On Arrogance and Opinions

18 Saturday May 2019

Posted by decollins1969 in 1, Academia, Carnegie Mellon University, culture, Eclectic, Pittsburgh, Politics, race, University of Pittsburgh, Work, Youth

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American University, Arrogance, CMU, Duquesne University College of Education, Evidence, Gender Bias, George Washington University, Howard University, Interpretation, Opinion, Personal Opinion, Pitt, Racial Bias, Racism, SETs, Student Evaluations, Student Evaluations of Teaching, UDC, UMUC

“No, fear and arrogance, you hayseed.” Kevin Costner and Tim Robbins characters in Bull Durham (1988), screenshot, May 18, 2019. (https://getyarn.io).

I received my latest evaluations from my AU students this spring. Really, I shouldn’t complain. Overall, my scores met or exceeded most metrics in all three of my courses this semester, even as some students thought there was “too much reading” or that I needed to “provide more guidance” on the readings I assigned. As an instructor, I have to sort of compartmentalize or even mentally toss out the personal attacks in such surveys. From students thinking I’m sexist because I used “#TimesUp” to get their attention after saying “Time’s up” multiple times during a small group discussion, to students saying I lack “emotional intelligence” because of email miscommunications (mostly on their part, though I took the blame) over a dramatic event. I’m hardly perfect, have never claimed to be, and expect that in dealing with human beings, especially young adults, that these things and their sometimes petty responses are bound to occur.

But some responses have been consistent across time and institution since my TAing days at the University of Pittsburgh. At some point since Fall 1992, a student or two will decide that I’m “arrogant” and that “[I] only care about [my] opinions,” that somehow, I never gave them room to express their opinions or somehow failed to validate their opinions. I don’t think I’ll ever overcome these critiques, nor should I try, especially after so many years of teaching. As the research has indicated for at least a decade, student evaluations of faculty are not reliable sources of data. Barely four out of 10 students at most colleges and universities will actually take the 10 to 20 minutes to complete one. Most negative evaluations correlate to an actual or an anticipated grade that is lower than what the student wanted for themselves in the course.

But the data for faculty of color, especially women faculty of color, and even more especially for Black women faculty, shows measurable racial and gender biases. Complaints about language, how one dresses, speech patterns, and other ticks and foibles become heightened. And not just among White students. Students of color, and Black students in particular, hold the Black faculty who have served as their instructors to a standard that could only be met by a parent of a newborn baby, something akin to perfection. I have felt this last bit during classes and other times at AU this semester more than others.

Still, on the broader issue of arrogance, I have changed my lecture style, the amount I lecture, the kinds of discussions I have run, the tactics for getting students to bond in the classroom, and (where I could) the types of readings I have assigned, just so students are more comfortable and willing to learn. None of this has mattered for the students who expect me to validate every idea they express in the classroom. None of this matters when I go in front of the classroom and lecture and facilitate discussion to this small but very vocal minority.

I used to think it was my age back in the 1990s. So I tried to be more objective, less animated, and gave up some degree of authority in the classroom. That worked for a couple of semesters at Duquesne College of Education and at GW. Mostly. But, even there, one student who told me day one she “hated history” and two students at GW wrote about my so-called classroom arrogance in their evals.

In teaching undergrads for a couple of semesters at the University of the District of Columbia and at Howard in 2006 and 2007, though, not one student had that issue with me. They didn’t complain when I poked holes in their analysis, or when I asked them to back up their opinions with evidence. It was refreshing, actually, to have students who didn’t assume that their opinions and that my years of interpreting and writing about history were equal in weight. Could it be that the racial dynamics of UDC and Howard made for a different interpretation of my demeanor and conveying of knowledge in the classroom (as one is a predominantly Black institution and the other is a flagship HBCU)? Probably.

Since my second year of teaching at UMUC, though, and with this first year at AU, this allegation of arrogance via my opinions has been constant with my evaluations, no matter how well students did and how positive my evaluations were otherwise. At this point, I have figured out a few tendencies of students who lodge this complaint. They are typically not comfortable with the material or with me as their instructor. I am frequently sarcastic, sometimes tongue-in-cheek, and gesticulate while using some of the skills I picked up from acting-as-public-speaking classes to lecture. In other words, lecturing with skill for me is a performance, one that conveys information, and it must be done with a high degree of confidence and seriousness, balanced with levity. That I have also decided to not treat history in a truly objective manner was deliberate, because history is a living subject, and thus cannot be taught objectively. Fairness and truth are far more important. That doesn’t make me arrogant. That makes me a confident instructor, but one with humanity and empathy.

As for opinions, I have sometimes said to my students, “As the saying goes, opinions are like assholes — nearly everyone has one.” That has usually gotten a few laughs (you gotta read the room before saying something like this — my AU students are too serious on the use of colorful language from what I’ve found so far). But even when I say that “this particular interpretation comes from me,” I am still expressing more than a personal opinion or insight. I am expressing an idea or interpretation based on years of study, observation, reading, and writing, for scholarly and mainstream publications. So when I insist on students backing up their opinions with evidence, or literally have to say, “No, that not correct,” and then explain why it isn’t, this is me doing the job of an instructor with years of knowledge and even expertise on a wide variety of topics, not just some random person on the Red Line train to Shady Grove.

Even with all of these caveats about the differences between opinion and interpretation, about my level of expertise, and about my approach to the classroom, there are some small number of students who will say, “He’s arrogant,” “He doesn’t value my opinion.” Or, as one student emailed me four years ago, “Sir, you are a dickhead.” I realize that these specific comments, like the ones I wrote about for The Washington Post last year about the rejection of Black history and racism as central parts of US history, were about my difference, not my indifference. Being a Black man teaching mostly White students, or teaching Black students who expect me to consistently validate their unsubstantiated opinions, does not have its privileges. Especially on a student evaluation form.

The Grad School Maze

22 Tuesday Mar 2016

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Pittsburgh, Politics, Pop Culture, race, University of Pittsburgh, Work, Youth

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Acceptance Letters, African American History, Applications, Dr. Jack L. Daniel, GPA, Graduate School, GRE Scores, History, Howard University, Incompetence, Lessons, MA Programs, NYU, Pitt, Rejection Letters, UC Berkeley, University of Maryland College Park, US History, UVA

An endless maze, May 24, 2014. (http://turbosquid.com/).

It’s been a quarter-century since I had to choose my academic path post-bachelor’s degree. That statement in itself is proof that I am no longer young, seeing that I was barely smart enough at twenty-one to decide on my advanced degree path in the first place.

In the fall of ’90, I had applied to six schools to do master’s degree (and potentially PhD) work in the history field: University of Pittsburgh, UC-Berkeley, University of Maryland-College Park, Howard University, University of Virginia, and New York University. I had briefly considered law schools, but decided against a year or torts and contracts for something a bit more relevant to my interests. Beyond the master’s, I still wasn’t sure if I wanted to do a doctorate, teach, write, work outside academia, or just find a job that enabled me to buy my first car. Such are the issues with a student too close to his former life of grinding poverty making decisions about an ill-defined path to his future. I could’ve been my eleven-year-old self applying to Humanities for middle school for the first time, almost as naive, and nearly as myopic.

My GPA at the time of my applications in October ’90 was a 3.28 (I’d reach a 3.4 by the end of the spring semester ’91), with a 3.8 as a history major, and my one GRE test had me in the 64th percentile in reading, 54th in math, and 78th in analytical. The analytical section was new and — as I sensed at the time (and would learn for sure a few years later) — the most relevant part of the GRE for anyone planning on a humanities or social sciences graduate degree. But I couldn’t convince either Berkeley or UVA of that. Berkeley rejected me in January ’91, saying that the GRE scores of their typical students were in the 80th and 90th percentiles in math and reading. UVA sent me a one-page rejection a month later. As I learned later on, my post-1900 focus on US and Black history — UVA’s main specializations were pre-1900 US and African American history — was the biggest reason for my rejection.

University of Virginia Cavaliers’ sabers logo, March 21, 2016. (http://www.southwesttimes.com).

By March, I started to hear more positive news. NYU had accepted me into their program just before Pitt’s mid-March Spring Break, and Pitt’s acceptance followed soon after. I had been back and forth with Howard’s graduate admissions office, who had acknowledged receipt of my application packet before losing it for two months, finding it and sending it back to me because I missed one checkbox on the first page, and then losing it again in February. By the time Howard found my packet again and then accepted me, I had already moved on in my mind.

The main sticking points in most of these acceptances were around my GRE scores or what aid or fellowships I qualified for. Not one school knew what to do with my GRE analytical score, but they seemed quick to jump on my math score as cause for concern. Seriously, unless I had planned to be a statistician or engineer, why would my math score matter in earning an MA in History? Wouldn’t my ability to do broader analysis beyond numbers matter more?

As for aid and fellowships, this was where the University of Maryland became part of the story. They had also accepted me initially in March, but somehow managed to “lose” my application packet for more than a month. I say “lose,” because the admissions office and the history department at College Park lost my application just long enough for all the deadlines to grant fellowships and departmental aid to pass. Not exactly a coincidence.

Afterward, the folks at College Park contacted me to let me know that I was a “provisional status” grad student if I wanted to do my master’s work at UMD. I was “provisional” because of my GRE math score, thus making me ineligible for aid, and requiring a minimum GPA of 3.25 my first semester before being granted any aid. NYU, for its part, wanted me to sign a letter of commitment to the university and the history program before revealing to me any financial aid or fellowship options at all. Even I knew that this was ridiculous, especially after my experience with Columbia four years earlier.

This week twenty-five years ago, I began saying no. I said no to NYU’s heavy-handed slight-of-hand acceptance, and I’d say no to College Park’s deceit seventeen days later. I never actually responded to Howard at all, figuring that my packet was gathering dust bunnies in a dry-as-dust room in Founders Hall.

New York University logo, March 21, 2016. (http://pinoyespressoshots.com).

That left Pitt as my only choice, a place that despite its nurturing, was now lukewarm to me as a student they accepted into their master’s program. It would take a small miracle, in the form of Pitt’s assistant provost Jack Daniel, for me to have the money I needed to earn my master’s degree.

What are the lessons here? That I should’ve worked full-time for a year after graduation, taken some more courses to raise my GPA to a 3.5 and my history GPA to a 3.9? That given my interests, I should’ve also applied to schools of education for an MA in education with a focus in history? That the change to add the analytical section of the GRE was a waste of money and time? That admissions officers and departmental selection committees in the pre-Internet era were even more incompetent in 1991 than they are today?

The most important lesson for me was that grad school wasn’t completely about merit. Just because I had the grades and other achievements and intangibles didn’t mean that admissions offices and departmental committees would recognize them. People play favorites, provide aid and opportunities to some and not others equally deserving, out of spite, because of narrow-mindedness, or because of their -isms. That applying to graduate school was no safe haven, that there were folks who not only didn’t want me to success, but who would actually actively work to make sure I didn’t succeed.

That was a sobering reality. The kind of disillusionment that was the stuff of success for me over the subsequent six years.

Aside

Past Labor’s Opportunities Lost

07 Monday Sep 2015

Posted by decollins1969 in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, Eclectic, Pittsburgh, Politics, Pop Culture, race, Work, Youth

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Advisor-Student Relationships, Anger, CMU, Dissertation Completion, Howard University, Jealousy, job search, Joe William Trotter Jr., Labor Day, Mentoring, NYU, Post-Docs, Rage, Running Interference, Spencer Foundation, Spencer Foundation Dissertation Fellowship Program, Steven Schlossman, University of Maryland, University of Wisconsin-Madison

Title page of the first quarto of William Shakespeare’s Love’s Labour’s Lost (1598), uploaded May 2, 2011 (Tom Reedy via Wikipedia). In public domain.

One of the more gut-wrenching periods of my career began right after Labor Day 1995. In some respects, that period of my career has left a stain over the past two decades. Not so much in terms of what I have done or in what I’m doing now, as much as in setting limits on the range of possible outcomes with which I could’ve begun my career.

Right after Labor Day, I saw an ad in The Chronicle of Higher Education for an open-ranked (tenured or tenure-stream) position at NYU’s school of education in US education history. I hadn’t thought about teaching in a school of education before, but after meeting my friend Cath and having received my Spencer Foundation fellowship, I understood that this was likely a better choice for me than a history department. I wasn’t the only one who thought so. My department chair Steven Schlossman had received a letter and a telephone call from his equivalent peer at NYU asking if there were any graduate students in the pipeline who could apply for the position. Schlossman apparently told that department chair about me and my multiculturalism dissertation, and caught up with me that same week to give me a copy of the letter and encouraged me to apply for the job.

I was two-and-a-half chapters into my planned eight-chapter dissertation, and I still had some US Census data to look at and interviews to conduct as part of the process. I knew that my advisor Joe Trotter wouldn’t be happy about the idea of me applying for a job so soon into the process, but Schlossman and I also knew that the job — if I somehow got it — wouldn’t start for eleven months. That was more than enough time for me to write, revise, revise again, polish up and defend my dissertation. I was on a Spencer fellowship, after all!

A defensive pass interference penalty not called, Detroit Lions v. Dallas Cowboys Wildcard Game, January 4, 2015. (http://bleacherreport.com/articles/2319198-refs-pick-up-flag-after-pass-interference-on-cowboys-in-4th-quarter; FOX Sports).

Of course Trotter thought otherwise. He was incensed that Schlossman had discussed the NYU job with me, that I hadn’t talked with him about the position first. Of course Trotter said that he needed to “run interference” on my behalf, to protect me and my career. By “running interference,” Trotter meant that he would not write a letter of recommendation on my behalf. He told me to put the job out of my mind, to focus on my dissertation, and that we could revisit the prospect of apply for jobs when I was much further along.

A few months later, in February ’96, I saw another job ad in the Chronicle, this one for a history of education assistant professorship at University of Wisconsin-Milwaukee. Schlossman saw that ad as well, but I was still the dutiful ABD student with Trotter as my patron. I decided this time to approach Trotter before meeting with Schlossman about the job. Trotter flipped out again, telling me, “you’re not ready,” that he had seen too many of his own peers not finish dissertations when taking jobs, only to end up unemployed. Keep in mind, I had written six of my eight chapters at this point, and had started working on number seven that month.

Trotter’s “you’re not ready” pronouncements rang even more hollow in March, when I requested a letter from him to apply for a post-doctoral fellowship in African American Studies at University of Maryland, College Park. He refused at first, then agreed, with the caveat that he would write in his letter his belief that I wouldn’t complete my dissertation in time to begin the fellowship at the end of August ’96. With that kind of endorsement, of course I didn’t apply!

When we finally had our blow-out argument that April 4th, I was frustrated, he was actually angry, for reasons I didn’t put together until I considered my age and his HNIC status and age later on. Most of Trotter’s stonewalling occurred after he found out that I was still only about to turn twenty-six at the time of the NYU job prospect. Between that and the limited mileage remaining in his proletarianization hypothesis, I was working for and with an advisor who was giving me mixed signals and mediocre advice. Both were based in part on jealousy, and in part on Trotter’s own bad experiences at University of Minnesota and on the job front in the 1970s and early 1980s.

Danger Bad Advice Ahead fake sign, September 7, 2015. (http://wordspicturesweb.com).

Trotter didn’t understand that in blocking my first attempts to begin my career, he had helped set up a struggle for me to have even a semblance of a career before I had completed the first draft of my dissertation. As it was, I finished the first draft in June ’96, the second at the end of July, and polished it up before Labor Day Weekend ’96. That fact that I was done with all major revisions to my dissertation in time for any job that year made ready to strangle Trotter at that point.

Still, it would be only fair to say that my career moves — good and bad, smart and stupid — have mainly been of my own making. It would also be unfair to blame Trotter for any moves that I have made or didn’t make that didn’t work out after 1996-97. But every career has a beginning. And in the beginning, Trotter was there, making a mess of my first steps. It took until the spring of 2000 before Howard University offered me a tenure-track position in Afro-American Studies, to which I did say no. I didn’t need any more Joe Trotter’s in my life at that point, and working in the nonprofit world paid my bills better than teaching at that time.

My overall advice would be to make damn sure that you choose an advisor who cares about your whole career and about you as a person. Don’t choose someone to advise and mentor you out of convenience, and make sure that your advisor isn’t someone who just wants to mold you into a mediocre version of themselves. After all, it’s not their career trajectory or reputation that’s on the line. It’s yours.

Aside

A Family, A Man In Uniform, A War In Continuum

07 Tuesday Jul 2015

Posted by decollins1969 in 1, Boy @ The Window, culture, Eclectic, Jimme, Mount Vernon New York, My Father, New York City, Patriotism, Politics, Pop Culture, race, Youth

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" Wino Park, "Napalm Girl", "The Redcatchers, 199th Light Infantry Brigade, 616 East Lincoln Avenue, Alcoholism, BBQ restaurant, Collins Family, Demond Harris, Falon Collins, Family History, Felton Collins, Howard University, Kim Phuc, Lamont Sanford, MSW, Nick Ut, Post-Traumatic Stress Disorder, PTSD, Sanford and Son, Vietnam War, Violence, War

Extended Collins family photo (top row down, l-to-r: me, Jasmine, Uncle Felton, Falon, my dad, Aunt Christene, my son Noah), West Hyattsville, MD, May 8, 2015. (Donald Earl Collins).

Two months ago, I met portions of my extended Collins family in Maryland for the first time. I had no idea that my father had a younger brother, nor that his name was Felton, until I had received a call in August 2013 from my uncle about spotting him and his older daughter Falon a place to stay while she found a place to live here in suburban Maryland. My first cousin moved to the area to begin work on her MSW at Howard University’s School of Social Work. We couldn’t accommodate such a last-minute request, unless my uncle and first cousin had been willing to sleep on the floor.

When Falon graduated in May, I finally had the chance to meet this younger part of the Collins family, as well as an aunt I hadn’t seen since I was five (more on this next month). Among the things that came out of these meetings and our dinner together was that my Uncle Felton was not only a military veteran, but a Vietnam veteran with the 199th Light Infantry Brigade (“The Redcatchers”) between 1967 and 1969, no less. I knew that somehow the federal government managed to overlook my uncles on my mother’s side and not draft them for the Vietnam war effort (a “miracle” of rural Arkansas segregation, I assumed). So this was a lot of new information to take in.

Kim Phuc with her then infant son, Ontario, Canada, 1995. (Joe McNally/Time & Life Pics). Qualifies as fair use under US copyright laws -- photo illustrative of subject/ for educational purposes only.

Kim Phúc with her then infant son, Ontario, Canada, 1995. (Joe McNally/Time & Life Pics). Qualifies as fair use under US copyright laws — photo illustrative of subject/ for educational purposes only.

But then again, it shouldn’t have been new information at all. Except for the fact that my father had spent the first thirty years of my life too inebriated or caught up in New York City life to remember to hand down basic family history to me and my older brother Darren.

I was really almost too young to remember Vietnam, but with my ability to observe and remember going back to Nixon’s resignation and the OPEC oil crises, I had noticed a few things. Like some of the news clips of the end of the war in ’75, of refugees on aircraft carriers, pictures of B-52s destroying village after village and city after city. Not to mention, the iconic, Pulitzer Prize-winning 1972 photo “The Terror of War” by Nick Ut (also known as “Napalm Girl”), depicting a then nine-year-old, severely burned Kim Phúc, which I asked my Mom about a couple of years later. She didn’t give me an answer.

That’s what I knew in my little seven-year-old mind about Vietnam prior to moving to 616 in ’77. In the corner of our tripartite apartment building, living in a basement apartment of the “B” building, was a man who looked like Lamont Sanford to me. Except he wore a beat-up green Army jacket and green hat on his head most of the time. I often saw him come and go, where I didn’t know. I also saw parents who warned their kids to stay away from him, some young Turks who occasionally stopped the man to make fun of him, and kids who sometimes teased him for having served in Vietnam, parroting their parents, I guess.

The Vietnam veteran couldn’t have been more than thirty, but he moved like he was at least a decade older. It was as if he was afraid to move, to be outside, to be around life, the way he moved, or rather, lurked in his comings and goings. I mostly felt sad for him, because it seemed like no one wanted to bother themselves with his existence.

Demond Harris as Lamont Sanford standing next to Redd Foxx as Fred Sanford in midst of faux heart attack, Sanford and Son (1972-77), July 8. 2015. (http://gawker.com).

I witnessed his infrequent sojourns from his 616 apartment and back until sometime in late ’79, or early ’80, when I realized he had moved out. Given that I was hardly outside lurking myself those years, between being on lockdown for running away and Darren’s Clear View summer camps, it was amazing that I noticed his absence at all.

At the same time, during our (me and my older brother Darren’s) outings with my father between ’79 and ’81, I noticed that in his occasional stops at “Wino Park” (a mini-park on the corner of South Fulton and East Third in Mount Vernon), there were quite a few veterans in their late twenties or early thirties there. A typical Friday evening or Saturday afternoon outing could be spent watching Jimme and his drunk friends eat food they bought from the pit bbq joint across the street from the park while drinking beer, malt liquor, hard liquor, and cheap wine from paper bags. All while they took turns peeing on the rock face that jutted out on the side of the park, or around one of a handful of barren trees nearby.

The Vietnam veterans were the quietest people in the group. They were the ones who could laugh, but often didn’t, and rarely smiled. Sometimes, having to spend as long as an hour watching my father hang with these men, I found myself wondering about the man in his post-war uniform who used to live at 616. What happened to him? Did he take drugs? Was he really crazy? Did he drink in a semi-sullen silence and watch older drunks like my father make fools of themselves?

When there’s only either Wino Park or 240 East Third with Ida and Callie Mae to look forward to, wondering what happened to a silent veteran seemed like a much more useful activity. Of course, now we celebrate every veteran as a hero. Yet we don’t do nearly enough for veterans — for any Americans, really, much less the damage we do to the rest of the world in the name of America — who suffer from the wounds of war and life. We prefer to glorify or shun them all without thought, like the little narcissists we all are.

My Washington Mission

06 Friday Feb 2015

Posted by decollins1969 in 1, Academia, Boy @ The Window, Carnegie Mellon University, culture, Eclectic, High Rise Buildings, Mount Vernon High School, Mount Vernon New York, Movies, New York City, Pittsburgh, Politics, Pop Culture, race, Work, Youth

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"A Substance of Things Hoped For", Archives, CMU, Columbia Historical Society, Columbiana Division, DC Public Schools, DCPL, DCPS, Dissertation Research, Esme Bhan, Howard University, Joe Trotter, Laurell, Library of Congress, Living Arrangements, Marya McQuirter, Mission Driven, Moorland-Spingarn, Roxanna Dean, Shepherd Park, Single-Minded, Spencer Crew, Student Loans, Valedictorian

Martin Luther King, Jr. Memorial Library, DC Public Library’s main branch, Washington, DC, November 2013 (never looked this nice in 1995). (http://popville.com).

Twenty years ago this week I began the official phase of my doctoral thesis research. But it was much more than reading monographs and finding old papers at the Library of Congress and the Moorland-Spingarn Research Center at Howard University. It was also a long trip, where I would spend the next two months living in Washington, DC, to do my research on multiculturalism and multicultural education, and to find evidence of both in Black Washington, DC and in the segregated DC Public Schools. It was also the first time I’d lived away from Pittsburgh or the New York City area, meaning that I had a new city to get to know.

The trip truly involved my past, present and future, all at once. I spent my first five days visiting with my friend Laurell and her family in Arlington while looking for some temporary housing of my own. I’d eventually run into two Pitt friends and two Carnegie Mellon friends while in DC, and develop at least one new friendship between February 2 and March 24. I talked with my favorite teach in Harold Meltzer during that trip, learning more than I ever wanted to know about some of my classmates and Mount Vernon High School in the process.

7800 block of 12th Street, NW, Washington, DC, July 2014. (http://maps.google.com).

Mostly though, I split my Washington mission into three phases. Phase one was to find a cheap place to stay. After a day of dealing with Howard University professors-turned-slum-lords in LeDroit Park, I went through the Washington Post to find a series of rented rooms with shared bathrooms and kitchens. Finally, I found a place in Shepherd Park, two blocks south of the DC-Silver Spring, Maryland border. It was a three-story house in a decent neighborhood on 12th Street, NW, with Blair Park, the Silver Spring Metro, and a corner KFC within walking distance. The landlord seemed decent enough, and my basement room came to $95/week with a $100 deposit. Those were the days, before gentrification and the housing boom sent the cost of shelter through the roof!

Phase two of my trip began Wednesday, February 8. I organized my schedule based on going to a number of archives and collecting materials first. I started with the Moorland-Spingarn Collection, which had been picked pretty clean by Henry Louis Gates (via buying collections) and by other, less reputable researchers (many who stole materials). I got to meet and talk with the archivist Esme Bhan about my research, which was wonderful. Still, I wondered how much longer Moorland-Spingarn could stay a reputable venue for scholarly research, with its lack of funding and lack of security from vultures emptying records.

The following week I split between the Columbiana Division at DC Public Library’s main branch, Martin Luther King, Jr. Library between Chinatown and downtown, and the DC Public School Archives on 17th and M. The DCPL portion of my work was an experiment in filtering out the smells and the sights of the homeless and mentally disabled. Not to mention the ability to not use the bathrooms in the building for eight hours at a time. The men’s stalls didn’t have doors, by the way. I spent only three days there, and rushed through gathering background on interviews of Black Washingtonians that the library had conducted back in the early 1980s. It didn’t help I had to deal with a peeping Tom at the old Hecht’s department store, where the bathrooms were much nicer.

Charles Sumner School Museum and Archives, Washington, DC, February 6, 2015. (http://dc.about.com).

I found a gold mine of materials on formal and unofficial education policies regarding DC Public Schools during the Jim Crow period — especially between 1920 and 1950 — at the DCPS archives. But because they didn’t have a working copier, the archivist there allowed me to take original records going back seven decades to the Sir Speedy on M Street to make my own copies. This was in contrast to my three days Presidents’ Day week at the Madison Building of the Library of Congress, where security was tighter in ’95 than at most airports in 2015.

The Library of Congress part of my data gathering was intriguing. If only because their rubber chicken lunches were expensive ($7), and because I found more material on W.E.B. Du Bois, Carter G. Woodson, Kelly Miller, Alain Locke, Anna J. Cooper and Mary Church Terrell there than I did at Moorland-Spingarn. Finally, I ended phase two with the Columbia Historical Society in Dupont Circle and a two-day expedition of finding nothing at the National Archives in DC and in Greenbelt, Maryland.

I spent most of March figuring out what to do with two big boxes’ worth of new materials and writing what would be parts of Chapter 2 and Chapter 3 of my dissertation. In between, I did find time to hang out. With my new friend Marya, who was from DC, but was working on her history doctorate from the University of Michigan. In addition to being plied with vegan options for my delicate gastrointestinal tract and talking about our research, we did joke a bit about the idea of my Joe Trotter and her Earl Lewis actually being friends in any real sense of the word. There was also time to go out to dinner with Laurell, take in a couple of bad movies with my Carnegie Mellon friend Tracie (like Losing Isaiah), and even have a quick lunch with Trotter during his own quick visit to DC.

Terrell Owens hauls in ‘The Catch II’ from 49ers QB Steve Young, Candlestick Park, San Francisco, CA, January 3, 1999. (Getty files via Toronto Sun, January 10, 2013).

After seven weeks of living in DC, I took the train up to New York to go visit my family in Mount Vernon for a few days. What was great about those two months was how peaceful everything was. I was three weeks away from becoming a Spencer Fellow and somehow earning the ire of my doctoral advisor. My family was a month away from becoming homeless for the next two and a half years. My borrowing to cover the costs of this first major research trip, I’m probably still paying interest on today. But without this trip, I wouldn’t have begun the process of questioning the direction of my career and life, and I wouldn’t have had the opportunity to finish my doctorate. Being single-minded about a mission isn’t bad or good. It just means ignoring small stuff, some of which can occasionally turn into a festering cesspool.

Colleges, HBCUs, and the No-Profit Motive

20 Monday Dec 2010

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic

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Adult Learners, Carnegie Mellon University, College of General Studies, Course Offerings, Evening Courses, HBCUs, Howard University, Saturday Classes, Student Affairs, Student Development, Student Engagement, Traditional Students, University of Pittsburgh

Cathedral of Learning, University of Pittsburgh, December 20, 2010. Source: http://www.photohome.com

At the beginning of my junior year at the University of Pittsburgh (’89-’90), I took a cross-listed English lit and Black Studies course on African American women and men in literature. I took it partly to fulfill a writing requirement, and partly because I wanted to explore literature written by Black authors for once.

Besides the decidedly poor view of Black men in this literature — no doubt why Tyler Perry sees no need in developing a Black male character with the minimal complexity of a Worf of Mogh from the Star Trek franchise — there was another issue I needed to overcome. It was a 5:45 to 8:10 pm class on a Tuesday evening. Prior to the fall of ’89, I’d only taken one course that started after 4 pm, an assembly language course, and I withdraw from it after switching my major to history the previous fall.

But this course was great, despite books like The Women of Brewster Place and A Woman’s Place. I knew what some of the smartest Black women on campus thought of me before I opened my mouth. But much more important than that, I got to know a greater cross-section of students than the traditional daytime students between the ages of eighteen and twenty-four. Nontraditional students — adult learners as we educators call them now — populated our classroom.

They were housed in the College of General Studies, which didn’t mean anything negative to me. Some of my older friends from my freshman courses were CGS students, and were sharper in wit and wisdom than many of my Honors College friends and Humanities classmates from Mount Vernon High School in New York. They added tremendously to this course, and made it so much more fun than I would’ve had with other twenty-year-olds.

I ended up taking six 5:45 to 8:10 courses in my last two years of undergrad, and two more evening courses my first year of grad school at Pitt. They were some of my most memorable courses, with a diverse student population because of CGS, with students who were fully capable of performing well in a college setting. In part because counselors and other student services staff at CGS were available to help these students overcome their relative lack of academic preparation and because almost all of the courses these students took were fully integrated into Pitt’s course schedule.

It seems obvious. But treating adult learners with the care they needed and giving them courses that any traditional student could take made them feel more at home, and probably were significant factors in the success I saw so many of them have.

Fast forward eighteen years to my two semesters as an adjunct professor at Howard University. Besides

Founders Library, Howard University, Washington, DC Photo taken 9 April 2006 with Canon Powershot SD300. David Monack, author, released photo into public domain.

the laziness of the students in my Teaching Black Studies course — not to mention the stuffiness of the faculty (imagine referring to all of your colleagues as “Dr. So-and-So,” and not by their first names) — the main problem I had with them was with the times offered for my course. They originally wanted me to teach on a Monday-Wednesday-Friday noontime schedule. But I worked full-time, and preferred to teach an evening course. The Afro-American Studies department compromised, and gave me a 5 pm course that met Monday-Thursday during the summer.

My fall course, though, fell through, as the latest Howard wanted to schedule it was at 4 pm, and then mislabeled the course on top of that. It was a ridiculous experience, dealing with underprepared and entitled, spoiled students, not to mention a lethargic faculty and administration. I learned later that Howard didn’t offer evening, weekend or distance learning courses at the undergraduate level. I learned soon after that many universities — historically Black and otherwise — were more like Howard than they were like my student and teaching experiences at Pitt, Duquesne and George Washington.

There’s real money that universities — especially HBCUs — are giving up to maintain a false sense of the college experience for faculty and students alike. Even among traditional students, working part-time jobs and having expansive extracurricular activities makes it difficult to fit appropriate classes in between 8 am and 5 pm. While online teaching is one way to go, putting together course offerings that fit the schedules of twenty-first century students is a better place to start.

While the Harvards, Yales, Princetons, and even Carnegie Mellons of the university universe can afford to act like its 1969 still, Howard, Morehouse, Clark Atlanta and so many others cannot. You want to stay solvent and academically relevant? Dusting off the course booklet and looking at evenings and Saturdays to accommodate all of your potential students is a great place to begin.