients? How did they disconnect at that, regardless of their tend to get caught on my tongue, revealing my the end of the day? Over time, as a concrete area in the college, or unease. As a subject, happiness has received response to the overwhelming challenge recent scholarly attention, for example in of trauma work, I developed an interest in their specific discipline Jill Filipovic’s (2017) book, The H-Spot: The “self-care,” which, as flimsy as it may sound, or specialty, faculty care Feminist Pursuit of Happiness, a social analysis promotes moments of the mind for social of the experience of happiness for women, she workers to consciously take care of themselves about their students, not specifically asks why women in particular have (separate from work with clients), including only in their sometimes not been allowed to be happy. Filipovic left time to just “be.” a legal career to write full time, affording her complicated role as I went on to study mentors at SUNY Empire some type of happiness in finding work “that State College as part of my reassignment to student, but also as doesn’t feel like work” (p. 44). More reading the Center for Mentoring and Learning. I and thinking brings me to gratitude. David whole people with lives wanted to understand the particular ways they Steindl-Rast (2013), a Benedictine monk, approached their work with students, their that include learning spoke of the connection between happiness cherished strategies and areas of struggle. I and gratitude. and parenting and work wanted to learn what gave their work meaning … [Y]ou need stop signs in your life. and importance. What felt crucial? I learned, and hopes and fears and And when you stop, then the next thing through listening, that mentors are learners, much more.” is to look. You look. You open your too, and that, regardless of their area in the eyes. You open your ears. You open your college, or their specific discipline or specialty,

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 6

with the complex wholeness of their lives. develop: “creativity, critical thinking, emotional to keep this question close in mind always in More invisible perhaps, adult students have intelligence, adaptability and collaboration” work in larger communities, in whatever shape, to navigate overlapping challenges of being (Miller, 2017, How Do We Educate section, composition or form that may take. To help an adult student, a process “ … fraught with para. 3). Moreover, Miller (2017) concluded, students think about this, I use a framework of emotional complexity,” mostly expressed by it is the process of learning how to learn that time. What happens in the beginning, when students feeling “less-than” in one way or may be most pressing for our current students the work is just starting? How does a client another (Scobey, 2016, p. 111). and future students. feel? What is she hoping for? How can you help her get there? To follow, what needs to I remember as a high school student in Last year, a colleague asked me to weigh in happen to help a client put into words the the 1980s in suburban New Jersey, I had on what’s more important, “soft skills or hard changes he wants for his life? The clock is classmates who finished high school and, skills.” I was stuck, literally. I had no answer. constantly ticking; the calendar always in without much difficulty, found stable jobs, After a long pause, I said that I don’t make motion. Time intensifies the relationship. maybe working in the nursing home in those distinctions and, even though this Toward the end of the term, we discuss town as an aide or at the local landscaping delineation of skills in the workforce may endings. I ask: “What is the difference between business as a member of the grounds crew. potentially fall into these categories, I see that a planned ending and an unplanned ending?” Times have changed and a college degree when there are “soft” or “hard” skills in the and “How does a counselor thoughtfully and is more important now than ever. Even a conversation, there is a devaluing, a tendency skillfully end a helping relationship?” I write bachelor’s degree will not provide entry into to take less seriously the practice of soft skills, these words on the board: Saying goodbye: the most desirable positions (see, for example, such as listening, feeling, creating and, more Goodbye forever. Staying in touch? Leonhardt’s 2014 article, “Is College Worth inclusively, emotional intelligence. These It?”). Online degree programs are rapidly personality qualities and skills are needed Inevitably, students ask: Can we keep in touch developing, offering students access to learning more than ever. Among the fastest growing with clients? Can we be friends? Ending a opportunities that are flexible to a working occupations are in service fields, human relationship with adult students does not, person’s schedule. However, there is still robust services, health care, for example, where caring, arguably, present the same ethical conflicts debate about the strengths of online learning connections, empathy and paying attention are as ending a relationship with clients. But (Allen & Seaman, 2007). Mark Tomforde, a one’s bread and butter (Appelbaum, 2017). students are not friends. Or can they be? In math professor at the University of Houston, human services, there is often a continuity of In the Community and Human Services observed that the current informality of higher professional practice – as students (some of studies I teach, for example, Counseling Skills education recasts the pursuit of a college them, at least) enter graduate programs and and Group Work Practice, I always ask my degree as a “business transaction” (as cited in land professional positions in social work or students to carefully think about what they Worthen, 2017, para. 25). Worthen (2017) education. Thus, we become colleagues of sorts. need to put in place early on in work with wrote, “The erosion of etiquette encourages clients to help create and foster a genuine On the cusp of 10, she stands tall and elegant on students to view faculty members as a bunch connection based on trust and respect. It the back row risers. It is the annual Spring Sing, of overeducated customer service agents” is both a big question and a little question, a joyous, chaotic and altogether jubilant end-of- (para. 25). Quite honestly, I worry about a meaning we take up this question in our the-year event at my daughter’s school. I watch cheapening of the faculty role, where careful thinking about our class and I encourage them carefully, I listen closely. Fully awake, thinking attention to the wholeness of members of clearly, open heart, I take in the experience. With the college community – students, faculty singing and musical accompaniment, the fourth- and administrators together as thoughtful grade class performs “Merrily We Roll Along.” citizens – is in jeopardy. To my mind, this “Quite honestly, I worry She’s on the triangle. erosion of attention and thoughtfulness is about a cheapening of dangerous beyond words. Thoughtfulness Merrily we roll along and compassion are needed as more students the faculty role, where Roll along are pursuing human services-related careers. careful attention to the Merrily we roll along In her recent essay, “How to prepare for an O’er the deep blue sea automated future” Uta Russmann, a professor wholeness of members For the whole day, I was swept away in the of communications at the FHWien University of the college community wave of optimism, the determination and pluck of Applied Sciences in Vienna, stressed of this song. How many of you get to spend that “[at universities,] people learn how to – students, faculty and a full morning at your child’s school, not just approach new things, ask questions and find administrators together doing cursory activities, distributing snacks, for answers, deal with new situations” (as cited in example, but really participating in everyday Miller, 2017, How Do We Educate section, as thoughtful citizens – learning activities? Embarrassingly, I’ve had my para. 3). Although “automation” is a trend is in jeopardy.” share of making light of the lives and even the for colleges and universities to anticipate and minds of stay-at-home parents, sitting back prepare for, it is urgent that college students

SUNY EMPI 7

and benefitting from their careful planning “ You know, Brooklyn is the only city in the www.nytimes.com/2014/05/27/upshot/ of Family Sing, their purchasing of classroom U.S. that has a working horse stable,” he adds. is-college-worth-it-clearly-new-data-say. supplies, and reliably chaperoning field trips. html “ Yes,” I say searching my memory. “I think I have wondered to myself, what do they “do” I knew that. Maybe I’ll check it out sometime.” Lynn, R., & Mensinga, J. (2015). Social with all of their time? Now, I know better. My workers’ narratives of integrating vision is clearer. When unscheduled and unrestrained, time mindfulness into practice. Journal of Social moves differently – not exactly slower but The classroom door opened at 8:40 a.m. The Work Practice, 29(3), 255-270. often more deliberate and observed. My vision day’s plan, written simply on the whiteboard, is clearer. My thinking is in full swing. I try to Miller, C. C. (2017, May 3). How to prepare asked the fourth grade students to write a experience this time, the everyday moments, for an automated future. The New York story about their weekends, using five or as a citizen, a parent, a teacher and, always, Times. Retrieved from https://www. six words from the “wall of words,” their a learner. nytimes.com/2017/05/03/upshot/how- vocabulary words since September gleaming to-prepare-for-an-automated-future. in the morning sun on the magnetic board References html?_r=0 like Chiclet squares: represent, state, symbol, manufacture, resident, quote, industrial, Allen, I. E., & Seaman, J. (2007, October). Minnich, E. (2014). Democratizing education. foreshadowing. Online nation: Five years of growth in Explorations in Adult Higher Education: An online learning. Retrieved from http:// Occasional Paper Series. Voices That Shape “Education is a seamless web.” With these www.onlinelearningsurvey.com/reports/ Our Vision, Fall 2014(3), 47-55. Retrieved words, Ernest Boyer (1996, p. 17) reminds us online-nation.pdf from https://www.esc.edu/media/ocgr/ of the value of connection; that to teach, to publications-presentations/Occasional- learn, to participate in the process of education, Appelbaum, B. (2017, February 23). The jobs Paper-Series-III-2014.pdf is the same incredible, brave undertaking Americans do: Introduction. The New regardless of age or grade, passion or life York Times Magazine. Retrieved from National Adult Learner Coalition. (2017). circumstance. bell hooks wrote in Teaching to https://www.nytimes.com/2017/02/23/ Strengthening America’s economy by Transgress, “School was the place of ecstasy – magazine/the-new-working-class.html expanding educational opportunities for pleasure and danger” (hooks, 1994, p. 3). I working adults: Policy opportunities to Boyer, E. L. (1996). The scholarship of have often felt that excellent engaged teaching, connect the working adult to today’s economy engagement. Journal of Public Service and is excellent engaged teaching – whether through education and credentials. Retrieved Outreach, 1(1), 11-20. unfolding in an elementary school or a from http://bit.ly/NaAdlLe college classroom; whether the students are Filipovic, J. (2017). The H-spot: The feminist Scobey, D. (2016). College makes me kindergarteners, teenagers, or adults well into pursuit of happiness. New York, NY: feel dangerous: On well-being and middle age. Nation Books. nontraditional students. In D. W. As I left my daughter’s class and headed out Fox-Hodess, K. (2015, April). Grounded in Harward (Ed.), Well-being and higher into the bright city morning, I let my thoughts the movement: Developing a mindful education: A strategy for change and the wander, to my students, the painful state of orientation toward social justice work. realization of education’s greater purposes the world, to my work and the excitement Tikkun, 30(2), 15-17. (pp. 109-121). Washington, DC: Bringing of my new position as the director of the Theory to Practice. Heffernan, V. (2015, April 14). The muddied Center for Mentoring, Learning and meaning of ‘mindfulness.’ The New York Steindl-Rast, D. (2013, June). David Steindl- Academic Innovation (CMLAI) and my Times Magazine. Retrieved from https:// Rast: Want to be happy? Be grateful [Video belief in the power of connection, community, www.nytimes.com/2015/04/19/magazine/ file]. Retrieved from https://www.ted. and to thinking. the-muddied-meaning-of-mindfulness. com/talks/david_steindl_rast_want_to_ “Where are y’all from?” Harrold Grantham asks html?_r=0 be_happy_be_grateful me as we are in the last loop of the ride. hooks, b. (1994). Teaching to transgress: Worthen, M. (2017, May 13). U can’t talk to “Brooklyn,” I say, still breathless from the ride. Education as the practice of freedom. New ur professor like this. The New York Times. York, NY: Routledge. Retrieved from https://www.nytimes. “I lived in Brooklyn once. Montague Street. com/2017/05/13/opinion/sunday/u-cant- In 1979,” he says, surprising me. Leonhardt, D. (2014, May 27). Is college talk-to-ur-professor-like-this.html?_r=0 worth it? Clearly, new data say. The “Really? We don’t live too far from there.” New York Times. Retrieved from https:// I am still breathing hard.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 8

Directing Steel Magnolias: Motherhood as “A Little Piece of Immortality”

Cindy Bates, Schenectady

“I look at having this baby as the opportunity of actors, designers and production team – an a lifetime. Sure, there may be some risk involved. enriching journey that makes all the hard work That’s true for anybody. But you get through of mounting a production worthwhile. I have it and life goes on. And when it’s all said and to admit, however, that I found great difficulty done there’ll be a little piece of immortality with connecting to this script until we began Jackson’s looks and my sense of style – I hope. rehearsals. Initially, I couldn’t identify with Mama, please. I need your support. I would rather these Southern women nor with their beauty have thirty minutes of wonderful than a lifetime parlor community. But as the cast and I began of nothing special.” to delve into the words, emotions and action of this script, I found that my heart resonated – Shelby, Steel Magnolias (1987) with one central component of this story: the character Shelby’s overwhelming need to become a mother. he dramatic world of Robert Harling’s 1987 play, Steel Magnolias, entered When the play opens, it is the wedding day my life about a year ago when I was of 23-year-old Shelby and her fiance, Jackson. Photo credit: Cindy Bates Photo credit: Cindy Tasked to direct the show for Curtain Call While we never see the wedding itself, we Theatre, my artistic home for the past 10 years. meet Shelby, her mother (M’Lynn), and a As I started to work on the script, I had vague community of women who support Shelby and memories of the original 1989 film version influence her life. On this day, the women of of Steel Magnolias, but I had no experience the town, including Shelby and M’Lynn, are with the stage play. The original film version, all getting coiffed for Shelby’s wedding at the directed by Herbert Ross, is often credited beauty salon. The opening scene introduces with being the “star vehicle” that propelled us to Shelby’s caring personality and strong Julia Roberts from well-known actress to backbone. We learn that she is determined to “A-list” stardom. Sally Field, Dolly Parton, be her own person and to make decisions that Shirley MacLaine, Daryl Hannah, Olympia are right for her, despite her mother’s loving Dukakis, Tom Skerritt, Sam Shepard, and attempts to sway her daughter’s opinions. Images from Curtain Call Theatre’s production of Dylan McDermott rounded out the original For example, in the play, Shelby wants to wear Steel Magnolias cast. The film was a great success in its day and her hair “up” for the wedding; her mother continues to be popular today. There was also wants it “down.” Shelby wants lots of baby’s Shelby’s body, which has suffered greatly from a 2012 television movie adaptation directed by breath flowers in her hair so that it frames her complications due to diabetes. She insists that Kenny Leon, starring an all-African-American face; her mother wants her to have a simpler Shelby stop working after she is married, but cast led by Queen Latifah. look. We also learn in this first scene that Shelby has no such intentions. She loves her Directing the stage version of such a well- Shelby is a pediatric nurse who works with job – and the babies she serves. Throughout known story always presents certain challenges, newborn babies. She tells the story of a little the first scene, we witness the love between especially when most audiences are more baby who died shortly after birth, and shares Shelby and M’Lynn, whether through the familiar with the film rather than the play. with the women her compassion and love for light disagreements over Shelby’s hairstyle, or Audiences often want to see on-stage echoes that child in his few short hours on earth. serious concerns about Shelby’s health. This of the famous actresses they remember The subtext here is clear: Shelby loves the gift scene also sets up the major conflict in the from the film. Directors, on the other hand, of life, from the imagery of the baby’s breath play: Shelby’s deepest desire in this world is usually want to separate their work from in her hair to the dying baby she held in her to become a mother, but her struggles with such expectations and instead, find and share arms; at her core is a need to create a child. diabetes have weakened her kidneys so much their own authentic connection to the script. As much as Shelby loses herself in romantic that having a child herself would be very From this connection comes a discovery and ideals, M’Lynn is proudly practical: She fears dangerous. rediscovery of the script and story with the that Shelby’s nursing job is too much for

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 9

Given this dramatic conflict, you might just adoption but that Shelby (who is participating Driving the plot line (and mirroring the guess what comes next, even if you don’t in the conversation) is still struggling with it. situation of the playwright’s sister), Shelby know the play: Shelby becomes pregnant. Her M’Lynn explains, “She feels that Jackson might disregards the “limitations” of her body and mother is beside herself, unable to congratulate be throwing away his chance for children. He becomes pregnant. She tries to convince her her daughter, instead exclaiming, “I’m in a state seems to be taking it all right because he’s mother that this pregnancy (and not adoption) of shock!” She then lashes out at Jackson, who crazy about her, but Shelby’s the one that’s is the answer to her dreams: she never really liked in the first place, as she pushing the issue.” Shelby joins in, sharing SHELBY: Mama. I want a child. pleads with her daughter: “But does he ever what Jackson said to her about adoption: “He listen? I mean, when doctors and specialists said, ‘Shut up. Don’t be stupid. There’s plenty M’LYNN: But what about the adoption give you advice, I know you never listen, but of kids out there that need good homes. We’ll proceedings? You have filed so many does he? I guess since he doesn’t have to carry adopt ten of ‘em. We’ll buy ‘em if we have to.’” applications. the baby, it doesn’t really concern him.” Shelby My interpretation of this exchange is that it’s SHELBY: Mama, it didn’t take us long to delivers her son, Jackson Jr., four months intended to enhance our understanding that see the handwriting on the wall. No judge early. He lives, but she struggles with failing everyone around Shelby is supporting her is going to give a baby to someone with kidneys. After months of dialysis and, finally, if she chooses to pursue adoption. Jackson’s my medical track record. Jackson even put a kidney transplant (the kidney is notably good-natured thought about adopting “ten out some feelers about buying one. donated by her mother), Shelby loses her battle of ‘em” and “buying ‘em” if they have to is and dies. In the epigraph to this essay, Shelby M’LYNN: People do it all the time. designed to show us his love for Shelby and expresses her willingness to embrace the risk of his support of her desire to become a parent. SHELBY: Listen to me. I want a child pregnancy even if it means only “thirty minutes For me, it also demonstrates his naiveté about of my own. I think it would help things of wonderful.” In the end, she indeed gets the world of adoption. I struggled with the a lot. more than a half-hour with her baby boy, but notion of adoption as “buying” a child in this not much more than that. It was this dialogue that caused me grief exchange, but in the context of the characters throughout my work on this play and led to The story of Steel Magnolias is based on the and the story of the play, I finally came to a conversation among my cast that left me tragic experience of the playwright’s sister, accept that line. The subject returns a bit later speechless. First and foremost is the underlying Susan, who also yearned to have a child and with M’Lynn once again pushing Shelby to idea that adoption is essentially equivalent to died due to complications from diabetes after consider adoption: “buying” a child or, alternatively, that one could giving birth. While there are many differences M’LYNN: What Jackson said about purchase a child outside the legal adoption between Susan’s story and mine, I can connect children … about adoption … was system. I brought this concern up in a rehearsal to her deep desire to bring a child into this wonderful. And very wise. Not being able and I asked the actress playing M’Lynn if world and spend a lifetime raising that child to have children is no disgrace. (silence) she could change the subtext of her line, into adulthood and beyond. But unlike Shelby, Shelby, did you hear what I said? “People do it all the time” to refer to adopting who became pregnant almost by accident, I a child rather than buying one. This led to a waited years and years to become a “mom.” SHELBY: Mama, I know all about conversation in which one cast member said Indeed, I am extremely proud of our two adoption. And I also know the limitations something to the effect of, “Adoption is so children, both of whom we adopted. In the of this body of mine. I would never do expensive that it essentially IS buying a child.” play, Shelby considers adoption as well, but anything stupid. I stopped in my tracks; so many emotions and because of her health issues, she doesn’t believe M’LYNN: Finally. You’re listening to responses flooded through me. she would qualify. Throughout my work on reason. this play, I struggled with how adoption is This actress knew that my children were handled and, even more so, with conversations adopted although she and I had only just about this portrayal of adoption among my met for this production. Rapid-fire questions cast. “As for me, I couldn’t went through my head: Had she experienced a difficult adoption situation? Did she really Adoption is first raised in the play as an option get my mouth to speak. understand how hurtful it was to say this to for Shelby and Jackson by Shelby’s mother, me? Other cast members chimed in about M’Lynn. As mentioned earlier, M’Lynn knows I reverted back to what other dialogue in this scene, but no one voiced how much her daughter wants a child, but I knew: focus on the any opposition to her assessment of adoption M’Lynn meets that passion with an equal as “buying” a child. As for me, I couldn’t get desire to keep Shelby from getting pregnant work. I shut down and my mouth to speak. I reverted back to what because of Shelby’s struggle with diabetes. went into my version of a I knew: focus on the work. I shut down and When the subject of children is raised in one went into my version of a director’s “autopilot.” of the beauty salon conversations, M’Lynn director’s ‘autopilot.’” explains that Jackson is fully supportive of

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 10

This actress’ glib assessment of the creation have some contact with their birth families. success. I never returned to the conversation of a family like mine in terms of money They are fully aware that they are adopted and, about adoption and money with the cast. I infuriated me. Yes, adoption is very expensive simultaneously, that they are 100 percent our never questioned Shelby’s line about wanting a in the U.S., and I know how very lucky we children in every way, shape and form. The “baby of her own” with the actress playing the were to have family support us so we could fact that they have birth families and a genetic role. In essence, I had to let it all go. afford to adopt our children. We paid agency history that is different from their parents does My journey to become a mom is my story. fees, advertisement fees, publication fees, legal not in any way lessen the truth that we are a My children’s adoption stories are theirs. And fees and more – all of which are allowed by family. From birth, I have taught my children this playwright’s story, based lovingly on his American laws. I also know so many others (who are still young) that they were born in sister’s life, belongs to him and his family. I felt who cannot afford these adoption costs and my heart and from their birth mommy’s that the best thing I could do was to keep my my heart breaks for them. One member of my tummies. While this may sound simplistic, reality out of his fiction. As with every play I family (who adopted her children in the 1960s) it is the truth as my children understand it. direct, I learned about myself as a director and was appalled by the costs of adopting today. Waiting to adopt is not like being pregnant. as a person. But this experience was different: She used similar language as this actress had, Waiting to adopt requires different kinds of it unexpectedly taught me about the range of saying that the agencies were requiring us to love, nurturing and faith in what you cannot public perceptions regarding adoption – in “buy a baby” now, whereas when she adopted see or touch than does pregnancy. I found ways the past and today – and propelled me into through a religious organization in the 1960s, to transform the heartache of “waiting” into working back through my own experiences the only fees were legal ones. love for the children who landed in my arms. with adoption. The negative perceptions of By the time I held each of my children for the Another problem I had with this dialogue in adoption continue to astound me. The activist first time, I had loved that individual, unique the script is Shelby’s line, “I want a child of my in me wants to combat those perceptions so child for years. own.” I still cringe every time I read or hear my children and countless others grow up these words. It reifies such an awful stereotype As they say in show business, “the show must without damaging stereotypes, while another that an adopted child is somehow “not your go on.” And so, despite the struggles I had part of me just wants to enjoy my children and own child.” My children are being raised in with this script, the production moved along help them grow. Maybe the artist and scholar open adoption situations. This means that they its rehearsal path and the show was quite a in me will find a path somewhere in between.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 11

Found Things

An Excerpt From “Faculty Development at Empire State College: Faculty Development Committee Report to the College” (February 1992)

Over a period of more than a year, a collegewide Report of Faculty 4. Faculty development activities should faculty development committee met to discuss a Development Committee reflect the life cycle of the mentor and series of recommendations that were made at a support the needs and interests of new March 1990 faculty development retreat held at October, 1991 mentors, mid-career mentors, and Roaring Brook Conference Center in Lake George, senior mentors. The Faculty Development Committee grew New York. Each of the college’s “learning centers” out of a recommendation from the workshop 5. Faculty development should be part of the was represented on the committee. At the 1991 All on faculty development held in March, 1990. ongoing professional activities of mentors College Conference, the committee’s draft report Initially appointed and charged in October, and not limited to formal occasions such was discussed. Members of the committee were 1990, the committee has a representative from as college-wide mentoring workshops. Peter Birckmayer, Richard Bonnabeau, Carolyn each regional Center and special purpose For example, new and emerging programs Broadaway, David DuBois, Keith Elkins, Clark program. The recommendations in this report within the College, such as the Master Everling, Judith Gerardi, Robert Hassenger, were initially developed during a two-day of Arts in Liberal Studies, constitute an Roger Keeran, Marjorie Lavin, Frances Mercer, retreat of the committee in March, 1991, and opportunity for faculty development. Rhoda Miller and Rhoada Wald. Nancy Gadbow a draft report was circulated in advance of the and Alan Mandell served as associate dean 1991 All College Conference. The report was Priorities liaisons. The final report was submitted to Vice revised in light of discussions at All College President Jane Altes in the fall of 1990. The committee identified the following and subsequently in Centers. priorities for faculty development at the The full February 1992 report includes Vice College: President Altes’ response to the committee report Premises and 10 summaries of center discussions. It also 1. Creating more systematic and varied The committee agreed to the following includes the “Report of Faculty Development means for professional development of premises as a basis for discussion: Committee, October, 1991,” the excerpt offered new mentors. below. Crucial to the recommendations was “the 1. Faculty development at Empire State Projections of faculty retirements over creation of an entity that we have been calling College should accommodate the diverse the next decade suggest that the College a ‘Mentoring Institute’ that would coordinate interests of faculty, including both will soon see an influx of new mentors and support a variety of individual and group mentoring and scholarly interests, and the in need of a full orientation to their role. activities related to faculty development, with diverse needs of the institution. The committee recommends that a small special but not exclusive attention to the role 2. Faculty development should take place task group of mentors and associate of mentor” (p. 3 of the full report). It was this at many levels: informally between pairs deans develop an integrated program of Mentoring Institute that became the foundation or small groups of colleagues, within Center-based and College-wide activities for the Center for Mentoring and Learning and, Centers, within regions of the state, and in support of new mentor development. most recently, the Center for Mentoring, Learning in College-wide activities. Examples of such activities include and Academic Innovation. workshops, “buddy system” or team of 3. There is more support for faculty Special thanks to Richard Bonnabeau, college experienced mentor-advisors from within development activity than people historian, for his ongoing support of our work and outside the new mentor’s Center, new generally realize; this support and the and for suggesting this report as one of our mentor visits to other Centers or units, accomplishments of faculty should “Found Things.” new mentor network or support group be more widely and consistently (face-to-face or electronic). communicated. 2. Establishing activities and structures to foster a professional culture focused on the role of the mentor.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 12

At the 1990 workshop on faculty Phase I (1991-92) assume coordination through the Office development, there was considerable of Academic Affairs and the Faculty Office of Academic Affairs to provide interest in the creation of an institute that Development Committee. committee members with a summary of would recapture the energy generated in activities supported in recent years. (Done Beginning May, 1991, Center-level the 1970’s by the College’s Center for Spring 1991) teams – associate dean, Faculty Individualized Education. The committee Development Committee representative recommends a two-step approach Each committee member to provide a and other interested faculty – meet to developing such a structure: (1) a report on faculty development activities at regularly and frequently to discuss year-long coordinated set of activities her or his Center. (In progress) issues in mentoring. Issues arising in organized around a mentoring theme Add one or two associate deans as liaisons these discussions will become basis of and carried out in Center, regional and to the faculty development committee regional discussions. college-wide forums and (2) in the longer and invite associate dean participation in range, establishment of a mentoring February-March 1992 – regional the year-long thematic program described institute that would serve as an umbrella meetings will be held in three locations below. (Nancy Gadbow and Alan Mandell organization covering a variety of (New York City area, Albany, and accepted the invitation at all College to development activities, focusing both on Syracuse or Rochester) organized serve as liaisons between the committee mentoring and scholarship. around themes emerging from Center and associate deans.) discussions. Charge of regional 3. Increasing the visibility of faculty Committee members to share information meetings is to identify three themes for development as an institutional priority. about Center and college-wide faculty discussion at Centers and at 1992 All The committee recommends that development activities with Center College Conference. information about College support for colleagues as a basis for discussion March-June 1992 – follow-up faculty development and the outcomes of needs and interests. (May through discussions/activities at Centers will be of faculty development activities be more October, 1991) organized around themes from regional regularly and widely disseminated. Office of Academic Affairs to develop meetings (either themes common to 4. Making resources on mentoring more means to make faculty development all regional meetings or unique themes available within the College. activities more visible in a more routine selected by each regional group). way (e.g., through column in Exchange, Observing that resources on mentoring 1992 All College Conference – reserve faculty development newsletter/bulletin, are not readily available either to new a block of time (perhaps the first VAX bulletin board, section of Faculty mentors or to experienced mentors afternoon) for faculty development Directory). seeking current research in the area, the discussions/workshops based on the committee recommends that a database Provide examples of good practice in themes identified in regional meetings. of mentoring resources be developed contract learning (e.g., through update Also set up display of resources for and made available. The committee of “Contract Learning Casebook” mentoring at All College. noted that the National Center for [sic] publication of Center of Individualized 1 Phase II (1992 and following) Adult Learning can make valuable Education). (Note: APLPC asked contributions to this effort. the Faculty Development Committee Create small task group of mentors to give special attention to ways of and associate deans to develop Actions enhancing learning contracts and contract enhanced methods for the development evaluations through faculty development of new mentors The committee outlined activities to achieve programs and the committee accepted these priorities. These have been loosely Create small task group to explore this charge.) grouped into phases, with considerably more funding possibilities for an institute specificity about steps in the first phase, Make available through the Office of on mentoring in the expectation that more specific later Academic Affairs a reassignment for Add a chapter on adult learning resources steps will emerge as the initial activities are the development of a database on 2 to the Mentoring Handbook carried out. Some of these activities are being mentoring resources. undertaken by the Committee and others are Provide reassignment or load reduction Plan a year of integrated faculty recommended as actions for the Office of for start-up of Mentoring Institute. development activities organized Academic Affairs or other groups yet to Possible areas of focus: pilot activities around a theme (e.g., “Mentoring and be formed. to illustrate potential of institute; plan Innovation”). The steps outlined below for “exporting” mentoring expertise

SUNY EMPI 13

(and possibly raising funds for faculty In addition to developing recommendations, Members of Committee development by presenting programs to the Committee has taken concrete steps, as Richard Bonnabeau, CDL (1991-92) external audiences). outlined in Phase I activities above, to focus Peter Brickmayer, Capital District attention on issues of faculty development. Phase III Dave DuBois, Genesee Valley Several Centers that did not previously have Keith Elkins, Niagara Frontier Establish Mentoring Institute as umbrella a faculty development committee or similar Clark Everling, HVASLS organization to coordinate a variety of structure have created an ongoing group to Judy Gerardi, Metro individual and group activities related address issues in this area. Beginning in May, Bob Hassenger, CDL (1990-91) to faculty development, with special 1991, each Center representative worked Roger Keeran, Graduate Studies attention to the role of the mentor. In with associate deans and faculty colleagues to Majorie Lavin, Academic Affairs formulating this recommendation, the organize Center-based discussions and other Frances Mercer, North Central committee considered the conclusion activities designed to identify issues in faculty Rhoda Miller, Hudson Valley of the “Focus Report on Mentoring,” development at Empire State College. Each Rhoada Wald, Long Island which called for College support of representative will hold at least one discussion a professional culture centered on of faculty development issues at a Center Notes added by All About Mentoring

mentoring. Committee members saw faculty meeting by the end of October and 1 The National Center on Adult Learning the College’s special expertise in report conclusions back to the Committee (NCAL) was created in 1988 as “a mentoring as a strength that could in November. Themes emerging from these national clearinghouse for adult learner serve a wider educational community discussions will serve as the basis for planning research, funding practitioner research, and attract external funding. In its regional and College-wide activities in 1992. and shaping public policy regarding emphasis on mentoring, however, the adult learning … ” according to Richard committee did not intend to exclude Bonnabeau, 1996, The Promise Continues, support for scholarly activity and instead p. 144. NCAL was directed by Dr. saw this as an important goal of a Timothy Lehmann. The center no mentoring institute. longer exists.

2 The Mentoring Handbook became the first online “handbook,” Mentorsite, which was incorporated into what is now the Center for Mentoring, Learning and Academic Innovation website.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 14

Coping With Institutional Change by Engaging With the Spiral of Transition: They Asked for a Stress-Relief Workshop

JoAnn Kingsley, Corning

Selectively playing the keys of the piano, I listen learning. Over time, I learned that I like to for melody patterns. help people. “Imagine Feeling Better” is my personal spin on the foundations of Integrative Allowing for dissonance, creative exploration leads Wellness, one of the guided independent to discovering harmonic resolution. studies I offer. Watching the sunrise, with birds chirping, I am In March 2017, I was in Saratoga Springs for reminded that a spring morning brings its own the All College Conference when I learned effortless resolution and a new beginning. that we are shifting away from the current I seek the feeling of comfort that follows resolution. overlapping five terms and moving toward a three-term structure for our academic Metaphors as Tools calendar. Explanation and hubbub tripped for Communication over themselves for a few days, which was a perfect set-up for the 30-minute stress or the past two years (2015-2017), relief workshop I was asked to lead for the I served as the Rochester regional

“Support Staff Professional Development Photo credit: Todd Hutchinson representative to the Integrated and Training” session held on the second Technology Committee (ITC) on governance JoAnn Kingsley F day of the conference. for SUNY Empire State College. I feel lucky to have had the opportunity to witness the Genuine Stress Relief is a combination of a flow chart and a mind map. community dedication of the new Rochester Natural Consequence When It is designed to act as a tool to guide you building and memorial garden. Exposure to Combining Movement With through your personal responses to the process the innovative educational technologies and Conscious Breathing of change management. Understanding this instructional design capabilities of ESC was diagram requires finding your starting point. a bonus. Working at a small location without Movement helps re-engage our energy flow Take a look. immediate access to the new technologies after stagnation sets in. Leading the support There are four main starting points, reading inspired me to think about institutional staff to experience breathing into different from the top moving clockwise: Technology, change and the process we all go through to types of movement was great fun. Our Breath, Social, Movement. Consider which one adapt to what may or may not be happening. 100-year-old colleague showed us how to of these catches your attention. Align yourself Living into the unknown as it changes is an participate with a big smile. Experiencing with the row of seven stacking chakras – the adaptive skill. postural movements, small muscular circles reading from root up to the crown adjustments along our spine, adds to our sense About half of my work-life is taken up by of your head are the central energy channel, of relief. Sensors in our feet and legs, inner my role as mentor/instructor for Empire the sushumna, or central nadi. Many may be ears and center of gravity engage our vestibular State College. In addition, I am a community familiar with these notions from studying system to seek balance and homeostasis. organizer, entrepreneur, therapist, mom traditional yogic philosophies. and partner – in my own imagination, an The Spiral of Transition Look again at the Spiral of Transition. It has orchestra conductor and event planner. I love as a Graphic Organizer two titles depending on your perspective. considering how each person brings his or her You might be one who reacts to change from own frequencies – tone, texture and volume Institutional change requires a response. The the top-down Technology side of things, the – to what we do together, to the “music” we diagram on the following page was created to Information Processing Spiral of Transition. make together. I grew up with farm family hand out to the ESC support staff. I wanted Perhaps the digital learning environment businesses, manifesting multiple income to see if I could create a map of overlapping concept comes to you like magic from beyond, streams in different seasons while physically concepts to help people begin to imagine filtering down through the crown of your head exploring life’s lessons through applied feeling better. This graphic organizer is a into your mental processing system with ease

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 15

thaw in the Finger Lakes region of New York, while I reflected on my interest in how we choose to experience our lives. Heading off to graduate school for creative arts therapy with a concentration in special education at Pratt Institute in Brooklyn in the late 1980s was exciting for this farm girl turned town kid who was wide-eyed about everything NYC. Luckily, a friend knew I had an interest in teasing apart the relationship between developmental, emotional, mental and learning problems and introduced me to Motke Pomerantz, an Israeli psychologist, who changed the course of my life. Motke was traveling from Israel to New York City a few times a year to train a small group of interested therapists how to think developmentally about every aspect of life. He taught us the pathways from sensation through perception and on toward thinking, combining psychotherapeutic, creative problem-solving with knowledge of sensory processing issues before others were talking much about them. He taught us about choosing to learn and develop. He improved our abilities to cope with change. Motke had developed an approach to working with children and adults called Perceptual Development Therapy, which was proving successful in Israel. Through my own perceptual experiences with him, my powers of interactive observation began to develop. Initially, I watched him in awe, with his perceptual development exercises, games and puzzles designed specifically for diagnostic, treatment and enrichment purposes. He demonstrated a kind of clinical divination. The and grace. You know what to do. You breathe internal sensory input? Once we have a sense student-clients performed a task and Motke through your emotions as joy emanates from of what we are doing, we can begin to see how told them about their life. We were all amazed. your heart … what a lovely image. You make movement and breath are incorporated into Slowly, over time, I began to see it. Patterns sound academic decisions and move through our spiritual aspect, where we develop our emerged, the sense of timing, the conflict and your day with alignment. belief systems. resolution, rhythmic surprise – it was all there: orchestration of a clinical nature. He layered In contrast, you might find yourself in the Coping With Change textures of functional capacities carefully as he lower Personal Spiral of Processing Change, exposed, exercised, reintroduced and integrated the aspect better understood through The idea to write an article for All About them at higher developmental stages. Brilliant. our Social interactions with our students, Mentoring came to me much like the sun rises, He was my mentor. colleagues, families and friends. This opening slowly over time, bleeding sun rays on the edge to the ESC 2.0 vortex is idiosyncratic. Many of the horizon. Alan Mandell encouraged me Fast Forward people engage with the process of change at to write what was important to me, to tell my the root level of security with wonder about story. Early in the spring, the air was crisp Excited to wield a microphone, my enthusiasm survival. Emotions are often expressed through and fresh, the ground soggy with mud, the for the subject of “stress relief ” allowed me to the choices we make. Focus on your choices. waterfalls gushing with run-off from the spring use my expressive nature to engage with the What do you eat? Are you nourished? How ESC support staff at their training session. I do you move? Are you aware of external and began by discussing some of the stressors I was

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 16

aware of: resistance, fear, change, confusing technology doesn’t make sense to us, we might cut out. Please be proactive in speaking to change, stupidity, and too much sitting at need to do some rethinking. Beginning with your ITC representative about the positive computers. I attempted to map the stressors the sensations that come from our ears, eyes contributions you would like to make to to the commonly known grief stages to help and bodies, we seek to “make sense” of what ease the spiral of transition at Empire bring the emotions triggered by change and is presented to us. Meaning-making is a topic State College. transition into awareness. Many were familiar that can withstand hours of contemplation. Sometimes academics are keen to jump to with the concept that change often includes For the support staff session, I encouraged securing our conceptualizations. Knowing can a feeling of loss of the old while welcoming everyone to slow the process down and be blissful, when we are sure of something. the new. They agreed that resistance to consider the subtleties of how we process Not knowing can bring anger and disgust to change is much like the denial stage. They information. Our collective goal was to relieve the surface. Disengaging from our need to understood that fear and anger often go hand the buildup of stress. When the words or ideas know can be helpful if we are seeking genuine in hand. Then the bargaining stage – oh my, don’t “make sense,” we have the luxury, some interaction with the mechanisms of change we all laughed together. How we have seen of us, to revisit the input. What did they say? in transformative education. “Take care of the bargaining, the changing of ideas, the Let me look at that again. Let’s proofread. yourselves first,” I told the ESC support staff repositioning of ourselves in our seats as we Bring the raw data back over your sensory at the session. Many of us are natural givers of have aimed for a sense of ease, harmony and receptors to start the process of understanding help and support and need to be spiraling into alignment with the principles of ESC 2.0. again. Once you have turned on your intention conscious choice-making. After all the bargaining and cycling back to attend and engage, allow for the patterns, ESC 2.0 will transition into ESC 3.0 in good through resistance, anger and fear, some of intervals and rhythmic structures to emerge. time. Borrowing a metaphor from the human us have felt the exhaustion and depressive Skillfully crafted orchestration reveals itself development field, I’m excited to move beyond awareness that we are not going back to over time. our “terrible twos.” I appreciate how the stages what was once familiar. Wallowing there for These skills of observation and decision- of life integrate with our work at Empire a while has been helpful for some. Naming making will help us. There will be many State College. I intend to continue exploring the sense of helplessness has its silver lining changes to learn and unlearn as we begin to the potential for structured templates as when hope begins to come around again. incorporate new patterns of work. Shifting personalized learning tools in a changing work Transition includes movement from one state technologies will require letting go and environment. With ESC’s five-year strategic to another; musically, one key to another. opening to new possibilities. Currently planning underway, exploration of our regional Perhaps awakening with our newly emerged working out of the Corning location are two talents and capabilities is necessary. The identity will bring a feeling of acceptance and SUNY Polytechnic Institute workers who patterns that emerge as we move forward will resolution. Acceptance is the final stage of the specialize in supporting users of Banner. inform us. Bouts of improvisation will lead us grief process. Banner is one of the student information toward resolution. Learning to inhale arms up Making Sense system that most of SUNY uses, and ESC and exhale forward bend serves us well. I invite will soon be incorporating into its enterprise you to join me. Listening deeply from within, we can hear system. Physical, mental and emotional stretch where we are and feel ourselves moving around breaks will support us as we develop and learn this Spiral of Transition. If learning to adapt to new jargon and procedures. ITC has its work

SUNY EMPI 17

Out Country

Robert Congemi, Latham

he trip upstate, out into the country, “But are you sure of the way, Jonathan?” had been a fiasco right from the Elizabeth asked carefully. It was getting dark beginning, in Elizabeth’s opinion. Not now, and Elizabeth, who had rarely been Tthat she wanted to be harsh toward Jonathan. upstate, had absolutely no idea of where they She didn’t feel that way. It was simply the were going. truth. Manhattan had been insufferably hot all “Of course I’m sure of the way,” Jonathan said, week, so when Jonathan said he could stand it turning off the highway onto a smaller road. “I no more and had to be somewhere else on the wouldn’t go if I didn’t. I’ve already done it. The weekend, Elizabeth agreed to travel with him. time I first went up to the camp.” He came out of his office and stood by her But it wasn’t long before they were lost. desk. “My friend has a cottage upstate that At first, Jonathan didn’t say anything, but he never uses,” he told her. “We’ll drive up on Elizabeth could see he was unsure of exactly Friday night. I have to do something.”

where he was going. Then after a series of Photo credit: Lana Ortiz It had taken them nearly two hours to get out stops and corrections in towns or on roads, Robert Congemi of the city. Jonathan tried to control his temper asking directions of the local people or of just as best he could, but when they were stuck on someone in a car next to them waiting at a the George Washington Bridge between two light, she knew they were completely lost, and “You mean redneck?” trucks, he suddenly brought his fist down on that Jonathan was in a combination of anger “Something like that.” the steering wheel and said, “Damn, damn, and panic. The road they were driving on was damn. Does anything go right anymore?” without lights, twisting and completely black. “Don’t be silly,” Jonathan said to her, though he didn’t look like his usual totally-assured Once off the bridge, the traffic thinned, “I knew the way,” Jonathan said to her, as if she self, as he did in the offices and hallways spreading out to use all the arterials, and the had told him that he didn’t, which she hadn’t. of the company. trip started to improve. Jonathan even pointed “I can’t believe this.” to a truly wonderful view of hills and trees on The experience was unsettling, to say the A few minutes later, they neared a building on Elizabeth’s side of the car as he sped up the least. There were a half dozen men at the the side of a country road that up closer turned Palisades Parkway. bar, and they did look like rednecks even if out to be a bar. Jonathan pulled into its small it was up north. Maybe mountain men was “Look at that. Look at that.” He was like a boy. parking lot and stopped the car. what she should have called them. They were “You don’t get to see anything like that in the “Do you think we should go in here and ask red-faced, longhaired, scraggly men in work city, do you? Just offices and meeting rooms.” for directions?” he asked her. “I don’t think clothes or farm clothes or whatever, and they But, about half an hour later, Jonathan decided we’re too far off.” weren’t particularly hospitable by any means. he knew an alternate route upstate to his Once again, Jonathan didn’t seem his old, “I don’t know,” Elizabeth told him, not friend’s camp, at a place called West Sand commanding self and talked to the men almost wanting to say anything to upset him more, Lake. The highways were too ordinary, boring, apologetically, as if he didn’t want to rile them. though she was beginning to wish that maybe with their endless miles of macadam and There were no smiles to make lost people she shouldn’t have agreed to go on the trip rest stops. feel any better, and when they finally decided with Jonathan. Not that she was a particularly to be helpful, they did it with amused looks “This alternate route winds around, Elizabeth. judgmental woman. She didn’t think people that were scary, and for a moment, Elizabeth, It goes through these little towns and things, would accuse her of that. She just felt that way. fearless in the middle of the city, worried in the and has a lot of character. You’ll see what “Well, let’s,” Jonathan said, apparently wishing middle of the country that they might follow I mean.” for her to agree with him. “Let’s give it a try.” her and Jonathan out of the bar, and then god knows what might have happened. “Do you think it will be all right?” Elizabeth said, the quintessential city girl. “It looks pretty run-down, and kind of strange.”

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 18

“Well, at least they’ve put us back on the tables had pretty, country tablecloths on them, When they both were seated, the bartender right path. I really do know now the way and the bar, to one side, was lit softly with came after them, carrying menus. To we have to go from here.” Jonathan pulled different colored lights. Elizabeth’s surprise, she saw that the man, at out of the parking lot and back onto the dark, first sight so masculine and cute behind the “Oh, I think it will be fun here,” Elizabeth empty road. “I can’t believe I missed the turn bar, was limping, almost severely. As soon as announced to Jonathan, wanting to make back there a while ago.” He smiled weakly, she saw his walk, she looked away. him happy. looking for something supportive from her. “I gotta tell you folks you’re the first people “We’re so close.” “I hope so,” Jonathan said, clearly a little I’ve ever served.” He was at the table now, discouraged. It was truly the first time she had “Were you scared in there?” Elizabeth asked beside them. “I’m a part-time bartender, and ever seen Jonathan Trilling discouraged. It was him, brushing back her hair absent-mindedly the girl who’s usually here when I’m here didn’t hard to believe. If she didn’t know the way he in the dark. come in tonight. She’s 16 years old. What usually was, she’d say he was like a little boy can I tell you? And the regular waitress, Eva, “Not really,” Jonathan said. “Though they did with his … no, she wouldn’t even think it. she’s in the back. In the meeting room, serving seem to like you. I was wondering what I was The only thing now that bothered them was about 30 people. It’s a Kiwanis meeting.” going to do if they decided to start something.” that except for the bartender, the restaurant “Is it?” Jonathan said, rather dryly, holding his Elizabeth blinked. “Did you really think that?” was deserted. Catching the bartender’s eye, hand out for the menus, which the bartender, Jonathan called out. Jonathan seemed annoyed at her. “Of course I suddenly remembering he had, gave to them. did. How many women do you think they’ve “You open for business here? I mean, are you Elizabeth remembered seeing a number of seen in their life who look like you? Why, if serving dinner?” He was trying to be nice. cars parked in the parking lot, and now that you get the boys in the city all hot just walking The bartender was a little smaller than was explained. down the street, it sure as hell could happen Jonathan, about five-six, five-seven, but nice- here. Don’t you think?” The bartender chatted on, friendly. “Yeah. looking, a sandy-haired guy, a little unshaven. They meet once a month here. We put on a “I don’t know,” Elizabeth said, feeling small. He was tanned a golden-brown color, and he pretty good feed for them.” had a tattoo on his arm, the typical heart with When they finally got to the camp, it was a an arrow through it, saying “I Love Mom.” Elizabeth nodded, to be polite, and smiled. disaster. Elizabeth couldn’t believe Jonathan Elizabeth had to laugh. Of course, his black Jonathan perused the menu. Elizabeth, who had thought it was a good idea to spend the T-shirt had the sleeves cut off them, he was didn’t want to make the man have to wait, did weekend at the place. The camp was very wearing faded-out jeans, and when he came the same right away, and Jonathan, leaning damp and smelled moldy, and it was really in out from behind the bar, Elizabeth could see back, moved his eyes over the menu, as if he no better shape than the broken-down bar he had motorcycle boots on. The man was were in a high-class city restaurant. they had stopped at. The truth was it was even very accommodating, even apologetic, which worse, being simply a camp, and apparently an “What can you say about the beef?” Jonathan surprised her, and, if she had thought about it, unoccupied building for most of the year. Of asked the bartender, who was holding a pencil was even endearing. course, she didn’t say anything about how she and an order book in his hands, leaning over felt to Jonathan. He had been through enough, “Yes. We’re open for dinner.” He smiled, cute, her and Jonathan. The bartender looked and she was going to make the best of it. But and nodded a little toward the empty room. uncomfortable, the pencil and book sitting when he said he was really hungry and wanted “I know it doesn’t seem that way, but we are.” awkwardly in his hands. to go back down the road a mile or two to He was holding a bar towel, which he used to The bartender grinned, a little nervously, a where he saw a country restaurant that looked finish wiping his hands. “Please have a seat.” little confused. “What can I say about it?” pretty respectable, she was happy to go. He giggled. “Anywhere.” “Yes, what can you say about it?” Jonathan took “Getting something to eat would be fine,” she Jonathan glanced at Elizabeth, and she smiled, a deep breath. He was just not pleased. said brightly. “I’m hungry, too. Yes, Jonathan, and nodded her head. Jonathan turned and let’s go and have dinner.” walked forward into the room, wandered “Uhh … uhhh … it’s pretty good, I guess. around a bit, and finally took a table at the far We’ve never gotten any complaints, as far The restaurant was respectable. In fact, she end of the room, Elizabeth following him. as I know. The cook here’s pretty good. The liked it as soon as they walked in. Not that owner’s sister.” it was The Four Seasons or L’Esperance, or “Let’s see. Where can we fit in?” Jonathan said, anything like that, but it was … quaint. It was amusing himself. “The crowd makes it difficult “And the chops? The lamb?” a big, log cabin place, with moose heads on to choose.” He pulled a chair away from the The bartender, learning Jonathan’s way the wall and an old jukebox in one corner, and table, and Elizabeth could see that his eyes of doing things, could answer this one. filled with old, wooden tables and chairs. The flicked involuntarily over the place settings, “They’re good, too. Had some of them presumably to see how clean the knives, forks myself last week.” and spoons were.

SUNY EMPI 19

Elizabeth wanted to say something, but she The bartender seemed stricken. Apparently, he and they glanced over at the bar several times. didn’t want to intervene, either. Jonathan put had not anticipated the question. He tried to At first, the bartender smiled, probably as a the menu on the table. “Well, then I’ll have the think and act as quickly as he could. “Uh, uh,” signal that he was on their side during their lamb chops.” he said, leaning over Jonathan and pretty much waiting period, and then he limped off into reading the menu with him. “I think it says the kitchen, presumably to see about their The bartender didn’t write Jonathan’s order there what the beef comes with, doesn’t it?” He meal. Elizabeth watched him, making his way, down. “You know, sir,” he said, thinking, trying found what he was looking for. “There. There, his tattoo on his arm, and noticed for the first to do a good job. “Let me go into the kitchen it is.” He was reading it for Jonathan, with time that he was sporting a small ponytail. and make sure we have them. I don’t want you his finger. “Choice of salad or soup. Choice of While waiting more, they speculated about to see something and then find out we don’t vegetable. Coffee and dessert. We even give the restaurant. have them.” you a glass of wine, if you want.” “There are probably millions of places like “All right,” Jonathan said, and the bartender Jonathan, himself learning something, could |this all over the country,” Jonathan said. left their side, limping, almost painfully, as far see what was ahead of him, so he ordered as Elizabeth was concerned, Jonathan rolling “Yes. I guess you’re right,” Elizabeth with dispatch. his eyes a little at her. But the bartender wasn’t acknowledged. gone long, only took enough time to stick “OK,” he said, leaning back again, probably “At least, though, he could bring me my soup,” his head into a door at the back of the empty feeling once more in control of the situation. Jonathan appealed to her, after more time. dining room, which obviously was the door to “I’ll have the soup.” He spoke quickly. “What “I … am … simply … starving.” He clipped the kitchen. kind do you have?” his words out one at a time. “The owner’s sister says she has the chops, but The bartender knew the answer to that one. Finally, a very sweet-looking, older woman they’ll take a little while, given all the action “Barley and rice or tomato.” came out of the kitchen, carrying Jonathan’s she has in the back with the Kiwanis club.” “I’ll have the barley and rice. And soup, and was quite apologetic. “I see.” Again Jonathan took his breath in the vegetables?” “I’m so sorry this took so long,” she tried to deeply. Then he went back to the menu, The bartender knew that one, too, glancing explain to them. She had white hair, tied in muttering, “Well, I really can’t wait. I’m very at the menu for some help. “Red cabbage, a bun, and some makeup on, and she was hungry. We’ve had a very long trip up here spinach, coleslaw, macaroni salad. You get your wearing a neat, waitress outfit. “We’re so busy from the city.” choice of two.” right at this moment. This is a pretty big “I’m sorry,” the bartender said. Kiwanis meeting, their once-a-year meeting. “The red cabbage and the spinach,” Jonathan Everybody’s here.” Now Elizabeth saw her chance to speak. She told him. “And no wine.” Jonathan didn’t drink. gave a little laugh. “You don’t have to be sorry. “Well, at least we’ve got the soup,” Jonathan The bartender felt triumphant and wrote down It’s our problem.” managed to say. Jonathan’s order. “All right,” he said, happy that “Oh. OK,” the bartender said. “I guess I’m just things were starting to go well. “And what will “Jamie’s in the kitchen helping out the cook, sorry to hear that that happened.” you have, ma’am?” he asked Elizabeth, looking things are so bad. Thank goodness there are no at her for the first time. Elizabeth could see customers at the bar.” “What about the beef? Will that take a long that he had nice, blue eyes. time?” Jonathan asked. “Do you think you Elizabeth, catching the bartender’s name, should check with the cook on that one?” When Elizabeth had given the bartender her assured her, “He’s been very nice.” order, he smiled and thanked her, thanked The bartender, ingenuous, thought about The old waitress appreciated this. them both, and then walked away, limping. Jonathan’s remark, and then agreed with it. When he had gone, Jonathan rolled his eyes “The poor boy, he’s doing everything he can. “Yeah, you’re right. I’d better.” He talked to once again and shook his head. “What do Whatever he can. He’s a bartender, you know. both of them, and went off again. In a few you have to do to get a meal around here?” he Our part-time bartender. The sweetest boy minutes, he was back for the second time asked her. God ever made.” at their table. He was pleased to deliver his message. “She says there’s no problem with the “He was nice, Jonathan,” Elizabeth risked Jonathan furrowed his brow at this. beef. That’s easier.” saying to him, hoping to turn the situation The old waitress shook her head. “He’s had a around a little. “He was trying his best.” “Good. Good,” Jonathan said, ironic. “I’m so terrible life recently. Had that thing happen glad.” He looked up at the man, who was now Jonathan raised an incredulous eyebrow. to his leg a few years ago. Showing off was poised to write down their order. “What does what it was. On his motorcycle.” The old They did wait for some time for anything to it come with?” waitress put her hand to her chest. Jonathan happen. She and Jonathan made a little, further sipped his soup. “I tell you, there’s no end to conversation about the restaurant. They looked what a man, especially a boy like that, will do around the walls at the stuffed, mounted heads,

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 20

for a woman. Anything to please her.” She end the day,” she told him, but leaning toward “Some of us are pleased easier than others,” looked at Elizabeth. “Women should know Jonathan, too, trying to include him in her he said, snippy. There was no other way to that, shouldn’t they, honey? Not that they’re feelings. “Thanks for worrying about us describe it. He really wanted to be unpleasant, responsible in the end, I don’t think, but they so much.” for the time being. “I thought you were the should know that.” quintessential big-city woman,” he pointed out Jamie brushed his hair back with his hand to her, archly. Elizabeth had to smile and found herself and made a little toss of his head. It was just nodding in agreement. darling, Elizabeth thought. She didn’t answer him. “Well, I’d better get back,” the old waitress “That’s quite all right, ma’am. You people are “At any rate, I’m going to use the facilities,” said. “I told Jamie I’d bring the soup to the about as nice as they come. I don’t mind Jonathan went on, getting up abruptly from gentleman.” She glanced at Jonathan. He saying it.” the table. “I can’t wait, and god knows what’s nodded, thanking her, though clearly half- back at the camp. And I want to clean up, too. Elizabeth had to smile. “Well, that’s very nice heartedly. “Your meals will be out at any I hope their bathroom is relatively clean.” He of you to say.” moment. Jamie was getting them ready when I reached into his back pocket, took his wallet came out here.” As Jamie limped away, Jonathan, cutting his out, and his credit card. “Here. Pay the bill beef, shook his head. “’You people are about for me, will you? Sign my name. Give him 10 “Thank you for that, ma’am,” Elizabeth said as nice as they come,’” he mimicked. “Can you percent, Elizabeth. No more. That’s perfectly to her. believe that? What does he even know about right.” Again Elizabeth didn’t answer, but she They waited for another few minutes, and us? The presumption, really. He probably wants took the credit card, watching him walk away, then finally the bartender came out of the a good tip. Thinks he can get a good tip out of so handsome, so confident. kitchen, holding a tray with their meals on it. us with some of that ol’ country boy charm.” When Jonathan had disappeared into the He carried them carefully, the tray in front of “I didn’t think he was trying to do that,” men’s room at the far end of the dining room, him in both his hands, as if the safety of the Elizabeth said to Jonathan, gently really. “I opposite them, Elizabeth looked over to the meals meant more than anything to him. He think he meant it sincerely.” bar and caught Jamie’s eye, waving the credit walked slowly, his head down, until he got to card and signaling that she wanted the check. their table. “Terrific,” Jonathan said, putting his beef into A couple of men had now come into the his mouth with his fork. “That’s what I love “I know it’s been forever,” he said, putting restaurant, and Jamie was talking and waiting beyond everything else. Wait-service that their meals out before them, still as careful as on them, plopping beers down on the bar. makes itself part of your meal.” he could be. “You people are really nice. Eva Almost immediately, he came over to her, said she enjoyed talking to you. And the cook After that, and for the rest of their meal limping, and smiled. “Was everything OK?” he said she took extra care and also gave you together, Jonathan and Elizabeth hardly spoke. asked, giving her the check. extra portions.” Jonathan concentrated on his beef, and his Elizabeth waved him off and just handed him vegetables, and then the coffee and dessert, Elizabeth wondered if Jonathan’s patience was the card. “Everything was perfect,” she said. rice pudding, that Jamie brought to him after running out, or at least running dangerously “Please don’t worry yourself.” Jonathan ordered it. Elizabeth declined dessert, low. When all the plates were off the tray, something she had always been able to do in “All right,” he said, enjoying himself, limping including the small ones with the vegetables her life, and had only coffee, lingering over it. away with the card and check, and then on them, the waiter – Elizabeth decided to Still they didn’t talk, as if Jonathan had decided returning in a minute. Jonathan was still in the now think of him as Jamie – looked up at that he’d be damned if he’d be the first one men’s room. them brightly. “There, that’s it,” he announced. to speak. Finally, the point not at all being “You’ve got everything we’ve got.” He seemed As Jamie came toward her, limping, holding important to her, she spoke. so proud of himself, and of his restaurant. “I the credit card, tanned, tattooed, his sandy wanted everything to get here just fine for you. “Good meal, Jonathan, huh?” hair with a little pony tail, his black sleeveless I certainly didn’t want to mess up.” shirt and boots reminding her again of his Jonathan backed away from the table, and she motorcycle, she had a sudden swell of emotion. Elizabeth had to say something. “Our meals even thought she heard him suck on his teeth. He looked … so cute, so sweet. look wonderful. Looks like a lot of fine country “It was OK. I’ve had better, I’ve had worse.” cooking. I know we’ll enjoy it.” She turned to I wonder what it would be like to sleep with Elizabeth screwed up her face a little. “Oh, Jonathan, who simply didn’t think he owed this man, she thought. come on, Jonathan, you have to admit, that was anybody anything. Then she turned back to a good meal. Mine was wonderful – the roast When he was beside her, she quickly signed Jamie, their bartender and their waiter, the chicken. … ” She tried to make a joke. “ … The the charge receipt, added 30 percent to the motorcycle boy who apparently had ended up red cabbage, the creamed spinach, the gravy.” bill as his tip, and wrote something else on giving up his leg for a lady he had fancied, a the piece of paper. Then she handed him the girl who probably stole his heart the moment receipt back, placing the receipt on the little he first saw her. “This is a very fine way to

SUNY EMPI 21

platter that restaurants usually provide along to him. She also wondered about her capacity didn’t see how he could, but she thought it with the bill. Out of politeness, she supposed, for love – genuine, giving love – where it came would be nice for him to know that she had he didn’t look at what she had written. As she from at this moment, and what percentage it made the offer. stared at him, she wondered where she would was of what she had just done. She did not She had written her phone number on the be when he read her note, and if she were think he would do what she had written, receipt and told him to call her. kidding herself to think it would mean a lot

Patricia Cranton, an important adult educator and prolific author, died in the summer of 2016. Cranton was born in Canada and served as a faculty member at many institutions in Canada and the United States, including McGill University, The Pennsylvania State University, and Teachers College, Columbia University. She is often associated with the theory and practice of transformative learning, and with Edward Taylor, edited The Handbook of Transformative Learning ( Jossey-Bass, 2012). In 2016, the third edition of her Understanding and Promoting Transformative Learning: A Guide to Theory and Practice was published by Stylus; 10 years earlier, she edited the collection, Authenticity in Teaching, part of the New Directions for Adult and Continuing Education series ( Jossey-Bass, 2006, no. 111). And she wrote, co-authored and edited so much more. Patricia Cranton became a member of the International Adult Continuing Education Hall of Fame in 2014.

Two of her colleagues at Penn State Harrisburg offered these words in their reflection on her many years of work:

“Patricia Cranton has contributed immensely to our field and to the theory and development of many aspects of adult education, but of the development of transformative learning in particular. … She was a deep thinker, and a great collaborator as indicated by her numerous co-authored publications. While she was an introvert, she made her voice heard as her pen was fired alive through her great walks in nature with her companion animals. Perhaps even more significantly is that she encouraged others to share their own voices and ideas in dialogue. … What a role model! What a legacy she leaves!”

– Edward W. Taylor and Elizabeth J. Tisdell “Patricia Cranton and Transformative Learning Theory: An Integrated Perspective,” (n.d.), p. 8

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 22

Everything I Know I Learned at the Plattsburgh UB Program

Kate Dermody and Anastasia Pratt, Plattsburgh

or the last 15 years, we have had the academic instruction, tutoring, counseling and great fortune to work with the SUNY mentoring that are hallmarks of the national Plattsburgh Upward Bound Program, and local program. as a tutor-counselor, classroom teacher and F In 2016, as part of the 50th anniversary of fundraiser. But, our main “job,” through this this UB program, we worked with two SUNY wonderful program, has been to support local Plattsburgh students – Chance Phillips (a students who would not otherwise have access 2016 high school graduate, spending his to college prep courses and experiences. summer before college as a Bridge Program That, in fact, is one of the main purposes of student, completing college-level course work the Upward Bound (UB) Program, which and taking on a work-study position); and was established through the Economic James Winch III (then preparing to enter his Opportunity Act of 1964, itself part of Lyndon senior year of high school and completing an B. Johnson’s War on Poverty. One of a cluster internship at the Clinton County Historian’s of offerings under the umbrella of the Federal Office, with Anastasia, as part of his UB TRIO programs, UB serves college-bound summer) – to gather photographs, stories, students who come from modest-income letters and archival materials about the Kate Dermody and Anastasia Pratt families and/or who will be the first members program’s history. We worked throughout the of their families to go to college. (“TRIO” summer, digitizing materials and formulating refers to the original three programs [there an outline for a book to celebrate this history. of acceptance and community, that we are are now eight] established under the Higher And, in December 2016, we published Upward capable of greatness if we are willing to take Education Act of 1965: Upward Bound, Talent Bound Is You: Everything I Know I Learned some chances and work hard – form the core Search and Student Support Services.) at the Plattsburgh UB Program. (The book is of this book, with each “lesson” illustrated by available through Scholars, Inc., c/o SUNY SUNY Plattsburgh’s Upward Bound Program photographs, drawings, poems and quotes Plattsburgh Upward Bound, 101 Broad it is one of the oldest in the United States. It gathered over the summer. Street, Plattsburgh, NY 12901. The Scholars, was created in 1966 and has been continuously Inc. chapter can also be reached by email at One book is clearly not enough, though, and funded since then. It is the fourth largest [email protected].) so we are already working on the next volume, program in the nation with approximately which we hope will include stories of alumni 200 students. Given the competitive nature Throughout this process, we often commented successes, lifelong friendships forged within the of the grant-funding process and the need on the similarity of student experiences, program, and the ways the academic program to demonstrate positive results in order to as described in 50 years of the program’s helped to prepare students for the experiences maintain funding, that 50-year history is newsletters and student publications. Those that followed their years at UB. That future quite impressive. So, too, are the 50 years of common ideas – the sense that UB is a place book, like this first one, serves another purpose, though: all proceeds from the sale of the volumes will fund scholarships for local SUNY Plattsburgh UB students. To say that Upward Bound has changed our lives is an understatement. We have been shaped as teachers and community members by this program, its faculty and staff, and its students. This book begins the work of honoring the major impact that the program has had on us and on our community.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 23

Occupational Confrontations: Regarding PLA Development at the Van Arsdale Center

Tom Kerr, The Harry Van Arsdale Jr. Center for Labor Studies

“Lucky” PLA for Labor Leaders and Electricians,” I detailed how similar iPLA opportunities with “In your job you’re lucky. You get to learn the International Brotherhood of Electrical new occupations.” Workers (IBEW) in Queens, New York, had – Geny Ulloa, Union Organizer helped us develop a practice of working with International Association of students similar to the one I followed with Machinists and Aerospace Workers Ulloa. In that essay, I reported that an average of 30 credits (as a result of seven to eight iPLA essays) earned per person gave prospective ince the summer of 2015, I have been students a ballpark figure, and offered me recruiting members of a union into a a benchmark to think of both topic areas new partnership program. In this work, and credit requests. Those averages remain SI’ve had great fun learning, as Geny Ulloa consistent with our practices today. observed at one point, “new occupations.” The While the job classifications differ, electricians job he considers me “lucky” to have is that of and machinists participate in union a SUNY Empire State College professional Tom Kerr administration and union governance. Almost employee supporting students through the all of the electricians who elect to pursue a development of describing and documenting program toward a Bachelor of Science degree bachelor’s degree at ESC are members of the their individualized prior learning assessment mentioned earlier. Initial conversations with extensive Local 3 club system, while many (iPLA) requests; from initial probing of Ulloa began in late January 2016 when we of the machinists engage directly in union experiences, through editorial suggestions spoke over the phone for about an hour and I leadership. Clubs and unions have proven to be prior to submission of the requests, to the identified nine (with possibly two more) topic rich areas from which students have learned; formal evaluation process. It is in that early areas for approximately 36 credits based on my they also provide insight into examples of the stage of the process where I sit down, almost initial judgments about the depth and breadth learning process. Over time, I have gained an exclusively over the phone, with an applicant or of his experiences. (His final degree program improved ability to listen to the ways students accepted student and try to deeply understand plan, concurred 18 months later, included share their thoughts over the phone, in short the details of his or her occupational methods. those nine topic areas for which he received 36 or long conversations. As PLA practitioners, By “deeply understand,” I mean probing, credits in iPLA.) I don’t think we fully stop learning about quickly yet personally, areas of occupational this process of identifying and describing Where Ulloa perceives breadth in my and home life, in many cases listening for prior knowledge, so there’s no finishing point occupation (my “luckiness”), I gain depth of themes that will yield areas of college-level – only a continual deepening of my own learning when I talk with him and others experiential learning. understanding of my students’ learning. about their experiences. For example, in Ulloa is a union organizer with the February 2017, I spoke with a machinist International Association of Machinists and Continuity in Learning who worked on a major union organizing Aerospace Workers (IAMAW) union. He campaign that lasted 10 years. His final iPLA I want to get back to the iPLA process, enrolled in Empire State College’s Harry requests for Labor Organizing (4 credits) starting with the initial phone call with the Van Arsdale Jr. Center for Labor Studies and Organizing Labor Organizers (4 credits) prospective student. Let’s say someone calls through a partnership program built around focused on the role of collective bargaining the Van Arsdale Center expressing interest a 36-credit ESC cohort study model. One and labor management relations in campaign in becoming a student. A good example expectation of the program’s participants drives. As I continued my discussions with is Geny Ulloa, since he was one of those has been that they – because of their levels Ulloa after my work with the previous student, union members who was highly motivated of experience, job responsibilities and union I was more savvy about these topics and more and wished to explore how to combine a positions – will request iPLA credits. In capable of understanding the distinction previously earned technical trade degree with a 2013 essay I published in The Journal of between the two areas. The fact that a student potential iPLA credits, and the 36-credit Continuing Higher Education, “An Update on like Ulloa continues to maintain faith in his

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 24

union and is a successful union organizer These notes are scanned, emailed to the an argument for learning around the topic, or (he wins organizing drives) suggested to me student, and then, in a third, follow-up returned to a brief point he made that seemed that there was learning in his experience. I conversation, we talk about potential areas of worthy of an elaborated anecdote. would like to believe that almost any mentor learning. I have found that it is difficult for With the Olympus recording, the phone’s could work with “a Geny Ulloa” to draw out students to take notes while speaking about speaker playing, and the student retelling his or his or her expertise. When I suggest this to their own experiences, so sharing my notes her experiences and exploring areas of learning, other mentors, I am reminded that not every with them is like providing a mirror to the the makings of an iPLA request are in the union member can organize, and that not students and returning their thoughts to them, works. When the recordings are complete, the every organizer wins campaigns. So it’s our or at least partially. A fuller voice comes out in digital files are emailed to the student, who responsibility to focus on the learning, and the next conversation. has transcription options. The student can opt to help the individual student identify and to use the recordings to prompt self-directed describe what he or she not only has done, but essaying, or, more commonly, have a third- has learned. “I like to think that party service create transcriptions for a fee. I like to think that in the iPLA process, we’re in the iPLA process, When utilized, the third party transcriptions helping students develop an appreciation we’re helping students become the basis of the student’s iPLA essays, of the continuity of their learning, where and with some editing for clarification and understanding their past experiential develop an appreciation general content, they are often ready to submit learning supports their current knowledge of the continuity of (or have been in the past) to the college’s and influences their future attitudes. I assessment office where an evaluator of the have witnessed this in the three-step iPLA their learning, where student’s learning is assigned. I have found process I have developed. It reassures me that understanding their past that my recorder can only handle a 10- to the student is speaking honestly from the 12-minute length interview because of the file beginning, as I document our conversations experiential learning size when emailing to students on the ESC with notes and an oral recording. supports their current system; at 10 minutes of fast-paced talking, that’s about four pages of edited text per Those three steps are as follows. knowledge and influences request, which most often adequately allows My initial communication with a student their future attitudes.” a student to describe what he or she knows typically involves a long-distance phone and the skills gained. Again, it’s important to conversation of one hour or so, during which remember that the students are working from time the student and I determine a rough notes already established, so the conversation is set of iPLA titles. A second call takes place, Our third phone call is a recorded one and already somewhat focused. during which I take more careful, detailed deviates from the “interview” format of the I would like to add here that I remain cautious notes to understand the experiences and the earlier two. With scanned notes on the table of the level of details I seek from students learning of the student. This step is helpful for in front of me, the phone on speaker and an about their experiences, which means that me as I try to focus on the extent of a student’s Olympus digital recorder I have used since I try to get at the heart of their knowing, knowledge in the subject areas. For example, 2013 (despite there being more updated rather than lead the question in the legal or one student who works as a baggage handler options, this works for me!), I go over the journalistic sense. I make the assumption that for a major airline has training in flight topics with the student one at a time. I then the evaluator – who will scrutinize the essay safety. During our conversation, we spoke turn on the recorder to capture the student’s and speak with the student after my part of about a possible iPLA request for the topic 10-minute oral presentation of his or her the process is complete – may not be so easy of airport safety at the advanced level. The experiential learning in each area. It is this on them; and that the past probably was not student also mentioned that he works with the oral account that will become the basis for the so easy on them, either. Knowledge, I have Federal Aviation Administration on rules and student’s written iPLA request submission. found, truly does come from the school of regulatory compliance, dealing with certified For example, at the beginning of our hard knocks. After all, what I know about safety training and inspections throughout the iPLA process, Geny Ulloa told me that most of these topics, such as union organizing, airport and airline system. These new areas of he organizes workers. We talked about the has come from my own experiential learning skill and learning came out in this second call details of organizing campaigns in the second working with student organizers. of the interview process. My detailed notes conversation, and I emailed him scanned notes of the second conversation (to which I can I had taken while I probed his experiences. Confrontations later refer) helped me to better understand the Then, during the third conversation, with those student’s learning. The transcription service I recommended notes in front of both of us (I was in New to the initial student four years ago still has York and he was in the Midwest), we quickly a prompt return time (of two to four days, reviewed some of the areas that we agreed built though the company advertises a shorter

SUNY EMPI 25

turnaround). The transcript produced includes moving from a description of key experiences SUNY Empire State College, n.d.), and speaker designations in the left side margins, to a description of learning or skills/knowledge similar online resources, to help discover and indications for “unclear” language. Its rates gained. where their topics fit into similar areas of are a modest $1.50 per minute. Once recorded, academic thought and learning domains. Furthermore – and this is at the heart of some students agree to have their files sent by The three students with whom I’ve shared things – in many cases, a transcription of a me to the transcription service website directly, the GLQF so far have liked this additional series of interviews between the student and where I upload the files on their behalf; I also process, and so have I. This experience has me (followed-up with some careful editing) send the student a file (a few students opt given me ideas for incorporating the extra did not adequately prepare students for to undertake the transcription themselves). work into an iPLA development course. questions from evaluators who asked: The transcription service then contacts the However, asking students to turn to the GLQF “What did you learn?” That is, there were student for payment (I have nothing to do to develop a section of their iPLA request in situations in which the student’s essay lacked with the financial transaction). Completed justifying or defending their learning feels like thoughtfulness about knowledge gained, transcripts are emailed to students who share asking them to write a learning objective for and was short on reflection by the student copies with me. From the beginning of this each essay, something quite onerous that adds of his or her process of learning in the topic iPLA work, students are informed that they yet another challenge to a process already full area requested. As a result, the document will need to document the learning they have of challenges for the student. the student produced sometimes bore no described in their essays. I have no stake in connection to how such learning might fit into which transcription service students chose (or Beginnings a field(s) of academic or intellectual thought whether they use one at all); my efforts have that could help the student and evaluator reach Back to the main questions that have been been singularly based on the appeal of a short a common understanding of the nature and nagging me (and perhaps nagging an interested turnaround time in the overall iPLA process. the level of college learning gained. observer): How much is too much concerning While I continue to advocate for this prompts to students as they try to unravel their While I am challenged by “an occupational interview-record-transcribe model, there is experiences and present them as learning and confrontation,” I continue to believe the one aspect of it that has become outdated skills they have gained? Or even more, how method to be an efficient solution that has and is in need of both new thinking and a much interaction and handholding, scanning helped me learn how to help dozens of revised practice. Since 2013, I have asked and phone calls, are too much effort before students engage in the iPLA request process students to include a statement at the infantilizing the students’ efforts in this that is heavily writing-centric. In fact, the opening of their essays announcing to the process? In response, I wonder: How much Van Arsdale Center’s reputation for helping evaluator that, “This essay is intended to be effort does a mentor take with a face-to-face students through the iPLA process (often a an introduction to my experience(s) and as student working on iPLA? Since our students very difficult one for students collegewide) has a basis of formative discussion with a PLA average seven to eight iPLA topic area become a recruiting boost, building a small but evaluator.” This disclaimer was, in essence, a requests, is working in this way (relying on solid reputation that, joined with Empire State summary of my philosophy behind the entire the telephone and on edited versions and College’s outstanding progressive curriculum, iPLA request process. However, I had failed transcriptions of those conversations) actually draws in labor leaders from many unions. to consider the responsibility the student has If our prior learning assessment operation in developing a strong understanding of what appears unorthodox, it may be because its constitutes “learning.” I also have come to “I ask the student to list weight rested on the shoulders of evaluators question the responsibilities (and the limits to really focus in on the student’s “learning.” her experiences and to of responsibilities) of someone in my position However, the iPLA system has still maintained as a professional employee trying to help a describe them; I ask her the standard checks and balances that the student describe his or her experiences and rest of the college follows and that external what types of knowledge begin to identify what he or she had learned. organizations recommend. I had focused on creating a successful method she gained in a particular that would result in a proud statistic of success Still, while readdressing my own concerns, I role, and I do begin to (and one exists), but the fact is, my role with now ask more from the students as we have students is complex. I know now that I did gone through these three phases. Thus, for ask her how she saw not fully think through all of the angles in example, during the process, I re-emphasize some of those practices developing a system that supports a record the difference between “experience,” of knowledge gained and learning expressed, “experiential learning” and the ability to as ‘learning’ that she which is what it takes to prepare a student articulate “college-level learning.” In this believes may have for the assessment process at Empire State spirit, upon completing the editing of their College, or elsewhere. In short, I left a great transcriptions, I have asked students to work changed her life.” deal up to the evaluators, particularly in on another step: to examine the Global Learning Qualifications Framework (GLQF;

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 26

efficient? And, regarding the issue of my role area of knowledge is being presented as from initial meetings (or phone calls) to in guiding the student through the process, “introductory” or “advanced-level,” or as evaluator interviews. I was confronted with I do ask questions and request clarification. “liberal” or “applied” learning. continual challenges along the way; I have I ask the student to list her experiences and tried to face them with innovative ideas, and In the end, as an ESC professional employee, to describe them; I ask her what types of revised my practices in my efforts to continue I am doing my best to help ensure an excellent knowledge she gained in a particular role, and to excite students with healthy intellectual iPLA system at all levels. As is the case I do begin to ask her how she saw some of motivation. I am now at another one of those with any institution, we have limitations, those practices as “learning” that she believes points in my work, and this is a moment when but I believe ESC provides many special may have changed her life. I suggest that we it feels like I should share my own learning. possibilities. One of those is our innovative talk about this in detail. From a student’s model of education, one that allows Empire perspective, that sort of dialogue can result References State College to maintain an arena of in a more informed point of view; from my experimentation, both encouraged and Kerr, T. (2013). An update on PLA for labor perspective, these are interesting aspects permitted. It has sometimes been said that leaders and electricians. The Journal of and curiosities, and are worthy of better mentors learn along with their students. Well, Continuing Higher Education, 61(3), 183- understanding. By the time the entire iPLA the progressive spirit of my own continuity 185. request is completed, such a focused-upon of learning about PLA has brought me to series of questions will likely have made it SUNY Empire State College. (n.d.). a point where I am trying to develop more into the interview with the evaluator, and The Global Learning Qualifications thoughtfulness in my work. All of this began the student will have made an effort to Framework. Retrieved from with an interest in speeding up the process understand why, for example, a particular https://www.esc.edu/suny-real/

“We need a new mental model of college that suits post-traditional learner realities. Embracing post-traditional learners as innovation partners and not excluding them as aberrations is the key to unlocking this new mental model. Postsecondary education leaders must be our guides in … fomenting learner-centric innovation.”

– Louis Soares, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders” American Council on Education, 2013, p. 15

SUNY EMPI 27

On My “Bucket List”

Mary V. Zanfini, Staten Island

ccording to Merriam-Webster, a I was accepted for the IMTL Summer “bucket list” consists of things you Residency in Saratoga in 2016. As I outlined want to do before you die. Last my plans to the group, I received both praise Ayear I composed the list of things I want and encouragement. I thought I had a good to accomplish before I kick the proverbial idea and now other people were validating “bucket.” On the top of this list was my my concept for the project. It was a heady desire to create a partnership between SUNY moment for me! The Summer Residency Empire State College and an organization blocks off a great deal of time to actually called Lifestyles for the Disabled (http:// work on the project. I did research on www.lfdsi.org/) that is based on Staten teaching developmentally disabled adults. Island. This organization was formed as a I wanted our ESC students to have an result of the closing, in 1987, of the infamous opportunity to teach them poetry. How Willowbrook State School,1 an institution would I do that? I began to create lesson for developmentally disabled children. The plans on teaching haiku, color poetry, blackout residents of this institution needed somewhere poetry, acrostic poems and concrete poems. to go, so a former teacher at Willowbrook, By the time I left the residency, I had most Richard Salinardi, began “Lifestyles for of my lesson plans outlined. Mary V. Zanfini the Disabled” in 1994. Its mission includes When I returned to Staten Island, I found that providing as many real-life learning location before 3 p.m. Still, I mentioned the Louise had secured permission to have her experiences for their students as possible. class to many of the mentors on Staten Island students take a poetry class at Empire in the and they agreed to help me promote it to their I am a strong believer in experiential education. spring of 2017. The Empire students would be mentees. I was quick to point out to everyone This kind of learning has numerous benefits getting credit for the course, which was titled: that this group could fulfill the “Application for the students involved, and the people and “Teaching Poetry to Developmentally Disabled and Integration” expectation included in a organizations they serve. I wanted to give Adults.” The Lifestyles students would be number of area of study guidelines. These back to the community in some meaningful taking what was essentially an enrichment class guidelines require that students demonstrate way. I also wanted my students to be part on our campus. My next step was to inform the application of knowledge, values and skills of the plan. How was I going to make this our unit coordinator, Gina Torino, of my plans related to their field. This can include practical a reality? Setting up this kind of experience for the spring. She thought it was a wonderful applications included in studies, prior learning could be a risky undertaking … what if I fail? opportunity for our students and gave me the assessments, and/or relevant volunteer or As I was pondering the situation, SUNY go-ahead. Next, I had to secure the permission work experiences. Empire’s Center for Mentoring, Learning of my associate dean, Megan Mullen. Megan and Academic Innovation sent out an email readily gave her approval, for she is a strong The final hurdle I needed to overcome was the looking for participants in its Institute on believer in experiential education. I was happy liability issue. Lifestyles had to provide us with Mentoring, Teaching and Learning (IMTL) to find myself quickly jumping over what I, at a form that cleared us of any liability regarding Summer Residency. I went with my gut, first, thought might be difficult hurdles. I was the Lifestyles students. This took a great deal jumped into the deep end of the pool and sent anxious at this point because I did not want of time to secure, but it arrived the day before in my application. Next I emailed an old friend to disappoint any of the people involved at our group began. During this time, Louise was who is a teacher at Lifestyles, Louise Vallario. Lifestyles. Failure was not an option! busy selecting students. By the time spring I had worked with Louise and her students arrived, I had four Empire students enrolled, At that point, I entered the study into the at another local college. Louise teaches and Louise was bringing 11 of her high- Learning Opportunities Inventory and began developmentally disabled adults all kinds of life functioning students to us. recruiting students. Many of my own mentees skills there. We both wanted to reconstitute the were interested. Unfortunately, the latest Louise, Urszula Zalewska (transportation wonderful working relationship we had in the the Lifestyles students could make it to our coordinator for Lifestyles) and I met at past. She responded promptly to my email and campus was noon. Most of our students work Lifestyles to start planning the logistics. I we set about making the partnership a reality. and find it difficult to get to our Staten Island outlined our lesson plans for the term. Louise

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 28

was anxious about her students’ ability to My lesson plans for each class were sent to notebooks. Any work I gave out was taped into handle writing poetry. I wasn’t worried. As Louise a week before each lesson was delivered. their notebooks so they could take it home to long as the students were verbal, I felt sure we Louise reviewed the plans on Tuesday show their work to their families. could create poetry. The last part of the plan mornings with her students before they came I then divided the class into four groups. An was to make sure that my ESC students would to Empire. She often brought a poem that Empire student led each group of three to be able to visit the two Lifestyles campuses on they had already done, which I shared with the four Lifestyles students each week. Louise Staten Island, so they could understand what group during the class. Louise did an excellent and I act as facilitators; we only step in when the organization is all about. I also wanted job preparing her students for class; they were there is a problem or some students need them to see the work that disabled students really enthused when they pulled up to ESC in motivation or supplies. Each group decided can do. Louise arranged for tours. their van. what topic they wanted to write about. They Part of the study I designed involved We greeted the Lifestyles students at the can use any of the topics we brainstorm about educating my students about the history door of the college each week and welcomed or create a new one. Each group gets a large of the developmentally disabled on Staten them back. My students and I helped them Post-it sheet so we can hang the poems in the Island. I had them watch two documentaries: get into the building. One of the Lifestyles classroom and share them. We give out colored Unforgotten: Twenty-Five Years After students uses a wheelchair. Some Lifestyles markers because sometimes the students like to Willowbrook (1996), and Willowbrook: The students have difficulty walking and one illustrate their poems. Last Great Disgrace (1972) about the atrocities student is legally blind. It took a few of us After the class, Louise took the Post-it committed at the Willowbrook State School. to help them to our classroom at the Staten sheets back to Lifestyles to hang them in her Some of the scenes depicting the treatment Island ESC campus. classroom. This is so that visitors can see what of the residents are quite graphic and Once we were inside, Louise, Urszula and my the Lifestyles students were doing at Empire. disturbing. Willowbrook’s children were used students helped the Lifestyles students unpack All the students had a great deal of pride in in some unethical experiments and their their lunches. Louise and I decided it would be their work. Louise, Urszula and I reviewed all parents were coerced into signing releases. best for everyone to lunch together each week the poems at the end of the term and asked I also had my students read and discuss articles so the Lifestyles students could get to class on our students which ones they would like to on the lawsuit that closed Willowbrook. The 2 time. Once everyone was settled, we reviewed share at the “poetry slam,” which takes place lawsuit led to federal guidelines for providing the lesson plan again and began a group poem. at Lifestyles’ coffee house on their campus. services and treatment to the developmentally Louise gave her students their notebooks This is an old-fashioned “luncheonette” where disabled nationwide. and pencils so they could compose. Then we Lifestyles students learn to run a business. It Recently, the Staten Island Advance brainstormed about a “prompt” or a topic to is open to the public. The Lifestyles students newspaper began to publish a series on the write about. Everyone threw out ideas, which work there and earn a salary. developmentally disabled and the services I then wrote on the board. When we had Family members of all students were invited available to them on Staten Island. They enough topics, I read them aloud and the class to the celebration. There was an open mic and started the series as a reaction to a proposal voted on the one they wanted to write about. each Lifestyles learner who wanted to read was to cut services to this population funded by Then we wrote one class poem on the topic, accompanied by an Empire student at the mic. the state of New York. This is happening at a which the Lifestyles students recorded in their If the Lifestyles student decided not to read, time when the institutions that run programs for this population are trying to secure a living wage for their staff and teachers, most of whom only receive a minimum wage. In the year just prior, Governor Cuomo had added $2.4 million to his budget to support employment of individuals with disabilities (New York State, 2016). My first group meeting with the four Empire students enrolled in this class was held on Tuesday, January 24, 2017. I wanted to explain to them how the class was to be conducted, what poetic forms we would cover and what Lifestyles was all about. I assigned them some reading and asked them to review the Lifestyles website. They were also to review the Photo credit: SUNY Empire Student Amanda Haddad Photo credit: SUNY Empire Student lesson plans posted in Moodle, so they would be ready for the class on the haiku. Poets from Mary Zanfini’s class at the Staten Island location

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 29

the Empire student would take over. No one For the final class, we visited a music class After our first class, another student wrote: was forced to participate if they did not wish where Lifestyles students were practicing for “It was an experience I will never forget. to do so. The “poetry slam” was a celebration a spring concert. They sang songs for us. The It was humbling to say the least. I am so of our partnership together. While we were songs and the singers were wonderful. What a eager to continue to work with this group, reading, coffee and cookies were served. pleasant visit. and I applaud Professor Zanfini for One class meeting involved a visit to Lifestyles’ After my students and I finished this tour, reaching out and helping Lifestyles, and main campus. It is housed in a former we thanked everyone and said “goodbye.” giving us the opportunity to work with Catholic grammar school. As we entered, we My students marveled at the abilities of such amazing people.” noticed that there was a hum of activity in the Lifestyles learners and could not help Other students shared: the hallways. We were greeted warmly by the contrasting this school with what they learned campus secretary; it was clear that she knew about the Willowbrook institution. My “Today we worked on recipe poems with the Empire was coming for a tour. We met up students were surprised at all the capabilities of Lifestyles students. We had so much fun with with Louise and she began to show us her these Lifestyles learners. I mentioned that you it, and it was amazing what their minds classroom while the Lifestyles poetry students never know what people are capable of until came up with. … Half the time I sit there were seated at a table eating lunch. Once again, you challenge them. The Lifestyles learners and I’m like, “Wow, why didn’t I think we were welcomed warmly. My students readily certainly are rising to the challenge. of that?” seated themselves and began conversations On a subsequent trip, we visited Lifestyles’ “One of the students I tend to work with with their Lifestyles counterparts. After this other campus where they have woodworking a lot told me how much she wished to initial respite, Louise began the tour. classes and a greenhouse. They sell the plants attend Empire … but she was very happy We went to the art room and met the art that they grow before Mother’s Day. At this Empire was allowing them to visit. I feel teacher and some of her students. They were location, they also have a laundry and coffee like anybody, with a disability or not, preparing for an art show where their work shop where the Lifestyles students work and should be able to get the college experience would be showcased and sold. Lifestyles does earn money. they deserve. … The Lifestyles students not have a great deal of money, and they appreciate it so much, if only there were The final part of the project focused on rely on donated materials. Louise showed us more colleges open to it.” memorializing the collaboration between some work that looked like square painted Empire and Lifestyles. I tried to think of a We plan to move this project forward in the medallions. Each was unique and colorful. project that could include some of the lower- fall of 2017. Lifestyles will be back at Empire, Louise pointed out that they were done on functioning students at Lifestyles. Lifestyles but the subject matter of their new study will donated personal-size pizza boxes! I marveled gives sewing, woodworking, painting and be math. Mentor Michael Nastacio will be at the creativity of it all and was impressed craft classes. I thought the Lifestyles students teaching Lifestyles students everyday math to with the quality of the artwork. who were not part of my class could make address questions such as: “How do I make a We were also shown knitted work made a “poetry quilt.” I explained the project in budget and stick to it?” Many of the Lifestyles by Lifestyles students. One was a beautiful detail to Louise and Urszula. They thought it learners are married and manage their own “granny quilt” afghan. Some of the Lifestyles was a wonderful idea. I gave them a brightly households. I also intend to collaborate again students were making hats on round looms colored flannel sheet with flowers on it. This with Lifestyles on internships for my mentees. and gladly explained their work to us. On the would serve as the backdrop for the quilt. I hope to keep working with this group in the shelving at the back of the classroom were The students in the sewing class sewed plastic future, for it is tremendously satisfying to see empty painted wine bottles. They were covered pockets on the quilts. We then slipped copies what our Empire students can do “outside of with flowers and vines. Louise flicked a switch of the poetry we composed into the pockets. In the traditional classroom.” I am tremendously and the wine bottles lit up – they were wired the center were the photos we took when we proud of their work and their ease at forming and made into very attractive accent lamps! were in class. relationships with the students from Lifestyles. My students and I were flabbergasted by the My students’ compassion, understanding and What else can I say about this experience? sophistication of the artwork. enthusiasm have made my job as their mentor I think that my students said it best in the effortless and immensely enjoyable.3 Next, we went to a wreath-making class. journals that they compiled as part of their Lifestyles students were making wreaths for learning activities for this ESC study. Here Notes Valentine’s Day and for a celebration of spring. is a sampling (my students granted their The wreaths were also beautiful. The students permission to share these quotes): 1 According to DisabilityJustice.org (n.d.), used ribbon, yarn and wire hangers for their “Willowbrook was a complex of buildings “I always looked at disabled people as those creations. My Empire students asked the on Staten Island housing children and who would have to struggle through life teachers if they could take photos of the work. adults with developmental disabilities. and not be accepted, but I was wrong. These They agreed. The artists stood holding their At its highest population, in 1969, 6,200 [students] gave me a new def inition of creations while my students took photographs. residents were living in buildings meant to someone with a disability.”

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 30

house 4,000. Understaffed, overcrowded 2 A video of the poetry slam is available References and underfunded, Willowbrook was little at https://www.youtube.com/ DisabilityJustice.org. (n.d.). The closing more than a ‘human warehouse.’ The watch?v=cpYfTqaMYJc&t=86s. of Willowbrook. Retrieved from institution’s overcrowding fostered abuse, 3 An article by Kristin F. Dalton, http://disabilityjustice.org/the-closing- dehumanization, and a public health “Emotional Poetry by Disabled a Moving of-willowbrook/ crisis. Hepatitis was so rampant that Inspiration,” was published near the several researchers took advantage of the New York State, Governor Andrew M. conclusion of this study in the Staten situation by using residents as participants Cuomo. (2016, March 8). Governor Island Advance and can be found at http:// in a controversial medical study in which Cuomo announces $2.4 million in funding www.silive.com/news/2017/05/lifestyles_ residents were intentionally exposed to to support employment of individuals with for_the_disabled_pa.html. the deadly virus in order to test various disabilities [Press release]. Retrieved vaccines” (Inhumane Conditions at from https://www.governor.ny.gov/ Willowbrook section, para. 1). news/governor-cuomo-announces-24- million-funding-support-employment- individuals-disabilities

Poetry from Mary Zanfini’s class

Recipe Poems

MOM TOMMY 6 cups of love 4 cups of love 5 cups of peace 3 cups of kindness 4 cups of patience 2 cups of generosity 3 cups of kindness 1 cup of helpfulness 2 cups of Italian cooking skills 2 tablespoons of attention 1 cup of being a lady 1 tablespoon of hard work 2 tablespoons of understanding 1 teaspoon of care 1 tablespoon of sewing skills Blend well. Pout into a heart shaped pan. Mix together with tranquility. Pour into a baking pan. Bake for 2 years. Bake for 2 hours. Pour rainbow sprinkles on top for hope and dreams. I will have good and sweet memories about my mother. I will have a wonderful husband, one day. By Mary P. By Marguerita D.

Color Poetry

GREEN JEALOUSY Sometimes my boyfriend acts like a green monster He is green with jealousy Everywhere I go he accuses me of things Sometimes, he has his way of being sweet like a green apple Sometimes, he has his way of being sour like a green lime Sometimes, I can be sweet like green grapes And sometimes I can be mean like a green monster By Megan S.

SUNY EMPI 31

“Major” Changes in Adult Students’ Lives: Educational Planning as an Ongoing Process

Maureen Kravec, Watertown

Introduction commitment to career goals than traditional- age students. Nevertheless, some adult students still need opportunities to continue to change. he best of times … the worst Several months ago while searching NotesDP, of times.” With apologies to I noticed many student records are marked Charles Dickens, some students 1 “Changed Degree/Area of Study.” Counting and faculty might describe educational “T the first hundred or so graduates of the planning at SUNY Empire State College in location formerly known as the Central New these terms. The course (or courses) is, for York Center, I found 39 records of students many, the most difficult and time-consuming with concurred degree programs designated as one the college offers. Some would like to such. Some of these notations could have been forgo the experience, while others believe it is technical – perhaps a change from intent to the cornerstone of an Empire State College pursue a B.A. to final attainment of a B.S. in education. Yet no matter what shape(s) this the same area of study – but even these slight study takes in the future, its goals of promoting modifications could signal important insights self-understanding and sound decision- Maureen Kravec and decisions. making will remain integral to our students’ experiences. Furthermore, some students These changes, ranging from slight to major start from what I know: my own experience successfully complete the planning process and (no pun intended), raise several questions: in mentoring students in all areas of study at a later decide to change their concentrations. In Who influenced the students (interviews with small, upstate New York location, Watertown. fact, for many students, the real “educational professionals, mentors or other faculty, peers, As I noted earlier, many of our students have planning” can be an ongoing process that supervisors at work, or scholars whose work left college at least once before enrolling at begins before their first enrollment and ends they had read)? What changes did students Empire State College. When they come to after completion of their last formal course. make? When (at what point in their education us, we – and they – often assume that since – formal educational planning, a period of Scouring our college’s Online Library, I found they are mature that they know what they stopping out and working or raising family, or little about the factors that influence adult want, will take courses that meet whatever workplace changes) did they shift direction? students to change “majors.” Citing a 1994 external expectations are applicable to the Did participating in residencies, fieldwork or study by Kramer, Higley and Olsen, which the degree they are seeking, and will move to a internships help them to decide? Did students authors noted might be outdated, Drysdale, new level, professionally and personally. Adult perceive these changes as positive or negative? Frost and McBeath (2015) stated that up to development literature, from Malcolm Knowles And, perhaps most importantly, why and two-thirds of first-year college students and and Associates (1984) to Jack Mezirow (1991) how did they decide to change direction? If almost half of second-year students change and others, records the importance of life students changed their initial goal because their major fields “at least once” (p. 146). experience in shaping life choices. If students they became disillusioned or had academic Many of our Empire State College students follow a self-discovery process, we assume they difficulty, did they consider withdrawing from already have gone through this phase at make better choices in meeting concrete goals their studies? Conversely, did students discover another college. Whether for personal or such as degree attainment, and will learn skills more suitable, rewarding degrees or curricula? academic reasons, many have dropped out that will help them to be effective in their A broad study of data, including student of their previous institutions one or more careers and personal lives. While we educators surveys and a statistical analysis of NotesDP times before. We tend to assume that our tend to rejoice when students develop as and other enrollment and retention data, could adult students – whether retirees, midcareer learners, we need to remember that the process give us more definitive answers, although any professionals, veterans or millennials engaged can be a painful, uncertain one, especially in study could not entirely gauge the motives of in community, work and family responsibilities an era when students face increased pressures our nearly 19,000 students. Yet we must start – have achieved greater self-understanding and of cost, time and a widespread belief that the somewhere, and like an adult student, I will primary goal of college is job preparation.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 32

Some of the changes reflected in NotesDP taking General Math 9, which contained no will have to take several foundational courses may reflect a simple clarification. Some algebra, and adding perhaps only a course in or switch to a more applied information students apply to the college as “undecided” business math. studies focus. and quickly choose an area of study (division) Furthermore, many of our students, including A few months ago, I spoke with a student after discussion with a mentor, or student military and veterans, come from other states who is taking a Microsoft certification and success or retention professional. Other or countries that have different math standards. had listed computer science as her chosen students might select Educational Studies Fewer of our students have used higher math concentration in her application. With before understanding that Empire State in daily life than have practiced critical reading, an associate degree in liberal arts and no College degrees do not lead directly to teacher writing and decision-making skills, leaving programming, pre-calculus or calculus in her certification at the bachelor’s level. They even those who have taken four years of high background, she would have to start with may then choose an academic field taught school math at some disadvantage. introductory-level studies. She had a number in elementary or secondary school, or child of biology and physical education courses development, preparing to enter a master’s in Math anxiety is another common obstacle, as on her associate degree transcript. She once teaching program. Some students initially may Jameson and Fusco (2014) noted. Add to this had wanted to become a physical education choose concentrations in recognizable areas. the common misconception that some people teacher but believed that path was now closed Even apparently simple changes can open are just “good at math” while others are not, to her. For her first term at ESC, she chose new doors, such as an eventual second area and the fact that some students do have (often a computer science course, a biology course, of certification or a career in a different field. undiagnosed) math-related learning disabilities, a math course and educational planning, the Other students enter the college expecting and we have a tangled mass of logical and latter so that she could further explore her to complete a concentration in psychology emotional reasons why students may feel options and strengths. Another student with or business administration, only to find that unprepared in math. Jameson and Fusco (2014) whom I spoke recently had planned a degree their goal is better met by another business stated that we do know “self-efficacy and in Business, Management and Economics concentration, or through the Community and self-concept” correlate with math anxiety and with a concentration in information systems, Human Services division. Still other students performance, and that “self-concept contains a but when she learned that she could pursue a modify degree design as they complete new self-efficacy component” (p. 309). Community and Human Services degree with studies and discover others. Sometimes, more Mathematics can be difficult to study a concentration in alcohol and substance abuse significant changes may occur for either independently because it tends to be studies, she chose that avenue instead. negative or positive reasons. sequential: later concepts rest upon previous Some students indeed do choose a ones; whereas in a reading-intensive course, it Students With Math/ concentration in computer science, information is often possible to skip and skim in a textbook Technology Issues systems or information technology. Seymour with at least moderate comprehension. and Serumola (2016) found that “losing Unfortunately, re-entering higher education Mathematics may also seem divorced from the passion for a previous major” or simply leaves some students feelings alienated and student’s area of interest. My colleague, Marina enjoying an information systems course, rather inadequate. The high student attrition rate in Privman,2 tells her students that much of the than financial or status-related goals, were the many nontraditional programs that seek to value of math lies in what can be done with it, strongest factors leading students to change meet the needs of working adults suggests that but students may not see its usefulness until their major to information systems (p. 1). For many students hit snags and roadblocks – and they reach advanced-level or even graduate such students, the extra effort will reward them give up. study. So, should we advise students to delay in many ways. the mathematical component of a degree Our college offers self-assessments in program for a term or two while they absorb Math and technology are not the only studies computer literacy, learning styles and other “enjoyable” courses, or should we encourage for which students may enter somewhat related topics. Although many of our students them to take mathematics – perhaps to begin unprepared. Students who come to us excited have taken math courses at other colleges, a sequence– early in the degree program? The about studying environmental sciences, for assessing what they have retained can be answers will vary depending on individual example, may not have not taken basic biology, difficult for them – and for us. Some of our students’ needs and wishes. chemistry or physics. We also admit students students – particularly women, minorities and who have an associate degree in a field such as others who may lack “college preparatory” One field of study students may enter with office technology or liberal arts and find that math courses from high school – may have naive preconceptions is computer science. they will need economics, business law and had only a year of secondary mathematics. People who can install programs and fix accounting, as well as advanced-level studies to Before the Regents diploma was required problems at work, but who have little or no apply toward a bachelor’s degree in a business for high school graduation in New York state, programming or mathematics background, field. In situations such as these, students need many students earned a “local” diploma, sometimes want to plan computer science to weigh their decisions carefully. They may concentrations. They soon find that they need to assess not only their own abilities, but

SUNY EMPI 33

also the short- and long-term pros and cons out that he was interested in the sciences. a radically inclusive institution that may, of taking extra time or even a student loan to He found he could modify his degree so that ironically include students who leave. achieve their ultimate goal. he could take some studies in science as well (2013, pp. 84-85) as in business. Recently, a student who had Powell’s inclusive goal is an ideal: some Students Who Make been rushing to finish a degree in Human students will leave even the best university Positive Discoveries Development decided she would like to take with negative feelings, but having even an extra term of creative writing courses. Sometimes students plan degrees they believe “some college” should generally be a better On that very day, another student, who had are practical, but still find they also can pursue preparation than having none. planned a degree in Cultural Studies with a seemingly lost dreams in their college studies. concentration in English, decided she would That said, when adult students return to For example, a student may say she has always like to switch to Human Development, in line college, we can assume most plan to complete wanted to teach a certain grade level or subject, with her current employment at an agency for a degree and better themselves in some way. and we often can map out a path. Sometimes, clients with disabilities. Since she had taken Researching, interviewing professionals in the an undergraduate degree can lead in more courses in both fields for her associate degree field, and writing about their choices can help than one direction: a literature and writing at Empire State College, she still could enter students acquire the critical thinking skills student may pursue an M.A.T., attend law an M.A.T. program and become certified necessary to succeed in their studies and in life. school, or take a master’s degree in information to teach secondary English. Without doubt, Many have had hours and years to think about studies. One of my mentees recently chose the positive discoveries can suggest the need to their goals by themselves or with family and latter after exploring all three options. Other change course. coworkers. Yet they may need more: more time; students may plan for a retirement career. more and better advice. In a study of adult Some of the Army veterans with whom we Students Who Leave students, Goncalves and Trunk (2014) found work, for example, decide to choose career that: “Eighty percent of participants thought satisfaction over financial potential and enter Occasionally, a student may decide Empire it would be beneficial to have an advisor who helping professions. Or a student may want State College is not the best path forward. only dealt with nontraditional students, and to start a small business or, in one case, a If the college cannot provide the appropriate several participants suggested that an advising retreat center. educational opportunities, it is to the student’s team would be useful” (p. 167). At Empire advantage – and probably the college’s – Students also may find they have room to take State College, we are continuing to explore for him or her to seek other alternatives. studies not demanded in their concentrations. the concept of mentoring: whether the student Students whose main goal or need is to Often, a new student will say she does not should have a mentor in her declared division, find employment may indeed find it before want to take any “extra courses,” but may find whether she should have perhaps more than completing a degree. I sometimes suggest that time and interest to develop in more than one mentor, the strengths of limitations of my students obtain an associate degree “as a one area. working with one’s mentor at a physical step toward the bachelor’s” if this can make distance, and the role of student support and Helping students achieve realistic goals while them eligible to take a civil service exam or retention professionals in the process. There not quashing their dreams can be a delicate procure a better job. These students sometimes may be no one-size-fits-all answer. balancing act. Burgeoning opportunities do stop out, but may return later. for online graduate study offer place- Powell (2013) followed three of her students Students’ Attitudes Matter bound students more choices; nevertheless, who stopped out of college after completing some students, accustomed to almost-open Breese and O’Toole (1995) studied a group her writing course. Each had a different set admissions on the undergraduate level and of 221 women college students age 28 and of reasons, but each felt he or she had gained finding new success as adult college students, older using the concept of Role Exit Theory, something from the college/writing experience. may need to explore graduate admissions which explores “the process of adult persons Statistically, these students count as failures to requirements, which often are very competitive. moving from one social position to another” complete for the institution and themselves. They may discover they need to take some (Role Exit Theory section, para. 1) in terms Yet, Powell additional undergraduate courses, even though of adult development theory. In the surveyed these may not have been included in their make[s] connections between retention group, women who were transitioning for preliminary degree program plans. scholarship and scholarship in the fields “external” reasons, such as job displacement of basic writing and disability studies or divorce, felt they had less choice in “sifting The most initially adamant students can in order to make the argument that the through [their] options,” and for them the be the ones who change the most! Several real failure in all of these areas is our significant “turning point (following initial years ago, a young man brought me a own failure of imagination, our inability doubts) narrowed the options available to them degree plan in Business, Management and to envision an institution of higher and caused an intense focus on the decision to Economics that one of his friends had education that can successfully educate be made” (Results section, para. 4). They more followed. “I want a program just like this,” every student who sits in our classrooms, often tended to choose “traditionally female- he said. As we talked, however, it turned dominated areas of study,” which Breese and

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 34

O’Toole identified as elementary education, interpersonal style of the advisor, nor even Development Quarterly, 44(1), 12-25. nursing and social work (Results section, the developmental process” (p. 9). Relational Retrieved from https://www.ebsco.com/ para. 1). Conversely, women who decided to advising can be successful for faculty and staff products/research-databases/business- attend college for “internal” reasons rather whose primary field is not adult development, source-complete than external necessity felt more freedom to or who have not graduated from some Dickens, C. (2003). A tale of two cities. New choose an area of study that interested them “mentoring charm school.” Just being there as York, NY: Penguin. personally. The study results are unsurprising, a consistent presence comprises one of the five but they do reinforce the concept that people keys to success, which include “energy, self- Drysdale, M. T. B., Frost, N., & McBeath, M. choose educational and life paths for emotional esteem, knowledge, ability to take action, and L. (2015). How often do they change as well as logical reasons. Like Jameson and desire for more connection” (p. 9). As faculty their minds and does work-integrated Fusco (2014) studied students’ reactions to take on higher instructional targets and work learning play a role? An examination of math anxiety, Breese and O’Toole (1995) with more students at a distance, they may ‘major changers’ and career certainty in suggested that students who do not feel find it ever harder to maintain commitment to higher education. Asia-Pacific Journal of impelled by external forces, but who have relational advising; the authors concluded their Cooperative Education, 16(2), 145-152. developed an internal locus of control, see article by advocating for institutional support of Retrieved from http://www.apjce.org/files/ more options for success. relational advising as crucial for student success. APJCE_16_2_145_152.pdf It is important to note that this study was As the college grows its enrollment and Goncalves, S. A., & Trunk, D. (2014, Winter). done in Great Britain over 20 years ago. Today, moves to offer a greater number of structured Obstacles to success for the nontraditional women may feel less bound by tradition. The programs, and while mentoring and educational student in higher education. Psi Chi Great Recession (2007-2009) also affected planning may change for some students Journal of Psychological Research, 19(4), males, so we now see many more students and faculty, these processes will nevertheless 164-172. expressing great anxiety about the value of continue to have an integral role in ensuring Jameson, M. M., & Fusco, B. R. (2014). Math their education. Yet keeping on a path chosen student success, retention and satisfaction. anxiety, math self-concept, and math at some “turning point” before actually entering A change in academic direction marks a self-efficacy in adult learners compared to college and experiencing the actual coursework crucial point in any student’s education, and traditional undergraduate students. Adult may not always be viable. Reactions to supporting students through this process Education Quarterly, 64(4), 306-322. disjunction between initial goals and reality can make the difference between failure and can range from devastating to exhilarating. We success. SUNY Empire State College should Knowles, M. S., & Associates. (1984). should be there to support students who feel a be an ideal environment for further research Andragogy in action. Applying modern need to change direction. into the reasons why students change academic principles of adult education. San Francisco, direction, and into strategies to support their CA: Jossey-Bass. Conclusions decisions in the best way we can. Mezirow, J. (1991). Transformative dimensions of One could argue, then, that although Notes adult learning. San Francisco, CA: Jossey- educational planning, formal or informal, can Bass. 1 be regarded as frustrating and time-consuming, Notes DP (“DP” for degree program), Powell, P. R. (2013). Retention and resistance: the process itself will remain a necessary and a component of LotusNotes, is an old Writing instruction and students who leave. often rewarding part of adult higher education. system, and although I asked several Logan, UT: Utah State University Press. Students will continue to engage in their people around the college what the term educational development no matter what we “Chgd Degree/AOS” (as abbreviated Seymour, L. F., & Serumola, T. (2016, July). do. However, Empire State College, with its in the system; “AOS” for area of study) Events that lead university students to grounding in adult learning theory and wide encompassed, no one could tell me exactly. change their major to information systems: array of study and degree choices, is well- The notation occurred only for students A retroductive South African case. South positioned to offer guidance and resources to who had concurred degree programs. I African Computer Journal, 28(1), 18-43. adult learners as they change or modify their was able to access only the records of Retrieved from http://sacj.cs.uct.ac.za/ goals. Snyder-Duch and Schwartz (2017) Central New York students. index.php/sacj/article/view/367/180 advocated “relational advising” in higher 2 Thanks to colleagues Teal Abel and Snyder-Duch, J., & Schwartz, H. L. (2017, education, based on Relational Cultural Theory Marina Privman for sharing their September). Thriving in academe: (RCT). They argued, “Although the scholarship experiences and ideas. Relational advising. NEA Higher [on advising] is vast and worthwhile, something Education Advocate, 35(4), 8-11. Retrieved is missing … focus on the advisor-advisee References from https://www.nea.org/assets/ relationship. We propose that the relationship Breese, J. R., & O’Toole, R. (1995, September). docs/1709CompletePDF%232.pdf is, in fact, the most important factor in effective Role exit theory: Applications to undergraduate advising, not the tasks, nor the adult women college students. Career

SUNY EMPI 35

Institute on Mentoring, Teaching and Learning Year-End Project Summaries

2016-2017 IMTL Fellows

The Institute on Mentoring, Teaching and o What are some of your successful Debra Kram-Fernandez Learning (IMTL), a program of the Center for practices working with students “Youth-in-Transition from Mentoring, Learning and Academic Innovation pursuing iPLA? the Foster Care System” (CMLAI), provides time and support to those who o What do you think inhibits students from What effect would a 12-session, weekly, mentor, teach or are involved in research relevant pursuing iPLA? Integrated Trauma-Informed and Dance- to teaching and learning. With input from Movement Therapy group intervention have colleagues, IMTL helps those who are pursuing o What supports do you need to help your on youth and families touched by trauma? projects that further their development and students through the IPLA process? Would pre- and post-tests indicate a decrease in enhance their mentoring and teaching practice. symptoms of anxiety among youth and family In addition, college librarians, educational Himanee Gupta-Carlson members, or a decrease in depressive symptoms? technologists and instructional designers support “Doing Hip-Hop Through Would a decrease in disruptive behaviors and the participants during the summer residency Food and Farming” emotion dysregulation be an outcome? and throughout the year. In 2016-2017, 23 Like the “garden” of food and community faculty, academic administrators and professional Although these questions are not yet answered, that the project sought to capture, this one employees proposed a wide variety of projects. I write this blurb with optimism for the future sometimes grew out of control. I kept trying Below is a sample of the progress made by of the project. It was this year of pounding to weed, and realized that weeds can also this cohort. the pavement – face-to-face meetings, nourish a garden, a body and research. Over proposals, drafts of Institutional Review Board the past year, I did an enormous amount of Leslie Ellis, Bernard Smith, Nan applications, revisions, numerous clearance writing for popular media on local food and Travers and Amanda Treadwell activities, more meetings and more revisions – farming: I now either write or edit a weekly “Experiences, Persistence that evolved into this concise and hopefully piece for the Saratoga Today newspaper, and and Completion in PLA” realistic study. am a contributing writer for the twice-yearly National research indicates that prior learning magazine Healthy Saratoga. I had a piece on IMTL faculty and participants provided assessment increases students’ persistence and my farm published in SUNY Empire State support at the point in this project where I completion rates. Our IMTL study examined College’s Connections magazine. I have added a thought next steps were impossible. When I three different sources of information: farmers market-to-food pantry food donation was out of ideas, IMTL 2016-2017 members project to other projects that connect the provided the unthinkable – new ideas for • Data analysis of different types of PLA Saratoga Farmers Market and the Franklin overcoming obstacles. This project remains participation compared to non-PLA Community Center. I have begun to build a viable! Thank you to all. participation for different milestones of bibliography, and have written a draft paper persistence and completion. on autoethnography as a research method. I Joanne Levine and Michele Cooper • An undergraduate student survey to learn taught about farming in American history “Pursuing Higher Education more about students’ individualized PLA to Lebanese students in ESC’s International in the Third Age of Life” (iPLA) experiences. Education programs, and learned about their The lifelong learning goals for older adults family farms during a July 2016 Cyprus • Faculty focus groups to learn more about are changing dramatically as people are residency. My travels to India in March 2017 experiences mentoring students through the living longer, retiring later and redefining helped me find a link between my family’s iPLA process. Faculty would be canvased their retirement years as the “third age” history and hip-hop, local food and small-scale using the following questions: of life – “a stage in recent years marked farming. This connector establishes continuity by personal achievements and learning o What ideas do you have that would help between the themes that animate my book, for self-development” (Lakin, Mullane, & students with the iPLA process? Muncie, India(na): Middletown and Asian Robinson, 2008, p. 4). This qualitative pilot America (2018, University of Illinois Press) o What are your most successful ways to study addressed this trend by interviewing and this project. help students describe what they know 10 ESC alumni, purposely sampled for versus what they do? diversity in terms of gender, race/ethnicity and areas of study, who graduated at age 65

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 36

or older. Interview topics included motivation expanding my knowledge of the shifting child Accounting, it seemed best to address a for pursuing higher education later in life, welfare policy climate and developing fruitful different group: adult learners who need modes of study, prior learning assessment relationships with experts in the child welfare to learn how to manage their time and and mentoring experiences, college support, field so that I can ensure that my teaching improve writing skills before taking their first why they chose ESC, and their advice about is cutting edge. These relationships also help accounting course. how colleges can better serve this population. me link students who take this study with I’ve created a new independent study in Findings from this study will help guide the the tremendously rich resources in the child Personal Finance with two goals: development of practices that best meet the welfare field for active learning and service. 1. Increase student comfort through their use learning needs of our older adult students. Michael Nastacio of online tools and personal guidance. Reference “Environmental Mathematics” 2. Increase the chance the student will continue to their next term by learning Lakin, M. B., Mullane, L., & Robinson, S. P. For many years, I have taught College finance and accounting topics that are (2008). Mapping new directions: Higher Mathematics, Business Mathematics, Algebra, meaningful in their personal life. education for older adults. Washington, Geometry, and Trigonometry. While such The course was first available in the fall 2017 DC: American Council on Education. studies have merit, for me, something was term for Rochester area students. Peggy Lynn missing. Most students I have had in these “Enhancing Moodle Course Shells” studies were interested in and talented in Gina Torino some area, such as: history, dance, art, music, “Microaggressions Chapter” For the 2016-2017 IMTL residency, I literature, poetry, psychology, philosophy My goal was to complete my chapter on proposed to work with librarians and and literature. Most, however, because of multicultural supervision for the co-edited educational technologists on enhancing the math anxiety and fear of failing, were trying book, Microaggression Theory: Influence and Moodle shells for my online and blended to avoid mathematics entirely until the Implications. The support provided by the studies. At the residency in June, I worked dreaded SUNY General Education math IMTL enabled me to complete the book with Michael Fortune to learn to embed music requirement caught up with them. Students chapter. John Wiley & Sons will publish the videos into my courses. This is especially saw no connection between a study of math book in 2018. helpful with Music Across Cultures, American and their everyday lives. The IMTL provided Roots Music, and Women in Song. I also me with the tools necessary to create a study Mary V. Zanfini worked with Sara Hull to learn to research group to meet the needs of these students. “Poetry Writing With an scholarly sources in Performing Arts. I was Facilitators and colleagues offered resources Experiential Component” inspired by hearing the plans of my colleagues necessary to make this endeavor successful. My project was to develop a partnership at the residency. On November 2, 2017, I contacted past Empire State College math with a local organization called Lifestyles I attended Digital Day in Rochester and mentors, in addition to collaborating with for the Disabled. Lifestyles’ mission is: “to attended a workshop on using LEARNscape current colleagues. Participation in the IMTL provide quality learning experiences that to make personal videos for course provided me with a tremendous learning will enable all program participants, regardless announcements and content. Rhianna Rogers and growth experience. In a new study that of their present disabilities, to become was helpful and informative in explaining I designed, the learning outcome will teach productive members of society and live the process, the importance of transcribing students how to make informed choices using their lives with dignity and as independently the text, and the benefit to students. This is fundamental mathematical tools, encouraging as possible.” Empire State students were a component of course shell enhancement I them to find solutions to critical real-world paired with Lifestyles adults in order to look forward to adding to my palette of course problems. Finally, if a student uses what they give them instruction in how to write poetry. design skills. I appreciate all the information have learned to help them act in their own Students from both institutions composed and support I was given and am grateful for self-interest, then the course is a success for all. being accepted to take part in the residency. various types of poetry together. This was a Connie Rodriguez unique experience that was also supported Susan McConnaughy “Readiness for Advanced-Level by staff from Lifestyles. Students from Child Welfare Policy and Accounting Courses as ESC” Lifestyles came to our Staten Island location Practice Course Development at least eight times during the term. We My direction changed late in the fall term. also visited their campus three times. We In this year’s institute, I developed a blended After a summer researching and analyzing learned about the types of disabilities they study on Child Welfare Policy and Practice. results from prior terms, plus working with struggled with and also learned about Staten Institute committee members and invited two students in the fall, it was clear that Island’s unique history with regard to people resource people helped me develop new skills the amount of time needed to support each who have disabilities. We culminated the both in designing a blended study and in student was too great. Given the demand for term with a poetry slam celebration. (Read designing a course using Moodle. During accounting courses and my support of the more about Mary’s project in this issue of this year with IMTL, I was supported in upcoming registered degree in Professional All About Mentoring.)

SUNY EMPI Recent Work Barbara Kantz, Hauppauge

Though at SUNY Empire State College I teach history and regional. Each December, I create a holiday photo card, and human services, I grew up in a family of artists and shot exclusively on my property at 44 Shore Road. My musicians. For me, the visual arts are an important element neighbors, friends and family look forward to receiving in examining the human condition. I developed an aesthetic these each year, and many display the entire 30-year sense from my father, a commercial artist, neon sign collection each winter season. maker and outdoor enthusiast whose favorite artist was I am currently developing a wider range portfolio based Rembrandt – a man who understood light and would have on new aesthetics and other travels. I shoot with a small, been a famous photographer. Though I never developed an compact Panasonic Lumix camera and use a digital artist’s hand, I have developed an artful eye. darkroom. Each of the photos shown here has been I am fortunate to live on Long Island, in a historic 1770 displayed in galleries throughout the country, and several home on a tidal marsh. I tend to photograph what is local have won awards.

“Masai Wind,” Tanzania, 2013 “Newport Harbor,” Newport, Rhode Island, 2016

“Snowbank Erotica,” Locke, New York, 2014 “Last Light,” Setauket Harbor, New York, 2011 “The Cure,” Portsmouth, New Hampshire, 2015

“Diner,” Las Vegas, 2014

“Tug,” Port Jefferson, New York, 2012 41

Teaching, Mentoring and Activism in an Age of Trump

Himanee Gupta-Carlson, Saratoga Springs; Lisa Parkins, Manhattan; Anastasia Pratt, Plattsburgh

Introduction HISTORY AS IT HAPPENS America’s presidential inauguration is public Himanee Gupta-Carlson history: It is a public event that creates history as it happens in the nation’s capital city every ince 2009, I have used the presidential four years. inauguration as an opportunity to The public event typically draws a crowd of teach U.S. history and politics. hundreds of thousands and in the case of Barack I went to Washington, D.C. for both of Obama’s inaugurations in 2009 and 2013, a S Barack Obama’s public inauguration million-plus spectators. Via television, the internet ceremonies, and communicated with students and other vehicles of mass communication, the via Facebook and Twitter in 2009 and 2013. inauguration also offers an opportunity for citizens I fully intended to go again in 2017. I also and others to reflect individually and collectively fully expected the historic event to be the on the past, present and future of the principles swearing-in of the first woman as president. upon which the nation is founded: democracy, I did not expect Donald Trump. freedom, equality. As an instructor in a fully structured online

The 2016 presidential election made this moment environment, I build much of my pedagogy Photo credit: Himanee Gupta-Carlson of public history different. For many of us, it around dialogue. Some of that dialogue Washington, D.C., January 2016 marked a moment of uncertainty, disgust and involves me sharing with students my political perhaps even fright. It has raised questions of views, inviting students to share their views, how to be teachers and how to be mentors in the and then structuring and guiding discussion • Think critically about their own roles SUNY Empire State College way, and months in a way that allows for our varying views to within American politics. into Donald Trump’s presidency, it is forcing us be present but not the focus of the study. The to ask where (and even whether) we should draw focus, as I try to emphasize, is on the learning The Election the line between our personal politics and our of history and on connecting that learning professional roles, between our activism, our art, to ourselves: How might we understand the The term began nine days before the and our teaching and mentoring responsibilities. present better through an interrogation of presidential election. I asked students to the past? What might the present political research a president they admired and to The following pieces from mentors Himanee context be telling us about the past? In what comment on the history and controversies Gupta-Carlson, Lisa Parkins and Anastasia Pratt ways might we bring our learning and our life of selecting the president via the Electoral share teaching experiences tied to the presidential activities together? College. On election night, I asked students election and inauguration, and the protests that to follow the returns and to comment in emerged in the aftermath of Trump’s victory. These I taught the online courses, U.S. History to discussion forums as their schedules allowed. reflections grew out of a dialogue that they, with 1865 and U.S. History from 1865 including Residency Specialist Lori McCaffrey, initiated the presidential election, the inauguration Many of the students stayed up with me well at the March 2017 All College Conference in and the Women’s March on Washington with past 2 a.m., conversing about the returns, Saratoga Springs. these questions in mind. The Fall 2 term ran the shock of many voters, and their own in 2016-2017 from October 31-February 24. impressions. Their political views varied, and This timing let me cover both the November 8 I was careful to treat the activity as one of election and the January 20 inauguration in a reflecting on how the outcome would inform single term, with goals for students to: understandings of the past and the present. • Gain a real-time experience with a This activity culminated with a short essay historical event. assignment asking students to compare the president-elect with the president they had • Get to know public history by immersing researched earlier, and to consider what themselves in it. challenges that individual might face.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 42

Inauguration Week Planning with me and with each other via a course could not access during the inauguration itself. hashtag and to follow my postings from Some commented on Facebook postings, and Having been to D.C. for inaugurations twice, D.C. via a Facebook event page. others spoke one-on-one with me via Twitter. I knew that the inauguration was not a singular affair. Museums, public interest I organized the forums around an initial entry The students wanted me to verify reports organizations and activists create special into the inauguration week and built the on the size of the crowd and on the outbreak exhibits, commemorative events and rallies. learning from there. The first forum asked of protests that news media were showing. While some things like exhibits are planned students for a brief “check-in” comparing their They also worried whether I was safe, given months in advance, many events like the own moods with what they perceived to be what they were seeing. In the forums, as Women’s March on Washington are put the “mood” of the country. The second asked I saw later, they were asking each other together just weeks – or even days – before the them to browse and comment on the virtual questions about conflicting reports about the inauguration. This unpredictability creates a sites for the Smithsonian’s national museums inauguration and about Trump and his politics. special challenge for courses that take place in of American history and African-American Many were questioning what sources to fully structured online environments because, history. The third asked them to follow the believe, given the range of differing views theoretically, all of the curriculum is set before media coverage of the January 20 inauguration. that were being expressed. a term starts. The unpredictability also makes The fourth invited them to observe coverage These questions and comments set the stage the online environment exciting because and/or attend and participate in a women’s for the women’s marches that occurred the opportunities to integrate set activities with rights march occurring in their locality. The day after. A few students did attend marches evolving events emerge. forums included links to my Facebook event or conversed with friends who were at the page and to Twitter, and reminded them that Before the course opened, I planned what marches. A number of students based in I would be conversing via these modalities I could plan with certain wishes in mind: Manhattan had to work on that Saturday and while in D.C., and that they could converse I wanted my students to get a taste of how reported that the marchers went past their with me in those spaces or simply follow and Washington, D.C. as an historic site of public workplaces. They described these moments as use the course discussion space to respond gatherings for celebrations, commemorations inspiring, eye-opening and as evidence that with their thoughts. and protests embedded visual displays on people were unhappy with Trump, and that if these topics into the museums that comprise How Students Responded he wants to be successful as president, he needs the Smithsonian Institution. I also wanted to to pay attention to their feelings. prepare them to be open to the unexpected Students described the virtual museum visits so that they could see that history is not a coupled with my tweets positively. One student Post-Inauguration Reflections stagnant topic. Finally, I wanted them to see shared in the discussion forum that she had The live-time teaching during inauguration that they could be part of history themselves. never been to a museum and found that my week was comprised of quick, often reactive After the Women’s March on Washington tweets and postings from the sites had opened bursts of commentary: 140 characters in a (organized very quickly after the election) a new world to her. Others described the tweet, two sentences on Facebook, a photo opened that opportunity, I planned the sites and my posts as ways of bringing to life here and there, quick Q&A style dialogue inauguration around four days of teaching live the history they were studying, and asked me between my students and me. In the remaining in D.C.: Two days on history told through questions about some of the different exhibits weeks of the class, students reflected on their museums, a day at the inauguration, and a day they had viewed from the museums’ virtual immediate responses more deeply in written of rallies and protests. While I told students sites. I posted photos and comments as I and creative assignments, which I modified early in the term that this would be the game browsed exhibits, and when I happened to slightly to create space for them to incorporate plan for the inauguration, I waited until the notice that The National Archives Museum the learning from the inauguration into the Martin Luther King Jr. Day weekend to was screening all of the presidential inaugural broader learnings of the courses themselves. I write the actual activities because I wanted addresses from Franklin Delano Roosevelt to asked students in U.S. History to 1865 who the prompts to reflect the current political Obama, I encouraged students via Twitter to were viewing a history of Abraham Lincoln to environment as much as possible. look up footage and transcripts from these compare the state of pre- and post-Civil War speeches on their own. One student began Knowing that I was asking a lot of the America with the current political climate. In viewing online footage while I was in the students, I tried to keep the modes of U.S. History from 1865, I gave students an archives theatre watching the footage there. communication and evaluation of work option to create a zine (a low-budget eight- for the inauguration week as simple as Nearly every student joined the Inauguration page graphic magazine crafted on a single possible. While I only required students to Day discussion in some form or other. Like 8 1/2-by-11-inch sheet of paper) on the participate in discussion forums, I created many public events, conversations were taking election, inauguration and/or protests instead opportunities for them to exchange tweets place in multiple modalities and even I, as of focusing on the post-World War II era the instructor, could not experience them all as specified in the prestructured assignment. simultaneously. Many students spoke with each other in the course discussion forums, which I

SUNY EMPI 43

I also asked students in that course to a few were there solely to fulfill SUNY incorporate reflections on citizen desires in a General Education credits. I took a deep policy analysis due at the end of the term. breath and said, “Let’s listen well, keep an open mind, and be respectful of one another.” When I had taught the inauguration in 2009 Students nodded and smiled. The tension and 2013, many things that could have gone eased. Meanwhile, I made a mental note to be wrong went wrong: Communications had vigilant about maintaining the classroom as a cross-fired, the internet had jammed, delays space in which students could share thoughts in responses to students had occurred, and and feelings about the news as it unfolded. some students had struggled with technology. Still, I sensed that we were heading into All of these things happened again. Yet, as difficult emotional territory. I have reflected on the term, I realize that the outcomes of this project were much less The following week, the group was energized about these “failures” and more about the and upbeat. A number of students had glimmering rays of insight into the political participated in the Women’s March on New process, questionings of truth to power, York City on January 21. Everyone had and actual willingness to engage in citizen been inspired to see a broad spectrum of participation that I detected as beginning Americans take to the streets. Reflecting on to take place in the students in the course. this unprecedented citizen activism led to our

As I was teaching students what it was like discussion of the first reading assignment: Photo credit: Himanee Gupta-Carlson to be a part of a historic process, they were exploring social movements in relation to Washington, D.C., January 2016 making choices as to how they wished to be cultural expression. Then, students shared their a part of history themselves. first writing assignment: a personal response lyrics. I guided the class through a series of to a current social issue. We began to know free-writing exercises. Students were asked each other: an immigrant longed for “dreams TEACHING POP MUSIC AND to identify resonant visual metaphors in their without borders” despite “reform that never writings. We explored ways to amplify and SOCIAL JUSTICE comes”; a mother worried about the safety of extend these images in poetic form. Then, her young adult gay son. Lisa Parkins students were invited to develop a character At subsequent meetings, through readings and that personified nature at risk. The class documentaries, students surveyed seminal 20th responded with songs in a range of genres: The first meeting of my spring 2017 term century activist songwriters and performers: a rhythm and blues ballad; a St. Louis blues face-to-face study group, Popular Music and Swedish-American labor movement legend number; a catchy funk tune and more. Those Social Justice, occurred on the eve of President Joe Hill; the populist protest songs of Woody new to the creative process shared their poetry Donald Trump’s inauguration. The study’s Guthrie; Abel Meeropol’s 1937 song about and spoken word responses. Each student’s goals were “to explore the development of lynching, “Strange Fruit” notably sung by offering received constructive feedback from social action and social justice movements Billie Holiday. We investigated Pete Seeger’s classmates and from me. And each student was through the lens of popular music.” It wasn’t musical journey from The Weavers to his resoundingly applauded for his or her efforts. long before several students expressed what struggles during the McCarthy era, his work was in the air: a mix of anger, frustration and I was keenly aware of how the songs and with children, and his campaign to clean up fear about the incoming administration. I movements we studied were relevant in our the Hudson River. I encouraged students to could tell by their silence that some in the class current political moment. Students were make connections between the study materials were feeling vulnerable. One student voiced encouraged by the large turnout for protests and contemporary issues. In one example, her concerns: “This seems like a pretty liberal against President Trumps’ travel ban. But analysis of Guthrie’s “This Land is Your Land” group. What if someone has a different point protests can be dangerous. We considered led us to discuss organized resistance to the of view?” Fifteen adult learners waited for Neil Young’s 1970 song “Ohio” performed by Dakota Access Pipeline and citizen response to me to answer. I paused, asking myself, “How Crosby, Stills, Nash and Young about student poisoned drinking water in Flint, Michigan. should I respond?” anti-war protests at Kent State University and After our thorough exploration of these their tragic outcome within its political and We were about to investigate the history of research activities, it was time for creativity and historical context. At this point, I realized that issues and events that could – even in a less activism. I presented several documentaries: the younger students hadn’t been aware of polarized political climate – be upsetting Gasland; The World According to Monsanto; and Kent State, nor had they ever seen television to my students. I looked around the room: The Empire Files: The Tyranny of Big Oil. My documentation of violence at the1968 this was a culturally diverse group. Seasoned goal was to facilitate each student to develop Democratic National Convention in Chicago. performing artists sat alongside those who an aesthetic response to recognized threats to Meanwhile, students who had thus far been were interested in activism and social justice; air, water and food safety in the form of poetic silent began contributing to our conversation.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 44

Even as students weighed in on the social Musicians in the class, performing on piano, RECONCILING THE and economic implications of President electric guitar and tenor saxophone, came up PERSONAL WITH THE Trump’s cabinet appointments, we expanded with a solid arrangement; another served as POLITICAL our investigation, cross-culturally, exploring vocal arranger. In rehearsal, students with little global music and social movements. The class or no performing experience were encouraged Anastasia Pratt learned about the legacy of Chilean songwriter to join with the “pros” in song. By the end and theater director Victor Jara and his arrest of the session, this ensemble delivered a have always been interested in politics. and murder during the 1973 political coup spirited rendition of “Tell Us the Truth!” From the required daily presentation of of President Salvador Allende. We explored (see Note below). current events in Mr. North’s sixth-grade 1970s Jamaican reggae and roots music in Students’ reflection papers were classroom to my involvement in the Model a socioeconomic context, focusing on the I overwhelmingly positive. Several wrote that U.N. and Harvard U.N. programs in high Rastafarian-influenced, apocalyptic political they found writing and sharing their songs to school, I sought out ways to learn more about songs of Bob Marley and Max Romero. The be creatively stimulating and even emotionally the world and its people and to find solutions class viewed a documentary on Nigerian moving. One student, an arts professional, to life’s biggest problems. As I grew older, Afro-beat pioneer and human rights activist asserted that this study had prompted a new those interests blossomed into college degrees Fela Kuti. We also analyzed 1970s British career direction: social activism through in history and American culture and, finally, an punk artists’ anarchist response to the social the arts. The rap artist in the class wrote a academic career that lets me explore the ways policies of Prime Minister Margaret Thatcher. powerful song commemorating victims of in which art, history, music and literature can Throughout, the perspective of international police violence. Another student wrote and become tools of activism. students in the class was particularly insightful. illustrated a children’s book about the dangers Before the 2016 presidential election, though, The class discussed threats to women’s of hydraulic fracturing. Yet another plans to I didn’t spend much time thinking about how reproductive rights promoted by the new write a novel based on a fantastical character to weave politics into my courses. Don’t get president’s right-wing agenda. We looked he created for a lyric writing assignment. me wrong: I talked about the Guerrilla Girls at women’s musical contributions to social In teaching this study, I felt it was crucial for and their quest for gender parity in the art justice movements past and present, some me to maintain my awareness of current events world; I assigned readings focused on the of which were not covered in the textbooks. in order to better facilitate class discussion. AIDS quilt as a means of protest and activism; The class admired African-American jazz Throughout, I tried to keep my own political I questioned the ways in which artists of all musician and civil rights activist Nina views out of the equation. At times, animated kinds use their work to seek social justice. But, Simone’s “Mississippi Goddam” about the dialogue escalated – these conversations in many ways, I steered away from the more 1963 racially motivated bombing of an were intense. In the development of social pressing political issues of the day, wanting to Alabama church, and her musical genealogy movements, a potent aesthetic response to an avoid the possibility of letting my own beliefs of African-American women, “Four Women.” issue or injustice has often served as a catalyst get in the way. Instead, I pushed students – The class was introduced to Native Canadian for political and social change. Today, protest and myself – to create strong arguments and musician, educator and activist Buffy Sainte- songs and activist art in other mediums can to gather evidence to support those arguments, Marie – viewing her early performances of bear witness to these turbulent times. This regardless of the form of their work. “Universal Soldier” and “Now that the Buffalo’s postelection teaching experience has deepened Gone” together with clips of her impactful Then everything changed. It felt like the world my commitment to convey to students that art appearances on Sesame Street in the late tipped upside down and I started to question is seldom made in a vacuum, and to provide ‘70s. We also discussed representations of all of those teaching philosophies. After all, I them with the sociohistorical framework and women in contemporary pop culture. A lively wondered, isn’t it my responsibility to point out practical skills to fully articulate their truths. conversation about Beyoncé’s music video of the multitude of moral, ethical and legal issues “Formation” from her 2016 album Lemonade Note we’re facing as a result of the election? While garnered both praise and critique. I was pondering that question, I was reading For more details and an example of this work, Facebook posts offered by my many like- For the final project, students were given go to Lisa Parkins’ LEARNscape channel minded friends, noting that colleagues across the option of writing a research paper or (ESC login required) at https://learn.esc.edu/ the country were bringing the election into collaborating on a social justice-themed song. channels – search for “Lisa Parkins” and then their classes and working to raise awareness. Steven Van Zandt’s 1985 “Sun City,” recorded click on the “Tell Us the Truth” video. by Artists United Against Apartheid, served as I wasn’t comfortable, though, spreading my inspiration for a new song, “Tell Us the Truth!” political views. It’s not that I’m shy about Students contributed verses and a bridge what I believe; it’s just that I try to separate section, together with a repeating refrain. The the personal and public, my private views last meeting was devoted to developing an and work as a teacher. Yet, I couldn’t simply ensemble performance of “Tell Us the Truth!” avoid the election, not if I wanted to keep

SUNY EMPI 45

my commitment to the values and principles embodied in American culture degrees, at any rate. In the end, I decided to focus on the many ways in which political activism and social justice movements intersect with the world of public history. With my graduate students, I considered the manner in which protest signs were collected and archived. We thought about the use of ephemera as both document and exhibit artifact. We probed the history of activism by looking at archives and museums and, simultaneously, we questioned the ethical and professional standards that allowed for that use of the materials. Political movements are intricately tied to the history and art we exhibit in museums and that we document through archival collections. We, as public historians, organize those materials not to express our own political viewpoints, but to remind ourselves that we are all political beings and that our actions have political and social consequences. We can – and should – use opportunities like the Women’s March on Washington or the People’s Climate March to complete oral history interviews that will help a future generation of students probe their history. We can – and should – take photographs, collect posters, arrange exhibits, and organize archival holdings that focus on politics and social justice.

At the end of the day, that is our work, our responsibility.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 46

Integrative Public Health Practice: Pathways to Addressing Health Inequalities in Vulnerable Populations

Daramola N. Cabral, California State University, Monterey Bay1

ublic health practice is concerned Prostate cancer disease characteristics with improving human health and demonstrate significant ethnic and geographic the health outcomes of the families variations (American Cancer Society, 2016), Pacross diverse communities in the United and prostate cancer incidence and mortality States. Public health practice extends to represent a significant public health concern global health, where the nation’s health in men of African ancestry worldwide. interests and concerns interface with global Approximately 29,530 African-American concerns about the risk for the spread of men were diagnosed with prostate cancer in infectious diseases and risk of biological 2016; this represents 31 percent of all cancers warfare. Public health science goes beyond in African-American men. Prostate cancer is biological risk and employs intersectional the second leading cause of cancer mortality approaches to understanding disease risk and in African-American men, with approximately the factors that mediate differences in disease 4,450 (12 percent) prostate cancer deaths in risk and health outcomes in diverse groups. 2016 (American Cancer Society, 2016). Through intervention research, public health Colorectal cancer is the third leading cause of scientists aim to prolong human life, diminish cancer mortality in African-American men Daramola N. Cabral inequalities in behavioral health risk factors, and women, with 7,030 deaths and 17,250 decrease disparities in health outcomes, and incident cases estimated to occur in 2016 eliminate excess mortality associated with Colorectal cancer, when diagnosed in the early (American Cancer Society, 2016). Ethnic differences in healthcare utilization. stage, confers considerable survival advantage, differences in colorectal cancer screening, and evidence indicates that screening reduces As a public health scientist and epidemiologist, incidence and mortality are well documented incidence and disease-specific mortality my work is largely focused on cancer (Zeigler-Johnson et al., 2008). The incidence (Carroll, Seaman, & Halloran, 2014). Social prevention and control. Here, I am concerned of colorectal cancer is higher in African- determinants potentially associated with with the development of intervention models American males and females compared to colorectal cancer risk perceptions and uptake to lower the risk of contracting cancer, where white Americans (27 percent and 22 percent, of timely screening among African-American risk can be modified, and improving the health respectively) (American Cancer Society, 2016). men are poorly understood. One example of outcomes in those with a diagnosis of cancer. Trend data in colorectal cancer incidence and the complexity of the social determinants of My research is concerned with identifying mortality have consistently demonstrated an colorectal cancer is seen in the following study ways to address inequalities in cancer outcomes increased risk of colorectal cancer and disease- conducted by Cabral, Dagne and Gishe in to improve disparities in the morbidity and specific mortality for African-American men 2014. To better understand colorectal cancer mortality rates among vulnerable and medically and women compared to all other ethnic risk perceptions in African-American men, we disenfranchised groups. Prostate cancer groups (American Cancer Society, 2016; examined the social factors, economic status, intervention and colorectal prevention and Zeigler-Johnson et al., 2008). Higher colorectal and health care utilization patterns in relation control have been my primary areas of focus cancer mortality rates among African- to colorectal cancer risk perceptions among over the last few years. Americans may be indicative of disparities participants of the Florida Black Men Health in access to appropriate screening tests, the Overall, African-American men have the Study (Odedina et al., 2012). timeliness of abnormal screening follow-up highest prostate cancer incidence and mortality and treatment, as well as the stage of colorectal Data were collected using a cross-sectional rates of all racial and ethnic groups in the U.S. cancer diagnosis (Zeigler-Johnson et al., 2008; study design and self-administered survey Colorectal cancer, one of the few cancers that Kelly, Dickinson, DeGraffinreid, Tatum, & among men attending organized health forums is preventable through the use of screening, Paskett, 2007). targeting African-American men (Odedina et continues to show widening disparities when al., 2011b). The chi-square tests were used to comparing U.S. whites and African-Americans. examine the association between categorical

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 47

variables; regression analyses examined the follow-up of abnormal test results. The take- Notes relationship between predictors and outcome away message from the Pathways Summit was 1 Daramola N. Cabral was formerly mentor variables. The confidence level was set at 90 that a stronger and more vibrant “culture of and lead faculty in the ESC-CAHE percent or higher. health” can ultimately lead to consistently wiser Allied Health Partnership, Brooklyn individual and collective choices, which would The study included 425 African-American location. She is now professor and chair lead to better health and health outcomes in men, ages ranging between 30 and 80. of Health, Human Services and Public the black community. The keynote speaker, Perceptions of risk of colorectal cancer Policy at California State University, Robin Roberts, MD, from the School of increased with age (P=03). Higher income Monterey Bay. Clinical Medicine and Research at the was associated with greater perceptions of University of the West Indies, offered a fresh 2 Visit https://www.esc.edu/ colorectal cancer risk as was health care perspective in his opening address: “ … Go totalhealth2016/ for more information utilization (P=0.09). Men likely to visit a upstream” and identify risk of disease early. about the Pathways to Total Health doctor when sick compared to those who Upstream is where you have the opportunity Community Summit. were not, had a higher perception of colorectal to provide interventions early when the chance cancer risk (P=0.08). Health care costs for cure and survival are optimal. posed barriers to care and were significantly “New approaches are associated with lower perceptions of colorectal We live in a global society with dynamic cancer risk (P=0.03). Married men, compared population shifts, and rapidly changing required to address the to those widowed or divorced, were more likely societal norms. New public health challenges public health needs of the to perceive their risk of colorectal cancer to are emerging, and existing models of health be much lower than the average risk in men promotion and risk intervention may diverse populations in the (P=0.03). not delivery the anticipated results. New U.S. A new 21st century approaches are required to address the public Overall, African-American men have the health needs of the diverse populations in perspective, integrative greatest colorectal cancer risk and mortality the U.S. A new 21st century perspective, rate, yet their perception of the colorectal public health, is a much- integrative public health, is a much-needed cancer risk is low. Financial barriers to health model to guide public health practice needed model to guide care limit timely screening, which perpetuates going forward. inequalities in colorectal cancer survival. The public health practice above results suggest that accurate tailored Integrative public health, just as in integrative going forward.” education about colorectal cancer screening medicine, considers the whole person. “ … is needed. The influence of marital status on [K]ey dimensions of human experience, colorectal cancer screening warrants further frequently presented in opposition to each exploration. In addition, while this study did other (e.g. subjective-objective; individual- References not find differences in colorectal cancer risk collective), need to be understood as integral American Cancer Society. (2016). Cancer facts perceptions within ethnic groups, the need for to the whole” (Hanlon, Carlisle, Reilly, Lyon, and figures for African Americans 2016- larger community-based studies to elucidate & Hannah, 2010, p. 1). My current research 2018. Retrieved from https://www.cancer. and address disparities among subgroups of employs integrative approaches, wherein I org/content/dam/cancer-org/research/ black Americans is recommended (Odedina seek to understand the key dimensions of the cancer-facts-and-statistics/cancer-facts- et al., 2011a). health experience. Included in the model are and-figures-for-african-americans/ cultural-factors, which inform perceptions/ Studies such as the above informed and cancer-facts-and-figures-for-african- beliefs about disease; bio-social-environmental inspired the development of the Pathways to americans-2016-2018.pdf factors, which help to understand disease Total Health Community Summit,2 which risk; and historical factors, to gain greater Cabral, D.N., Dagne, G., & Gishe, J. provided a forum to engage in conversations insights about factors that influence health (2014, October). Colorectal cancer risk about ways to improve total health and to care utilization in vulnerable populations. perceptions in African American men: A address challenges in cancer control research This approach is integral to understanding study of social, economic, and healthcare and practice. The summit, cosponsored the “whole” and guides the development of determinants of CRC risk perceptions. Poster by SUNY Empire State College and the integrative models of health promotion to session presented at the meeting of the Brooklyn Health Disparities Center, was held address health risk, health care inequalities, African Caribbean Cancer Consortium, on October 14, 2016 and aimed to elevate and disparities in morbidity and excess Schoelcher, Martinique. community conversations and actions about mortality in vulnerable populations. improving the health outcomes in African people in general, and specifically health disparities that could be addressed through timely and adequate cancer screening and

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 48

Carroll, M. R., Seaman, H. E., & Halloran, S. Odedina, F. T., Dagne, G., LaRose-Pierre, M., Odedina, F. T., Dagne, G., Scrivens Jr., J. P. (2014, July). Tests and investigations Scrivens, J., Emanuel, F., Adams, A., … J., Dixon, A. Y., Green, B. L., Adams, for colorectal cancer screening. Clinical Odedina, O. (2011a, December). Within- A., … Pressey, S. (2012). The Florida Biochemistry, 47(10-11), 921-939. group difference between native-born Black Men’s Health (BMH) study, 2010- and foreign-born black men on prostate 2012 report: A report to the community. Hanlon, P., Carlisle, S., Reilly, D., Lyon, A., cancer risk reduction and early detection Retrieved from http://cancer.ufl.edu/ & Hannah, M. (2010, June). Enabling practices. Journal of Immigrant and files/2012/08/BlackMenHealthStudy- well-being in a time of radical change: Minority Health, 13(6), 996-1004. CommunityReportAug9-Eds.pdf Integrative public health for the 21st century. Public Health, 124(6), 305-312. Odedina, F. T., Dagne, G., Pressey, S., Zeigler-Johnson, C. M., Rennert, H., Odedina, O., Emanuel, F., Scrivens, J., … Mittal, R. D., Jalloh, M., Sachdeva, R., Kelly, K. M., Dickinson, S. L., DeGraffinreid, LaRose-Pierre, M. (2011b, September Malkowicz, S. B, Rebbeck, T. R. (2008, C. R., Tatum, C. M., & Paskett, E. D. 23). Prostate cancer health and cultural June). Evaluation of prostate cancer (2007, September). Colorectal cancer beliefs of black men: The Florida Prostate characteristics in four populations screening in 3 racial groups. American Cancer Disparity Project. Infectious Agents worldwide. The Canadian Journal of Journal of Health Behavior, 31(5), 502-513. and Cancer, 6(Suppl 2), S10. Retrieved Urolology, 15(3), 4056-4064. Retrieved Retrieved from https://www.ncbi.nlm.nih. from https://www.ncbi.nlm.nih.gov/pmc/ from https://www.ncbi.nlm.nih.gov/pmc/ gov/pmc/articles/PMC4465257/ articles/PMC3194180/ articles/PMC3072889/

SUNY EMPI 49

Sustainability, Passion and Writing for Children

Lorraine Lander, Canandaigua

ike many people who loved to read as important time cognitively when children are a child, I once dreamed of becoming just beginning to explore abstract ideas, pull a writer when I grew up. That desire away from their parents, and venture out into Lwas pushed aside, however, by what seemed a world of peers and ideas other than those like more practical and concrete goals such as of their own family and culture. The type of acquiring an education, earning a doctorate, stories to write was another issue I explored establishing a career as a college professor, and considered. There is a range of styles raising a family, and realizing a personal dream and approaches to stories that could connect to have a piece of land and live in the country. with this group, but I remembered back to I have been very fortunate to have achieved the stories and authors that influenced me. these goals and more over my lifetime, and like As a result, I made the decision that part many lifelong learners, I sought out a new goal of my goal was to write stories involving when these pieces were in place. magic and adventure that children would enjoy reading, but that would also help them Twelve years ago, I took up the issues around to think differently about our world. One sustainability education after attending a local important goal was to instill in children some conference, and have worked since to make of the values that underline sustainability and Lorraine Lander it an important piece of my academic work, protection of the environment. There was both in teaching and in scholarship. After also a strong civic engagement motivation who is bullied is a far more effective way of moving to Canandaigua and settling into my for me, in that focusing on themes related helping that child understand bullying and home there, I sought a new challenge for my to sustainability in an engaging way would reducing its prevalence, than having a standard personal time and wanted something that be another means for me to make the world academic lecture about the topic and telling would give back to the world, as well as engage a little bit better place. Thus, my journey to children it is wrong. Bibliotherapy has also my imagination and self-directed learning becoming an author began seven and a half been used in the context of psychotherapy, interests. The idea of creative writing had come years ago, although I was not sure how to be an again to help readers to explore emotions and and gone over the years, although there was author or if drive alone would be enough. change thinking. My main interest lies with never sufficient time to seriously consider it. the first usage, as I see stories as important to As I contemplated becoming a writer, the idea Academic Background Ideas, children’s development in multiple ways. For emerged that I could do something that would Themes and Concepts example, reading can be particular valuable contribute to the knowledge and development to their growing moral and ethical reasoning, of children related to the environment and There are several intriguing ideas from particularly because these abilities come out sustainability. The fact that writing for children my academic studies that connect with my of experiences of empathy (Kohlberg, 1976), pulls together many of my academic interests interest in writing for children. One of those which can be gained through reading stories. and understandings (from my doctoral studies, involves the concept of “bibliotherapy.” Broadly Bibliotherapy is also considered one important which focused on cognitive and motivational conceived, bibliotherapy is about using the approach of character education. development of children), and allows me to reading of stories to connect emotionally with combine these with creativity and a little a reader in ways that deepen or change their Character education (Berkowitz, 2002; Hayes fun, made the idea of working to become understandings. Among those to first use the & Hagedorn, 2000) focuses on encouraging a children’s author a worthy goal for my term was Samuel McChord Crothers in an children to become good citizens. As such, free time. article for The Atlantic Monthly published in and because it promotes more ethical and 1916, but bibliotherapy has a much longer responsible behavior, bibliotherapy and Still, there were decisions to make about what history going back to ancient times. It is character education, I believe, support the style of writing I wanted to use and what primarily used in two contexts: education and future development of wisdom, another topic I audience of children I wanted to reach. I also psychotherapy. Bibliotherapy in education have explored for several years in my academic wanted my writing efforts to be meaningful. involves helping readers to change their writing. One of the important overlapping I settled on writing for preteens and young thinking or to grow in understanding. For components of both wisdom and sustainability teens because these ages fall within an example, having a child read about someone is a concern for others. In my scholarly writing

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 50

is a major goal of one book series on which I am currently working, and this work draws on my own childhood and the awe and wonder I received then and still experience from time spent in nature. The goal of incorporating the environment and sustainability into my writing is always in the background of my thinking, either through having characters explore a theme like peer pressure and consumption, or engaging in an activity like helping animals poisoned by toxic waste dumping. Sometimes I need to research and learn more about an academic idea when it is foundational to a story element. For example, in my current book, the main character must complete a quest to be awarded her magic wand. Part of this quest involves demonstrating five virtues that will be inscribed with mystic symbols into her wand. Writing this story idea has me looking back at the academic work on

Images courtesy of Lorraine Lander wisdom and virtues and considering which to Images courtesy of Lorraine Lander have the story include. This is just one of many The Color Chronicles Series examples of how my stories weave back and The Color Chronicles Series (Lander, 2017), I propose that sustainability forth with my academic work. Over time, I learned to give helpful feedback, thinking and behavior is a subset – a kind of as well, as I built my repertoire of writing Hard Work, Big Doses of wisdom-in-action – and that there are four knowledge and skills. Creative Energy and Learning “pillars” or components of wisdom. These a Wide Range of New Skills I immersed myself in other learning pillars include knowledge, thinking skills, opportunities related to writing and subscribed ethical reasoning and civic engagement (acting I started my journey to becoming a writer by to magazines for writers, attended workshops in the best interests of others). My writing taking a Creative Writing course through the and even a national writers’ conference in New for children most specifically connects with college, and began to learn about free writing York City. Most of all, I kept writing and the last two: ethical reasoning, as it relates to and finding my voice while I wrote short experimenting about how to go about it. I tried character education; and civic engagement, the stories (not knowing at this time that I would plotting my work in great detail, which did application of the first three pillars, including settle on writing for children). Another first not work well, as I found when I got into the encouraging prosocial behavior toward others step I took was to join several writers groups middle of scenes in my story and realized that and our communities, as well as the planet. and associate myself with published authors, it no longer made sense for a character to act Knowing that the stories I write can provide since I have read that in order to be successful the way I had plotted them to respond. That this broadening of understanding of ideas at a venture, it is helpful to find those who meant I was a “pantser”: someone who “writes and can encourage civic engagement is one already are. I found that beginning writers by the seat of their pants.” I actually tend to of the most exciting parts of my efforts to were welcome and it did not matter what type think of it as more of a psychological approach, be an author. of writing I wanted to do, since I was told that in that when I put a character into a situation, My academic background and interests are much of the craft of writing is the same across it is then and only then, when I am deeply in foundational to many of the themes and genres. I took my first tentative steps and their point of view, that I can conceive of how character motivations that I write into my when a few pages were complete, I was given he or she would likely respond. stories. Having been immersed in the field of feedback from group members. My knowledge Other basic elements of writing were also sustainability and sustainability education for grew as I learned to revise my work, as well as investigated. For example, I explored writing several years now, there is no shortage of issues how to take constructive feedback with thick in third-person and first-person constructions that can be woven into stories for children. skin. I became familiar with the phrase “let go and finally made the decision to use the first- For example, one prominent idea written of your darlings,” which refers to the emotional person perspective to better immerse my reader about by Louv (2005) and others is the loss of difficulties of hitting the delete button, in the experiences of the main character, and access to experiences outside in nature, either particularly over long sections of your work. promote the kind of empathetic response and informally through play, or formally through exploration of alternative views that I was nature education. Promoting a love of nature

SUNY EMPI 51

it given their own experience with climbing on slopes, then he or she would be more immersed and the story more real for him or her.

I learned so many things with this first book, but I knew that in order to get better and learn more that I needed to write another book. This one was a young adult novel, Black Heart (2017: Wellbrook Publishing), with a 14-year- old main character. As I wrote and the story went on and on, it ended up being too long. I had to face my rambling approach to writing and learn to be more succinct. I went to a writers retreat and reduced my novel by 25,000 words in three days by ruthlessly deleting all of those roundabout phrases and useless scenes. Some of these tendencies to write passively still drift back into the early drafts I write today, but I know now to edit them out. In fact, the important lessons I learned

Images courtesy of Lorraine Lander about being succinct in my writing have not Images courtesy of Lorraine Lander only helped my fiction writing, but also my Keepers of the Earth Series academic writing. Keepers of the Earth Series seeking to evoke. After two years, I finished my Probably the most important step I took in to come up with ideas, so I meet this goal for first preteen (also called middle grade) novel, my writer’s journey was to band together three most meetings. One benefit I have found to called Curse of the Golden Eye (2016: Wellbrook years ago with two local, published authors to the regularity of these critique meetings is Publishing). I shared it with friends and family form a critique group. We meet every two to that I can now anticipate the comments of my and as many children from 8 to 12 years of age three weeks and our goal is to share 20 new friends and know that if I take a shortcut in as I could find. The feedback was positive or pages of writing for each meeting. This has the story, that one or the other or both of my people were nice – writers are never completely been wonderful to ensure I am productive and critique partners will call me on my sloppiness sure, especially when they are new. keep getting work completed, as well as to at our next meeting. Thus, my draft pages for critique have become better than when we I learned so much with this first book about work on becoming a better writer and gain the started working together. I am not sure if any myself as a writer, what I was inherently better benefit of two excellent editors of my work. author ever feels they have gotten as good as at (plot and dialogue), and what I needed We critique each other’s pages and provide they might be, and I freely admit that part of to work on more (word choice and avoiding a wide range of supports about other aspects the motivation to write is to continue to grow passive tone). I learned I had “pet words” I used of writing and being an author, such as how and learn. I doubt that will ever go away. too much and that my characters should not to market our work. At this pace, I can write plan what they are going to do in their heads approximately 500 pages a year, which is two People ask me sometimes how I find time and then do the action, as this was boring books for my audience. Since joining up with to write, and I respond that I do not watch for readers, but that characters should just do my critique friends, I have rewritten my first television, for one thing, nor have I had cable whatever the plot needed. As time has gone on, novel, broken the second one into two separate in more than 10 years at my home. This means I have acquired an even deeper understanding books, written two more books, and recently I cannot engage in active discussions of the that writing stories is not exactly the same as finished a third. Two books are now in print latest episode of Game of Thrones or other describing what happens in real life, but it is as of 2016 (described below); two are newly in popular television shows, but I am OK with about taking the right bits and pieces of real print as of spring 2017; and the other two are that trade-off. My evenings are about reading life to convey the story in a way that engages planned for summer 2017. or writing. I have found that both are essential the reader’s own imagination. In other words, One important thing I’ve learned about to being a writer. readers are co-creators of a story as they are writing is a lesson about productivity. If you More on What I Learned experiencing it, and this was important to write often, even if not for very long, you can understand and support as a writer. Thus, it be very productive. The time it takes to me In addition to what I mentioned earlier didn’t matter if I envisioned the slope that my to write those 20 pages for each meeting and about readers being co-creators with the character climbed down to have trees on it polish them varies greatly, but may be two to writer, I have learned other important things or not, but if that is how the reader pictured four hours in total, not counting thinking time

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 52

and changed other understandings as I have thus becomes important. One fascinating I have also learned many things about the worked on my writing. For example, I feel aspect of this process for me has been going current state of the publishing industry, which that it is not true that an author should into a “flow state” where the ideas of what is changing rapidly as a result of mergers, always show and not tell, although this advice should happen next and what characters competition with Amazon, and the emergence is commonly given to new writers. In fact, will say in dialogue come so quickly that I of e-books. Historically, the route to being you cannot “tell” everything that happens to must type as fast as I can what comes into a published author led either through direct a character. I believe that the true craft of my head. Time flies by, and when these hot solicitation and acceptance by a publisher, writing involves knowing when to show and streaks of writing take place, I may stay up or gaining representation by an agent who when to tell. until midnight or after as the words fly out. would find you a publisher. A third option, I especially want to take advantage of these self-publishing, has emerged as a viable option, I attended an interesting workshop two years sessions, given there are also many times when particularly for newer authors. The reality of ago on the importance of engaging your the words do not come out much at all. the current state of the publishing world is reader in “rooting” for your main character. that new authors are not given much in the The presenter reported her own research into There is also a cognitive aspect to writing way of marketing support by publishers, as the differences between beginning writers and stories. As a writer, I often have story problems most of that goes to established authors. The experienced, successful writers where she found that I am trying to solve. The irony is that expectation, even with a traditional publishing that those who sell more books include more I typically spend the first parts of the story contract, is that you do your own marketing details in the opening pages of their stories to building a host of problems for my main when you are new. I believe that the publishing pull the reader in and ensure that they want to characters, and then the latter parts trying to field is becoming similar to the music industry “root for” or empathize with your characters. figure out how they will solve them. Because where musicians make their own CDs, develop I concluded that not only was developing I am a pantser, I often do not know the a following and “prove” themselves before my readers’ interest in rooting for my main answer. Part of what I have learned about being offered recording contracts. In similar character important to marketing my stories, creativity, then, is to trust that somehow, my fashion, new authors may benefit from initially but it also seems important to help readers to subconsciousness works on these issues in the self-publishing their work, since they do their identify and empathize with characters, thus background, and if I am patient, the answer own marketing either way and self-publishing strengthening the bibliotherapy effects. pops out into my consciousness, usually allows them to keep a far larger amount of the in a day or two. And when this happens, I Another article I read suggested that an royalties from their sales. Then, once they have quickly jot down notes on the details so I can author does not necessarily need to engage a established some following, they can look for incorporate them into my manuscript. reader at the beginning of a story, as much as traditional publication paths. It also takes time maintain that engagement. This idea is based There is an emotional side to being a writer and energy to market your work to publishers on the premise that readers are trained by that also involves gaining new insights into my and agents, which could better be diverted their previous reading experiences to suspend own psyche and acquiring skills to handle the to marketing actual book sales. The realities their disbelief and enter the world of the story. ups and downs of the process. For example, of the options of the traditional route versus Thus, what an author needs to concentrate early on, I had to learn to take friendly newer options have encouraged many new on, perhaps, more than initial engagement is feedback, but there are still times when it is authors, including me, to venture into the new maintaining the engagement of their readers. not easy to listen to numerous suggestions for frontier of self-publication. This is where story logic, believable dialogue, improvement or questions about why I did this matching motivation with action, and a or that. I keep reminding myself that it is part host of elements of story become important. of the process of being a good writer. Having “ … I would much Having had the experience myself as a reader had numerous people volunteer to read my immersed in a story where in the early pages work, I would much rather hear that this part rather hear that this part the heroine has brown hair and suddenly dragged for you or that you did not like when dragged for you or that on page 40 she has blond hair with no I did this to a character, than to hear all explanation, and being pulled right out of the positive comments because the positive you did not like when I story world at this inconsistency, I appreciate comments do not help me get better and did this to a character, the importance of these story elements. grow as a writer. I think this continuous striving for improvement connects with one than to hear all positive Using my creative energies as a writer is of the most difficult things that a new writer another area that I have learned a great deal comments because the needs to learn, and that is, when do you put about during the last seven and a half years. your work out there and consider it finished? positive comments do not One of the first ideas I encountered as a new No one will tell you when it is time to share writer in the Creative Writing course I took help me get better and or time to seek publication; it is a decision was the belief that being too critical of your that you have to make for yourself. grow as a writer.” work as you write your early drafts can stifle creativity. Turning off your “internal editor”

SUNY EMPI 53

My Books and Series immersed in a world of magic and invited More Plans and Goals: The Future to attend a school for magical Elven As I mentioned earlier, my primary goal is At this point, I have three series well underway, children. I try to incorporate awe and to write fun stories full of imagination and each with their own flavor and themes. I have wonder about nature into this series as adventure that also convey important ideas. To become fond of my main characters, and like the characters have both fun and not so this end, I have ambitiously started three series, me, they must learn and grow. New adventures fun experiences learning to use magic and each with a slightly different focus in relation will help them with that growth and I hope making magical friends, with much of to environmental and sustainability ideas. my readers will grow along with them. As I the magic involving nature. For example, finish up my current work in progress, I must • The Color Chronicles Series (two volumes the main character is friends with two decide which series to work on next. In this published in 2016, including Curse of the dragonflies that end up being magically regard, I wish that I had a crystal ball to see Golden Eye and Legend of the Blue Skull): turned into real dragons. Themes of this which series will be more popular with readers This series revolves around the adventures series also include what it is like to be or reach a wider audience so I could know best of a 12-year-old boy and girl who are best different and experiencing discrimination where to put my energies. All I can do, though, friends. It is a series that blends science and prejudice as the main character is the is keep marketing and see what sells and what fiction and fantasy with an Indiana Jones only human at the Elven school. does not. flavor to the stories. Themes in this In addition to writing the stories, I am also series revolve around what being a hero There are other marketing opportunities that developing educational materials for readers, means as the main characters acquire I have yet to explore. School visits are one parents, teachers, and librarians to use, magical powers that they must learn to option for writers who target preteen and teen including discussion questions and lesson plans control and use. It also explores how peer audiences. Actually talking about writing or related to the themes. Other materials include pressure influences both children and reading short pieces of my work to classes in activities and projects using recycled materials, their parents, as well as delves into greed school will not only help promote my work, such as making bookmarks, how to start a and its consequences. Themes about the but will give me valuable insights into the DIRNT group, and looking at the lifecycle of environment are woven in, for example, hearts and minds of these age groups. As well, products. There are many materials out there the girl’s grandmother is the leader of a book signings and book talks at libraries and to support sustainability education for children, group called DIRNT (Do I Really Need bookstores may be on the horizon, which will which connect with the themes of my stories. That) which raises the issues of the “three involve research about what to do and how to Finding and organizing them is my goal with R’s”: reduce, reuse and recycle. do a good job, then carrying out what I learn. this work. • Keepers of the Earth Series (two volumes I believe I will always work on the craft Marketing is a current frontier of learning published in spring 2017: Black Heart of writing and I continue to feel that I am that I am immersed in right now. Many and Fire Moon): This series’ stories are growing as a writer, while deepening my of the workshops and articles I have been more true ecoadventures, as they focus understanding of the process. I am also reading since I began writing have been about on a group of teens with special abilities becoming more efficient, in that it takes me marketing, as it is essential to getting my who work to help the environment and less time to get a scene or a section of dialogue message out to readers. One of the basics is save animal and plant life, although this in a way that I (or my critique partners) are having a website and a domain name (I bought brings them in contact with villains they happy with. I take the work of writing for and created www.lorrainelander.com), but must confront. There are strong Native children very seriously because I feel that it that’s only the beginning. Facebook and other American influences to the stories. Other social media formats are also important, so I themes involve protection of habitat and am in the process of creating Facebook pages how greed affects the natural world in for each of my books where I will post the “Actually talking about terms of pollution and habitat loss. The educational materials described earlier, as well main characters also struggle with being writing or reading short as other relevant information. For example, one heroes and learning how best to use thing I have done is to create a Pinterest board pieces of my work to their powers to make the world better for each of my books with images that inspired and safer. classes in school will not me in the writing of the book. Book covers • Terra Everlasting Series (The Gaia Tree are another area of consideration in marketing only help promote my and Foreverwood, due out soon): This and include not only the image on the front work, but will give me series I laughingly call “Harry Potter and back, but the back cover content where for girls,” as the stories revolve around you must describe your story in an enticing valuable insights into the a school for magical children, although way. Marketing decisions about pricing and hearts and minds of these that’s where the comparison tends to advertising are also important areas to explore end. The main character is a 12-year-old and become competent in. age groups.” human girl who finds herself suddenly

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 54

is important for helping children deal with References Kohlberg, L. (1976), Moral stages difficult issues, so they can grow and develop, and moralization: The cognitive- Berkowitz, M. W. (2002). The science of and become better people. On the other hand, developmental approach. In T. Lickona character education. In W. Damon (Ed.), it has been great fun at times to put myself (Ed.), Moral development and behavior: Bringing in a new era in character education back in the mindset of a 12- or 14-year-old Theory, research, and social issues (pp. (pp. 43-63). Stanford, CA: Hoover and imagine what it would be like to have 31-53). New York, NY: Holt, Rinehart Institution Press. to hide two baby dragons in my bedroom, or and Winston. have the magic books I got for school start Crothers, S. M. (1916, September). A literary Lander, L. (2017). Education for sustainability: fighting with each other. The question I often clinic. The Atlantic Monthly, 118, 291-300. A wisdom model. In W. Leal Filho, ask myself as I write a story is “what next?” Retrieved from http://www.unz.org/Pub/ M. Mifsud, C. Shiel, & R. Pretorius I believe the answer to this question for my AtlanticMonthly-1916sep (Eds.), Handbook of theory and practice of work as a children’s author is to keep reading Hayes, B. G., & Hagedorn, W. B. (2000, sustainable development in higher education: and writing stories for children. September). A case for character World sustainability series (Vol. 3) (pp. education. The Journal of Humanistic 47-58). Hamburg, Germany: Springer Counseling, Education and Development, International Publishing. 39(1), 2-3. Louv, R. (2005). Last child in the woods: Saving our children from Nature-Deficit Disorder. Chapel Hill, NC: Algonquin Books of Chapel Hill.

“Post-traditional learners: 1) Are needed wage earners for themselves or their families; 2) Combine work and learning at the same time or move between them frequently; 3) Pursue knowledge, skills, and credentials that employers will recognize and compensate; 4) Require developmental education to be successful in college-level courses; and 5) Seek academic/career advising to navigate their complex path to degree.”

– Louis Soares, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders” American Council on Education, 2013, p. 2

SUNY EMPI 55

Exploratory Study of Perceived Barriers to Program Participation and Completion

Jung Min Lee, University of South Florida

Introduction for students, and reflects the global and intergenerational reality in educational and The State University of New York (SUNY) occupational settings. Manhattan Educational Opportunity Center (MEOC) is part of a network of educational Participants institutions funded by the New York State Legislature through the SUNY University There were 10 EOC programs in the SUNY Center for Academic and Workforce Development system at the time of this study, but this (UCAWD). Founded in 1966, the MEOC offers research focused on only one: the Manhattan academic and vocational training programs to program. The participants for this study were New York state residents, particularly in the 35 student volunteers drawn from the 300 Harlem community. The primary goal of the students who had an email address among all MEOC program always has been to effectively those who registered during the 2017 spring serve the adult students in their catchment areas semester, and 15 teachers who volunteered through providing high quality educational from the 30 teachers (four full-time instructors experiences. This study describes the program’s first and 26 part-time instructors). Participation was Photo credit: Jerry Em systematic attempt to help to explain how low anonymous, voluntary and uncompensated. Jung Min Lee program enrollment could be increased by focusing This study used quantitative methods to on determining possible barriers to student identify perceived barriers to program participation in the SUNY-MEOC, as well participation from both students and teachers. results indicated, in order of importance, the as factors and techniques that could promote The study also assessed teachers’ self- following institutional barriers: “Amount of student retention. perceptions of competency related to adult time required to complete programs” (40.7 Methods education standards, and also their insights percent); “Amount of class time required” regarding sources of student motivation and (37 percent); and “Strict attendance methods and techniques for maintaining requirement” (37 percent). Interestingly, it Setting program participation among adult students. was still less than half of the respondents who he SUNY-MEOC student population All student and teacher survey data were stated lack of time for program completion is diverse in age, ethnicity, country collected using SurveyMonkey (a free online as a main institutional barrier. This, too, of origin and catchment area. survey tool). was noteworthy, and somewhat contrary to Approximately 50 different countries are stereotypes regarding adult learners. T Results represented in the student population. In Ostiguy, Hopp and MacNeil (1998) identified addition, 30 different languages are spoken “no course interest” and “lack of course in the students’ households including French, Student Survey information” as major institutional barriers, Haitian-Creole, Swahili, Mandarin, Bengali, Survey results indicated that only 3.3 percent and Sloane-Seale and Kops (2008) found Arabic and Spanish. Most students identify of the respondents reported child care as “insufficient offerings of courses of interest” as African-American or black and Latino/ an issue. Elman and O’Rand’s (2007) study and “lack of course information” to be most Hispanic descent, with many speaking supported this finding because there was no important. Both results are different than those English as a second language. The median statistical evidence showing that marital status for SUNY-MEOC students. age of the students is 33, with Generation or having children early affected the likelihood Y or millennials (ages 19 to 34) accounting It is noteworthy that around one-third (34.6 of women returning to school as adults. for the largest group of students, and women percent) of SUNY-MEOC respondents stated accounting for approximately two-thirds of This was noteworthy given that program that concerns about age and “school failures the student population. This rich diversity directors might have assumed this would be in the past” were important. The outlook for enhances and challenges the environment a significant barrier because the majority of participation in adult education programs program participants were women. Survey will vary based upon the influences of past

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 56

TABLE 1. RESULTS OF STUDENT SURVEY first open-ended question were: “transportation problems,” “trouble arranging childcare or elder care,” “too little time for studying,” “lack of Answer Options Response Percent preparation for the study program,” “difficulties Situational Barriers competing with younger students,” “physical Not enough time for study/homework 66.7% and mental illness,” and “substance abuse.” Home responsibilities 50.0% The second open-ended question addressed sources of student motivation. Teachers Job responsibilities 40.0% indicated that learners are often “motivated No or not enough money for MetroCard 40.0% through tangible awards” (certificates, recognition of their accomplishments), No place to study or practice 16.7% “immediate positive feedback,” “a sense of Friends, family or relatives don’t like the idea of going to school 13.3% belonging and being part of a community,” “peer support,” and “resources being available No or not enough child care 03.3% and extra support to help them balance between their daily responsibilities” in Institutional Barriers order to develop increased participation Amount of time required to complete programs 40.7% in learning experiences. Amount of class time required 37.0% Finally, when asked how to motivate students inside and outside the classroom, teachers Strict attendance requirement 37.0% suggested “providing technology for learners Did not meet entrance requirements for desired program 25.9% with special needs,” “promoting laws and regulations to further assist students,” “taking Entrance or progression to higher program requirements 22.2% periodic refresher workshops on adult learning Not enough opportunity for workshops that fit my schedule 14.8% theory,” “more communicative and learner- centered approaches to literacy development Courses/programs are not scheduled when I can attend 11.1% including a discussion of concrete ways to apply these theories,” and identifying ways “to Dispositional Barriers engage with students inside and outside the Afraid that I’m too old to begin or continue with program 34.6% classroom.” “Sheer determination and self- reliance” (Goto & Martin, 2009; Kasworm, Low grades and school failures in the past – not confident of my ability 34.6% 2010) are driving forces for adult learners, Not enough energy and stamina to keep up with school work and other responsibilities 30.8% even though dispositional barriers can often be resolved individually (Cross, 1981). Don’t understand classroom materials but afraid to ask questions or ask for help 23.1% Don’t know what to learn or what it would lead to 15.4% Discussion and Conclusion Don’t really enjoy studying 11.5% This exploratory study investigated the extent to which situational, institutional, and Don’t want to associate with classmates and instructors 03.8% dispositional barriers influenced program Tired of school, tired of classrooms 00.0% participation and program persistence among students in an urban adult education center. experiences, such as, the influence of family that although self-confidence or self-efficacy as Findings suggest that situation barriers still and education experiences as children and a student may be low, intrinsic motivation and exert a substantial influence on program youth. “Having a troubled education history determination remain at high levels. participation, though the expression of and poor performance in high school is these barriers may not be as expected. It negatively associated with participation in Teachers’ Results is reasonable that program directors and adult education” (Bamber & Tett, 2000; Belzer, other administrators agree that situational Several open-ended questions addressed 2004). However, none of the participants (0.0 barriers and home responsibilities, serve barriers to program participation, sources percent) indicated that they were tired of as impediments to returning to college for of student motivation, and methods and school or tired of classrooms. This suggests women. (Osam, Bergman, & Cumberland, techniques to motivate these students inside 2017). Nonetheless, one factor stands out in and outside the classroom. Among the barriers this research: students lack sufficient time to noted by the teachers who responded to the participate in these programs. This finding

SUNY EMPI 57

is consistent with other studies noting the Note Elman, C., & O’Rand, A. M. (2007, influence of situational barriers (Chang, Wu, September). The effects of social origins, This research is a part of Jung Min Lee’s & Lin, 2012; Dench & Regan, 2000; Ostiguy, life events, and institutional sorting on dissertation for her doctoral program Hopp, & MacNeil, 1997; Pevoto, 1989; adults’ school transitions. Social Science requirement. Correspondence concerning Sloane-Seale & Kops, 2008). Lack of time is Research, 36(3), 1276-1299. Retrieved this article should be addressed to Jung Min also a barrier represented under institutional from http://www.sciencedirect.com/ Lee, Department of Leadership, Counseling, barriers, though course scheduling, per se, science/article/pii/S0049089X06001049 Adult, Career and Higher Education, was not among the most significant barriers University of South Florida, 4202 E. Fowler Goto, S. T., & Martin, C. (2009). Psychology reported by students. Ave. Tampa, FL 33610. Contact: Jung Min of success: Overcoming barriers to Finally, one important factor that stood out Lee, [email protected]. pursuing further education. The Journal in these results is the importance of student of Continuing Higher Education, 57(1), self-confidence (dispositional barrier). Advisors References 10-21. and counselors must work with individual Bamber, J., & Tett, L. (2000). Transforming Kasworm, C. E. (2010). Adult learners learners using strength-based approaches to the learning experiences of non- in a research university: Negotiating build students’ self-efficacy and self-confidence traditional students: A perspective from undergraduate student identity. Adult as learners. They should also work closely higher education. Studies in Continuing Education Quarterly, 60(2), 143-160. with course instructors (before or after class) Education, 22(1), 57-75. to offer encouragement and course-specific Osam, E. K., Bergman, M., & Cumberland, D. advisements. This could also be done by Belzer, A. (2004, November). “It’s not like M. (2017, May). An integrative literature offering regularly scheduled life skills, career normal school”: The role of prior learning review on the barriers impacting adult and employment preparation workshops, and contexts in adult learning. Adult Education learners’ return to college. Adult Learning, by implementing technology workshops. Quarterly, 55(1), 41-59. 28(2), 54-60. Findings from this study suggest that personal Chang, D.-F., Wu, M.-L., & Lin, S.-P. (2012, Ostiguy, L., Hopp, R., & MacNeil, R. (1998, motivation is essential in order for adult July). Adults engaged in lifelong learning June). Participation in lifelong learning learners to overcome deterrent barriers to in Taiwan: Analysis by gender and programs by older adults. Ageing program participation. Programs, however, socioeconomic status. Australian Journal of International, 24(2-3), 10-23. can help by providing friendly and welcoming Adult Learning, 52(2), 310-335. Pevoto, A. E. (1989, October). An exploratory learning environments, both in classrooms Cross, K. P. (1981). Adults as learners: Increasing study of nonparticipation by older adults and outside of classrooms, opportunities for participation and facilitating learning. San in organized educational activities. Paper self-exploration, realization activities and Francisco, CA: Jossey-Bass. presented at the Annual Conference of community engagement. In addition, they the American Association for Adult and should provide counseling services and other Dench, S., & Regan, J. (2000, January). Continuing Education, Atlantic City, NJ. supports to help those students who experience Learning in later life: Motivation Retrieved from http://files.eric.ed.gov/ difficulty in dealing with admissions and and impact. (Research Brief No. fulltext/ED312445.pdf advising staff (Kasworm, 2010). Institutions 183). Department for Education and programs should also consider access and Employment. Retrieved from Sloane-Seale, A., & Kops, B. (2008, Spring). to emergency cash in case of dire financial http://webarchive.nationalarchives. Older adults in lifelong learning: situations to help students to persist with gov.uk/20130323040403/https:// Participation and successful aging. a program. www.education.gov.uk/publications/ Canadian Journal of University Continuing eOrderingDownload/RB183.pdf Education, 34(1), 37-62. Instructors should provide constant and consistent feedback on student attendance and classroom performance, as well as programmatic incentives upon successful completion of a milestone. In addition, they should share with adult learners how a skill they are about to teach had helped a real person in the past or even saved them academically. They also should make an effort to identify successful peers and have them share their experiences.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 58

What Is It Like to Teach Online Courses?

Miriam Russell, Latham and Saratoga Springs; Linda Lawrence, Saratoga Springs

Miriam Russell has taught college writing classes • Show excellent understanding and online since 2002, specifically the Introduction command of the content. to College Reading and Writing, and Effective • Participate frequently (more than three Academic Writing courses. In addition, she times per week). teaches an International Programs course, Communication for Success, with students from • Summarize the conversation in order Turkey and the Dominican Republic. Linda to make a point. Lawrence, coordinator of instructor development, 1 • Give specific examples, suggestions, interviewed her for a podcast, an edited version of and comments on course concepts which is provided here. and others’ writing. Linda Lawrence: Miriam, would you tell us • Analyze the content by applying what it is like to teach online classes? course concepts.

Miriam Russell: Each online class section Photo credit: Kirk Starczewski A clear contrast is also provided for students. offered by [SUNY] Empire State College uses Miriam Russell and Linda Lawrence Unsatisfactory posts are characterized as: the same Moodle templates with updates from time to time, but basically they are so well • Showing minimal understanding constructed, it’s hard to improve them. Each of the content. Oaks. At midterm, one of the graded writing term, the experience is wonderfully challenging assignments is for students to write a reflective • Occurring fewer than three times and rewarding because the students are always self-assessment of their own performance in per week. different, with different skills and points the first half of the term, which I grade. In of view. • Adding no ideas to the conversation the last module, they will do another self- (e.g., posts such as “I agree” and “I assessment the same way. Their final discussion L.L.: What has been your biggest challenge in disagree,” in themselves, do not forward grade is an average of the two! Interestingly, teaching online? the conversation). students are often harder on themselves in M.R.: I started teaching college writing these assessments that I would be. 2. How can we use our instructor presence courses at a distance before they went online. to guide or coach students toward greater L.L.: How is teaching online different than in We received written assignments from students critical thinking when they post in a face-to-face setting? by mail and returned our responses the same their discussions? way. When online courses appeared, and M.R. When I taught writing in “face-to-face” discussions became an important activity, we Students will likely be challenged to think classes, I was responsible for preparing and had to decide how much students and faculty critically in the discussions themselves if organizing the curriculum and course schedule, would take part in the discussions. Therefore, instructors strive to become partners in which often is already done when you teach we had to grapple with two questions: learning with their students by using online in a pre-designed course. In face-to-face Socratic questions that may probe classes, I had two 50-minute periods weekly 1. How can we get students to participate in assumptions like, “What do you imply to introduce new material, provide feedback the discussions? here?” Or question viewpoints like “What and help students use it to write assignments. First, provide students with clear expectations would someone who might disagree say There was never enough time during class to in regard to quantity and quality of posts. about this topic?” ESC mentor Nazik accomplish this, and very few students could Grading discussions gives them the importance Roufaiel’s Hierarchy of Socratic Questions meet with me during my “office hours,” as they they have in the online learning process, and chart (see following page) is a highly useful ran to their work or family obligations. the grader function makes it easy to grade tool for discussion forum feedback. By teaching online courses, not only can I each student’s participation in each discussion Before I leave the topic of online discussions, provide individualized feedback that students topic. We expect at least three posts and/or let me share a brilliant method for using self- can use to master any individual writing replies for each discussion topic. The course assessments of discussions that comes from problems, but I can concentrate on meeting information should also list the qualities of one of the college writing courses I teach the Empire State College motto to become excellent posts as the following: that was created by our colleague, Susan the “guide on the side” rather than the “sage on

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 59

HIERARCHY OF SOCRATIC QUESTIONS

Question Function Socratic Question Examples

Clarification What do you mean? Give me an example; What does this relate to? How did you reach this conclusion? Help me understand. Probe Assumptions What does he assume? How do you justify your point of view? Why does she think that way? Is it always the case? Probe Reasons and Evidences What evidence do you have to support this idea? Is there a reason for this? Question Viewpoint How do you view the group responses? What would someone with the opposing view say? Probe Implications What do you imply? What is another alternative? What effect would that have? Questions about Questions Would you put the question differently? Is this issue important to your argument? Is it possible to answer this question? Why is he asking this question? Can you tell me what type of solution do you think it might be? Is your question asking us to evaluate? Is that the right question to ask in this case? How could someone settle this question? Source: Based on Roufaiel as cited in Russell, 2013. the stage.” I like to think my teaching is more M.R.: Let me offer the same advice given to Note like coaching, where I can observe how the me when I first started teaching at a distance: 1 The podcast segments can be access at the student performs. A tennis coach might note “Call each student before or at the beginning following links: 1) “Miriam Russell, What how the student grips the racket well but isn’t of each term.” Ask them if they have any has been the biggest challenge in teaching following through. He is certain to point out questions or concerns; ask if they have gone online?” – http://www.kaltura.com/tiny/ both characteristics. through the Moodle orientation, if they have qxjwg; and 2) “Miriam Russell, What their books; tell them to look for your feedback With formative feedback, it’s as vital to find advice would you offer about ensuring and use it to do revisions if needed. In an the strengths in each assignment and note student engagement and success?” – announcement, ask the students to send a progress from one assignment to the next http://www.kaltura.com/tiny/x4tcj. message with a good time/day when you can as it is to point out weaknesses. For example, call to “chat.” The experienced online students if a student is “comma happy” using comma Reference will appreciate the effort and those new to splices that create run-on sentences, I send online learning will be greatly reassured. For Russell, M. (2013). Beyond ‘I Agree’: The him or her a YouTube video on the topic. the rest of the term, don’t be afraid to use the instructor’s role in facilitating critical By the way, there are a number of wonderful phone when a personal touch seems needed. thinking in online discussions. The videos on practically everything on writing. Tell the students they can ask for this option. International Journal of Technologies in Not all are good, but I have made it a point to Learning, 19(1), 17-29. Retrieved from send students to the best ones on punctuation Make a diligent effort to respond to all https://www.google.com/url?sa=t&rct=j& and grammar. Because so many students student questions, concerns, course messages q=&esrc=s&source=web&cd=1&ved=0ah need to master citations, I have created some and emails as soon as possible. In the process UKEwju-_WT8c_VAhXB5IMKHSAgC YouTube videos on how to attribute to the of reassuring your students, you will reassure IAQFggoMAA&url=http%3A%2F%2Fi author in-text. When you are not occupied yourself about using the online tools to jltl.cgpublisher.com%2Fproduct%2Fpub. with daily lesson plans, you can explore new communicate. Understand lateness, give 262%2Fprod.5%2Fm.2%2Ffid%3D1429 feedback technology that is easily shared in second chances and allow revisions based on 466%2FL12_36539_BeyondIAgree234_ the online setting. your feedback. It’s important also to write an OnlineFirst.pdf&usg=AFQjCNGOcRLo announcement on the course home page at L.L.: For your colleagues who are new to vd3t1AFm6lpRRVvfWtoiKw least once a week. This adds to the feeling of teaching online, what advice would you a community of learning. At the end of all offer about ensuring student engagement my course announcements, I quote Garrison and success? Keillor: “Be well, do good work, and keep in touch.”

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 60

Future of Digital Media and Digital Culture Offerings at SUNY Empire State College

Nicola Allain and Diane Shichtman, Saratoga Springs; Cindy Conaway and Ruth Goldberg, Manhattan; Anastasia L. Pratt, Plattsburgh

What follows is an edited version of comments For example, cartoons may be hand-drawn, Visual and written communication skills are made by some of the presenters at Plenary Session then scanned into a digital format. Paintings paramount to success in this field. Digital II of the 2016 Fall Academic Conference, “Future may be created on a physical canvas, then artists and designers must be able to present of Digital Media and Digital Culture Offerings processed using digital tools or exhibited in their ideas and their work through sketches, at Empire State College,” offered by colleagues digital galleries. A dance performance may proposals, plans, storyboards, statements and Nicola Allain, Megan Mullen, Cindy Conaway, simultaneously happen live, in real time, on portfolios. I encourage my mentees to take the Susan Forbes, Ruth Goldberg, Anastasia Pratt, a stage, while a computer generates parallel course Proposal Writing unless they have an Diane Shichtman and Peggy Tally. As the imagery and movement sequences. equivalent study or professional expertise. If session description described: “The closing plenary they plan to develop digital stories, studies in Though digital artists and designers create art explor[ed] some of the ways that ESC might nonfiction and fiction creative writing strongly and designs using digital media, they are first create programs that are interdisciplinary, flexible reinforce the skills applied in the courses and foremost artists and designers. As such, and able to draw on a wide range of existing Digital Storytelling and Media Arts, and in they need an artist’s education, learning artistic faculty expertise. We offer exciting possibilities filmmaking courses. Students with a focus practices, methodologies, aesthetic principles for students in fields incorporating digital media, on web design and application development and forms of expression, in addition to the which is a growth area for job opportunities, should take Technical Writing or the history and theory of their art form. They personal and professional development, artistic equivalent. Film students should take at least should learn to “see” as an artist, understand expression, political engagement, research and one screenwriting study. the language of art, and judiciously examine scholarship. Using studies in digital media and and critique art (of various genres) and designs Arts Management or Project Management digital culture as focal points, faculty from various with an understanding of what works, and courses prepare students to take on larger roles, parts of the college discuss[ed] current practices why – and when it doesn’t work, why not. either as freelancers or within organizations. and future strategies for making high-quality This provides the foundation for both the This is important for either the aspiring or learning experiences available to new and development of their own work, and the ability accomplished artist as well as digital designers prospective students.” to respond effectively to project requirements focusing on technical development. Some We thank everyone for their help in creating in the workplace. They should also understand students choose to take both courses, but often this version of the proceedings for All About the history of their artistic medium, key select one or the other, depending on their Mentoring. influencers, and how that history has been learning goals and professional aspirations. shaped by technological developments, along Ultimately, to succeed in this field, a person with social, political and cultural contexts. must be able to fully execute (meaning: MENTORING DIGITAL complete working models) artistic or design Artists need strong skills in their medium, and MEDIA ARTISTS projects from concept and proposal through need to practice their art in order to develop the final product (whether this be a work of Nicola Allain and maintain fluency. Ideally, students should art or a fully functioning website or mobile have at least one study per term that requires application, for example). They must also As an arts mentor, I primarily find myself regular artistic or design practice. If they learn to describe, market and disseminate mentoring digital media arts students online, haven’t already, students should take drawing their projects using digital tools and platforms, both at the undergraduate and graduate levels. or illustration, as well as basic to advanced social media, the internet writ large, mobile These are students dedicated to the creative courses in their medium. Diversifying with applications and whatever emergent digital arts, who apply their artistic knowledge different genres will help them further develop developments become widely adopted. and skills to development and production artistic sensibilities and skills. Most digital arts within digital media. Broadly defined, digital genres are highly collaborative, and distance Another critical skill for them to learn is how media encompasses any type of media that is collaboration has become the norm rather to learn: quickly, efficiently and independently produced within a digital format, programmed than the exception. Students should engage – for this is a field of constant change requiring with binary numbers rather than produced in in opportunities for collaborative learning and continuous adaptation to succeed. The college a physical setting. Digital media arts might project development that prepare them for subscription to Lynda.com provides access also be produced within mixed-modalities. real-world roles and workforce expectations. to an extensive library of excellent training

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 61

videos on a wide range of digital arts programs, software, including Maya, 3ds Max, AutoCAD Artistic or Technical Focus as well as artistic skills development and and other programs, now provides the (once It should be noted that some students have technical training. Students may also search very expensive) programs and training free purely artistic interests, others are technically YouTube and other web-based resources for to students and faculty.1 There are also oriented, and some blend both options. Some how-to videos, which proliferate; providing open source or freely available alternatives to artists are good at math and have a strong step-by-step instructions on various topics industry standard software, such as Google interest in computer programming. Others seems to be a popular pastime for social media SketchUp or Blender. The game design engine do not. Some students with strong computer enthusiasts, from introductory to advanced Unity is now free to students and educators, programming interests or technical project levels. Students should become familiar with as are many mobile and digital applications.2 management skills are also skilled artists. these resources and develop a regular practice Students can use smartphones, tablets, laptops Of these, some want to combine the artistic of independent learning using the appropriate and desktop computers for digital content and technical components of their learning, tools for their medium. In my teaching at both creation, rather than the highly specialized but others may choose a purely artistic or the undergraduate and graduate levels, students equipment required previously for this type of technical path. The same may be said about are free to choose the tools, technologies and work. High-definition webcams and cameras design students. Some want to focus on the platforms they would like to use to create now come integrated with most entry-level design side of web development, whereas their digital art and designs. The caveat is that devices, as do reasonable quality microphones. others are interested in backend programming they must take responsibility for learning and and management. As a mentor, I encourage troubleshooting them. This provides them with Learners in Need of Accommodation them to research the expectations of their the type of experience and process that mimic In recent years, I have seen an increase in artistic or design field, and ensure that they real-world requirements. students with disabilities or social anxiety meet the requirements for the types of I don’t recommend requiring students to seeking a concentration in digital media arts professional position or graduate learning that produce and disseminate their work using in order to establish a home-based freelance interests them. They find this information proprietary college-based platforms within business, or telecommute. Their educational on professional association websites and job closed environments. Students should learn, planning research points to continued boards such as CreativeHeads.net, which and become fluent in the industry standard opportunities in the field, particularly for advertises current digital media arts positions. platforms, programs, tools and technologies artists with a diversified portfolio in 2-D, used in the workforce (and their artistic and 3-D, multimedia, game design and mobile Digital Media Arts Students design fields). They should also become skilled applications. So far, I have found that the Though we accept entry-level students, our in optimizing and disseminating their projects disabilities declared do not preclude students students often have previous training in one through a variety of social media channels and from fully participating in their learning or more of the following areas: digital art and digital hosting sites. activities, or from using industry standard design, computer arts, video, electronic music, platforms, programs, applications and media. Digital ethics, including a strong grasp of digital storytelling, filmmaking, game design, In fact, these tools are in the students’ comfort intellectual property, digital sharing, copyright animation, visual effects, motion graphics, zone, and are a reason why they choose to management, privacy and security issues, are animation art and design, digital photography, immerse themselves in digital arts and media. essential topics for students to cover. These 3-D virtual worlds, digital performance, mobile are touched upon in most online (formerly Of these students, a majority who declare a media design, and audio production. We also Center for Distance Learning [CDL]) digital need for accommodation due to their disability draw advanced students with professional media courses. I require my students, both receive the standard letter issued to instructors backgrounds in the visual and performing arts. undergraduate and graduate, to research the that grants additional time on tasks. However, Some of these students come to Empire State ethical considerations and write an ethics I find that they generally require additional College with a strong foundation in fine arts statements for each of their digital project services from their mentors and instructors. (or theater arts, film arts, dance and so on). developments. These concretize their learning In some cases, student learning activities Others, especially digital natives (but not in this area. need to be adapted to accommodate their always), chose to work primarily in digital particular disability. In others, the student media from the inception of their interest in Special Considerations needs extensive one-to-one “walk-throughs” the arts. Not all of these students are seeking and “talk-throughs” of individual assignments, Access degrees in order to enter the workforce as at a level normally not expected in college. graphic artists, designers and media-makers. Digital media arts is no longer a field for Or, when anxiety is the issue, the majority Some are already employed in the profession which access and entry are cost-prohibitive. of mentoring or teaching time may be spent and wish to pursue a degree so they can receive Industry standard tools such as the Adobe providing reassurance and de-escalating anxiety a promotion, or prepare for graduate school. Creative Cloud Suite are available to students in otherwise successful students. Others want to freelance, and use their time for a $20 monthly subscription. Autodesk, a at the college to build their portfolio and learn leader in 3-D arts, design and engineering

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 62

a little about marketing and entrepreneurship. Here are the general characteristics of my for graphic designers has an “average” Some are simply interested in pursuing a mentees with an interest in the digital projected growth. One such student’s lifelong interest, and taking their learning in media arts: professional goals are to work from the field to the next level. home, either as a freelance digital 1. Students seeking associate degrees media artist, or for a company within a My mentees are often accomplished artists Every once in a while, I receive a mentee telecommuting position. His research and educators. Several write comprehensive with no prior transfer credits. They may, confirms that there is a wide range of learning essays to demonstrate that they however, have prior professional experience positions available, both as a freelancer have completed learning in a domain that with print or digital media and design. or full-time employee. In order to is equivalent to college-level learning. These students usually choose to complete increase the types of positions for which Some already teach college-level courses an Associate of Arts in The Arts, with a he would be qualified, he included in their domains, demonstrating a priori digital media arts or digital art and design the following cluster of business and (and attested to through the college’s prior concentration, though some may have a more marketing courses in his degree plan learning process) that their knowledge technical than liberal focus and decide to do (while meeting The Arts area of study exceeds the expectations of a college-level an Associate of Science degree. guidelines): Marketing Principles, course in their concentration area. Internet Marketing, Marketing 2. Students seeking bachelor’s degrees I have a steady stream of mentees who Communications: Advertising and complete degree plans in concentrations a. Students with a narrowly defined focus Promotion, Self-Management and related to digital arts and design, digital media in a particular arts or design discipline. Self-Marketing, and Introduction arts, or some variation on a title related to They tend to be millennial males to Entrepreneurship. these fields. This includes students with prior bringing in associate degrees, or the d. Highly accomplished digital media degrees, learning or experience in graphic equivalent, in an area related to digital artists with strong artistic, academic design and graphic arts. These fields have media arts (for example, digital media and professional preparation in the changed tremendously with the evolution and media arts). The titles of these discipline. Their goals are to complete of the internet, web 2.0 technologies and students’ concentrations may differ, but the Bachelor of Arts degree in digital social, mobile and augmented reality media. the curricula are essentially the same. media arts, and immediately begin a According to the United States Department Each of these students tends to have master’s program. These students tend of Labor Bureau of Labor Statistics (2017a; a fairly narrow focus in one of the to take advanced studies that expand 2017b), employment for graphic designers has following areas: photography, graphic their liberal arts education while a 5 percent projected growth for 2016 to 2026, design, video production, filmmaking, preparing them to undertake graduate- but multimedia and animation artists have television production and social level work. a projected growth of 10 percent. There are media production. fewer paid positions available in, for example, Each of these students chose Empire State b. Students with a strong central focus, the print magazine and newspaper industries, College because of the flexible learning options who wish to broaden their liberal whereas opportunities in design for the web and the ability to individualize their degrees. arts learning and arts-based skillsets. and other digital media environments have Though their paths may seem similar, they These students may focus on one grown systematically over the past decade. The each have a different area of focus for their of the digital media art disciplines, Pew Research Center provides robust, ongoing degree, and their postgraduate plans are not such as filmmaking or digital art and data on these trends, notably in the “State of the same. As we look to future developments design, but recognize the importance the News Media” fact sheets (formerly annual of our educational offerings, we should be of diversifying their knowledge and reports) and the “Media & News” section of mindful that structured or semi-structured expanding their experience with various their website, but also in their “Internet & degree plans may work for some, but not all. tools and applications. The learner may Tech” section, which covers digital media and If we do decide to pursue related structured be an aspiring filmmaker, for example, technology trends, issues and adoption rates.3 degrees or registered programs, they should who wishes to master media arts, but The flexibility of our degree planning process, provide the flexibility allowing students to also develop screenwriting skills. Or, combined with The Arts guidelines, allow transfer credits and courses while focusing on she may aspire to be a graphic designer these students to design a pathway that will the arts genres and media of their choosing. who works from home, and expands best serve their learning and professional goals. her knowledge of marketing to become My section of the Planning and Finalizing Notes more competitive in the field. the Degree course provides a framework for 1 Access Autodesk’s software for students, arts-based learners, and I offer an Educational c. Students whose learning goals are educators and educational institutions at Planning Workshop course with a focus on to diversify within the digital media https://www.autodesk.com/education/ prior learning assessment (PLA) for artists arts, because their research findings home?mktvar004=ilt_wwm_amer_us_ and designers. indicate that the occupational outlook nc__Footer_SubscNSoftware_EDU.

SUNY EMPI 63

2 Unity for Educators and Academic for digital advertising, and also how to get About 15 years ago, having transferred my Institutions is available at https://store. messages seen using social media, while skills to Florida International University where unity.com/education#student. still following rules of good research and I was helping faculty put their courses online, I

3 journalistic integrity. decided I liked what they did better than what See “State of the News Media” at http:// I did, and went and got a Ph.D. in American www.pewresearch.org/topics/state-of-the- One of the hardest things to learn and teach, culture studies with an emphasis on media and news-media/; “Media & News” at http:// I think, is that anyone can do these things, film, writing my dissertation about TV. No one www.journalism.org/; and “Internet & for free or for a very small price, but it takes else in my program seemed interested, but I Tech” at http://www.pewinternet.org/. a lot of effort and timing to do it well. There took an independent study in new media there, are countless webpages, articles, images, audio as well. Since then I’ve kept my own blog, References files and video files competing for everyone’s published in a number of online journals – the attention, along with “traditional media” like United States Department of Labor Bureau three most recent pieces because they liked the movies, TV, magazines and books, but each of Labor Statistics. (2017a, October “voice” on my blog and wanted me to write for person still has only the 24 hours a day they 24). Graphic designers. Retrieved from them – have an active Facebook presence, and did before, and breaking through the clutter https://www.bls.gov/ooh/arts-and-design/ less active Twitter and LinkedIn profiles. is complex. graphic-designers.htm In addition, it is essential that students study What do I teach in the area? United States Department of Labor Bureau “web culture”: How has it transformed our of Labor Statistics. (2017b, October Since I’ve been at Empire State College, as thinking and our lives? How does it influence 24). Multimedia artists and animators. I develop new online courses and revise old what we use or buy? What does it do to Retrieved from https://www.bls.gov/ooh/ ones (a big part of the role I’ve had as area our politics? What does it do to our mood? arts-and-design/multimedia-artists-and- coordinator with the former CDL), I’ve made Particularly in light of the 2016 presidential animators.htm sure there’s a digital element. For example, in election – which many say was skewed by “fake the course Television and Culture, one of the news” on the internet, often placed there by questions we ask is not only what students are people with less a political motive than a wish WHAT IS DIGITAL MEDIA watching, but how they are watching it and to make money – we have to be sure students AND DIGITAL CULTURE? whether that influences how the shows are understand why they are developing the digital received. In Women, Girls and the Media, they Cindy Conaway tools and media they are, not just how to do so. keep a blog. There are practical skills in Media I am not sure if everyone at ESC completely What is my experience? Writing. They promote some kind of agenda agrees on what digital media and digital in Communication through New Media. Most culture mean. Although they are contested I started my career in advertising, fresh out of promote themselves and their work using some terms in academia, as far as developing a getting an undergraduate degree in English. sort of digital form in the Capstone in Media degree plan is concerned, these terms are more I had an internship where I helped make and Communications. TV commercials, and jobs where I worked or less synonymous with new media, and What are my students doing? include social media (Murphy, 2011). It is easy on print ads and travel brochures, and helped plan events. I only enjoyed some of that, so to divide the world into “old media” (such as In Communication through New Media, I I went back and got a master’s degree in television, film and print) and “new media,” have them pose three potential problems they instructional systems design in 1990. One but that is far too reductive. Even TV and could work with. These might include a news of the courses I took was called Emerging movies these days are created and consumed story they feel hasn’t gotten enough attention, Technologies and it discussed this thing digitally, many published books are also offered something they want to sell, or something they called the internet, but we didn’t actually use for e-readers such as Kindle, and even a print want to market, which can include themselves it or even see it in that course. I worked in magazine or newspaper is full of links to if they are job hunting. Then they pick at least management consulting and computer-based the web. two social media tools of their choice and they training, and got my company to pay for me try it, make some tweaks at midterm, which Students need to know how to create digital to have access to AOL and started surfing can include a change in approach or change in and new media, of course, if they want to be the web. For the most part, I used it to make tool, and try again. graphic artists for the web, games or digital connections. I am still friends, in real life and advertising. The needs of the web also require on Facebook, with people I met in 1993 in A lot of the students who take the Capstone that at least some people know how to write a discussion forum on the TV show Melrose in Media and Communications course want to for the web. This can mean knowing how Place. I moved to Silicon Valley and worked be journalists or promote their own writing or traditional journalism is transformed by at several start-up firms there. artistic work. This may be because they want moving it from print to digital, but also how to work freelance, or because they are poets to write specifically for the web, as in blogs or fiction writers, photographers or graphic or “listicles” or for podcasting, or writing artists who want others to be able to find their

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 64

work. Others want to find jobs or improved Reference internships, residencies built around film careers in marketing, broadcasting, TV or festivals and screening series at the Museum of Murphy, S. C. (2011). How television filmmaking. A few want to work in web design Modern Art and Film Forum. invented new media. Piscataway, NJ: or graphics, and as a first in the fall 2016 Rutgers University Press. Focusing on new media and available term, make games. And then there are some technologies, we added a popular Web Series outliers – I’ve had students whose stated goal Development study five years ago; and a series is to be a closed-captioning transcriptionist, APPROACHING MEDIA- of group studies using the high-definition attend library school, work as an event planner, MAKING AT ESC: “WHO THEY capability of our students’ smartphones to or join the FBI, which the students and their ARE AND WHO WE ARE” learn cinematography, along with new digital mentors seem to feel fall into media studies editing studies and studies of interactive and communications. Ruth Goldberg documentary filmmaking. Many want to apply to graduate school, and Mapping the future of digital media offerings their projects support that. I always have all of Building on Our Successes at the college has meant approaching a them do what I call “The Future of the Field” fundamentally “ESC” set of questions from Our media students come to us at all stages essay, in which they investigate how their own new perspectives: of their careers: in Manhattan we have Emmy particular field of interest has changed and award-winning filmmakers and acclaimed film is likely to change in the future. I ask them • Who are our students (actual scholars and screenwriters sometimes sitting to interview at least two people doing that and potential)? in group studies next to teenage students who work, or professors in the field if they intend • What do our students hope to/need are just starting out and see media and media- to apply for grad school and especially ask to learn about digital media, and for making from radically different perspectives. about change. Then they do three projects of what purposes? The magic of this diversity is that in a small their choice. Most end up building some kind group setting, ESC students can learn from of website, but it can be a personal website • What have we already learned about each other in a uniquely dynamic way, forming of their best work and a resume to show to serving our digital media students (in working relationships that often continue potential employees or grad schools, or it can my case, at the Manhattan location)? into the students’ professional lives. Our arts feature their own writing, art or films. Many • In our rapidly changing world, how is the and media students have an extremely high use at least one assignment to plan a social study of digital media inextricably bound acceptance rate to graduate school, even at a media campaign to get this looked at by the to the civic engagement, social justice and time when it is very hard to get into Master of right people. social responsibility that form a core part Fine Arts programs; this is one of the college’s Conclusion of the college’s institutional commitment? many under-sung successes. • How can we center the andragogical The Challenges If we are going to build a registered or principles that are fundamental to structured program in digital media, digital our past successes at the core of new Our challenges are simple: we have few studies or digital culture, it needs to be flexible developments – i.e., how are media resources, and not enough equipment to offer enough to meet the needs of many different students at ESC guided and encouraged as much hands-on production as our media types of students with different interests and to become more independent learners and students want and need. We have established talents, and who want to work in different to shape their own learning? a vital digital lab in Manhattan over the years, modes. We all as a college community need pioneered by mentor Betty Wilde-Biasiny and to define the boundaries so they are generally • What challenges we can anticipate? now under the supervision of mentor Terry accepted – for instance, where is the boundary Background Boddie, and we are very grateful to have it between this program and a concentration and proud of the work that comes out of it. in digital arts, communication or marketing, ESC’s New York City locations have always Convincing the college to invest in keeping any of which might include a number of attracted students who work in film and the software updated and the lab staffed with the same programs or studies? We need to media; and studies in film history and analysis instructors so students can use it, however, has choose studies and courses for students that have been offered at the Manhattan location not always been easy. can be substituted by PLA or experience, but continuously since 1972. Over the last 10 years, ensure that students still have theory, and new opportunities for students in film and In addition to applying for grants and creative understanding of cultural and social impact media arts and screen studies have included funding for the lab, we have developed and ethics. And it needs to be done in a way study groups and residencies in screenwriting, three winning strategies to serve our media so that the student who says “I just want to be film production, post-production, documentary students: 1) partnering with organizations done as soon as possible” (as so many of them studies, production and post-production who can offer us the use of their technology do), can do so. and their infrastructure (i.e., using the “city as classroom”), 2) placing students in

SUNY EMPI 65

production internships, and 3) employing forward-thinking learning opportunities for that fleshed out and personalized the first-rate “visiting artist/activists” as adjunct media students at the college. Now in its sometimes-invisible issue of creeping instructors to teach new media studies as fourth year, the students who travel as a group displacement of families from gentrifying the media technology quickly changes and to the Detroit residency find the experience of neighborhoods. It helped me see these evolves. You would imagine that we would be meeting with and learning from other media weren’t just dots on a cool map but real at a disadvantage since we enter into these activists (and each other!) in Detroit to be people with real stories. I was struck by partnerships with little to offer financially – inspiring and transformative. The annual trips a presenter’s admonition to not ‘define but what we do have to offer are our unique advance our goals of launching our students someone by their eviction story, talk about media students, and to the right partners and into a networked community of supportive their whole lives in the neighborhood.’ the right visiting artists who really “get” ESC practitioners, and of getting the word out Furthering this point, one of the and get what we are doing, this, as they say, about the work we are doing at ESC. presenters talked about her confusion is everything. when outsiders told her how dangerous Media-makers, artists and activists come her neighborhood, The Mission, had from all over the world to attend the AMC. Innovations, the Future and been. Her perception from the inside The AMC uses Detroit as a classroom, Finding the Right Partners was that it had been a great place to with a combination of guided tours, panels, grow up. The session, and interactions With the support of the Arthur Imperatore workshops, practice sessions and screenings, with people sitting next to me helped me Community Forum Fellowship, in 2013-2014 to create an immersive experience in media consider the intersections of capitalism we designed new film and media production activism. In the residency, students can choose and racism, and the gentrification of U.S. group studies and opportunities that would from hundreds of sessions and activities, and cities as compared to the colonization train and engage students who are interested we come together as a group twice a day of other countries. Two questions went in working in the fields of community-based to share our experiences and continuously unanswered: What does it mean if I’m media activism and digital media production. re-evaluate our learning and our goals during one of the gentrifiers? And where is the We bring in award-winning new media artists the four-day period. balance between people with privilege to teach these studies: these have included web For me, the Detroit residency is also important bringing more and better services to an series directors, digital editors, gamers and “recharging my mentor batteries” time. To see area, versus economically displacing the media activists. our students on fire with new information, people who are already there?” Among our goals are to: ideas and questions and to meet with them 2. “You can’t teach for the future when kids in such an intensive way as we learn together • Foster a collaborative, teamwork approach are dying today” is pure teaching joy. This year, one of our to media-making. “One of the most important workshops students presented his own work at the I’ve ever taken was on ‘Humanizing • Train committed, socially conscious conference, and I had the added pleasure of Detroit Schools.’ It was led by the media-makers. being his student and being able to support Detroit Future Schools’ director, Nate the important work he does as a member • Create sustained public awareness of Mullen. It was layered with an interactive of the Black Trans Media collective. We all the important student achievements activity and three different entry points learned a tremendous amount from Amari in film and media studies at Empire into the work that DFS does. The truly (coincidentally, the youngest participant State College. revolutionizing concept explored was in the residency) in the strategy session he how and why we need to separate The Allied Media Conference: led on media-making by and for the Black schooling from education. It was Connect, Create, Transform transgender community. He is a patient and dissecting that simple issue that really inspiring teacher. This, for me, is ESC at its opened the door for me as to why this As a critical part of this work, we have created absolute best – getting back to the deepest workshop was necessary. lasting relationships with media activism roots of our unique educational identity. organizations in New York and beyond. One “We heard from young students who are such partnership is with the annual Allied Some samples of other learning highlights currently in the Detroit Public Schools Media Conference (AMC) in Detroit. Indeed, from the past few years, quoted from the system that is failing them. We got a a promotional video on the AMC was created residency students themselves: glimpse at one specific in-school project happening at the Boggs School where and featured some footage shot by two of our 1. “The Spatial is Racial” fifth graders researched and filmed a graduates, Pauline Bellins and Bianca Jones. “‘Narratives of Displacement: The movie on the current relationship between Anti-Eviction Mapping Project’ Our alliance with this cutting-edge Detroit and water. It was exciting to promised more discussion of data international conference has become the watch how place-based education really visualization. I was pleasantly surprised Detroit Media Activism Residency that is open works in a school setting. We also met to find the mapping project was rich to all ESC students and is a strong example three young people who were doing a with video, audio and personal histories of one of our most dynamic, progressive and long-term out-of-school project with

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 66

DFS around humanizing schooling. “The level of commitment, expertise who I had met once before from his work with They used many methods to show their and wisdom from each presenter was activist Grace Lee Boggs. As I reintroduced findings from oral history projects to an humbling. There is an honest sense of myself, he exclaimed, “Empire State College! animated short video. I left with new public service in the AMC that is both I’ve been meeting your students all week – tools, understanding, and more knowledge refreshing and hard to find. For example, they’re amazing! Margaret and Charles are about Detroit as a city.” I attended three film screenings. Each both with you, right? Hey – next year, bring film’s subject matter centered on helping your students by the Boggs Center [The James 3. “Throughout the four days at the an oppressed group by highlighting our and Grace Lee Boggs Center to Nurture conference, the overall theme that kept shared humanity. These filmmakers spoke Community Leadership in Detroit] and we’ll emerging for me was one of narratives. from the pain of their characters without give them a special tour, OK? Please keep in Specifically, who’s crafting the narrative, placing blame or pointing fingers. They touch with us. We want to know more about who’s telling the narrative, and why is the each found ways to disarm the audience what you’re doing at Empire State.” narrative being told. and allow their stories to emotionally So here was a public intellectual and activist, a “During the ‘From Growing Our connect beyond prejudicial borders. prominent figure in this network, who had just Economy to Growing Our Souls’ tour, “The AMC is a melting pot of people, met hundreds of people as a keynote speaker Richard Feldman, the tour’s facilitator, ideas and solutions. For four days, there at the conference, and promoted his new book stressed the need to effectively counter the is this almost utopian fellowship of at the book exhibit and at a well-attended narrative of Detroit’s supposed rising with human beings dedicated to becoming and roundtable session, and he remembered us and a fact-based rebuttal, namely that Detroit enabling a new breed of media activist our students by name. We stood out for him, is still suffering the pangs of economic heroes. Four days of intellectual and because of who they are, and because of who blight. Throughout the tour, Feldman identity freedom. Four days of discovery we are. This is what it means to find the right emphasized that whatever gains were and sharing in a safe place. Four days of partners for our unique mission as we develop taking place in Detroit, such ‘progress’ teaching and considering what could be, our digital media opportunities at ESC. They was on the backs of the historically while finding the strength to change what “get” us, and they want to work together with marginalized. Its schools are in disarray, actually is. Four days of information that us toward our common goals, as we explore water is being shut off, and homes are for me will take far longer to process than the possibilities of digital media to create being destroyed or condemned or even, the four days it took to take it in.” social change. by way of so-called eminent domain, effectively confiscated. The years-long, 5. “These are the lessons I took away from systematic abuse of power has left Detroit AMC and Detroit. Overall, Detroit was PUBLIC HISTORY IN THE in tatters. The new stadium is nice, but an overwhelmingly positive experience. DIGITAL WORLD at the expense of how many homes? It was great to be able to discuss and The proposed Heinz Ketchup plant is process all of this with the other students. Anastasia L. Pratt great, but who is displaced? The Cass I also loved our residency dinners, trading Corridor makes for a good photo op, stories with Larry and Claude over From archives to exhibitions, public history but what heartache lingers just beyond vegetarian cuisine. I think being able to exists within the digital realm. Once the pictures?” learn with and from the group was one considered the work of the dusty, unused stacks of the most meaningful aspects of the in libraries, historical research – especially 4. “Meeting Tyree and Tim on The residency. The lessons learned from my when that research is focused on public history Heidelberg Project tour blew my mind. time in Detroit could never have been – now requires the use of digital archives, These two men have been collecting trash, taught in a book or classroom.” online exhibits, and complex systems of coding for years, and defiantly turning it into art. and tagging to digitally identify materials. Metaphorically, to me, their art implies Some of the students’ images from the 2017 that, that which the system considers residency are available in a Tumblr blog at Public history students at SUNY Empire State expendable is, in fact, that which is most https://escattheamc2017.tumblr.com. College engage with those digital materials beautiful and recyclable. The citizens of regularly. In the Advanced Certificate in The Detroit Media Activism Residency and Detroit are being treated as expendable, Public History program, students complete other immersive opportunities like it are our but their beauty and usefulness has yet to four courses and one internship. Those courses future – a bright future – for digital media be fully explored. The citizens of Detroit – Museums and Public History, Archival at ESC, as we find dynamic ways to bring are on the front lines of discrimination Theory and Practice, Exhibition: Planning and our students to the visionary creative centers and government oppression. Where else Interpretation, and Oral History: Theory and of digital media experimentation. A final would a conference dedicated to social Methods – focus on issues of great importance anecdote, by way of illustration: On the last justice and media activism take place? to the field, which can be defined most day of the 2017 conference, I met historian Scott Kurashige, one of the keynote speakers,

SUNY EMPI 67

basically as history that engages people and Of course, advanced standing credit options Thinking about these sorts of programs communities or as history that is not confined including transcripts and PLAs were also can broaden our perspectives on many of to the textbook. discussed, and we already offer a variety our offerings. For example, Guzdial (2003) of digital arts, video production and other predicted that introductory programming With an increasing number of digitized and titles for PLA. My focus, however, was on courses would look very different in the born-digital sources, that public history work some additional areas that we might not yet future. He suggested that “programming and has become increasingly digital in nature. have pursued, but which could help us think computation will become part of a general, Graduate students learn about encoded creatively about multidisciplinary opportunities liberal education, but computing courses archival contexts and descriptions when as we move forward. will have to change to make this happen” discussing archives. Later, if their internship (p. 108). Toward this end, he had developed takes them into an organization working Computer/electronic game design is a programming course, Introduction to on a catalog of archival offerings, they use my favorite example because it is highly Media Computation, that focused on digital that knowledge to create EACs (Encoded multidisciplinary. An academic gaming media using a theme of computation for Archival Context) and EADs (Encoded program would typically involve: communication. The whole of academia Archival Description). Similarly, they visit • Computer science. isn’t there yet, but his prediction is worth online exhibitions, making note of accessibility • Mathematics. some consideration as a guide to making a issues, of design possibilities and of the digital programming component of a digital studies interplay between items in the exhibits … • Digital arts. degree more engaging. and then use their knowledge to create an I’d like to spend some time focusing on game exhibition. In this way, they move relatively design because it is an example of a very All told, thinking about digital studies quickly from theory to practice. multidisciplinary program. Game design presents us with an excellent opportunity typically involves programming and other to explore interdisciplinary and That focus on digital realms also allows technical skills, as well as arts and humanities, multidisciplinary options ranging from students to consider what they value most in including graphic design and storytelling. A the program level to individual studies. documents and artifacts. When designing an game design degree or concentration often exhibit, for example, should they emphasize also incorporates related learning, such as the References the appearance of an object (photograph or essentials of “basic psychological theories of drawing) or the explanation of its usefulness Guzdial, M. (2003, September). A media human perception, learning, social interaction, (section of a letter or oral history account)? computation course for non-majors. and play” (SUNY Sullivan, 2017, After How do they integrate various historical ACM SIGCSE Bulletin, 35(3), 104-108. Successfully Completing section, para. 1; documents and artifacts within an exhibition Rensselaer, 2016, Program Goals section, Indiana University Bloomington. (2017). without overwhelming the audience? What para. 1). B.S. in game design: FAQ. Retrieved role do hyperlinks, QR (Quick Response) from http://mediaschool.indiana.edu/ codes, and other digital tools have in A college or university game design program b-s-in-game-design-faq/ standard, face-to-face exhibitions? How will often require students to stretch. For can a digital environment be used to example, Indiana University Bloomington’s Rensselaer. (2016). BS degree in games and promote public history? (2017) FAQ section for its B.S. in game design simulation arts and sciences. Retrieved makes that clear – regardless of whether from http://www.hass.rpi.edu/pl/ As the academic pursuit of public history students don’t want to do programming or bs-degree-games-simulation-arts-science continues to grow, these explorations of digital are uncomfortable with art, they have to take media and digital culture will persist. And our SUNY Canton. (2017). Game design & courses in both. course offerings, at both the undergraduate and development – B.S. Retrieved from graduate level, will reflect those changes. Beyond these core areas, there are other http://www.canton.edu/csoet/game/ options that a program might include. Often, description.html programs include history of gaming and game SUNY Sullivan. (2017). Simulation and DIGITAL STUDIES design. While many programs do history of game development. Retrieved from gaming, at a conference I learned about a Diane Shichtman http://sunysullivan.edu/computer- more traditional class in world history that information-systems-simulation-and- was included in the major to encourage more During our panel at the Fall Academic game-development/ Conference 2016, we heard about engaging game storylines. Other programs concentrations with a broad range of goals that include courses such as Sociology of Mass mentors and students had worked on, such as: Media (SUNY Canton, 2017), and some make reference to business-oriented courses. • A mathematics education game. • Digital storytelling. • Social media.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 68

Thinking With Anthropology

Electra Weeks, Staten Island

nthropology is good to think about, Essentially, the anthropological position and to think with. is that one must first view events in all their richness and texture before one can be confident of having selected the AAnthropology as an academic discipline has appropriate variables for analysis. (Wolf, grown from a dark colonial past to reinvent 1974, p. 88) itself as more than just a way of conducting qualitative research, or a discursive form Anthropology is unique in that the producing ethnographies. It has become a methodology of cultural relativism asks method of epistemic analysis, which looks at investigators to do their best to understand how knowledge is acquired, understood and a social formation in light of the cultural reproduced by different cultural formations. logic of the people involved. In this way, the It also looks at the historical and logical anthropologist’s goal is to see things from a underpinnings of cultural knowledge as it different point of view than her or his own and changes and is transmitted to new generations. understand how it fits into a worldview that

the investigator might even find abhorrent. Grant Photo credit: Michele While few students at SUNY Empire State There is great value in learning (even College will develop a concentration in Electra Weeks imperfectly) to suspend your own judgment in anthropology, the discipline nevertheless order to look for a discernible internal logic, has much to offer in terms of developing an The notion of the participant in anthropology even if such a logic bases itself on racist, sexist analytical toolkit for students that allows them further defines a distinctive methodological or classist discourses. to better analyze whatever knotty problems approach, which teaches that, beyond life throws their way. In short, anthropology is Cultural relativism as a method, even simply watching social phenomena from good to think with. imperfectly performed, has a long history afar, researchers should get as involved in in anthropology that has given way to more the process as possible. Of course, “perfect While anthropology and other related realistic and nuanced theories of knowledge participation” is often impossible and even disciplines typically referred to as the “social acquisition such as Donna Haraway’s (1991) unethical in cases where the researcher lacks sciences” have some shared concerns, the notion of “situated knowledge.” Her idea is expert knowledge. But the goal of this method differences between them can be quite stark that while no one can be entirely objective, of anthropological fieldwork is long-term on both theoretical and methodological levels. given that everyone views facts through the cultural immersion that involves at the very Investigative journalism, for example, is good at lens of their own history and experience, we least, listening for at least a year or longer, uncovering the answers to questions the public can arrive at a shared “truth” about events by with many researchers returning to their site wants answered, and sociology analyzes large cobbling together the understanding of each periodically over the course of a lifetime. groups, to explicate, quantify and compare investigator’s unique perspective. It is the job Even what could be characterized as “failed” trends. Anthropology is unique, however, in of researchers, then, to make as transparent fieldwork, when a researcher is rejected by that its first questions are general and mutable, as possible their own biases and positions in the group they wanted to study, has merit and students are thus taught to look at the relation to their work. These representations in supplying cultural data: Why was the intersections of environment, power, history from all over are then stitched together to researcher rejected? What does that person and agency in order to determine the specific form a type of objective “truth” that consists represent that is considered unwanted? These and most relevant questions necessary to of the relative truths of many. Anthropology are vital questions to an anthropologist. The explore and come to understand the issues stands out as a discipline that asks researchers development of a theoretical toolkit that at hand. This is a process that requires deep to suspend, as best they can, their own belief includes skills of participating, deep listening, listening. For students in every discipline or systems and to identify, to their best ability, acknowledging one’s biases and attempting vocational field, these skills are extremely those situations where they are unable to do to understand the logic of another cultural useful whether you are a schoolteacher, nurse so, thereby avoiding what Haraway calls the formation have great relevance and currency or investigator: “god-trick” of pretending to have an entirely across myriad disciplines and lifestyles. objective view.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 69

From as many angles as possible, anthropology Finally, the notion of “historical particularism” “cultural sensitivity” courses, which merely continues to ask, “Who speaks for a cultural also integral to anthropology, provides the time seek to explain selected types of behavior in assemblage and who does not?” In this way, depth for embedded understandings. Students relation to the dominant culture, anthropology anthropological analysis also begins the learn that each cultural formation has a specific looks at practices within the context of their investigation of relations of power – who history, and studying that history allows us to own cultural logic. In this way, students are has it, and who doesn’t. This is accomplished recognize a context in which to understand invited to investigate difference as a type of by finding out, most importantly, who is not actions and belief systems over time. In short, legitimate cultural formation, with an internal allowed to speak. Students of anthropology are anthropology does not assume that everyone logic that functions in the same way as their asked to find out from informants what they is a “rational actor,” as some economists might, own. In a time when polarized intolerance is feel is important and why, to determine who but instead looks to the history and logic of the norm, anthropology is uniquely situated as has authority and voice and who is silenced. cultural formations and knowledge transmitted a discipline – and as a method – to promote Within newer forms of “participatory action to members to find the source of systems of understanding and facilitate discussion across research,” the division between “researcher” belief and practice. the divide. and “subject” is further dissolved by assuming In an educational environment increasingly everyone is both, and authorship is given to References concerned with technical knowledge and quick a group instead of to just one person. Again, credentialing, students have relatively few Haraway, D. J. (1991). Simians, cyborgs, and students reading about and taking part in these encounters with studies that teach them how women: The reinvention of nature. New research forms learn to suspend their own to think deeply and analyze outside of their York, NY: Routledge. cultural understandings in favor of gaining specific field. Anthropological epistemology insight as to why others may understand the Wolf, E. R. (1974). Anthropology. New York, allows a significant glimpse into the logic and world the way they do. NY: W.W. Norton & Company, Inc. praxis of different cultural worlds. Unlike many

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 70

Teaching and Mentoring Across National Cultures: Navigating the Shallows of Naive Stereotypes and the Depths of Sophisticated Ones

David Starr-Glass, International Education (Prague)

“People only see what they are prepared to see.” peopled with multiple nationalities. In this reflection, I consider a number of issues that – Ralph Waldo Emerson (1803-1882) have been significant in my own culture- work and that might be helpful for those presently engaged in cross-culture teaching and ome editors remain resolutely in the mentoring, or contemplating it in the future. background, quietly doing what they do best or occasionally seeming to do The article is structured as follows. The veryS little at all. Others are more proactive and first section considers ways of approaching participative. Frances Kochan is one of the difference, particularly when that difference latter. More than two years ago, she contacted is associated with culture. The second section me with an invitation to write a chapter for a explores the nature and consequences of book that she is editing – The Wiley-Blackwell national culture difference and looks at one of International Handbook of Mentoring – which the most common frameworks for recognizing is scheduled for release early in 2018. Fran has and making sense of that difference. The had an illustrious academic career at Auburn third section deals with a common obstacle University (Alabama) and has contributed in cultural sensemaking and in establishing David Starr-Glass numerous articles and edited books to the authentic engagement with the culturally- mentoring literature, often highlighting the different other – that obstacle is stereotype and very real sense, the reifications of an intangible challenges and complexities of mentoring stereotyping. The concluding section reflects and long forgotten past – local and regional across cultural divides (Kochan, 2013; Kent, on practice, considers some approaches that histories, shifting social patterns and, of course, Kochan, & Green, 2013; Kochan, Searby, might be useful in teaching and mentoring cultural heritages. It is as though the past has George, & Edge, 2015). across cultures, and suggest ways in which crystalized into the forms and substance of we might navigate the shallow waters of Fran is erudite as a scholar, gracious as a the present. We can recall this distant and naive stereotypes and the deeper and more person, and brings equal measures of creativity fragmented past and use it to give present treacherous waters of what have been called and insight to her editorial work: writing meaning to the differences encountered. sophisticated stereotypes. and revising the chapter was a long but very However – to state the obvious – people are enjoyable process. As it happened, the chapter Different Places, Different People quite a different matter. In speaking with that I had been invited to write did not Israelis, Czechs or Croats, I recognize their involve mentoring across cultures; however, It might seem obvious and unnecessary – but individualities and unique personhoods, working with Fran and rereading many of her perhaps also relevant and honest – to concede but I am also aware of more subtle and publications caused me to reflect on my own at the outset that the nature of national culture general ways in which these individuals can cross-culture work in teaching and mentoring. difference is both illusive and paradoxical. come to represent discernable groups, and Places have a difference that is palpable and As a mentor with SUNY Empire State that these socially-delimited groups differ more easily understood. For instance, walking College’s International Education (Prague) in their thinking and behaving. Perhaps it through the streets of Jerusalem is a different program, all of my teaching and mentoring starts with language, because that is the most experience than walking through the streets practice is shaped by the dynamics of obvious thing that connects and separates us. of Prague, and both experiences are different approaching and negotiating national culture Or perhaps it starts with language because from walking through the narrow streets of difference. For others, cross-cultural challenges “language is the place where our bodies and sea-gated Zadar on the Croatian coast. I am might materialize in their own mentoring, in minds collide, where our groundedness in place familiar with these places and appreciate their dealing with visiting students from abroad, and time and our capacity for fantasy and unique distinctiveness in terms of architectural or perhaps more commonly in their online invention must come to terms” (Kaplan, 1994, landscapes, social ecologies and linguistic teaching that can create learning environments p. 64). soundscapes. Their physical differences are, in a

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 71

Charlemagne is reputed to have said that recounts her struggle to make sense of a new which varied in their intensity, or relative a second language provides a second soul. language and a new identity when she left her degree. Subsequent revisions of his work Now, it may sound peculiarly anachronistic to native Poland to live in America. She reflects (Hofstede, 2001) have provided a cluster of talk about the “soul” in an age when Google on her changing linguist surroundings and on (at least) five national culture dimensions with Translate is only a few clicks away, but all the resulting shifts in self-identity and self- nations scoring differently on each, producing matters of language – its evolution, production identification in this way: “Human beings don’t characteristic country profiles (Clearly and translation – are part of very deep and only search for meanings, they are themselves Cultural, n.d.). particularly human systems. Linguists might units of meaning, but we can mean something • Power Distance: In high power distance reasonably argue about the precise number of only within the fabric of larger significations” cultures, social status and hierarchy are words that Inuit languages have for snow, and (Hoffman, 1989, p. 279). A second language accepted as natural arrangements and the critics may legitimately question the veracity of can constitute a new fabric of larger source of personal power, social inequality Miss Smilla’s Feeling for Snow in Peter Heg’s significations. Or, as Charlemagne put it, a and legitimate authority vested in those exceptional novel, but they all nevertheless second language and the resulting shift in self- of higher social rank (e.g., Malaysia has a agreed that languages evolve in ways that identity can constitute another soul. Learning high power distance index of 104, while reflect the concerns, preoccupations and social the language of the other might not be feasible Israel scores an egalitarian 13). cultures of those who speak them. What we for most educators, but if a particular language name, how we name, the syntax used and is common to many students or mentees then • Individualism/Collectivism: the construction of grammar all reflect deep- even a basic study of it is a potent entry into Individualistic cultures focus on the rooted ways of looking at the world, providing their national culture. individual, the uniqueness of the self, it with meaning, and then communicating that and on distinctive projections of self. meaning to ourselves and to others. The Nature and Consequences Collectivistic cultures focus on the group, of National Culture Difference membership in the collective, co-operative For example, in English we teach and we learn efforts, and a dominant concern with – two different verbs each laden with quite Language embeds cultural assumptions and “We” and “Us” (United States has a high different meanings and assumptions about the makes them available, but language per se is individualism index of 91, while South processes involved. In Czech, however, the verb neither the beginning nor the end of culture. Korea scores 18). to learn (učit se) is the reflexive of the verb to Indeed, culture has gathered around it scores teach (učit) – that is, we do not passively learn of definitions that delimit its main aspects • Masculinity/Femininity: Masculine but actively teach ourselves. In Hebrew, to but which singularly fail to represent it fully. cultures find expression through the teach and to learn have exactly the same root My preferred definition comes from Helen assignment of distinctive gender-based (l-m-d), but the verbal form used for teaching Spencer-Oatey (2008), who sees culture as roles, rigid gender-specific activities, and (le-lam-ed) indicates more deliberation, a fuzzy set of basic “assumptions and values, assumptions of male-dominance in areas persistence and application than for learning orientations to life, beliefs, policies, procedures such as leadership, power and authority (lil-mod). Three different ways of perceiving, and behavioural conventions that are shared ( Japan’s high masculinity index of 95 describing and communicating the dynamics by a group of people, and that influence (but contrasts with gender-equal Sweden’s 5). of what our students and we do every day. do not determine) each member’s behaviour • Uncertainty Avoidance: In high- Three quite different sets of tacit assumptions, and his/her interpretations of the ‘meaning’ of avoidance cultures there is a significant roles and responsibilities that might come into other people’s behaviour” (p. 3). There is also a degree of reluctance and sense of play when we engage in teaching-learning more succinct, but arguably more problematic, discomfort associated with engaging in relationships with American, Czech or Israeli definition given by a preeminent figure in situations that involve change, innovation students. national culture research, Geert Hofstede and risk-taking (Portugal has a high (2001), who sees culture as “the collective Google Translate will provide the word-by- uncertainty avoidance index of 104, while programming of the mind which distinguishes word translation but it will not provide the Denmark scores a low 23). the members of one group or category of detailed picture. For that, we will need to look people from another” (p. 9). • Long-Term vs. Short-Term within the language itself or to ask those who Orientation: Long-term orientation speak it. And when we do speak with others Hofstede is remarkable because, more than 50 cultures place value on persistence, in a shared language we might sense not only years ago, he embarked on a worldwide project perseverance and an investment in the the inclusion in a shared system of meaning to identify and differentiate national culture future. Short-term oriented cultures tend but the temporary separation from other difference. He used a sample of convenience to favor instant rewards and immediate competing systems to which we also belong. – local engineers and managers working in results in the pursuit of either personal In the navigation of difference, we might IBM’s multinational locations – and subjected happiness or gratification (China has a experience a shift in self-identity and self- his data to extensive factorial analysis from very high long-term orientation index identification – shifts vividly described in Eva which he identified a number of dimensions of 118, while the United States shows a Hoffman’s Lost in Translation, in which she that seemed to be present in all cultures but short-term preference of 29).

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 72

Geert Hofstede’s approach is laid out in his there is always a danger of relying too heavily group – real interactions, or symbolic ones such major publications Culture’s Consequences – the on a single framework, or a single tool. As as the mere mention of the group – become first version subtitled International Differences Abraham Maslow (1966) pithily remarked, encounters with one-dimensional stereotypes. in Work-Related Values (1984), the second “it is tempting, if the only tool you have is a The social world around us is thus Comparing Values, Behaviors, Institutions, and hammer, to treat everything as if it were a nail” conveniently classified, made more ordered, Organizations Across Nations (2001) – which (p. 15). The danger in our cultural-work lies and amenable to almost instantaneous remain very popular and highly influential in unwittingly using the tools available and sensemaking. Labeling and stereotyping for those who teach international business. mistakenly regarding the cultural complexities are inevitable, important and indispensable These sources are equally popular for those of others as nails requiring our administrations. heuristics in our sensemaking efforts (Macrae, looking for a theoretical framework with Milne, & Bodenhausen, 1994; Tversky & which to approach personal and professional Stereotypes: Heuristic, Kahneman, 1974). Heuristics are constantly in cross-culture engagement. Hofstede’s approach Sophisticated and Threatening place and make life easier, but they have their certainly provides a focused approach to As applied to human behavior, the construct limitations: (a) they cannot replace slower, national culture difference – perhaps too of stereotype was first introduced by Walter more conscious and more considered modes focused and perhaps too optimistic. Lippmann (1922) almost a century ago when of thinking even though heuristics may be Multiple scholarly reviews and research he used it to describe powerful, persistent and over-relied upon; and (b) stereotypes in have explored the deficiencies, biases and generally self-serving “pictures in our heads” (p. particular – if unrecognized and unchallenged significant shortcomings of Hofstede’s 3). Later, with a growing interest in its broader – can significantly contribute to dehumanizing, original methodology, statistical analysis and socio-cultural prevalence and impact, Allport depersonalizing and marginalizing those interpretations of results (McSweeney, Brown, (1954) characterized the stereotype as “an we encounter (Cuddy & Fiske, 2002; Jost & Iliopoulou, 2016; Orr & Hauser, 2008; Taras exaggerated [emphasis added] belief associated & Kay, 2005; Kawakami, Dovidio, & & Steel, 2009). It might seem particularly with a category. Its function is to justify van Kamp, 2005). optimistic (if that is the appropriate word) (rationalize) [emphasis added] our conduct to expect that national culture is reducible to in relation to that category” (p. 191). This The Sophistication of Stereotyping a small number of factors that can be easily present article does not allow for an extensive A second aspect of stereotyping in teacher- isolated. Despite the indisputable impact and exploration of stereotypes or the process of learning dynamics is that instructors, who influence of Hofstede, it is probably best to stereotyping, but three issues are particularly may never have actually encountered learners regard his understanding of national culture as relevant for teaching and mentoring across face-to-face (as in online contexts), can a descriptive framework that: (a) is essentially national culture divides: the nature of national come intuitively and unwittingly to rely on a statistical model in which the majority and ethnic stereotypes, their impact on the stereotypes. Relying on stereotypes is fraught of the population clusters around central teaching-learning process from the instructor’s with dangers that are all too easily ignored. For values (averages) associated with specific perspective, and their possible consequences instance, there is a vast literature on situational cultural dimensions; (b) contains considerable for learners. testing in which individuals are asked to rate individual variance about the defined culture identical educational or work-related material dimension average (country score); and (c) The Inevitability of Stereotyping purportedly submitted by different unknown produces, at best, cultural profiles that provide Although often understood in negative people (Riach & Rich, 2002). The results are a generalized picture but cannot, and should terms, stereotypes develop unconsciously, consistent and disturbing. Raters assign less not, be used to define individuals specifically or spontaneously and generally without any merit to identical applications bearing black- anticipate their social behavior. malevolent or prejudiced intent. They are sounding names than white names; rate those There is a great temptation to make sense of rooted in our sensemaking efforts to classify with recognizably female names lower than national culture by reducing it to quantifiable and distinguish social groups – groups that those with male names for positions in science elements, even though the attempt seems usually possess discernable socially constructed and engineering; and even recommend the somewhat futile. This is not to say that boundaries such as gender, race or ethnicity. hiring of white convicted felons over better Hofstede’s approach is fatally flawed, but he Based on socially-derived cues, individuals are qualified black non-felons – the only trigger may have promised too much and delivered too relegated to groups and subsequently labeled. in most of these studies is simply the name little. Competing perspectives and analytical In the process, individuality and uniqueness of the candidate and the stereotypes that the frameworks exist, but none rival Hofstede’s are lost and personal identity is replaced by the name evokes (Bertrand & Mullainathan, 2004; in popularity. Nevertheless, the promise group’s designated label. Once labeled, group Ghavami & Peplau, 2013; McGinnity & of reducing the complexity of culture to a members become undifferentiated elements Lunn, 2011; Pager, 2003). handful of dimensions has a strange power – cyphers, identifiable by the attributed traits These finding are well known, but for many and it is to be expected that there has been and characteristics associated with their label. there is a sense that they only underscore the considerable interest and enthusiasm for That is, they become stereotyped. Subsequent “wrongness” of those making the decisions – Culture’s Consequences and its offshoots. But social encounters with members of the labeled that is, that the raters involved succumbed

SUNY EMPI 73

to their inherent prejudice and negative apprehension, and that “extra pressure can influence their behavior or performance. They biases and that “we,” placed in similar undermine the targeted groups’ performance, may try to disaffirm what they perceive to be situations, would not make the same mistake. making it more difficult for them to succeed negative stereotyping and, in the effort, end up But there is no wrongness or mistake. Rather, than it would be for a nonstereotyped person confirming them, or they may simply withdraw there is a simple and consistent demonstration in their position” (Spencer et al., 2016, p. from activities and performances that they that we all initiatively and naively rely 417). In a seemingly counterintuitive way, feel present a threat. Stereotype threat comes on stereotypes without much further efforts to disaffirm anticipated negatively- into play when the underlying stereotype is consideration, and certainly not in an attempt stereotyped behavior can often result in targets triggered, and it is important to recast the to stigmatize or discriminate. Stereotypes are unintentionally confirming it, leading to their learning activities, or anticipated outcomes, prevalent and unconsidered, but even when own decreased sense of value and diminished in ways that remove the trigger. Incidentally, they are considered, it is all too easy to miss sense of self-identity (Nussbaum & Steele, although stereotype threat has generally been their insidiousness. 2007; Vandello, Bosson, Cohen, Burnaford, & associated with negative stereotypes, it can also Weaver, 2008). come into play in contexts where a positive In what has become a classic article – and stereotype exists, and the threat is then seen as one that I always introduce to my own Cross- Of course, those who feel under stereotype falling short of that expectation. Culture Management students – Joyce Osland threat have an alternative course of action. and Allan Bird (2000) developed the idea of They can seek to avoid the negative Reflections on Practice: the sophisticated stereotype. This occurs when implications posed by the stereotype by Navigating the Waters we are aware of naive stereotyping but consider withdrawing from the task, disengaging from that we are also in possession of the knowledge, the challenging activity, or by demonstrating How then might we engage in contexts where understanding and experience that allows us negativity toward the behavior required. there is an obvious or potential national to go beyond it. Sophisticated stereotyping “is Confirmation of the stereotype might be culture divide? What might be useful ways of based on theoretical concepts and lacks the avoided, but the recognized disengagement negotiating and communicating with others negative attributions often associated with its can result in the individual undermining or who might be aware of that divide? How lower-level counterpart … [and yet] it is still jeopardizing his or her sense of self-efficacy, might we – as educators, instructors and limiting in the way it constrains individuals’ self-confidence and perhaps even well-being mentors – best understand cross-culture work perceptions of behavior in another culture” (Osborne & Walker 2006). in dealing with students of different national (p. 66). This takes us back to Hofstede – or cultures, and allow them to gain insight into Again, there is an extensive body of literature rather to our reading of Hofstede and the ways the process and derive value from it? There are in the field of stereotype threat that mirrors in which we apply his framework of cultural a number of options and possibilities. situational testing, except that the influence of dimensions in what we consider are “informed” stereotype is on the target, not the attributor • Recognizing Opportunities for Cultural (perhaps even “sophisticated”) ways to those (Good, Aronson, & Harder, 2008; Kalokerinos, Learning: In a world of difference, all we encounter. von Hippel, & Zacher, 2014; Nguyen & Ryan, engagements with otherness – especially 2008). For example, it has been demonstrated when that otherness is embedded in a The Threats Inherent in Stereotyping that if stereotypic masculine traits are made different national culture – are valuable. There is a third well-known but under- salient prior to simulated mixed-gender It is through others that we learn about appreciated aspect of stereotypes. Stereotypes negotiations, and the subsequent negotiation them and about ourselves. Hopefully, impact the behavior of not only those who is portrayed as an exemplar of power-centered that learning provides a bridge for use them but also of the targets. Frequently, skills, the outcomes tend to be of the win-lose better understanding, empathy and targets are aware that they may be the variety. If, however, stereotypic female traits communication. Some might see cross- object of stereotyping (particularly negative are triggered prior to the negotiations and the culture engagement in terms of personal stereotyping) and react in ways calculated to subsequent negotiation is presented in terms richness; others might see it in terms repudiate them (Spencer, Steele, & Quinn, of a creativity-based activity, the outcomes that are more pragmatic. There is as 1999; Steele & Aronson, 1995). These are more likely to be of win-wins. Explaining much value in learning about how are reactive responses to stereotype threats these results, the researchers suggested that to spark interest and engagement and materialize when there is “a negative “stereotype threat processes apply to both in educational context as there is in stereotype about a persons’ group, and he or men and women in negotiations; implicitly learning more about subject matter, and she is concerned about being judged or treated activating negative stereotypes about one’s I always try to appreciate the personal negatively on the basis of this stereotype” group leads to decrements in performance for value potential in both. However, if the (Spencer, Logel, & Davies, 2016, p. 416). the stereotyped group” (Kray, Reb, Galinsky, & dynamics of the interaction are sensitively Thompson, 2004, p. 400). constructed to include reciprocity and Sensing a threat to their identity and social mutuality, there is also a significant value categorization if they confirm the negative In cross-culture contexts, there is always potential for the learner. In a globalized stereotype, targeted individuals often approach a concern that learners will sense they are world, where difference is inevitable the task with greater effort, concern and under stereotype threats and that this will

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 74

but where difference often serves only and co-researcher Allan Bird concluded of learning behavior, but in most contexts, to divide, cross-culture explorations that there needs to be a continuous the purpose of the learning experience and growing understandings – no matter process of thesis-antithesis-synthesis, in is to further subject-matter learning not how circumscribed or limited – can which “the thesis entails a hypothesis culture-work. The proportions of subject- potentially be of great personal and involving a sophisticated stereotype; matter learning to culture-work vary with professional benefit for all members of antithesis is the identification of an context – for example, both are high in the educational community of learning, apparently oppositional cultural paradox, teaching a Cross-Culture Management including students. [and] synthesis involves making sense of course, whereas culture-work is not the contradictory behavior – understanding objective of most mentoring situations • Getting Culture Difference Into the Open: why certain values are more important – but culture learning should not come Several years ago, a remarkable discussion in certain contexts” (Szkudlarek et al., to dominate or determine the nature of took place between a number of world- 2013, p. 485). She added that “if we can the learning experience. Culture may be a respected national culture experts and successfully guide students through this significant issue in the learning experience cross-culture management authorities type of learning, the result is an upward and culture difference should not be (Szkudlarek, McNett, Romani, & Lane, spiral of cultural comprehension and ignored, but there needs to be a sense 2013). This is another article that I always cognitive flexibility” (p. 485). Cultural of balance and appropriateness. When share with students in cross-culture comprehension and cognitive flexibility my students undertake study-abroad situations. In the discussion, Martha are critical for our students, no matter programs on international work-study Maznevski, professor of organizational whether national culture difference is the internships, I recommend that they adopt behavior and international management center of their learning experiences, or an ethnographic agenda – that the cross- at IMD (International Institute for peripheral and a contextual aspect of it. culture experience becomes an active Management Development) Switzerland, Cultural comprehension and cognitive describing of “the ‘way of living’ of a recognized that some of those working flexibility are equally important for us as social group in its naturally occurring and in cross-cultural contexts “really believe educators, instructors and mentors. ongoing setting … more than a retelling that talking about cultural differences is of observed behaviour … to cite and sort futile … because it creates stereotypes and • Accentuating Learning Over Culture: the values, attitudes, and assumptions stereotypes are harmful and we should Awareness of the cultural dimensions that inform that behaviour” (Jurasek, not do that, and therefore, they don’t even of cross-culture education is critical for Lamson, & O’Maley, 1996, p. 25). Here, want to go down that road at all” (p. 480). effective communication and appreciation culture-work is the learning experience She also suggested that others involved and informal ethnography a learning in cross-culture engagement often avoid tool. However, even in mentoring across the issue of national culture difference “In educational cross- national culture divides, I try to keep my because “in their experience, if you treat observation journal in the hope that it will everybody like a human being, you’re fine, culture contexts it is bring some insight into the experience, so, really, there are no cultural differences. helpful for instructors both present and future. But again, the I find it’s helpful just to get this out in the educator is well advised to remember open to start with – make it explicit” (p. and students, mentors that his or her primary goal is to further 480). In educational cross-culture contexts and mentees, to learning in students, not only to advance it is helpful for instructors and students, his or her own culture knowledge. mentors and mentees, to acknowledge acknowledge cultural cultural difference and to get it out into difference and to get it • Maintaining Openness and Mindfulness: the open, but it is hard to imagine that It could easily be argued that maintaining stereotypes are avoided by simply not out into the open, but openness and mindfulness is a talking about them, or by resolving to it is hard to imagine requirement in all teaching and learning treat everybody as a human being. contexts – and indeed, it is. However, the that stereotypes are very difference of dealing with learners • Stressing Cultural Comprehension and from different cultures and the challenges Cognitive Flexibility: In the same article, avoided by simply not of managing the learning process across Joyce Osland, executive director of the talking about them, or national culture divides can lead us to Global Leadership Advancement Center focus too intently on the process and to at San José State University (California), by resolving to treat close down our capacity for openness noted that to produce genuine cross- everybody as a and spontaneity. The problem is similar cultural competence – for both our to the acts of gazing and glancing. In the students and for ourselves as educators human being.” gaze there is a paradoxical blinding, in – a dialectical approach serves best. She which “the opening of vision in which

SUNY EMPI 75

the gaze is predicated and promulgated its essence remains the connection Hofstede, G. (2001). Culture’s consequences: in western thoughts turns to closure – a between individuals who have overcome Comparing values, behaviors, institutions, closing down on the very openness the artificial barriers of experience, race, and organizations across nations. London, that is its much vaunted virtue” (Casey, or gender to create a caring partnership UK: Sage. 2007, p. 137). Whereas, the shifting or network that sustains and nourishes Jost, J. T., & Kay, A. C. (2005, March). and unfocused glance “discovers whole all, enabling them to journey together to Exposure to benevolent sexism and colonies of the to-be-seen world: places a new and richer understanding of their complementary gender stereotypes: where sight has never before been – or world. (p. 427) Consequences for specific and diffuse if it has, it now sees differently” (p. 137). forms of system justification. Journal of Despite the expectation of newness and References Personality and Social Psychology, 88(3), the urgency of process-adjustment, our Allport, G. W. (1954). The nature of prejudice. 498-509. teaching and culture-work should both Cambridge, MA: Addison-Wesley. be pursued through an imposed openness Jurasek, R., Lamson, H., & O’Maley, P. (1996). and through a calculated mindfulness Bertrand, M., & Mullainathan, S. (2004, Ethnographic learning while studying in which we avoid sustained and direct September). Are Emily and Greg more abroad. Frontiers: The Interdisciplinary gazes, relying instead on repeated and employable than Lakisha and Jamal? Journal of Study Abroad, 2(2), 23-44. casual glances. A field experiment on labor market Retrieved from https://frontiersjournal. discrimination. American Economic org/wp-content/uploads/2015/10/ The epigraph for this reflection suggests Review, 94(4), 991-1013. JURASEK-LAMSON-OMALEY- that we only see what we are prepared to see. FrontiersII-EthnographicLearningWhile The insight hinges on the double meaning Casey, E. S. (2007). The world at a glance. StudyingAbroad.pdf of prepared, which can mean either: (a) that Bloomington, IN: Indiana University which we are presently open and willing to Press. Kalokerinos, E. K., von Hippel, C., & Zacher, perceive; or (b) that which we have previously H. (2014, September). Is stereotype threat Clearly Cultural. (n. d.). Geert Hofstede been made aware of and consequently a useful construct for organizational cultural dimensions. Retrieved from anticipate. The paradox for those engaging psychology research and practice? http://www.clearlycultural.com/geert- in cross-culture educational contexts is that Industrial and Organizational Psychology, hofstede-cultural-dimensions/ both awareness and anticipation are required, 7(3), 381-402. but both can limit what we ultimately observe Cuddy, A. J. C., & Fiske, S. T. (2002). Kaplan, A. Y. (1994). On language memoir. and experience. Awareness and anticipation Doddering, but dear: Process, content, and In A. Bammer (Ed.), Displacements: of stereotype are crucial, but in the process function in stereotyping of older persons. Cultural identities in question (pp. 59-70). of becoming aware and of anticipating, we In T. D. Nelson (Ed.), Ageism: Stereotyping Bloomington, IN: Indiana University can inadvertently construct sophisticated and prejudice against older persons (pp. Press. stereotypes that conceal our more naive ones, 3-26). Cambridge, MA: MIT Press. just like Trojan wooden horses. In order to Kawakami, K., Dovidio, J. F., & van Kamp, S. Ghavami, N., & Peplau, L. A. (2013). engage productively in the culture-work of (2005, January). Kicking the habit: Effects An intersectional analysis of gender teaching and mentoring, we need preparation. of nonstereotypic association training and and ethnic stereotypes: Testing three It can be invaluable – and certainly reassuring correction processes on hiring decisions. hypotheses. Psychology of Women Quarterly, – to have a theoretical framework through Journal of Experimental Social Psychology, 37(1), 113-127. which difference might be anticipated and 41(1), 68-75. identified. However, in the engagement itself, Good, C., Aronson, J., & Harder, J. A. Kent, A. M., Kochan, F., & Green, A. M. care, appreciation and thoughtfulness have to (2008, January-February). Problems (2013). Cultural influences on mentoring be constantly present to ensure that we are in the pipeline: Stereotype threat and programs and relationships: A critical not blinded by that preparation, and that we women’s achievement in high-level math review of research. International Journal of remain prepared to see beyond it. courses. Journal of Applied Developmental Mentoring and Coaching in Education, 2(3), Psychology, 29(1), 17-28. Perhaps, in ending this reflection on the great 204-217. excitement but inherent challenges associated Hoffman, E. (1989). Lost in translation: Life in Kochan, F. (2013). Analyzing the relationships with mentoring across national culture a new language. New York, NY: Penguin. between culture and mentoring. difference, it is appropriate to echo the words Hofstede, G. (1984). Culture’s consequences: Mentoring and Tutoring: Partnership in of Kochan and Pascarelli (2000) who indirectly International differences in work-related Learning, 21(4), 412-430. prompted this present reflection: values. Newbury Park, CA: Sage. Kochan, F. K., & Pascarelli, J. T. (2000). … it is important to remember that Culture, context, and issues of change while mentoring is maturing into a related to mentoring programs and multinational, multimedia phenomenon,

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 76

relationships. In F. K. Kochan, & J. from https://www.degruyter.com/ Spencer, S. J., Logel, C., & Davies, P. G. T. Pascarelli (Eds.), Global perspectives downloadpdf/j/ijm.2016.35.issue-1/ijm- (2016, January). Stereotype threat. Annual on mentoring: Transforming contexts, 2016-0003/ijm-2016-0003.pdf Review of Psychology, 67, 415-437. communities, and cultures (pp. 417-428). Nguyen, H.-H. D., & Ryan, A. M. (2008, Spencer, S. J., Steele, C. M., & Quinn, D. M. Greenwich, CT: Information Age November). Does stereotype threat (1999, January). Stereotype threat and Publishing. affect test performance of minorities and women’s math performance. Journal of Kochan, F., Searby, L., George, M. P., & women? A meta-analysis of experimental Experimental Social Psychology, 35(1), 4-28. Edge, J. M. (2015). Cultural influences evidence. Journal of Applied Psychology, Spencer-Oatey, H. (2008). Culturally speaking: in mentoring endeavors: Applying the 93(6), 1314-1334. Culture, communication and politeness theory Cultural Framework Analysis Process. Nussbaum, A. D., & Steele, C. M. (2007, (2nd ed.). London, UK: Continuum. International Journal of Mentoring and January). Situational disengagement and Coaching in Education, 4(2), 86-106. Steele, C. M., & Aronson, J. (1995, November). persistence in the face of adversity. Journal Stereotype threat and the intellectual Kray, L. J., Reb, J., Galinsky, A. D., & of Experimental Social Psychology, 43(1), test performance of African Americans. Thompson, L. (2004). Stereotype 127-134. Journal of Personality and Social Psychology, reactance at the bargaining table: The Orr, L. M., & Hauser, W. J. (2008, Fall). 69(5), 797-811. effect of stereotype activation and power A re-inquiry of Hofstede’s cultural on claiming and creating value. Personality Szkudlarek, B., McNett, J., Romani, L., & dimensions: A call for 21st century cross- and Social Psychology Bulletin, 30(4), Lane H. (2013). The past, present, and cultural research. Marketing Management 399-411. future of cross-cultural management Journal, 18(2), 1-19. Retrieved from education: The educators’ perspective. Lippmann, W. (1922). Public opinion. New http://www.mmaglobal.org/publications/ Academy of Management Learning and York, NY: Harcourt-Brace. MMJ/MMJ-Issues/2008-Fall/MMJ- Education, 12(3), 477-493. 2008-Fall-Vol18-Issue2-Orr-Hauser- Macrae, C. N., Milne, A. B., & Bodenhausen, pp1-19.pdf Taras, V., & Steel, P. (2009). Beyond Hofstede: G. V. (1994, January). Stereotypes as Challenging the ten commandments energy-saving devices: A peek inside the Osborne, J. W., & Walker, C. (2006). of cross-cultural research. In C. Nakata cognitive toolbox. Journal of Personality Stereotype threat, identification with (Ed.), Beyond Hofstede: Culture frameworks and Social Psychology, 66(1), 37-47. academics, and withdrawal from school: for global marketing and management (pp. Why the most successful students of Maslow, A. H. (1966). The psychology of science: 40-60). London, UK: Macmillan/Palgrave. colour might be most likely to withdraw. A reconnaissance. Chapel Hill, NC: Educational Psychology, 26(4), 563-577. Tversky, A., & Kahneman, D. (1974, Maurice Bassett Publishing. September). Judgment under uncertainty: Osland, J. S., & Bird, A. (2000, February). McGinnity, F., & Lunn, P. D. (2011). Heuristics and biases. Science, 185(4157), Beyond sophisticated stereotyping: Measuring discrimination facing ethnic 1124-1131. Cultural sensemaking in context. Academy minority job applicants: An Irish of Management Perspectives, 14(1), 65-77. Vandello, J. A., Bosson, J. K., Cohen, D., experiment. Work, Employment and Society, Burnaford, R. M., & Weaver, J. R. (2008, 25(4), 693-708. Pager, D. (2003, March). The mark of a December). Precarious manhood. Journal criminal record. American Journal of McSweeney, B., Brown, D., & Iliopoulou, S. of Personality and Social Psychology, 95(6), Sociology, 108(5), 937-975. (2016). Claiming too much, delivering 1325-1339. too little: Testing some of Hofstede’s Riach, P. A., & Rich, J. (2002, November). generalisations. Irish Journal of Field experiments of discrimination in Management, 35(1), 34-57. Retrieved the market place. The Economic Journal, 112(483), F480-F518.

SUNY EMPI 77

Reflections on Community Research, Practice and Engagement: A Report on My Arthur Imperatore Community Forum Fellowship

Rebecca Bonanno, Old Westbury and Manhattan

was honored to be the recipient of information. Medications can be very helpful the 2016-2017 Arthur Imperatore but there are risks and we should talk Community Forum Fellowship, an award about them. given by the SUNY Empire State College I I had a lot of information but not a lot of Foundation to a faculty member each year. The definite answers for these parents. There were purpose of the fellowship is to provide faculty still so many things that they would have to members with an opportunity to conduct a learn, figure out and decide. Some families community-related research or artistic project came into my practice with large amounts of culminating in a community forum. As a social knowledge about mental health, whereas others worker, the connections between scholarly knew almost nothing apart from the negative work and exploring and addressing the needs stereotypes they had acquired. Likewise, many of communities were part of the foundation families were eager to engage in their child’s of my education and training. This fellowship mental health treatment, but some others were enabled me to pursue a research question – angry and fearful about what involvement one that evolved from my own social work with the mental health system said about their practice – and to engage and educate my child and about themselves as parents. Many community on an important topic. This Rebecca Bonanno had mixed thoughts and feelings. I gave these report describes the project and highlights parents as much information as I could but my learning and professional growth from and I developed a preliminary study in which I began to wonder about the seemingly vast the past year. we sought to measure parental MHL and learn gap between groups of parents with positive about the specific sources from which parents attitudes and lots of knowledge about mental Parental Mental Health Literacy acquire information about child mental health. health, and groups with negative attitudes When I first began to think about mental and very little accurate information. Where From this study, we confirmed some of our health literacy, I didn’t know that the concept do parents learn about mental health, and hypotheses about parental MHL but also had a name. It started in my psychotherapy what can be done to improve the quality uncovered some surprising findings. The more practice as I talked with parents whose and accessibility of the information that we learned, the more I thought about my own children struggled with emotional and is available? community of Huntington, New York on Long behavioral problems and were receiving Island, and returned to my original questions: I discussed these questions with my ESC psychiatric diagnoses for the first time. These How much do parents in my community know colleague Dr. Jordan Wright, a clinical parents had so many questions: What does it about child mental health and how do they psychologist. We dug into the literature and mean to have a diagnosis of ADHD (attention learn it? Another question emerged, which was, found that other researchers had asked similar deficit hyperactivity disorder) or depression? how can I start a conversation about parental questions and had developed the concept of Do I have to tell my child’s teacher? Are mental health literacy in Huntington? These mental health literacy (MHL), defined as psychoactive medications worth the risks? questions were the seeds of my Imperatore “knowledge and beliefs about mental disorders project proposal. Most of the questions were ones I had heard which aid in their recognition, management, many times and my answers were fairly or prevention” (Jorm et al., 1997, p. 182.). A Community Connections practiced: Diagnoses are labels that help us fair amount of investigation has been done decide how to help, but they don’t define on MHL in the last few decades but we I began with some ideas about a parental your child. Schools can be helpful partners found only some application of this concept MHL research study and a possible “mental for children with mental health problems specifically to parents’ knowledge and beliefs health fair” to disseminate information about but you get to decide what you do with the about child mental health problems. Jordan child mental health to community members.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 78

But I knew that I would need community full breadth and diversity of the Huntington that minority group (non-white) parents and partners – individuals and organizations with population. Further, it was difficult to recruit those of lower socioeconomic status (SES) knowledge of the various sub-communities enough parents of any and all backgrounds to had lower efficacy scores. This could be useful within Huntington, the needs they face, the complete the survey. It took me two months information for community organizations types of projects that have been successful longer than I had expected to get close enough and service providers; it also provokes further in the past, etc. I approached the director of to my goal of 200 participants. questions for research: Why do people of color the municipal youth agency, the Huntington and lower SES parents feel less efficacious? Do I attempted to overcome some of the barriers Youth Bureau, and was thrilled that she they simply make more realistic assessments and to reach a more diverse segment of the was interested in the project. This was an of their own knowledge and abilities than do population by attending community events opportunity for mutual learning, as youth white and higher SES parents? Does this low like health fairs and school supply giveaways bureau staff members shared with me what efficacy affect the likelihood that parents will with iPads in hand, hoping that parents would they knew from their deep connections in reach out for information and services for be interested in completing the survey on the the community, and I educated them about their children? spot. A few did, but this approach did not do parental MHL from a research perspective. We much to boost the diversity of the sample. Parents in this sample acquired information agreed that a partnership would be mutually from a wide variety of sources including their beneficial and worked closely together for the Fortunately, a strength of the research children’s schools, social media, parenting entire year of my fellowship. methodology was the mixed-methods design, blogs, and friends and family members. which enabled me to recruit parents of color We found no relationship between MHL Community Research and those in lower socioeconomic brackets and the sources from which parents receive from the survey sample and invite them to With Jordan as a research consultant, I information. When asked to rank how reliable participate in in-depth interviews. In this way, planned a mixed-method (quantitative they believed various information sources to I was able to reach for perspectives that were and qualitative) study of the parents in my likely to be underrepresented in the survey community. We revised the original survey to data. In interviews, I could ask both broad and include questions, not only about child mental specific questions, like, “What comes to mind “ … ‘What comes to health knowledge and sources of information, when you hear the term ‘child mental health’?” but also about parents’ sense of their own mind when you hear and “How do think your culture influences ability to get mental health support for their your thinking about mental health problems?” the term “child mental children, a variable we called “efficacy.” To I also asked parents about their preferences supplement the survey data, I designed a series health”?’ and ‘How for receiving information about child of questions to be asked in interviews with mental health – pamphlets, workshops and do think your culture parents, allowing me to probe their knowledge, presentation, online information – and who beliefs and perceptions. influences your thinking among the people in their lives, such as friends Conducting this survey provided several major and family members, primary care doctors, about mental learning points for me. First, as I had learned and school personnel, they would trust the health problems?’” in my research methods courses in graduate most to provide guidance and support should school, every methodology has strengths and their children require help for emotional or drawbacks. Strengths: This online survey behavioral issues. could be completed from any electronic device Because almost any amount of parental be, parents ranked mental health professionals with an internet connection, required only misinformation or any problematic or and doctors as most reliable. They ranked an easy-to-use and inexpensive app to design stigmatizing belief about child mental health social media and clergy members as the least and administer, and quickly and efficiently is potentially harmful, we created our MHL reliable sources. collated the data that would be collected. variables to have a fairly high cut-off score for On the other hand were the drawbacks: The qualitative data from the 12 interviews adequate MHL. Our analysis has found that Cultural and socioeconomic factors necessarily I conducted adds both breadth and depth to about half of the sample had adequate MHL influence who completes online surveys – the overall data. First, an observation about and half had inadequate MHL. We had hoped those with convenient access to devices, at process: It was remarkably easy to recruit to learn more about the relationship between least a moderate level of literacy in English, interview participants from this sample. I demographic variables and MHL, but did and those who have the time and interest to drew from parents who had completed the not find that any specific variables that were answer dozens of questions about child mental survey and who had indicated that they correlated with or predicted MHL in this health. Even with an incentive (a one in 100 would be willing to participate in further sample. In terms of efficacy – the extent to chance to win a $100 gift card), we found research. I further selected a more diverse which parents feel knowledgeable about child that our sample was heavy with white, upper sample, contacting minorities and individuals mental health and confident in their abilities to middle-class women. This did not capture the who reported incomes that were lower than acquire services for their children – we found

SUNY EMPI 79

the sample average, along with parents with Community Forum I introduced No Letting Go by sharing some demographic characteristics consistent with the statistics about child mental health and My early thoughts about the community forum survey sample (non-minority, high income). encouraging audience members to think component of this project focused on the I contacted 17 survey participants and 12 about the impact that mental health disorders possibility of creating a curriculum to educate agreed to participate. Given the difficulty I have on our nation, our community and our parents about child mental health. However, had in getting enough survey participants, I families. The film was well received by the I soon realized that, until I had completed was surprised by how easy it was to recruit audience, though some attendees shared that the research component, I would not know parents who were willing to take time from they were not prepared for how emotionally the extent of the need for this type of project their schedules to talk with me about such a powerful it would be. I facilitated a discussion or the best way to implement it. My next sensitive topic. after the screening and heard many excellent idea was to perhaps hold a resource fair that observations. Audience members talked Overwhelmingly, parents told me that they would be like health fairs that I have attended about different family roles and how these believed mental health literacy was important in the past. These events gather health and are affected by mental illness, and the extent and that the stigma that surrounds mental wellness service providers to conduct simple to which the film depicted various characters’ health problems in both children and adults health screenings and offer information to reactions realistically. They shared their own should be addressed in the community. I was community members about healthy living and experiences and struggles with child mental heartened to hear from several parents who, available services. I imagined something similar health problems and with the systems that until participating in this research, had not that would focus on child mental health and provide care. Audience members agreed that given much thought to child mental health wellness. In working with the Huntington the family shown in the film was extremely knowledge but were now much more aware Youth Bureau, my community partner, I fortunate to have the financial means to pay of the need for access to accurate information, learned that these events often need a bigger for residential treatment for their son; we referrals and high quality services. Some “draw” to get busy parents to attend. We discussed what happens to those families participants asked how they could learn more decided that showing a film on the topic might without those means. and participate in sharing information in bring in a larger audience. Online research led the community. me to the award-winning film No Letting Go I ended the discussion with an invitation to the (Bucari, Silverman, & Rush, 2016), which is community to keep talking about child mental It stands to reason that parents would seek a powerful depiction of a family struggling to health to help reduce the stigma and isolation information from other people they perceive as understand and live with their child’s mental that many families experience. I plan to pull having expertise in child mental health. Early health problems. Based on the true story of the together interested community members into analysis of the qualitative data suggests that, in producer’s own experiences with her son, the a work group that will keep up this project’s addition to expertise, parents seek information film addresses issues of stigma, misinformation, momentum, perhaps involving schools and from others with both knowledge and with difficulty finding services, and the stress and community groups. whom they have a preexisting relationship. strain of caring for a mentally ill child. The Several of the parents interviewed explained Youth Mental Health Project, a nonprofit Professional Development that if they had questions or concerns about organization created by co-producer Randi their own child’s mental health, they would The Imperatore Fellowship has been an Silverman, assisted with the planning for our contact their pediatrician or the school incredible opportunity for me to pursue a film screening by providing logistical advice, psychologist only if they knew and trusted that topic that is meaningful to me, to develop printed informational materials for parents and person. I plan to further explore the extent to my research skills, and to make professional a discussion guide. which the personal relationship between the connections in my community. Additionally, parent and the expert is important in parental With the help of the Huntington Youth I used a portion of the fellowship funds for information seeking. Bureau staff, I recruited representatives professional development by participating in from several youth-serving agencies in the a yearlong educational program in Child and Qualitative data results suggest that there is no community to participate in a resource fair that Family Therapy at New York University. I one best way to distribute child mental health we held immediately after the film screening. learned a great deal about child mental health information in the Huntington community. These agencies included a community mental treatment, much of which has been especially Some parents preferred that written health clinic, a program for runaway youth, helpful as I develop the new online course information be sent home from the schools, a substance abuse treatment and prevention Counseling Children and Adolescents. I also suggesting that if the schools believe an issue program, and the local chapter of the found it fun and interesting to be back in the is important enough to share with parents, National Alliance on Mental Illness (NAMI). role of the student and I appreciate the idea of that it signals parents to pay attention. Others Representatives were available both before and lifelong learning more now than ever. felt that they were already overwhelmed with after the screening to speak with community notices and pamphlets from the school but members about the services they provided. would attend a workshop in the evening, if their schedules permitted.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 80

Contribution to the Community Conclusion References

The information I collected from the I am profoundly grateful to have benefitted Bucari, J. D. (Director, Producer), Silverman, Huntington community may help members of from the Arthur Imperatore Community R. (Producer), & Rush, C. (Producer). local organizations and government agencies Forum Fellowship this past academic year. (2016). No letting go [DVD]. United see the need to disseminate more and better This opportunity is an example of Empire States: Our Alchemy. information about child mental health. I was State College’s commitment to faculty Jorm, A. F., Korten, A. E., Jacomb, P. A., pleased to be able to start this conversation development and community engagement Christensen, H., Rodgers, B., & Pollitt, with so many individual community members and it should be a point of pride for all of P. (1997, February 17). “Mental health and groups, and I plan to keep the momentum us in the college community. literacy”: A survey of the public’s going in the coming year. I also hope to share ability to recognise mental disorders what I have learned with the larger academic and their beliefs about the effectiveness community. In the coming months, I will look of treatment. The Medical Journal of into publishing and presenting my findings Australia, 166(4), 182-186. at conferences.

“This form of college-going is marked by more customized pathways to degree or credential completion and a focus away from credit hours to the ability to demonstrate and apply knowledge. This new demand encompasses: • Modular, easy-to-access instruction; • Blended academic and occupational curricula; • Progressive credentialing of knowledge and skills (sub-degree level); • Financial, academic, and career advising; and • Public policy that reflects the complex task of balancing life, work, and education.”

– Louis Soares, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders” American Council on Education, 2013, p. 3

SUNY EMPI 81

Real Things in Real Time: A SUNY Empire State College Sabbatical Report

Yvonne Murphy, Syracuse

“The world is too much with us; bell hooks and Joyce Carol Oates are often late and soon. … ” derided for publishing “too much,” a fact I used to completely brush off as a slur based on – William Wordsworth (1807, line 1) gender. I don’t recall anyone criticizing a male writer for writing too much. “That ‘X,’ I wish he wouldn’t write so many books!” Well, maybe o begin, I would like to thank SUNY John Grisham – no, I guess that’s me. He just Empire State College for this time published another best-seller! apart to renew myself. I return from Tthis time away a regrouped educator and Maybe writing a lot is another coping colleague. It was especially crucial for me at mechanism, a way of dealing with the anxiety this unprecedented time of change both as a of creation and putting one’s work out in longtime (16 years!) faculty member in the the world. This slice of the publishing wars college’s history and as a worried citizen in plays out somewhat similarly to the working the country’s/world’s history. I do believe that mom versus stay-at-home mom drama of the this sabbatical, March 2016-August 2016, is Mommy Wars (Steiner, 2006), a dichotomy to what gave me the energy and refreshed activist which I am often subjected through media presence of mind to accept the nomination and outlets and life/work events. Someone is always position of chair for the Department of Arts getting trounced for not doing something Yvonne Murphy and Media in January of 2017. or doing too much of something, being too acquiescent or not acquiescent enough. Before the sabbatical, I was feeling ground must-read in that it adeptly condenses the last down at the edges from the perennial stress At ESC, it always came down to saying no. 15 years of scholarship on the corporatization of overload and what seemed like pointless “‘So-and-so’ can’t say no,” which was wrong of academia, as well as ingeniously applies change. As writers and artists, we are always and “‘So-and-so’ says no too much,” which was theories of the “slow-food” and “maker” struggling to get time to do creative work, but wrong. I’ve seen women punished for both, movements to the practice of scholarship and then, when that blessed time finally arrives frankly, and every kind of no or not-no in teaching in academia. Therefore, the ideas of in long, uninterrupted hours, what does one between. In Coming to Writing, Hélène Cixous slowness and timeless time were very helpful do with it? The blank page and the blank (1991) once advocated for women to engage in in keeping me away from email and checking canvas loom large as does the question: Is a kind of overwriting and frequent publishing in on most days. Certainly, the Heideggerians every thought important? Are my thoughts as an attempt to fill the world up with female among us will recognize the concept, but I important? This feeling doesn’t go away. voices, women’s words, to counteract the won’t go there. … already overabundant male hegemony in print Decades ago, my esteemed mentor, renowned The first days of my 2016 sabbatical were and otherwise. poet and current president of the Guggenheim heady and filled with networking and valuable Foundation, Edward Hirsch, won the One of the more important books I read discussion about the value(s) of writing and MacArthur “Genius Grant,” and when I during my sabbatical, The Slow Professor (Berg rhetoric and teaching writing. As a result of congratulated him and suggested it was a great & Seeber, 2016), validated my own trend sustained local collaboration with two ESC honor he said, shrugging it off: “Do you really toward thoughtful slowness or, perhaps lack of colleagues, we were chosen to present a panel think so?” My hero, poet Elizabeth Bishop, lightning speed when it comes to publication. for the annual SUNY Council on Writing published a book every 10 years, and I tell “We need, then, to protect a time and place Annual Conference at the University at myself it is because she was inscrutable with for a timeless time, and to remind ourselves Albany, titled, “Three Takes on the Value of her words but now I am thinking maybe it continually that this is not self-indulgent but Writing Instruction for the Nontraditional was in part due to the anxiety of the work, of rather crucial to intellectual work” (Berg & Student.” I was panel chair and moderated a public reception or, perhaps, self-immolation. Seeber, 2016, p. 28). This tidy volume, written hearty crowd at our early morning jam session in collaboration in spare moments by two concerning our teaching experiences at ESC, in female Canadian scholars and colleagues, is a particular how we embed writing theory in our

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 82

work with students; and my 2013-2014 Arthur understand what current trends and concerns powerhouse about the African-American Imperatore Community Forum Fellowship are in the poetry world and literary world at experience but also as scholarly and literary project, which I showcased and explicated large. This is possibly a hangover from my process, i.e., markedly establishing public as community activism through writing – editorial assistant days when I was tasked at validity for poem as intellectual inquiry and creative and workplace – empowerment. reading the mountains of manuscripts in the re-visioning of the collective past. My Imperatore project was also designed to slush pile each week in hopes of finding the In the ways poet Lin-Manuel Miranda empower new and recently arrived Americans. one rare jewel. solidified that the American Broadway musical Syracuse, a longtime sanctuary city, is especially What is most exciting about the poetry books and collective American history could be open and welcoming to immigrants and I read during this sabbatical time was that regaled in hip-hop and rap cadences from refugees. I strive to embody this welcoming there is an abundance of vibrant, mainstream immigrant, non-white voices and points spirit and am fortunate to continuously work books recently published that comes of view; Tyehimba Jess is squarely and with people coming here from all over the from young voices of varying races, sexual sophisticatedly validating the ways poetry world, both at ESC and in my community. preferences, cultures, experiences, backgrounds and literature can be una mezcla, or a mix Then, after the first blush of social interaction and perspectives. I remind everybody that in of culture, race and tones, music(s), forms, faded, it was time to get to the real work poetry circles, one is a “young” writer until at genres, history (personal and public) and of my sabbatical – the solitary reading and intellect. He also shows how a book can be writing and intellectual work of the poet and a repository for scholarship and verse and, scholar/professor. I always liken this experience “I always liken this also, act as living stage and museum. In fact, to my students and family as the deep-sea experience to my students many of Jess’s pieces are so much larger than diving phase of work, especially writing, and I life that they must incorporate extra fold-outs underscore how, for me, it is so difficult to get and family as the deep- for the overlapping choruses of verse, a truly far under the surface enough to write well. It sea diving phase of work, exponential sense of coming into language. takes time. It takes discipline. These are two Another astonishing and achingly beautiful qualities I consistently struggle to maintain especially writing, and poetic voice is Natalie Diaz, who writes and when I finally get there, coming up or out I underscore how, for me, compellingly and at once at the intersections of it too quickly can feel as disorienting and of her Mojave, Latina and lesbian identities. In unsettling as a case of decompression sickness, it is so difficult to get far the title poem of her book, When My Brother the bends. under the surface enough Was an Aztec, Diaz (2012) took on the drug Also, frequently, there is a period when to write well.” epidemic in her community at large and, more one’s reading must steep or marinate in the poignantly, in her own family. She showed the brain before becoming recognizably useful wear and tear and daily poisons of loving a as output, at least for me – a lag time, so to brother addicted to drugs. Diaz demonstrated speak, before one can articulate what effect a the ruthlessness inflicted on others in the least their 70s. I often mention Stanley Kunitz “time apart” may have had other than 20 good wake of her brother’s path of self-satisfaction who won his first Pulitzer Prize for Poetry in poem drafts completed, two large-scale art and destruction. It is a harrowing, gorgeous his 70s and a second in his 90s. projects conceptualized, four smaller works poem; as her brother desperately looks for his finished. That is not to mention the false At a time when police were shooting and own escape, he selfishly transforms himself starts and aborted attempts and disasters. killing black men and women almost every into: “Huizilopochtli, a god, half-man half- Creation is messy. Often the work you think day, it was important for me personally to be hummingbird. My parents/ at his feet, wrecked you are doing turns out to be something else reading poetry and essays by young African- honeysuckles, he lowered his swordlike entirely. I did write a lot. I wrote more than American and multiracial writers. For example, mouth,/ gorged on them, draining color until I ever do. In this time period, I created more Tyehimba Jess, who wrote 2016’s intellectually their eyebrows whitened” (p. 1, lines 14-16). drafts and significant foundational work than formidable and utterly original Olio, later While Diaz’s poem looked at the tragic polished, publishable final drafts, which was went on to win the 2017 Pulitzer Prize for dissolution of a family and a son’s life in not my initial desire, or proposal; however, I Poetry. Olio is a book that chronicles African- the face of a world that is forbidding and am confident that this new work is going to American music and civil rights history from unwelcoming to them, it is often a related bring me closer to my end goal of finishing my 1816-1927 and beyond in a way that defies desire for fitting in, transformation through second book and quite possibly an unexpected categories and genres. Jess (2016) described the acceptance, that is explored in poems from third book and/or articles. voices in his book as “… first-generation-freed newer American poets like Ocean Vuong, voices:/ They coalesce in counterpoint, name So, I also read. I read like crazy. As is my usual whose first book, 2016’s Night Sky With nemeses, summon tongue to wit-ness” (p. 3, custom, every summer I read as many new Exit Wounds, is lyrical fireworks. Here, in lines 51-52). Here, he is demonstrating poetry, and new-to-me poets writing today as I can. “Someday I’ll Love Ocean Vuong,” he wrote prose and illustration as a collective lyrical It is important to me to read new voices and about the effects of his childhood in post-war

SUNY EMPI 83

Vietnam and his painful search for identity turn, caused an avalanche of everyday women Americans and I couldn’t and I still can’t stop as an U.S. immigrant and gay man. His love of all ethnicities, ages and backgrounds to thinking about and seeing those inflatable rafts for his mother radiates in this poem even as openly chronicle their experiences with rape from Syria and Libya and Iraq with children his own self-hatred and ambivalence falter: and sexual abuse on social media, creating and mothers and fathers crying at the edges “ … Ocean,/ are you listening? The most an overwhelming and undeniable public of Greek seashores telling about how they beautiful part/ of your body is wherever/ your maelstrom of awareness that rape and sexual lost children at sea, and all they wanted was mother’s shadow falls./ Here’s the house with harassment are not problems that have gone a better life and to escape the horror that was childhood/ whittled down to a single red away with the women’s liberation movement or where they were fleeing from before. They tripwire./ Don’t worry. Just call it horizon/& a female candidate for president. Now, looking could be standing on the streets in front of you’ll never reach it” (p. 82, lines 8-15). What back, I can see this personal outpouring online buildings in any new city. They could be these poetry books and the dozens more I as a direct precursor to the activism inherent in working jobs and having dinners and loving read have in common is a sometimes bright, the #MeToo movement. their families if it weren’t for the fact that flickering, hope-enlivened quest for equality fear gets cloaked and packed and pushed The social media sites are also alive with and love – even in the darkest hours of into closets of our own convenience … poetry and art world discussions and gossip. humanity, even when there is none. until it explodes. One of the big distractions in the spring of Students have benefitted from my sabbatical 2016 was the heated debate in poetry circles I think of the mothers and fathers of the work in the enriched ways I have brought this over whether Bob Dylan deserved the Nobel unarmed men and women shot or strangled deep reading and creative/scholarly writing Prize for Literature, for example. This really by the police that summer and during the and practice to the embedded discussions got a bunch of poets mad. For me, it was kind two years prior: Tanisha Anderson, Dontre of their developing work and the topics of a fun distraction from the scary political Hamilton, John Crawford III, Akai Gurley, under study. In this era of one-size-fits-all landscape. Another not as lively but certainly Michael Brown Jr., Rumain Brisbon, Jerame academic offerings led by the confused belief passionate social media conversation revolved Reid, Tony Robinson, Phillip White, Sandra that cost cutting of faculty services leads to around a celebrated male poet colleague who Bland, Eric Harris, Walter Scott, Freddie longevity of programs, I have stood firm in had been “outed” online for sexual misconduct Gray, Ezell Ford, Dante Parker, Keith Lamont my commitment to customization and, in so with numerous students and female poets by Scott, Terence Crutcher, Eric Garner, Tamir doing, have learned that personal connection a respected literary women’s group, a scandal Rice, Alton Sterling, Philando Castile, Akiel to the learning experience for students remains in the poetry world akin to the Bill Cosby Denkins, Gregory Gunn. In 2016, at least 258 integral to lifelong learning and a lasting or Donald Trump scandals that were also black people were reported killed by police, sense of accomplishment. This customization unfolding in real time. This poet actually 39 were unarmed, four were killed via police comes from hours of personal immersion LOST HIS JOB! At the time, this felt like a stun guns, and nine died in custody (Craven, in the topics I offer, and how they relate or radical first in creative writing academic circles 2017). The world is no longer a space they remain relevant to the larger world. One of my to be sure. most popular study offerings is Blogging and Since then, of course, we have witnessed an Digital Presentation. As such, I spent a lot of avalanche of high profile men losing their “If I could time travel time online, looking at a variety of blog styles jobs in very public arenas and professions and formats, keeping up with bloggers, trends, in a hot tub back to for similar reasons. Another memorable online publications, platforms and tools to viral episode that caused much debate was a the Romantic era and keep my work fresh. tasteless, frankly racist, New Yorker doggerel have a heart-to-heart 2016 was a particularly distracting year to poem about Chinese food that angered be on sabbatical and to be online. It was an everyone. My friend, Victoria Chang, crafted with [Wordsworth], I’d unprecedented presidential election year, and a brilliant series of “Chinese Barbie” poems say that in getting and from the springtime up through the early in response that were published in many fall, it was a rather giddy time for women literary journals and have now become a spending, we very often and people whose voices were historically terrific book collection called Barbie Chang, need to take care of those marginalized and excluded from mainstream published to outstanding accolades and literary and publishing circles. Young women reviews in November 2017 by Copper we love, and that in those went around wearing T-shirts that declared, Canyon Press. This book is not only a we love, we invest and “The Future is Female,” and for a moment, refutation of rampant racial microaggressions we thought it was true. Magazine covers and and unexamined white privilege, it is also multiply our powers, articles echoed this sentiment, even while deeply, unconsolably feminist. long after our own lives sexual harassment scandal after scandal broke Meanwhile, black people kept getting killed and the Stanford rape case victim’s open letter are done.” by the police and I had just worked on to her rapist circulated on the internet. This, in my Imperatore project with newly arrived

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 84

get to take for granted; it never was. To be in his service in Vietnam, yet he also highlighted Cixous, H. (1991). Coming to writing and other the world, to have the world with us, should the artist and the activist’s quandary of being essays (D. Jenson, Ed.) (S. Cornell, D. be predicated by thinking of others, caring for a truth-teller experiencing the hurt of deep Jenson, A. Liddle, & S. Sellers, Trans.). others. “Getting and spending, we lay waste injustice and violence in the maelstrom of Cambridge, MA: Harvard University our powers. …” Wordsworth (1807, line 2) public hypocrisy. Press. said, but he was being stingy. All criticisms Frankly, for me, it was difficult to explain or Craven, J. (2017, January 1). More than of the evils of capitalism and rampant over- report on my sabbatical immediately after it 250 black people were killed by police consumerism aside, Wordsworth was turning ended and perhaps that may be due to my in 2016. Retrieved from https://www. 30 when he wrote that and was married with discipline or my nature, but I needed some huffingtonpost.com/entry/black- kids and finally facing the reality that he’d have distance to recognize how what had happened, people-killed-by-police-america_ to grow up, stop giving 100 percent of his time and what I had learned, had impacted my us_577da633e4b0c590f7e7fb17 to poetry writing and get a “real job” to help work. I am still sorting out the actual written with the responsibilities of his family. If I could Diaz, N. (2012). When my brother was an Aztec. and visual work I completed and drafted time travel in a hot tub back to the Romantic Port Townsend, WA: Copper Canyon during that period. In retrospect, the events era and have a heart-to-heart with him, I’d say Press. of 2016 were merely a precursor for what we that in getting and spending, we very often are experiencing now. My expectation is that I Jess, T. (2016). Olio. Seattle, WA: Wave Books. need to take care of those we love, and that will go back to stealing hours in the evenings in those we love, we invest and multiply our Komunyakaa, Y. (1986). I apologize for the eyes and early mornings, on weekends and holidays powers, long after our own lives are done. I’d in my head. Middletown, CT: Wesleyan to process and continue polishing what I have like to think Mr. “Intimations of Immortality” University Press. created into publishable and recognizable, would be open to that argument. responsive art. Steiner, L. M. (2006). Mommy wars: Stay-at- This sabbatical was no time apart, or perhaps home and career moms face off on their career it was a time apart with everyone in mind? I References choices, their lives, their families. New York, was, or always am, too much with the world NY: Random House. Berg, M., & Seeber, B. K. (2016). The slow these days. It’s impossible to have eyes and a professor: Challenging the culture of speed in Vuong, O. (2016). Night sky with exit wounds. functioning heart and not be in the world. I the academy. Toronto, Canada: University Port Townsend, WA: Copper Canyon am always thinking back to the title of one of Toronto Press. Press. of Yusef Komunyakaa’s (1986) early poems, I Apologize for the Eyes in My Head. He was Chang, V. (2017). Barbie Chang. Port Wordsworth, W. (1807). Poems, in two volumes. writing primarily about his experiences Townsend, WA: Copper Canyon Press. London, UK: Longman, Hurst, Rees, and growing up in Louisiana as a black man and Orme, Paternoster-Row.

SUNY EMPI 85

Report on Fulbright Experience in Amman, Jordan

Richard Savior, Manhattan

n May 2017, I returned from serving as • To develop a set of recommendations a Fulbright Specialist Program scholar based upon the findings of this assessment at Princess Sumaya University for that may serve to enhance and strengthen TechnologyI in Amman, Jordan. PSUT is a the current internationalization strategy. private Jordanian university sponsored by the The project involved conducting interviews country’s leading applied research center, the with representatives from the Ministry of Royal Scientific Society. PSUT is a highly Higher Education and Scientific Research, respected teaching-focused institution of the Royal Scientific Society, the Queen Rania higher education in the Jordanian marketplace Center for Entrepreneurship, and members and beyond, offering a comprehensive portfolio of the university community, including senior of leading edge technology-related programs administrators, academic deans, faculty and and degrees. The university has received staff, as well as students regarding the widespread and well-deserved recognition as current strategy. the leading provider of higher education in many highly competitive fields of study. My Through the course of these discussions, I project was to assess the university’s current found broad-based conceptual support for an internationalization strategy as a means of internationalization strategy. The university Richard Savior furthering student experiential cross-cultural had already established a solid foundation learning, faculty engagement and collaboration. for expanding international partnership and research. It was also clear that the The goals for the project were as follows: opportunities by pursuing various international current criteria for faculty promotion and accreditations (e.g., AACSB International: tenure, with respect to the relative weighting • To assess the current development The Association to Advance Collegiate of international research, did not provide and implementation of collaborative Schools of Business; ABET: Accrediting sufficient incentives for collaborative research international exchange programs as a Board for Engineering and Technology, aligned with the institution’s strategic vision format for experiential cross-cultural Inc.), and had achieved significant progress and goals. Many of the individuals interviewed learning. toward developing collaborative international recognized the value and interconnectivity • To assess the degree to which current partnership opportunities and joint programs of international collaborative faculty students have opportunities to learn for students and faculty in teaching, research research and the attainment of institutional about the larger world by deepening their and technology transfer, primarily with the quality assurance and competitive standing understanding of themselves, their culture, EU marketplace. That said, I recognized (institutional ranking). how they are perceived, and how they that a gap existed between the conceptual It became clear to me that while PSUT had perceive others. understanding of the current strategy and the made considerable progress in establishing operationalization of the strategy, particularly • To assess the degree to which faculty a broad set of collaborative partnerships and as that applied to faculty engagement and are engaged in sourcing, developing, and agreements, internationalization by itself participation. The various stakeholders participating in collaborative international could not be limited to institutionalized recognized the importance and value associated research and teaching. efforts alone, but also needed to be highly with the current strategy, but were less than individualized based upon an infinite list • To assess the level of understanding, fully engaged and personally committed with of variables, including the personal history, support and commitment for the current respect to their prospective participation and interests, discipline, research availability and internationalization strategy by the contribution to the strategy. international contacts of the faculty. I also university community. Specifically, current research-associated policies recognized that to realize the institution’s • To assess the current level of resources related to ensuring adequate resources and internationalization goals, an environment/ and funding sources that can support funding were constraining progress in the culture conducive to realizing those goals the incubation and development of pursuit of international collaboration, and needed to be strengthened to further sustainable international collaborative faculty cited a need for greater inclusiveness encourage a range of interactions, connections, opportunities. and engagement in international collaboration and engagement tailored in support of a variety

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 86

of short- and long-term faculty commitments. particularly the faculty, and help challenges, such as maintaining research Here are a few of the more significant foster faculty-to‐faculty collaborative funding and developing additional recommendations that were developed to research efforts. partnerships with outside institutions. guide PSUT for a more inclusive, collaborative • PSUT must be prepared to adjust its At the end of my stay, I had the opportunity strategy toward internationalization: current policies to align with both to present my findings and recommendations • PSUT should build upon and further those goals and the current and future to the university’s board of trustees. The strengthen the infusion of international motivations of its faculty. Senior feedback from these discussions was perspectives into curricular and research administrative support for these changes extremely positive and plans were discussed activities. Building a strong focus on is of critical importance. for implementing the core recommendations faculty engagement is a critical element over the course of the coming academic year. • PSUT should consider further steps of any successful internationalization I was also asked to share my report with toward acknowledging and celebrating strategy. the Fulbright Commission in Jordan and in faculty efforts that support international Washington, D.C. • PSUT needs to further its efforts in engagements. By further recognizing instilling and supporting a culture that faculty research interests and cultivating Given the length of my appointment (April- values and supports research, and requires faculty international collaboration, May), I had the opportunity to spend a good both institutional and faculty leadership the senior administration will realize amount of time getting to know my colleagues in setting and articulating a clear set of global engagement as a shared and self- at PSUT and venture out on the weekends research goals and criteria, and a plan sustaining goal. to see much of the country. Although I had to achieve them. These activities must been to Jordan many times before, I have • In reassessing its internationalization be aligned with, and rooted in, the never tired of the incredibly warm hospitality strategy, which may take a few years institution’s overall strategic priorities and of its people and the abundant natural beauty to fully mature, the university should policies. of the countryside. It’s hard to capture those recognize the need for ongoing sentiments in a short article or with a few • In advancing this culture, the university maintenance of the strategy to ensure pictures, but I hope I’ve sparked some interest should emphasize a more open and its sustainability. New policies may need in learning more about this wonderful land. collaborative approach. Such an to be developed and the administration The Jordanian people embrace and embody a approach will serve to ensure the input should be prepared to meet continuing rich and welcoming culture and love sharing it and contribution of all stakeholders, with visitors, especially those from America. The Fulbright Specialist Program, which is funded by the U.S. Department of State, Bureau of Educational and Cultural Affairs, serves to promote the international engagement of academic scholarship by building links between U.S. and overseas institutions. Through this program, U.S. scholars in select disciplines engage in short- term collaborative projects primarily focused on enhancing the capacity-building at eligible institutions in over 140 countries worldwide. Photo credit: Richard Savior Amman’s Fifth Circle Petra World Heritage Site

Wadi Rum Desert in Central Jordan Northern Jordan near the Syrian border The Dead Sea across from Israel

SUNY EMPI 87

Applications to the Fulbright Specialist candidates join the program for five years For more information on the program, feel Program are accepted on a rolling basis and are and are eligible to be selected for Fulbright free to contact SUNY Empire State College’s evaluated by discipline peer review committees Specialist projects. The basic eligibility Fulbright campus representative, Alan several times per year. They recommend requirements include: U.S. citizenship at the Mandell at [email protected] or ext. qualified applications for final approval by the time of application, a Ph.D. or other terminal 1255. Additional details about the program presidentially-appointed J. William Fulbright degree, and substantial post-doctoral teaching and the application can be found at https:// Foreign Scholarship Board. Approved and professional experience in the discipline. fulbrightspecialist.worldlearning.org/.

“Postsecondary education leaders are too often coaxed into entrepreneurship by extra-institutional stakeholders such as policymakers. Postsecondary leaders should be the entrepreneurs of learning, not the coaxed incremental change agents.”

– Louis Soares, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders” American Council on Education, 2013, p. 15

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 88

Are We Out of Step?

Ed Warzala, Saratoga Springs

A Review of: Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy By Tressie McMillan Cottom

The Business of Upward Mobility manipulations common to many of these entities distinguish the book from recent rofessor Tressie McMillan Cottom reports, white papers and news reporting on (2017) of Virginia Commonwealth the for-profits. Also compelling is Cottom’s University provides readers with an sociological consciousness – her acute insider’s perspective of what she describes as P sensitivity to race, class and gender, and her the “troubling rise” of the for-profit sector own life experiences as an African-American of higher education. The primary audience woman, lend texture to a topic more commonly for this work will be academic professionals discussed in statistical, dollars and cents terms. in traditional colleges and universities and those who see for-profit higher education The author’s professional experiences in “lower as a threat to higher education generally; ed” help her to illustrate with human faces and it also will appeal to those in the for-profit real-life stories the destructive consequences of sector seeking to improve and legitimize their predatory education institutions, particularly product. “Lower ed” is the label applied by staggering debt that can exceed $130,000 when the author to a range of recently established a student maxes-out financial aid eligibility. education entities including those that (Cottom, 2017, p. 133) Through anecdotal case emerged from the “massive Wall Street studies of actual students Cottom recruited financialization of shareholder for-profit as part of her former job, and through over colleges” that emerged in the 1990s (Cottom, 100 interviews of students in the conduct of 2017, p. 30). There are 3,265 for-profit colleges research for the book, Cottom humanizes the that are eligible for federal financial aid and inhumanity of debt and the deceptions that Image credit: Google Books 2,850,970 unduplicated students enrolled (U.S. often trap students and destroy hope for a Department of Education’s National Center better life. Recruitment strategies and promises motivations necessary to succeed in traditional for Education Statistics as cited in Lederman, of gainful employment by some for-profit higher education, whom corporate for-profit 2016). The numbers of such institutions schools play on the vulnerabilities of the most education has targeted. and enrolled students have declined slightly vulnerable members of society. A key finding of late, but the sector remains a sizeable of the research is that poor, single, African- As a sociologist, Cottom is attuned to the race, competitor for scarce state and federal financial American women are particularly vulnerable class, gender and political-economic factors aid funding. The consequences of the 2016 to the allure of for-profit marketing. The book upon which this sector thrived, beginning in elections, discussed below, may shift the trends is dedicated to “everyone trying to make a the 1990s and peaking in the current decade. back in favor of the for-profit sector if policies dollar out of 15 cents, but especially for the According to Cottom, the “new economy” challenging the for-profits imposed by the sisters” (Cottom, 2017, Dedication). Cottom helped stimulate the rapid growth of the for- Obama Department of Education are reversed. chronicles the socioeconomic dynamics that profit sector, and led her to her first job as a make for-profit colleges especially appealing recruiter at a beauty college. Beauty colleges Cottom provides a unique vantage point from to the poor, the single head of household are not new to higher education, but what which to understand the dramatic growth in breadwinners, the location-bound, and is new is the corporate expansion of career the for-profit sector that peaked in 2014 and those identified by the author as “non-elite” training schools and the design of curriculum the ways in which its students are exploited students. It is the non-elite student, defined that make these schools eligible to receive for corporate profits. The author’s direct as one lacking the means and the intrinsic federal financial aid. It is the finance capital experience as a recruiter for two for-profit colleges in 2010 and thus her observations of the inner workings, business practices and 89

that has been funneled into the sector, as well we know it and will demand that it adapt to public higher education. The for-profits as the public trading of stocks in the sector, the demands of the new economy. As noted have streamlined the admissions application, that set “lower ed” apart. by Spence (2011), “The problems in quality registration and financial aid processes, and and effectiveness of parts of the U.S. education have facilitated these up-front procedures that The New Economy system have been recognized for some time. non-elite students are ill-equipped to navigate. Numerous attempts to improve matters, The sector has also accommodated the time The new economy steered the author to including administering national standardized and location limitations of single parents and her experiential learning in recruitment and tests and providing merit-based compensation, working adults in ways that traditional higher ultimately to her research. Cottom (2017) have thus far yielded inconclusive results” education is often reluctant to address. Adult noted, “Advancements in telecom technology (p. 39). Spence added, “One comes full learners need alternatives to the traditional provided the backdrop of structural changes circle. In other words: increased educational campus and to traditional face-to-face that led me to my first interview at a for- effectiveness is needed in the United States to classroom learning. The for-profits have, for profit college” (p. 44). The author’s own be competitive, and the promise of rewarding many, provided exactly that kind of alternative. employment uncertainty in the new economy employment is a necessary incentive for drove her to a job as a recruiter with a beauty Public higher education has not been especially committing to improving education” (p. 39). If college. The author argues that the rise of for- accommodating to non-elite students. The government continues to lose faith in higher profit colleges can be attributed to structural selectivity of public higher education preserves education, particularly public higher education, economic changes in the American economy, elements of elitism, particularly above the the disinvestment witnessed since around but Cottom offers this point of view without community college level. It has been reluctant the year 2000 will continue and more public a full analysis of the broader consequences of to serve underprepared students and those money is likely to be directed to for-profit globalization and its destruction of well-paid seeking job and career training programs. education enterprises. manufacturing jobs. The boom of the telecom For its part, the professoriate clings to the sector in the 1990s was part of that story and The financialization of education and the memories of its own education and insists was certainly important to Cottom personally, dramatic rise of the for-profit sector over on passing down to its students an elite but many of those who seek to enhance their the last two decades emerged as a cynical, educational experience that does not always employment opportunities through job training profit-seeking response to the immiseration serve students well in the new economy. On and credentialing programs are displaced of a displaced working class in the U.S. In the process side, public higher education is manufacturing workers whose jobs left the the future, traditional higher education, and gradually transitioning to a consumer model of country in the corporate pursuit of low wages especially public higher education, may be admissions and student services with one-stop and slack regulatory policies in the developing forced to respond more directly to the job student services systems, but it lags behind world (Holzer, 2015). crisis or lose government and taxpayer support. the for-profits in front-end student services For almost a decade, public higher education and in providing job-training opportunities Such a broader analysis of the postindustrial has seen deep budget cuts by government and demanded by this growing class of students. economy and globalization is absent has responded with increased tuition rates, at If the global market has permanently shifted from Cottom’s otherwise comprehensive the same time as the value of a college degree the focus of demand in higher education, the examination of the rise of for-profit colleges. is increasingly called into question. Too many structural conservatism of the institutions of This broader level of scrutiny begs questions recent college graduates find themselves higher education may signal the beginning about the future of traditional public and without jobs, or with jobs for which their of the end for one more ancient institution. private education, as well as the for-profit degree is unnecessary. Some parallels might be drawn between higher sector. The book pays little attention to education and the institutions of organized possible alternatives and solutions to the long- The Challenge to Public religion, which have seen the numbers of term future of education and job training in Higher Education practitioners decline as sociocultural mores the context of permanent changes in work have shifted in response to the pressures of and employment. The book also fails to Cottom’s (2017) analysis of the socioeconomic modernity. Traditional higher education may examine, in detail, the public policy choices forces that motivate poor students to seek be whistling through the graveyard, not fully and political climate within which the future educational quick fixes promised by for-profit sensing the competitive threat of for-profits. of higher education will be determined. If, as colleges is especially insightful. “At the most Or perhaps traditional higher education some labor economists argue, the American superficial level, it is apparent how flexible recognizes what Lord Keynes noted, “In the economy is in a long-term, permanent decline, degree programs might appeal to workers long run we are all dead.” the political pressures for change in higher who cannot afford the opportunity costs of education are likely to increase. Education exiting the labor market in order to get the As described earlier, the “non-elite” student is alone is not the solution to unemployment and credentials they need to stay competitive” attracted to for-profits in part due to the ease underemployment problems caused by global (p. 115). The author’s research explains of applying and registering. Often lacking the structural economic change, but politicians will why students choose more expensive for- same motivations derived from family and likely lose confidence in higher education as profit options over community colleges and from guidance counselors in higher quality

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 90

secondary schools, non-elite students need Elections Matter – education” (para. 2). Lobbying efforts by the encouragement and supports that, too often, Alternative Futures for-profit sector are likely to increase and be too many public institutions do not typically rewarded during the Trump presidency. Lower Ed does not claim to be an analysis of offer. “The enrollment processes at for-profit public policy and it does not claim to offer For those in traditional public and not-for- colleges assume little to no sustained individual policy solutions beyond a general call for a profit higher education, the appointment of motivation from students to complete the social movement to “prod real change along” Betsy DeVos as U.S. secretary of education process. Beyond the first call and showing up (Cottom, 2017, p. 182). However, for better does not bode well for the immediate future. when prodded, the motivation is all in the or worse, government will shape the future of Secretary DeVos announced a “regulatory structure” (Cottom, 2017, p. 130). And this is higher education through policy choices. The rewrite” of the gainful employment why, at least in part, non-elite students have recruiting and marketing deceptions of the for- regulation in July 2017 and delayed the gravitated to the modern for-profit option. We profits, copiously documented by Cottom were implementation date until July 2018, signaling find similar characteristics in first-generation addressed in part by the Obama administration the administration’s lack of concern for college students federal student support through the gainful employment regulation. accountability by the for-profits (Kreighbaum, services were designed to serve. “Generally, in order to be eligible for funding 2017). The public policy environment appears First-generation college students, a class under the Higher Education Act Title IV at this time to favor the for-profit sector, just of students only minimally referenced student assistance programs, an educational as it seems to threaten public higher education, in Lower Ed, struggle and fail at higher program must lead to a degree at a non- which has realized wide-scale disinvestment by rates in traditional college settings. First- profit or public institution or it must prepare state governments across the country. Public generation college students lack the parental students for ‘gainful employment in a higher education should be concerned with encouragement and guidance from which most recognized occupation’” (Federal Student Aid, this trend and with criticism of its own degrees college students benefit. State and federal n.d., para. 1). The rule establishes a formula and the job prospects for its graduates. government programs have been created to of “Debt-to-Earnings” rates specifically level the playing field and provide assistance designed to combat the gross exploitation and for these students, but not to sufficiently significant level of loan default by students “The public policy support students seeking career and vocational attending for-profit colleges. The purpose of training programs. The U.S. Department the rule is to protect students from borrowing environment appears at of Education Federal TRIO Programs, for more than a certificate or credential is worth this time to favor the example, are “designed to identify and provide in terms of likely income that can be earned services for individuals from disadvantaged in a respective profession. The rule required for-profit sector, just as it backgrounds. TRIO includes eight programs colleges to publish employment prospects seems to threaten public targeted to serve and assist low-income and potential income data one might realize individuals, first-generation college students, upon completion of a program of study, and higher education, which and individuals with disabilities to progress provide the information to prospective students has realized wide-scale through the academic pipeline from middle in marketing materials and advertisements school to postbaccalaureate programs” (U.S. (Federal Student Aid, n.d.). The rule has disinvestment by state Department of Education, 2017b, para. 1). Its been met with intense resistance and governments across Student Support Services program provides lobbying by the Career Education Colleges academic tutoring, advice in course selection, and Universities (CECU) organization, the the country.” information and support with financial aid lobbying arm of the career-oriented for-profit applications and general financial literacy sector. CECU’s (n.d.-a) website claims: “In counseling (U.S. Department of Education, a first-of-its-kind effort, Career Education Without doubt, the public education sector 2017a). An expansion of these programs Colleges and Universities (CECU) is pursuing will be more heavily scrutinized by government to serve career and vocational students is thoughtful policy solutions to directly connect and will be held to higher standards and one possible public policy strategy that the The Higher Education Act to jobs. We need demands to demonstrate the economic returns government could pursue to offset the impact to modernize our laws for the 21st century and employability of its degree holders. of globalization and the new economy. Of to help meet the nation’s workforce demands” Indeed, an Achilles’ heel of public higher course, more training programs and more (para. 1). Funded by its 460 members, CECU education is “malemployment, a variant of student support services will not make up lobbies for public policy on financial aid, underemployment … based on the concept for a declining economy that does not create government regulation, and military and of over-education. It represents a mismatch meaningful employment opportunities. veteran education. The CECU (n.d.-b) PAC between skill requirements of the job and the (political action committee) helps to “elect education of the worker: the education of the candidates who support a legislative and worker exceeds the education and skill required regulatory climate favorable to post-secondary to perform the job” (Fogg & Harrington as

SUNY EMPI 91

cited in Caplan, 2013). The policy environment References Kreighbaum, A. (2017, July 3). DeVos allows is likely to favor the for-profit sector because career programs to delay disclosure to Caplan, B. (2013, October 1). A primer on of its promise of employment and job training, students. Retrieved from https://www. malemployment. Retrieved from as demonstrated by the lobbying mission insidehighered.com/news/2017/07/03/ http://econlog.econlib.org/ statement of CECU. The rhetoric of the education-department-announces-new- archives/2013/10/a_primer_on_mal.html Trump administration and the promises of the delays-gainful-employment for-profit sector are aligned in the conservative CECU (Career Education Colleges and Lederman, D. (2016, July 15). For-profit sentiment that privatization is more efficient Universities). (n.d.-a). Connecting the college sector continues to shrink. Retrieved than “government education,” just as it is Higher Education Act to jobs. Retrieved from https://www.insidehighered.com/ argued that private healthcare is better and from http://www.career.org quicktakes/2016/07/15/profit-college- more efficient than government healthcare. CECU (Career Education Colleges and sector-continues-shrink There is no guarantee that public higher Universities). (n.d.-b). PAC. Retrieved Spence, M. (2011, July/August). The education will adapt to meet the challenges from https://www.career.org/pac.html Impact of Globalization on Income of the new economy or the current public Cottom, T. M. (2017). Lower Ed: The troubling and Employment: The Downside of policy environment that is focused on jobs rise of for-profit colleges in the new economy. Integrating Markets. Foreign Affairs, and employment. Steeped in the liberal arts New York, NY: The New Press. 90(4), 28-41. tradition and with a conservative professoriate, much of public higher education fiercely Federal Student Aid. (n.d.). Gainful e U.S. Department of Education. (2017a, March defends its elitism and selectivity. Generally mployment information. Retrieved from 28). Student support services program. and with few exceptions, it views job training https://studentaid.ed.gov/sa/about/data- Retrieved from https://www2.ed.gov/ as a lower order activity. With its commitment center/school/ge programs/triostudsupp/index.html to the traditional 4-year degree and the Holzer, H. (2015, April). Higher education U.S. Department of Education. (2017b, intrinsic value of the liberal arts, higher and workforce policy: Creating more November 8). Federal TRIO programs – education is out of step with the current skilled workers (and jobs for them to fill). Homepage. Retrieved from https://www2. political climate and consumer demand. Retrieved from https://www.brookings. ed.gov/about/offices/list/ope/trio/index. Legislatures and taxpayers will increasingly edu/wp-content/uploads/2016/06/higher_ html demand what the for-profit sector of higher ed_jobs_policy_holzer.pdf education has promised, and it will behoove traditional colleges to be far more responsive to these demands. For public higher education’s part, the failure to deliver upward mobility will likely result in decreasing resources and diminished institutional respect.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 92

Found Things

“Campus Life: In Search of Community” by Ernest L. Boyer (1990)

The following remarks were delivered by All of this was rattling around in my head education, and provide a new framework Ernest L. Boyer, then president of The Carnegie when I got a call from Bob Atwell[2] asking within which a community of learning might Foundation for the Advancement of Teaching if Carnegie would join with ACE [American be built. (1979-1995), to the National Association of Council on Education] in a study of campus Student Personnel Administrators on March 14, life. The answer of course was “yes.” And I. A PURPOSEFUL COMMUNITY 1990. Boyer had earlier served as the chancellor of we’re now about to complete our year-long First, we say in the Carnegie Report that the State University of New York (1970-1977), investigation, which I’d like to highlight for a college or university is a purposeful was a United States commissioner of education you this evening. community, a place where the intellectual (1977-1979), and spearheaded the founding of During our study, we visited campuses from life is central, and where faculty and students SUNY Empire State College in 1971. While the coast-to-coast. We surveyed 500 presidents and “work together” to strengthen teaching and report concludes that “American higher education is talked with hundreds of administrators, faculty, learning on the campus. basically in good health,” it highlights “the impact and students. Our overall impression – which [on colleges and universities] of [the] pathologies in When we began our study, some argued won’t surprise this group – was that American society at large.” How relevant all of this is today. that we should look only at the so-called higher education is basically in good health. extracurricular activities and ignore the Thanks to Deana Baddorf, administrative Campuses are well managed, and we’ve built in academic. But I’m convinced that the academic assistant, on behalf of the Ernest L. Boyer Center the United States a system of higher learning and nonacademic cannot be divided, and if at Messiah College, for granting us permission that’s the envy of the world. students do not become intellectually engaged to use this text in All About Mentoring, and to But we also found that student apathy, alcohol – if they do not take seriously the educational colleague Michele Forte for her suggestion that abuse, racial tensions, and acts of incivility mission of the institution – then all talk about we include it here. The full document can be are causes for great concern. I recognize that community will be simply a diversion. found at http://boyerarchives.messiah.edu/files/ 1 campuses are facing the impact of pathologies Documents1/1000%200001%200251ocr.pdf. The problem is that on far too many campuses, in society at large. And it’s also true that there is a great gap between the intellectual student personnel professionals are responding and the social. Faculty are often far removed superbly to the crises that keep crashing in. INTRODUCTION from student life, and on far too many The problem is, however, that on far too many campuses, it’s much better for professors to ecently, in an informal “bull session,” a campuses student personnel officers are being deliver a paper at the Hyatt in Chicago, than handful of campus presidents – after asked to carry the responsibility all alone. And to meet undergraduates back home. solving such “global” problems as acid while in-loco-parentis has been abolished, rain and Third World debt – focused on what I’m suggesting that if we hope to improve the R no theory of campus governance has been one president called “the campus-life crisis” at quality of campus life, learning must become discovered to replace it. Colleges are to keep his college. the central focus, and faculty and student the lid on, but ground rules are ambiguous personnel professionals both must be viewed as There’s more “alcohol abuse,” he said, “and at best. teachers, in the classrooms, and in the dining more crime, and I worry about race relations, To add to the problem, parents and the media commons, too. too.” Another president said: “The Hispanic, are increasingly criticizing the conditions of black, and Asian students on my campus live Frankly, I consider it a disgrace that we student life. And on this very day, Congress is in totally separate worlds.” recruit millions of students every year, charge holding hearings on campus violence.[3] them high tuition, and then suggest that Later, I had lunch with the president of a large No one wants to return to the days when do’s undergraduates are a low priority on the public university who poignantly confessed: and don’ts were arbitrarily imposed. Still, we campus, when, in the end, almost all of us are “I’ve been around a long time, and I’m more need a higher standard, and we conclude in the where we are today because of the inspiration troubled now than in the sixties. Back then,” Carnegie Report[4] that what’s needed today of a great teacher who not only taught his he said, “you could meet campus critics – is not a new set of rules, but a larger vision. subject, but also taught himself. head on – but today there seems to be a lot In response to this challenge, we’ve organized of tension just below the surface that could Several years ago – I couldn’t sleep – and our report on campus life around six principles explode anytime.” instead of counting sheep, I counted all the that capture, we believe, the essence of higher teachers I had had. I remembered rather vividly 15 or more. First, I thought about

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 93

Miss Rice, my first grade teacher, who, on universities where 68 percent of the nonsense. I’d usually say this with tears running the first day of school, said to 28 frightened, presidents we surveyed identified “race down my cheeks, thinking all the time, “hit awestruck children, “Good morning class, relations” as a problem. me with a stick, but for goodness sake, stop today we learn to read.” It was Miss Rice those words that penetrate so deeply and hurt It’s true, of course, that racism is rooted in who taught me language and learning are so long.” society at large. But it’s my conviction that in inextricably interlocked. the decade of the 90s, equality of opportunity, The simple truth is that our sophisticated I then recalled Mr. Wittlinger, a high school for all Americans must become an urgent use of symbols sets human beings apart from history teacher, who one day said quietly as national crusade. Blacks, Hispanics, and Native all other forms of life – the porpoise and the I passed the desk, “Ernest, you’re doing well Americans must be socially and economically bumble bee, notwithstanding, and it’s through in history – you keep this up and you just empowered, and the nation’s colleges and the miracle of language that we are mystically might be a student.” That’s the first time a universities should take the lead. connected to each other. teacher had said that to me directly. Suddenly We need urgently to recruit minority students Consider the miracle of this very moment. I thought, “Doing very well,” I just might be while they’re still in junior high; we need I stand here vibrating my vocal chords. a student. special orientation sessions between minority Molecules go “skittering” in your direction. I suspect everyone in the room has been and nonminority students during the summer They touch your tympanic membrane. Signals inspired by a teacher, and if you had a few months before they come to college. Colleges go scurrying up your 8th cranial nerve, and minutes on the platform, which teacher would should survey carefully black and Hispanic there is a response deep in your cerebrum you honor? students to get their views of campus life, and that approximates, I trust, the images of mine. all college seminars and courses are needed to What an audacious act which we simply take I’m suggesting that the quality of campus life promote interracial understanding. for granted! must be measured by the quality of teaching and of learning and that the challenge of Injustice, of course, takes many forms. And I’m suggesting that language is the key to building community rests, not just with student during our study we also found that women everything we do. It’s the way we reach out personnel professionals, but also with faculty still encounter prejudice on campus – ranging to one another. It’s through words that our who not only love their subjects, but have a from tenure problems to harassment. The social relationships are either strengthened love for students, too. editor of the student newspaper at one or destroyed. And if we hope to build a university described T-shirts that read, “Ten community of trust in higher education, II. A JUST COMMUNITY reasons why beer is better than women.” We students must learn to communicate, not just also found that 62 percent of presidents at with accuracy, but with civility as well. This brings me to the second principle of research and doctoral institutions consider campus life. In the Carnegie Report we say The sad truth is that today’s students have sexual harassment a campus problem. At the that a college or university is a just community, grown up in a culture in which language is other four-year institutions, about 30 percent a place where the dignity of every individual is shockingly abused. They live in a world where of the presidents said it’s a problem. affirmed, and where equality of opportunity is slogans have become substitutes for reason. vigorously pursued. Here, then, is our conclusion. If the nation’s In America today, politicians use 60 minute colleges and universities are to be just “sound bites” to destroy the integrity of their Frankly, I know of no issue that’s more urgent communities, prejudice in all its forms – racial, opponents. And – very early – students learn to than affirming justice in this country. The ethnic, sexual – must be challenged. In the use words – to “hurt” – rather than to “heal.” harsh truth is that America is becoming a decade of the 90s if we do not find ways to deeply divided nation with a terrible gap During our study we found that more than overcome the tragic divisions on the campus between the privileged and the poor. 60 percent of the presidents at doctorate and in society, at large, I’m convinced the institutions reported that “sexual harassment” Many of us recall the 1960s when Martin future of the nation is imperiled. is a problem, and about half listed “racial Luther King led a great crusade. And we harassment” as a problem on their campuses. recall when colleges and universities from III. AN OPEN COMMUNITY coast-to-coast supported vigorously this call And when we asked presidents – in an This brings me to principle number three. for human rights. open-ended question – what they would In the Carnegie Report we conclude that do to improve the quality of campus life, But the harsh truth is that this historic push a college or university is an open, honest over 80 percent said greater “civility” on for “simple justice” has been losing ground. community, a place where freedom of campus, and more respect for the dignity The enrollment of the least advantaged black expression is uncompromisingly protected, and and rights of others. and Hispanic students has been going down. where civility is powerfully affirmed. Especially disturbing is the fact that minority I’m suggesting that we urgently need to help When I was a small boy in Dayton, Ohio, we students, once they come to college, often feel students overcome the stereotypes that have used to say “sticks and stones may break my isolated and alone. Racial conflict on campus been imposed on them by a prejudicial culture. bones, but names will never hurt me.” What seems to be increasing especially at large We need to help them listen more carefully to

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 94

each other, one-on-one, not as black people We all remember the days when women’s drug offenders should be suspended. or white people or Asian people, but as dorms were locked up tighter than a drum, That’s a dramatic turnaround since our human beings. when there were rigid study hours, and when last survey in 1976. lights were out at eleven o’clock sharp, except One day, when I was Chancellor of the State Therefore, we conclude that all colleges on weekends. We also can remember the 1960s University of New York, I was about to speak should have a clear code of conduct, developed when in-loco-parentis was abolished, almost to faculty from across the state when several by the community at large, to guide both overnight. And if I can be a bit confessional, hundred students moved in with placards, academic and nonacademic matters, and we this was the time when my hair turned from chanting slogans, demanding that I help free also urge that campus regulations be widely black to white. a group of students who had been arrested disseminated and consistently enforced. on another campus the night before. The In the late sixties, we had – in the entire State I know that this is precisely what many of microphone was grabbed and, for almost an University of New York system – 93,000 you already have been doing. Not only are hour, we went back and forth. dormitory beds and I recall the heated debates regulations being tightened, but 90 percent over whether freshman should be allowed Finally, in desperation, I concluded the of the nation’s colleges and universities have to live off-campus, whether “visiting hours” meeting was in shambles and that we weren’t alcohol education and prevention programs; should be abolished, and whether residence listening to each other. Even worse, it was more than 70 percent have special task forces halls should go “coed.” apparent that I was talking not to students, on substance abuse. Almost everywhere we but to a “faceless mob.” But you can’t talk to In the end, of course, the answer was found seminars on crime prevention. And “mobs,” you can only talk to people. And more affirmative to all three! Looking back, I’m student personnel professionals are bringing out of desperation than inspiration, I left the convinced that creating a more open campus, not only physical and social services to the platform and began talking to a single student. was absolutely right. Students are adults, not campus, but moral leadership as well. I asked her name; I asked about her family. children. Most know how to balance freedom If higher education expects to exercise a moral Soon others joined us and for the first time, we and responsibility in their daily lives. And force in society, it must take place in a moral began to listen to each other. no one imagines returning to the days when context. In the days ahead – instead of asking young women were locked in. And when Wayne Booth of the University of Chicago what courses we want our students to complete, deans of students were viewed as “parents captured the essence of civility when he wrote we should be asking what values we want them on the prowl.” that all too often our efforts to speak and to embrace. listen to each other seem to be a “vicious cycle” Still, there’s a feeling on many campuses that spiraling downward. “But,” Booth went on to something is not right. Today’s undergraduates V. A CARING COMMUNITY say that, “we’ve all experienced moments when increasingly are isolated from adults. And This brings me to principle number five. the spiral “moved upward,” when one party’s many come to college with pathologies, born We say in the new Carnegie Report that a efforts to speak and listen – just a little bit of confusion and neglect. During our study we college or university is a caring community, a better – produced a “similar response,” making found that two-thirds of all college presidents place where the well-being of every member it possible to move on up the spiral to a [sic] rate alcohol abuse and drugs a serious problem. is sensitively supported, and where service to “moments of genuine understanding.” Date rape is increasing. And two-thirds of the others is encouraged. presidents at large research universities say In an open community, freedom of expression theft and vandalism is a growing problem – Colleges and universities should be purposeful, must be uncompromisingly defended, which often is alcohol related. and just, and disciplined, and open. But the and offensive language must be vigorously key to community – the glue that holds it denounced. But – above all – good The harsh truth is that young people growing all together – is the way people relate to one communication means viewing language up in America today are fed a steady diet another. Does someone really care? as a sacred trust, and listening to messages of ethical ambiguity, at best, and decadence that come, not just from the head, but from at worst. And no community can thrive in At first blush, the term “caring” seems soft, the heart. a climate where values are ambiguous and almost sentimental. And yet, as human beings where conduct is chaotic. Campus regulations we have an absolute need for social bonding, IV. A DISCIPLINED COMMUNITY are essential. Further, there is evidence that from the first to the last moments of our lives. students themselves would welcome a climate Professor Mary Clark at San Diego State This leads me to principle number four. where standards are established. University puts the matter this way: “Social We say in the Carnegie Report that a college embeddedness,” she says, “is the essence of our or university is a disciplined community, a Several years ago, we surveyed 5,000 nature.” We need each other. place where individuals accept their obligations undergraduates. About half said they support to the group, and where well-defined a code of conduct on the campus. And a Today’s students cherish their independence. governance procedures guide behavior slightly higher percentage said that known They’re pleased that in-loco-parentis has finally for the common good. been abolished. But undergraduates like the rest of us, still want guidance. They want to

SUNY EMPI 95

belong to something larger than themselves. Rheinhold Niebuhr once wrote: “Man cannot I’m suggesting that while colleges affirm One student captured this “ambivalence” behold except he be committed. He cannot the sacredness of the individual, they also – when she said, we don’t want the university find himself without finding a center through ritual and tradition – should celebrate to be involved in our lives, but we would like beyond himself.” community as well. someone to be concerned occasionally about I’m convinced that young people of this Lewis Thomas wrote that if this century our lives, and at least make freshmen feel that country are ready to be inspired by a larger does not slip forever through our fingers they belong. vision. In the end, the goal of education must with almost all promises unfulfilled, it will be Yet during our study of undergraduates several be, not just competence, but caring. because learning will have directed us away years ago, we found that about 50 percent said from our “splintered dumbness” and helped us they “feel like a number in a book.” About VI. A CELEBRATIVE COMMUNITY focus on our common goals. 40 percent did not feel a sense of community Finally, we conclude by saying that a college This is what a celebrative community is on campus, and about two-thirds of today’s or university – at its best – is a celebrative all about. students say they have no professor who is community, one in which the heritage of the interested in their personal lives. institution is remembered, and where rituals CONCLUSION I’m suggesting that a community of learning is affirming both tradition and change are Here, then, is my conclusion. a caring place, and this spirit must be reflected widely shared. not just in brochures, but in every office, and in To strengthen the quality of student life we In the award-winning Broadway play, “Fiddler every classroom. don’t need a new set of regulations. Rather, on the Roof,” the peasant dairyman – who what we need is a larger vision by which to Indeed, one of the surprises of our study was raised five daughters, with considerable help guide the nation. “the spirit of community” we found among from scriptural quotations, many of which he students at two-year institutions. Many of himself invented – says that the things that We say that a college or university at its best is: these older people were on campus just a few make life tolerable to the hard working Jewish • a purposeful community, hours every week. But they told us that the family are the old laws, the old customs, and classroom was a kind of oasis in their lives; the feasts that are handed down from one • an honest community, they made friends with other older students; generation to another. Without these – the • a disciplined community, they felt accepted, and college “office hours” dairyman declares – life would be as shaky as a were arranged to meet their needs – not to Fiddler on the Roof. • a just community, serve “the system.” So it is with college. While scholars conduct • a caring community, To put it simply, building community in higher research, and while students study on their • and a celebrative community. education relates, not to the length of time own, a community of learning must be held students spend on campus, but to the quality together by something more than a common We suggest that these six principles be of the relationships they experience while grievance over parking. adopted as a “campus compact” and be used they’re there. to measure all actions on the campus – from Let’s have freshman convocations in which fraternities to trustees. Finally, a caring community is a place where students are introduced to the heritage of the students engage in service so they can see a college in a richer, fuller sense. Let’s celebrate And it is our hope that by strengthening connection between what they learn and how the buildings and special landmarks on the community on campus, colleges and they live. Frankly, I’m worried that this nation campus. Let’s recall the founders and the universities might become an inspiration is becoming separated across the generations. funny anecdotes. Let’s celebrate the to the nation and to a world that is Babies are in nurseries. Three-year olds are in school’s academic reputation, and honor the desperately searching for ways to put day care centers. Children are in school. Adults achievements of faculty and students. And, the pieces back together. are in the workplace. Retirees are in villages of course, there are commencements, which Again, I applaud those of you assembled in all alone. should be something more than boilerplate this room who have – throughout the years speeches on a sultry afternoon. I’d like to see all college students serve in sustained this spirit of community and served day care centers, help older people, and But a celebrative community not only recalls the nation’s students, not only intellectually, but tutor disadvantaged kids in schools to relate the past, it anticipates the future. Colleges socially, and spiritually as well. their learning to the realities of life, so that should highlight the racial and ethnic groups students could make connections not only on campus. Martin Luther King, Jr. Day, for interculturally, but intergenerationally as well. example, should be honored, and days also should be set aside to feature Hispanic, Asian, and Native American cultures. And foreign students should be celebrated, too.

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 96

Notes added by 2 Robert H. Atwell was president of the 4 See Campus Life: In Search of Community. All About Mentoring American Council on Education (ACE) A Special Report at http://files.eric.ed.gov/ from 1984-1996 and executive vice fulltext/ED320492.pdf. 1 Campus Life: In Search of Community. president from 1978-1984. Remarks by Ernest L. Boyer, President, 3 The Carnegie Foundation for the These hearings resulted in the Jeanne Advancement of Teaching. National Clery Disclosure of Campus Security Association of Student Personnel Policy and Campus Crime Statistics Act Administrators. March 14, 1990. The of 1990. More information can be found Ernest L. Boyer Center Archives, Messiah at http://clerycenter.org/policy-resources/ College, Mechanicsburg, Pennsylvania. the-clery-act/.

“The investment of $500 billion in education outside the academy, the rise of corporate universities, and the expanded interest in prior learning assessment are all pointing to the emergence of an ecosystem for validating learning that encompasses and supersedes the academy.”

– Louis Soares, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders” American Council on Education, 2013, p. 11

SUNY EMPI 97

Remembering Joyce McKnight

SUNY Empire State College Colleagues

Joyce McKnight, our much loved and respected with regard to Joyce is “passion.” Her whole colleague in Community and Human Services, being was concerned with assisting others and died on March 12, 2017. Joyce first served helping them to be better people. I am better SUNY Empire State College from 1989-1995, as a person having known and communicated and returned in 2003 after some years with with Joyce during her ESC career. her husband, Hugh, as a grassroots community organizer in Johnstown, Pennsylvania. In Carolyn Buscemi 2007, she was honored with the college’s Altes SUNY Empire Online Prize for Exemplary Community Service. As Joyce McKnight was the consummate educator these comments gathered from colleagues attest, and mentor. She believed wholeheartedly in Joyce was deeply dedicated to her students, to her the philosophy that higher education should be community, and to her family. Her book (written available to everyone who wished to attain it. with her daughter, Joanna McKnight Plummer), She believed that the world could be a better Community Organizing: Theory and Practice place through educational access. Joyce often (Pearson, 2015), reflects the ideas and values of spoke of the importance of understanding that a life devoted to service. Poignantly, the words not all learning takes place in a classroom. from Margaret Mead that open the preface of that Joyce McKnight We frequently spoke about how one’s life volume sum up Joyce’s own indefatigable faith: experiences often yield lessons that have great “Never doubt that a small group of thoughtful, impacts on the student’s learning and on the committed citizens can change the world. Indeed, Bidhan Chandra student’s understanding of academic concepts. it’s the only thing that ever has” (p. xiv). Her SUNY Empire Online So Joyce believed that it was necessary incredible spirit of “neighborly affection” has meant for students to have an opportunity to I am personally very saddened by Joyce so much to so many at ESC, and well beyond. demonstrate nontraditional ways of acquiring McKnight’s sudden passing away last March. I Thanks to many colleagues who generously academic information without judgment. had had a long association with her as we came contributed to this small effort to remember I found her to be fair, compassionate and to know each other in 1989 when both of us Joyce. Their statements have been edited for determined to promote a growth mindset in were serving in what was then the Niagara All About Mentoring. everyone she met and interacted with. Joyce Frontier Regional Center. In all these years, McKnight made me a better educator, mentor Joyce always struck me as a very kindhearted Sheila Marie Aird and person. She helped me to understand and trustworthy person. She was active in International Education the importance of students owning their self- the college community and productively defined accomplishments and truly believed in contributed to help build and sustain a collegial A dedicated, kindhearted soul. the adage “guide on the side” when it came to and warm work environment. She was a true Jackie Bishop education. I miss her greatly but take comfort believer and practitioner in multiculturalism. SUNY Empire Online in knowing the lessons that she taught me She was one of very few faculty colleagues continue to be passed down to our students. who never forgot to recognize major religious One word that immediately comes to mind holidays of local and foreign-born colleagues when I think about Joyce is “gracious.” When Menoukha Robin Case and to send greetings, which reminded people I came to ESC, she was one of the Center SUNY Empire Online around us of the importance of showing love for Distance Learning (CDL) faculty that I and respect to culturally-diverse colleagues. Joyce and I were the same age – actually, I’m a could turn to, and she always took the time few months older – but I always looked to her Joyce was an inspiration to anyone interested to share her wisdom and knowledge – about as a trusted Elder regarding all things ESC, in voluntary community service. The Altes ESC, about ESC students and just generally and as an inspiring fellow traveler on the road Prize for Exemplary Community Service about “things.” She was willing to share her toward social justice. awarded to her in 2007 became an inspiration experience about what worked to engage for me. When I myself was awarded that prize students and how she had managed to assist in 2016, Joyce came to attend the function students in their success during their academic despite her not-so-good health. Such was careers. Another word that comes to mind her commitment to providing support and

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 98

encouragement to her colleagues. Joyce’s Betty Hurley and offered her expertise and wisdom in adult premature passing has left a void in our college SUNY Empire Online education, community organizing and online community that will be difficult to fill for a social networking. Joyce was a special voice in Joyce McKnight was a model of the ESC long time. Joyce has gone away from our eyes the college’s culture. She spoke from the heart mentor. She came to us in the Center for but she will always live in our hearts. and with compassion and great integrity. She Distance Learning after also serving as a valued the spirit and philosophy of Empire mentor in western New York. More than Donna Gaines State College’s mission and sought to ensure once, she spoke eloquently about her vision Old Westbury student success at each opportunity in front of mentoring at Empire State College. The of her. One of the things that struck me about Joyce was a warrior for light and a fired-up, degree programs of her mentees demonstrated Joyce was that she was a listener. She listened hands-on educator and scholar. We shared how she empowered her mentees to build to many voices and perspectives before sharing the joy of faith, a passion for social justice on their work experience to develop a degree her own. And even when she shared her own and abundant community. She radiated light program that met their personal goals and ideas, they were informed and based on the and such generosity of spirit; I will miss her was also academically sound. I miss our many ideas of her colleagues, bringing together smiling face and her wise, dancing eyes. conversations about all kinds of topics. a sense of what was good and true in those Himanee Gupta-Carlson Debra Kram-Fernandez voices, and considering the greater good as SUNY Empire Online Manhattan educators serving our student community. Joyce embraced life as an educator, and she I met Joyce on my second day of work at I will always remember my first or second embraced life as a friend, loving wife, mother Empire State College. I believe it was at the Community and Human Services area of study and colleague. Joyce had a big heart and end of a monthly CDL center meeting. She meeting. Joyce had shared some of her insights wanted to share with all whom she came in came up to me and said she had heard that I during our discussion and clearly she was contact. Everyone you meet has an opportunity was interested in social justice. And she said, seasoned, knowledgeable and passionate about to leave a sustained mark on your life. Joyce “I think we’re going to become very good serving our students. We walked from 2 Union did just that. She left a sustained mark on the friends.” Over the years that passed since that to the hotel together. As we walked and talked, way I view aspects of the world, and I am so day in April in 2010, I think we did become I was taken with her warmth, generosity and grateful for that. Joyce’s soul and spirit will good friends. But we fought. We argued and her ability to communicate genuine interest forever remain a part of my journey in both my disagreed over everything. We fought about and respect for my newbie contributions to personal and professional life. race. We argued about religion. We disagreed our conversations. Based on how hopeful I felt on the impact of class. We even debated the about my own new journey, I can only imagine Joanne Levine merits of open learning. But one of the things how blessed her students were to be assigned a SUNY Empire Online that was great about that fighting was that I mentor whose passion was only topped by her The office that belonged to Joyce is only a few could say the most obnoxious, heated things ability to listen with compassion and support. doors down from mine. The cardboard boxes to Joyce and she would never get upset. She We will always remember Joyce! filled with her personal belongings, books would just smile and argue back. And that was and papers are long gone and another faculty very healthy. We need to have spaces where we Leslie Lamb member is in there now. Yet, I automatically can have knock-down, drag-down arguments. SUNY Empire Online look through the long glass window pane near Joyce’s work was community organizing; that’s Joyce was one of a kind for sure in that she the door still expecting to see her inside. Often, what I do, too, somewhat. That’s part of what truly cared about others around her. It is such she would be in front of her computer, headset we fought about, but that’s part of what I a great loss to all of us that she has left this on, surrounded by open books and piles of learned from her, which was how to do that earth. She made all of us want to be better papers. I would catch a glimpse of the pictures kind of work at the base. It really is about people as we wanted to emulate her and be as of her beloved grandchildren as I continued sitting around and drinking coffee, and talking selfless as she was. down the hall. When she wasn’t so occupied, and telling stories, and debating and carousing, we would talk about our area of online human and sometimes fighting. As I think about my Linda Lawrence services courses – and our children. We shared life now, there are maybe only one or two other Center for Mentoring, Learning not only our work but our lives. people besides Joyce with whom I can do this. and Academic Innovation But that’s how she was. Thomas P. Mackey I met Joyce when she first arrived at Empire SUNY Empire Online State College to work in our Center for Distance Learning program as area coordinator Joyce S. McKnight was the first mentor I and faculty mentor of online courses in met at the college. When I interviewed for Community and Human Services. She the associate dean position at the Center mentored students, collaborated with peers for Distance Learning, Joyce was there as a

SUNY EMPI 99

member of the search committee. We had a people – students and colleagues alike. To me, Nazik Roufaiel chance to chat before the formal part of the she tried to create a sense of community that SUNY Empire Online day, and during that initial conversation, I we all need to aspire to. I knew Joyce as a kind colleague who cared learned about Joyce’s role as mentor and area about students – their support, their education coordinator, and her life with her husband, Lear Matthews and their well-being at the college. I always Hugh, at Lake Luzerne. From the start, it was Manhattan was impressed with her community service obvious to me that Joyce’s commitment to her Joyce McKnight was an admired colleague in and by her demeanor in any place I met her, mentees, her colleagues, her family, and the Community and Human Services. She was a including the YMCA, where she was always adjunct faculty she worked with was clear and true ambassador of the Empire State College cheerful, loving and smiling. She was a true enthusiastic. I was impressed by her description approach to higher education. Joyce articulated treasure that is hard to find! of the intersection of her many roles, and the the principles, practices and transformations of ways that work-life, time-place, personal- the institution, consistently and passionately. Julie Shaw professional and actual-virtual all seemed to For her, the epicenter of effective human SUNY Empire Online flow together through her experience as a service intervention was the “community,” dedicated faculty mentor and lifelong learner. Joyce Sheldon McKnight, or “Dr. J,” as she was a concept and approach that was brilliantly called by students, was hard to ignore and even Over time, I appreciated all of my interactions presented in her book. Among the topics harder to silence. She was feisty (my favorite with Joyce. I always valued her thoughtful she broached with me when we met at All word for her), creative, caring and passionate contributions to our center meetings, and her College over the years was the state of the about her beliefs. The tenor and tone of CDL participation in our international education immigrant Guyanese East Indian community meetings was influenced by her energy and celebrations and Saratoga Reads events. in Schenectady. From there, the conversation her ethics. She was a very special person in our Joyce made significant contributions to the spiraled into other areas of the contemporary midst – a real presence, not only personally, but entire college by overseeing one of the largest immigrant experience. I always walked away on behalf of justice and community. I will sadly clusters of online courses she developed in learning something new. miss her but also will happily remember her. Community and Human Services. She was a true innovator, always thinking about ways Anastasia Pratt Plattsburgh Mary K. Sweeney to build community and to connect through School of Nursing technology, especially with online learning, and I was blessed to have worked with Joyce on and Allied Health was one of the first members of a centerwide several committees and task forces at ESC. committee we established to explore open Joyce and I had several conversations over the Her warm smile and careful consideration of educational resources (OERs). years about community and human services. our students’ needs were always welcomed. She was always willing to offer me support in It was an honor for me to know Joyce and my mentoring role. Our last conversation was to play a part in establishing the Joyce S. Janelle Riccio at one of the last graduations held in Saratoga McKnight OER Academy through funding SUNY Empire Online Springs. We sat on the stage together, she we received from SUNY to support the I am grateful and honored to be part of the told me about her illness, and we shared a few development of high-enrolled general ESC community through the opportunity laughs as we watched the excitement of the education courses. This year’s inaugural team given to me by Joyce McKnight. Her families when students received their degrees. of OER fellows will honor Joyce by developing warmhearted way of connecting with students, Joyce’s encouragement helped me to embrace courses with mostly OER content, supporting along with her love for community, were truly the human services field, since my background future learners in the pursuit of an open and inspirational. When looked to for mentoring, was in nursing. She was always so passionate caring educational journey that Joyce made Joyce’s patient and genuine spirit toward ESC about helping others. I am so glad I got to possible for so many. students shone through every time. know her. I shall miss her. Thalia MacMillan Rhianna C. Rogers SUNY Empire Online Nadine Wedderburn Cheektowaga Schenectady The first time that I met Joyce I knew I would Joyce was one of the most supportive faculty I am remembering Joyce as a colleague who like her. I heard her laughing and smiling that I have worked with since coming to ESC was very generous to me with her knowledge from across the room. She radiated a joy when in 2010. She cared about her colleagues and and expertise of how to succeed as an ESC she was talking about working with students always made people feel welcome. We worked mentor in the area of social policy/community in her Community Organizing course and closely together in Interdisciplinary Studies and human services. I had the privilege of about her new book. I could tell that she had projects, and I was always impressed with her working with her in redesigning an online a fierce dedication to our students that was eagerness to support creative work and learn course a couple of years ago, and noted something to hold as a benchmark for new from others. She will be greatly missed. immediately how, by the intensity of the and continuing mentors. She truly cared about

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 100

course, she wanted to be sure that all the topics Margaret Anne Williams included were supplemented and rounded SUNY Empire Online out with a variety of engaging activities and Joyce was a wonderful colleague and mentor to resources. You could tell she wanted to give me. Her legacy will live on in all of the people/ students all she knew about the content. students that she helped in her life. She was I learned so much in the process. Generosity truly a joy. is what comes to mind when I remember Dr. Joyce McKnight.

“In a successful 21st century, the literature to be written must point to a bottom-up entrepreneurship, in which, postsecondary education leaders transformed institutional, instructional, credentialing, and financing models based on the learning needs of post-traditional learners. These new forms will produce more learning for students, rewrite public policy, and create an era of post-traditional learning aligned with a knowledge society and innovation economy.”

– Louis Soares, “Post-traditional Learners and the Transformation of Postsecondary Education: A Manifesto for College Leaders” American Council on Education, 2013, p. 16

SUNY EMPI 101

Core Values of Empire State College (2005)

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

SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 51 • WINTER 2018 102

Submissions to All About Mentoring

f you have a scholarly paper-in-progress or a talk that you have presented, All About Mentoring would welcome it. If you developed materials for your students that may be of good use to others, or have a comment on any part of this issue, or on topics/concerns relevant to our mentoring community, pleaseI send them along. If you have a short story, poem, drawings or photographs, or have reports on your reassignments and sabbaticals, All About Mentoring would like to include them in an upcoming issue. Email submissions to [email protected]. Submissions to All About Mentoring can be of varied length and take many forms. (Typically, materials are no longer than 7,500 words.) It is easiest if materials are sent via email to Mandell as Microsoft Word attachments. In terms of references and style, All About Mentoring uses APA rules (please see the Publication Manual of the American Psychological Association, 6th ed. [Washington, DC: APA, 2010] or http://image.mail.bfwpub.com/lib/feed1c737d6c03/m/1/BSM_APA_update_2010.pdf ).

All About Mentoring is published twice a year. Our next issue, #52, will be available in the summer of 2018. Please submit all materials by April 15, 2018. ALL ABOUT MENTORING

Issue 51 • Winter 2018

1 Union Ave. Saratoga Springs, NY 12866-4309 518-587-2100 www.esc.edu

ISSN 2331-5431 Printed by SUNY Empire State College Print Shop