Professor Decider

Faced with budget cuts and a rapidly changing landscape in higher education, I have made the painful decision to lay off, to outsource and to redeploy, my entire imaginary staff. As the leader of myself, I have to show a good example. A college professor, I am aligning key resources with a refurbished messaging strategy. Understanding that my most valuable resources–my three-pound brain–needs to be positioned to take maximal advantage of emerging opportunities in the sector, I aim to make those tough decisions to guarantee that my inflection point doesimages not drain anticipated resources in the final quarter of the reporting period. Relying on the guidance and management principles that served many well, I can point to the scholar who wrote, “I just stopped in to see what condition my condition was in” as my dashboard measure here.

In an effort to enhance transparency, I am announcing the following realignment of my pretend staff and faux advisors. There has been plenty of carping and snarky comments about my assistants and advisors so let it be known today that these staff members are being realigned, maybe more consistent with their horoscopes.

Complaints and criticisms about grading, my mood, my haircut, my expectations, and administrative responses to my response to unreasonable demands will no longer be fielded by my Special Assistant for Grievances. Instead, these will be outsourced to our regional office in a far away land taking advantage of the fact that well educated people will work for pennies if they have to.

Appointments, conferences, meetings, Skyping, Instant Messaging, Instragramming, Tweeting and all the rest will be managed by the Roomba robot, which will be assigned in a dual appointment to vacuum my office floor as well. This eliminates my Special Assistant for Filling Time.

The Special Projects Office will also be eliminated. This, as you may remember, was the unit assigned to keep our division on a clear path to strategic distinctiveness. These duties—formulating mission statements, zeroing in on strategic directions, creating actionable acts, fashioning wordy words— are being reassigned to the Ministry of Future where promises are made and deadlines forgotten.

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The impact of so much administrative change in a non-existent staff will be harder for some to adjust than others. Jettisoning levels of mid-level managers means that underlings can make many bad decisions on their own without the interference from above. This will allow me, Professor Decider, to manage my own time and resources in a more efficient effective way.

My door is always open to you, of course, but I most likely will not be in my office. No need.

The good old days when grandmothers were dying

I have been teaching for nearly twenty years. I started a career as a newborn Ph.D. in a tenure track position when I was fifty years old. So, although I haven’t made my whole living by teaching, I do have the experience of teaching young people across a few generations and as an adjunct, an even longer trace of time.  In the past two years, I have noticed that my collection of student excuses for missing classes has moved from the very solid,

My grandmother died. I won’t be in class tomorrow but I can visit your office hours so that I don’t fall too far behind.

to the extended and complicated,

The grandmother of my roommate has died. I need to go to the week-long wake, the days- long funeral and need to live with her parents because they cannot get through this without me.

Or, when the holidays used to occur,

Professor, I will miss class on Wednesday to celebrate Passover. I wish our university recognized this holiday. Can we meet to go over the lecture that I missed next week?

Now, the run up to the holidays is something more like, 

My parents bought me cheap tickets for a flight home, so I won’t be in class Monday, Wednesday, Friday and the next Monday and Wednesday. We got an unbelievable deal. I know that with the high cost of tuition, you understand this. That’s OK. Right?

As a professor, many of us are understanding when illnesses, contagious or serious, befall our students. We are happy to accommodate them. A professor can tell when the sneezy feverish student with the pink eye presents a danger to the rest of the class. I urge students to get better before they return to class, to attend to these illnesses because the college classroom is really an incubator for disease. After two decades in a classroom, I am pretty certain that my immune response is better than my peers who have only been exposed to older people who are already suffering from something not contagious.

Recently a student told me he would be missing class because of a scheduled medical procedure. When I expressed my concern for his health, he comforted me by saying,

Oh no, professor. It’s not for me. It’s for my cat; she needs a rabies shot.

I am too well socialized to reply sarcastically to such a statement because I know to the student, this seems like a perfectly reasonable excuse.

Another student met me at the end of class,

Professor, on the first day of class, I told you I won’t be here next week because I have to go a wedding. I hope you remembered and that is still fine.

I was thinking, “Gosh, she has to take all that time to go to a wedding. I should probably send a gift or at least a card. How thoughtless of me.”

While I was scheduling class presentations at semester’s end, a student reported he and his study partner couldn’t make their report on Monday because the basketball formal ball was the night before. Hmm, I thought. There must be a Cinderella thing going on here. Why would an event the night before interfere with a presentation at 11:00 the following morning? I think I was supposed to understand that any formal dress occasion or any party involving college students meant excessive drinking and that a hangover wouldn’t allow them to do their best work. I should understand that this is way college life is.

I have also heard in an email from a good student that he would be missing class that afternoon.

Dear Professor, I just learned that my uncle has dementia. I won’t be able to make it to class today.

I would put that email in the category of non-sequitur unless maybe the uncle was the person who reminded the student to come to class and he wouldn’t be available to do that because he just got dementia. Or maybe, it was just hard for the student to accept the diagnosis, which says a lot about how sensitive and caring the student is.

Another wrote that a person close to his family has passed away and that he didn’t think he’d feel up to giving a presentation in class. I can sympathize, of course. I feel awful each day that I have to confront these excuses. But my worries about the fall of Western civilization and how students will navigate their way through the world when chances are grandmothers and uncles and cats and celebrities will routinely demand our attention and empathy. But how did coming to class fall to such a low priority, making it like a drop-in center instead of a commitment to learning in a community? How did we as adults allow this to happen?

Hmmm. I grow nostalgic. Wasn’t it nice when students tried to gin up an excuse that reflected their concern for the judgement of the teachers? Not to disrespect cats, of course. But, really. I should have a list in my syllabus of acceptable excuses so students wouldn’t have to spend anytime at all spinning a palatable way to ditch class (in their minds anyway).

And, of course, the second half of these appeals always include a request for a dispensation. Many ask, “Are we doing anything important in class that day?” or “Will I miss anything?” They search for your approval. This happens frequently enough that we should create some standard responses to this question, as well. Here is one that I have been working on.

Dear Child,

Openeth your ears and hear me well lest these words fall on hard ground, lest the dominions be called into battle and great torrents of fury shall flow. On said day of your absence, all the wisdom contained in Chapter three shall be poured forward and shared with grace and sentiment with your brethren. Those brethren shall not, with severe penalty, pass on to you, the secrets they shall learn that day. Blessed be me. And, even if those brethren could   pass such wisdom, verily it may fall on sterile soil. 

There, that seems clear enough.

It should be stated that the vast number of students seem engaged in their learning. But it should also be stipulated that, in my experience, there has been a change in the college classroom and in university culture. This is true in elite universities, as well as other less prestigious institutions.  There is more negotiation by the students over content, grading, assignments and other matters. It is as if they were coached by someone before they left on a trip to a foreign land, “Never pay retail. You can always bargain them down.” And, they took this lesson to their universities. Recently a student tried to convince me that his B minus grade wasn’t that far from an A minus and that he knew and I knew that he  knew the  course material dead cold. He was convinced that I could be argued into believing this was the case. This lasted about thirty minutes. I felt like I was being deposed in a criminal trial.

Finally, he asked,

Well, actually, what is it to you, if I get a B- or A-?

I explained that I would have loved to have given him an A, if he had earned it. But raising his grade wasn’t fair to other students who had done better than he had and got the grades they earned.  This was very hard for him to understand. I think he was about to argue that if students wanted better grades, they should simply put effort into arguing for them. I reminded him that I had accepted late work from him and allowed him to re-submit a poorly written essay. He may not have even earned the B-, actually.

That drew things to a close. Well, actually, I used the legitimate excuse of having to attend a meeting to end the conversation.

Can an old dog teach new tricks?

It remains a question whether someone who has taught successfully (as measured by student evaluations and peer assessments) at the undergraduate level can teach students of her/his own age. After all, a skilled kindergarten teacher may be out of place and skill-set in high school science or maybe not. Maybe, the meta-talent of teaching (deep understanding of content, profound comprehension of where students are, the ability to change tone, accent and appeal, the meeting of where students are with the challenge of where they will be after an encounter with the material) rests far above the content and specifics of teaching physical science or English. Maybe, some of us are master teachers, who are not only good in specific classrooms and subjects, we can also think about the process of teaching broadly and deeply. Some gifted teachers may be able to teach almost anything to anyone.

The actual genius and mastery of teaching is in itself a rare thing. Despite fifteen years of college-level teaching, I am nowhere near being that exceptional teacher but if an interest in self-improvement and a commitment to engaging teaching were half the formula, I would be well on my way. To teach the transferability of my teaching chops, I decided to teach a course at our local lifelong program housed at the local university. Typically, these programs are geared to adults sixty years and over and are peer led. No tests, no credit, no stress—just the joy of learning. Courses include history, arts, wellness, creative expression and others as well as travel and special interest groups. My plan was to teach one concept in sociology (the sociological imagination) and have older students apply this to their lives. The sociological imagination suggests that we cannot understand our own lives without understanding the social, historical, political and cultural environments of the time. This concepts fights against our tendency to believe that we are self-made women and men and points us to an examination of generational differences, changes in norms and values, changes in material conditions and much more. The students were challenged to write short autobiographies and then translate these into creative projects, fashioning sociologically informed stories of their lives. The class was to meet for three sessions in early December 2017.

The challenge of the comfort zone

As the time of the class drew near, self-doubt and panic began to set in. Could I take an exercise that worked with undergraduates to a classroom where students ranged from their mid-sixties to their late-eighties? Could I interest students in sociological ideas? Would they be willing to share their observations about their lives in a setting like this? Could I reasonably expect students to create class projects in such a short time? And, could I do this in three weeks of classes that were 90 minutes long? And, most importantly, after teaching undergraduates for such a long time, what made me think I could teach people my own age and above? As I wrote earlier, are those teaching skills really transferable?

I have to admit to suffering a nightmare before each of the first two classes. These were completely typical anxiety dreams, the first about not being able to get to my classroom because the elevator had disappeared and left in its place was a drawbridge that was up. The second involved teaching a classroom full of mustache wearing lumberjacks in a room with twelve doors, all opening in rapid succession. When I followed a noisy marching band to quiet down, I got lost in my own college in the toy department and couldn’t find my classroom again. Completely normal. That I still suffer from these after teaching so long is a topic for another essay. Let’s just stipulate that I did not imagine that teaching students my own age would be a walk in the park.

However, I must say that I very much enjoyed working with older adults. It is a wonderful experience to share the benefits of the learning one has done, as an older teacher and as an older student. Because I have been working with these ideas for so long, I have distilled the essence and promise of them. My version of sociology may be pretty far from versions held by other sociologists. I suppose this is the case for poets, as well. I may oversimplify the ideas that are core to the discipline. But, for me, these concepts and theories are profoundly helpful for people to understand who they are in the world. And, because, older adults have an opportunity to look back and reflect on their lives, the sociological imagination allows us to see both broad strokes of history as well as the contingent natures of our life paths.

Organization of the class

The course met three times. During the first class, we discussed the sociological imagination and the ideas of sociologist, C. Wright Mills. I asked each of the students to tell the class about his/her career and the paths not taken—careers that, in retrospect, they may have pursued had circumstances been different. In a class of sixteen, only one man would have followed the same career path. I also asked the students to identify five historical events that happened during their lifetimes that they believed had the greatest impact on them. With a twenty-year difference between the youngest and oldest student in the class, we readily identified the differences between growing up as a child of the depression and experiencing childhood as a member of the baby boom generation. The impact of these differences could be readily traced to the older students’ life courses. For the second class meeting, students were tasked with writing a three-paragraph autobiography, which they would share with other students in class.

In the second meeting, students exchanged their stories in small groups, where I asked them to identify common themes and differences. Out of these conversations emerged several points of agreement and common understandings. In this class, I offered a number of resources where students could research their histories.

For the third session, students were asked to begin to think about a creative way to tell their life story or to focus on a transformational event. Not all students were prepared to do this assignment. However, a few were and these were insightful expressions. Many students noted that they had never thought about the historical context of their lives; others said this assignment prompted them to begin chronicling their life story for their children and grandchildren. Still, others reported that they began to better understand their life course after doing some research on historical events. Students who took up the challenge of doing the creative project used the metaphor of life as a great unveiling, as a bookshelf with stories to be told and as a spreadsheet with pluses and minuses and large fields of undetermined outcomes. In this final class, I also distributed The Summoned Self by David Brooks, the columnist for the New York Times, an essay that explores the contingency of careers and life plans which I thought would resonate with a number of the students.

In my undergraduate teaching, I always do this assignment along with the students in my class. On one occasion, I create a three dimensional board game with Chutes-and-Ladders-like paths signifying unearned good luck and undeserved bad luck all winding through historical events and personal mileposts. Because I have spent most of the past twenty years as a PhD sociologist, I sometimes imagine that I have already examined every facet of my life worth examining. However, in the assignment, I focused on my year as a VISTA Volunteer and realized for the first time how profound that experience had been. In fact, I ended up dividing my life into Before VISTA and After VISTA. I got to include Parables, little books where events of that year taught me lessons I am still processing and missing photographs where images of people and events that were key are missing from my scrapbooks. This exercise took research—fact checking and memory checking— to make the story complete. I found it incredibly rewarding, despite the fact that I thought I had already covered this territory of my personal autobiography. Having the opportunity to discuss this project in the comfort of a classroom of my peers made all the difference for me.

The next round

With few exceptions, the students recommended that the course be taught again, offered in five or six sessions instead of just three. Most observed that they would continue working on the project they began in class. Students also observed that the course included just enough sociology. I know that from the experience of teaching this course that older students like small group work. They also appreciate a speaker who speaks loudly and clearly and who writes carefully on the board. Some are interested in more reading related to the topic; other less so.

I aim to think more clearly about the learning styles and approaches of the older student. Many have wonderful experiences that would readily be the subject of some compelling story-telling. If in the next round of this course, we can build up sufficient trust among the members of the class, I would like to showcase these stories in a public setting. With two semesters left to teach at my university, I am also more sensitive and aware than ever of the importance of understanding the students in front of me, from their generational membership to their culture to the ways in which the world manifests itself to them. What I most interested in is what I can learn from them in the limited time we have together.

 

 

 

Remarks for 2014 HerStory dinner: Four steps to living a life of purpose summarized in eight minutes

First, I am delighted to have the honor to speak to you this evening. Friends, faculty, staff, family members, our leaders, President and Mrs. Machtley. This dinner is one of my favorite events here on campus. I leave here feeling recharged and reminded of how blessed I am to be in the company of such exemplary young women and the brilliant, talented and dedicated staff and faculty that bring us all together. Thanks from all of us for the tireless efforts of Toby Simon, Carolina Bogeart and many many more people who make this event happen.

So, I am going to take advantage of this opportunity to share with you, for the first time ever on this stage or any other, my four-step formula for living a good life in just under ten minutes. Based on a lifetime of research and reflection, I will lead you quickly through these steps and hope that you find something valuable and true in what I have to say.

To me, living a meaningful life is more important than anything else we may achieve or possess. My four points are to imagine, to contemplate, to visualize and to reflect. So, let’s get right to it.

STEP ONE Imagine all your possibilities. Living a life where you follow someone else’s dream cheapens the whole enterprise. You may have heard it a million times but it bears repeating again. Life is more amazing than you can plan for. As Alice Walker wrote, “Expect nothing, live frugally, on surprise.”

Don’t put off doing good or following a passion until you are rich and your children enter college. In my life, I have owned a computer consulting business and been a humorist and comedian. It is true that when I was 45 years old I debated whether to chase a career as a stand up comic or to pursue a PhD. To the great relief of my best friend, Tina Fey, I went the professor route and well, she went her own way. I still dream of being a back up singer in a girls group–think of the Supremes, the Shirelles, Destiny’s Child. Check this out—and sing along if you’d like—– ShooBop, ShooBop. I dream of being TechGirl, a superwoman in a cape who would arrive at the scene when your cell phone is dying and your computer seems to need an exorcism.

I have been a construction worker, an aide to the Governor, a child welfare worker. I worked at the state prison. I didn’t know that I was called to teach until I was in my mid-forties and didn’t understand my own sexuality until I was in late thirties. As I said before, one never knows.

But I have a strong creative spirit and I haven’t for a minute thought that I should drown these other interests so that I could be fully a professor. It doesn’t work that way. You are so much more than you know yourself to be at this age.

Of the life we may live, Marcel Proust wrote,

The only true voyage would be not to visit strange lands but to see the universe through the eyes of another, of a hundred others, to see the hundred universes that each of them sees, that each of them is.

Unlike many of your advisors, I will urge you not to focus too soon or too narrowly. Be everything. Pursue much. Think right now of something you have been passionate about that you have let go studying in school or moving down a narrow road. Go down that other path and embrace it. It’s what makes you special. In his lovely poem, Langston Hughes wrote,

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly.

 STEP TWO Contemplate your galaxy and your orbits. As a sociologist and by temperament, I see the multiple ways that we are connected to people across the planet and back through generations. I think of everything that makes us what and who we are. I think of the people in my personal orbit and how they have influenced me. The steady hand of my now deceased mother who, as proud as she was that I graduated from college, would pull me back into her orbit when she thought I was wandering too far from my working class roots. Or the influence of my oldest friend in the world, a Trappist monk, who reminds me of how distracted my life can be, how far I can range from being fully alive. I think of my friends who have rescued me from deep dark depressions and those whom I saved from other tragedies, an attempted suicide, an abusive husband. I think about the mothers in prison that I’ve met and the children in foster care I have encountered who have fashioned my view of justice and right and wrong more powerfully than have my education and religious training have. These people are all treasures in my life. Think carefully about whom you allow to serve as your guide, as your northern star. Put people in that galaxy who can make you a better, more authentic, more compassionate person who can be challenged to do better.

And think about the gravitational force you exert on others and how you make them better and more loving, more caring, more cared about—or just the reverse. Be always on the search for inspiration; for people and books and ideas that feed your curiosity and push you away from complacency and self-satisfaction.

STEP THREE Visualize the person you would like to be. Even at my mature age, I think about all the potentials we are, all the projects we could begin, all the interests we can pursue. I must say that in many ways, the days that you are living now can be the most challenging times in your lives. We say that these are the best times of your lives but people your age face so much uncertainty. Whom will I marry? What will be I do for a living? How will this all turn out? This uncertainly was true when we were young and it is certainly true now. It is simply a stage of life.

Live your life so that when you are a bit older you can say that I gave it my all, that I was never bored, that I lived my life as if it were a profound gift, that I made beautiful use of the talents, all of the heart, all of the love that had been bestowed upon me. At the end of the day, I can solve that big equation and see that I gave away much more than I took.

STEP FOUR Reflect upon our bounded fates. I am certain that you have heard of Lean In by Sheryl Sanberg of FaceBook. What she means by leaning in is to take up challenges, to put yourself forward, to show them what you’ve got, girl! I’ve been thinking that leaning in is not sufficient if we really want to make a difference, so I tell a short story here. In my mid-twenties, I accepted a position at the state prison where I was the only professional woman in a decidedly male and macho environment. Six months into the job, it was time for my performance review, which determined whether I would keep my job or be asked to leave. My boss said, “Sandra, you’re well liked here; people find you easy to work with; you are very pleasant person; you are an excellent writer.” My gosh, I thought, this is going well. But then he said, “The BEST thing about you is that you think JUST like a man.” Amazed I was to hear this. Actually, I was so young and so undeveloped in my feminist thinking that I took it as a compliment, as a testimony to my, I don’t know, clear thinking, my lack of drama, my ability to understand sports metaphors? I don’t know really. But I know he meant it as a good thing, something that distinguished me from the rest of the women he thought he knew. And while I accepted the complement and was promoted soon after our conversation, I did nothing at all to convince him that I was NOT the exception, that plenty of women thought as clearly as any man, were as smart, and as capable, and in some instances, doing their work in more exceptional ways, just to be considered average. I regret my actions that day—leaving that “compliment” on the table and not making the situation right.

So, I want to propose is that you lean together, not alone; that you don’t just make the mark for yourself, but strive, as you move along in your careers and lives, to advance the case for other women and for others that you believe don’t benefit from easy privilege, and are not part of the insider group. You are old enough and savvy enough to know what I am talking about here. You know in your heart that some of us just don’t get the breaks we deserve–some of us don’t have access to the golden rings. And if you don’t know that, if you don’t feel that, if you think everything that you have you have earned entirely on your own merit, if you feel no obligation to others who have less but deserve more, then we have failed you in your education and I am sorry about that. In this world, it is impossible for us not to make a difference, good or bad. Martin Luther King, Jr. said this beautifully, when he suggested that we are tied together in the single garment of destiny.

As members of this generation, you have been given opportunities that are unprecedented in our history. With so many possibilities and so much promise, we expect a great deal from you. We want you to be happy, to put your talents to good use, and to see the world for what it is, a place of great magic and mystery and fun and hard work. You will be blessed with many gifts and more importantly; you will face challenges that without doubt will reveal your deepest character. You cannot escape this life without ecstatic joy and unbearable pain.

For the seniors in our audience, you know that we love you, that we will miss you for everything you have contributed to Bryant, for lighting up our lives, but more importantly, for the spirits that you are.

May all of your paths shine brightly and may you light the way for others. Thank you very much for your kind attention.

Speech delivered at Bryant University, March 31, 2014.