My View from South Hill
Monday, August 20, 2012
Well we busted out of class,
Had to get away from those fools.
We learned more from a three minute record, baby
Than we ever learned in school.
I believe, like many people, that Bruce Springsteen is the greatest lyricist of his generation. He can pour more truth into a three minute record than anyone else I know.
This particular verse, however, hurts my educator's heart. Can it be that we sometimes fail so badly to offer what students want and need that they are better served learning from song lyrics than from the teachers that Springsteen calls fools?
When I consider the situation more dispassionately, I realize I am being too sensitive. The classroom is a vital place of learning but it is not and can never be the venue for learning everything necessary to a happy and successful life. I remember listening intently to song lyrics as an adolescent and young adult. Mostly they were just fun, but at times they were also useful in offering answers to the big questions we all grapple with: Who am I? What do I believe in? How should I relate to others? How will I get where I think I am meant to go?
It would be unrealistic to expect these questions to be considered only in one’s formal education. We learn from everyone and everything we encounter in life. Still, one hopes – contrary to the scenario in Springsteen’s song No Surrender – that the classroom will not be irrelevant to the larger project of making our way in the world.
That is where the educational mission of a residential college like Ithaca College comes into play. IC is built upon two communities: one of students who study, eat, sleep, work, and play on campus, and the other of faculty and staff who create a rich learning environment for those students. We are like a small town in many respects, except that every function in our town is planned around the goal of fostering student learning in a 24/7 activity cycle. Student housing assignments are developed in part to foster learning between roommates and among students on the same floor. We offer over 3,000 student jobs on campus every semester, jobs that provide not just a way to earn money but that also generate professional learning opportunities. We have a police force, a health center, a community volunteer center, a chapel, a fitness center, a counseling center, a newspaper, and radio and TV stations, all oriented not just to providing vital services but also to providing opportunities for learning and growth. We offer the infrastructure and guidance that enables students to form or join clubs, sports teams and advisory committees – all of which exist so that students can pursue their interests but that also create opportunities to learn and apply the skills of organization, communication and leadership.
The classroom and the campus community work hand in hand to create the total IC educational experience. That is why I recently asked our Provost, Dr. Marisa Kelly, to serve as vice president of Student Affairs and Campus Life in addition to her existing duties as vice president of Academic Affairs. Her title will now be Provost and Vice President of Educational Affairs, reflecting the fact that an IC educational experience takes place all over campus. Her objective will be to foster a closer collaboration between student work in the classroom and student engagement across the campus. Our students should be able to draw seamlessly upon all the sources of learning we offer.
It is valuable for people to learn from three minute records (or their contemporary equivalent). It is important that people learn from the accumulated store of human wisdom and knowledge, as well as from each other and from the experiences of daily life. The richest student experiences – the ones alumni tell me about all the time – are those that combine a strong commitment to academics with an equally strong commitment to exploring the opportunities provided by co-curricular and residential life. If you bust out of class at IC you will burst into a parallel world of learning opportunities that are available all across our campus.
Wednesday, May 16, 2012
The 2011-2012 school year comes to an end this Sunday with a commencement at which approximately 1600 students will receive their degrees. Looking back over the nine months of this academic year, I am reminded that are six thousand stories in the IC student body. Here are four of them.
Freshman Noreyana Fernando won a 2012 South Asian Journalists Association Student scholarship that provides a summer internship in Washington, D.C. There are just five of these awards given each year, and the others went to students from Harvard, Brown, UCLA and the British Columbia Institute of Technology. How did Noreyana come to the attention of the award committee? During her freshman year Noreyana wrote for the Ithacan (recently named the best weekly college newspaper in the country), reported news on ICTV, and served as assistant news director at our radio station WICB. "Hands on from day 1" is part of our teaching philosophy, and Noreyana has taken full advantage of that approach. Others have noticed.
Sophomore Shanshan Mei won the 2012 Ithaca College Business Idea Competition with a portable screen cleaner for laptops and other mobile electronic devices. The genesis and development of her idea illustrates the ability of successful entrepreneurs to take an everyday moment (“My screen is dusty!”) and turn it into a product idea. Generally, though, the first iteration of the idea is not the end of the process. After designing a simple and functional screen wiper, Shanshan learned that a similar product is already manufactured in Japan though it is not yet marketed in the US. She then realized that she could reach a completely different market segment by incorporating elegant design. Her goal was to get people attracted first by the look of her screen wiper, and then be struck by how useful it is. Shanshan continued her business development work since winning the award for her concept. She has made prototypes of the product, talked with potential manufacturers/suppliers, talked with store owners to get their assessments of how the product would sell, and gotten herself incorporated. Look for an elegant screen dust remover – to be called the Mei – in your local stores soon!
Junior Adam Bienstock is a former member of the Ithaca College football team who took part in a team initiative to organize a bone marrow registry drive in the spring of 2011. This involves swabbing saliva to obtain DNA information that will then be stored to help find a good match for someone needing a bone marrow transplant. It is vital to have as many people as possible in the registry since the odds of a match are 1 in 60,000 for Caucasians and just 1 in one million for members of minority groups. Over 200 people took part in the football team’s initiative. Despite the long odds, last fall Adam turned up as a match for a fifty year old man with leukemia. Adam then underwent a seven hour operation to donate the marrow that saved a life.
Senior Seth Ecker has received a lot of attention on the IC campus and beyond as three time All American and two time NCAA national champion in wrestling. He won his second national title this spring in dominant form, with a 8-0 major decision over his opponent in the final. The rest of the story – less often told – is that Seth has compiled a 3.84 GPA in Finance, his major field within the School of Business. He is a member of Beta Gamma Sigma, the international honors society in business education, as well as the honors society for Ithaca College as a whole.
These four students, one from each undergraduate class year at IC, illustrate some of the core commitments and emphases within an IC education. Noreyana Fernando ’15 shows us how a hands on education accelerates student learning and accomplishment, even for a first year college student. Shanshan Mei ’14, demonstrates the value of asking how something can be done more effectively, and then carrying through from concept to business plan to product. Adam Bienstock ‘13 doesn’t even think of his gift of life as a sacrifice, but instead as a natural thing that people do for each other. And Senior Seth Ecker’s record of athletic and academic accomplishment illustrates the student athlete ideal as well as demonstrating the results of sustained commitment to excellence.
Every student on the Ithaca College campus is writing their own story. These four students illustrate the enormous well of talent and commitment that should give us great confidence in the future.
Tuesday, March 6, 2012
The transition to college is one of life’s major events. Like the first day of kindergarten and the birth of one’s child, the first few weeks of college are one of those times people tend to remember for the rest of their lives. You encounter new expectations, new freedoms and new friends, all of which add up to a rare opportunity to reinvent yourself. You must also cope with nervousness that your self-reinvention in this new environment might not be successful. What if college is too hard? What if you don’t fit in?
Now imagine that your first week of college takes place in a foreign country. Not only are you not being served your mother’s cooking, but it is not even your native cuisine. Not only do you have to make new friends, but you must do so in a culture and a language that are not your own. You have an opportunity to reinvent yourself, but to many people your primary identity will remain “that student from another country.”
It was with those thoughts that I had lunch a week or so ago with seven international students who are currently undergraduates at Ithaca College. Isuru, Hugo, Sachiko, Jia, Scott, Desiree, and Riw came to Ithaca respectively from Sri Lanka, Brazil, Japan, China, Australia, Singapore via Australia, and Thailand. Going into the conversation with them I knew one thing for sure: all seven of these students were more intrepid than I was at age 18 when I ventured all of 35 miles from home to go to college!
These international students are incredibly upbeat about their IC experience despite wrestling at times with a natural longing to be back in more familiar environs. I asked them what the most difficult part of adapting to American college life had been. Was it language, food, or the academic expectations of American professors? Was it dealing with cultural stereotypes? Tony told me he wouldn’t mind not being asked again how often he saw kangaroos hopping around Sydney, but the overall answer to my question was unanimous: the hardest part was learning about American popular culture! Sports with unfamiliar rules, popular singers whose work is completely unknown, celebrities whose basis for being famous is hard to discern. TV shows everyone is expected to have watched growing up; aspects of American history that are assumed to be known to all. The hardest part, according to some of my erstwhile informants, is learning to interpret verbal and behavioral cues. When does “See you later” mean the person wants to see you later and when does it simply mean “goodbye?”
These students were not complaining about the added work of cultural decipherment on top of their regular work as students. On the contrary, they are energized by the challenge of cultural adaptation and discovery. Their breadth of campus involvements is remarkable, even by the high standards of IC students in general. One is a freshman senator in the Student Government Association, one plays basketball, one is active in a student organization that raises awareness about the symptoms of depression. All affirmed that the best way to be truly known and cared for as an individual – to get beyond the “international student” label – is to become active in something you care about. “You can make really good friends very quickly,” said one of my informants, “but only if you get out there and do something.”
I have in the past been a non-degree student in university classrooms in France and the Netherlands, and I know how much harder it is to do quality work in another language and with a different set of academic expectations. Far from being daunted by the academic challenges at Ithaca College, though, these international students found classes and course work to be one of the best parts of the experience. “’Our professors get to know us,” one said, “and they expect us to think on our own rather than merely learn what is in the text book.” “We have incredible freedom,” added another. “We are responsible for our own learning, and as a result you get out of it only what you put in.” I asked if that constituted a difficult adjustment from the way they were taught in their home countries, and was told it was a big adjustment but not a difficult one. “This is why I came to Ithaca College in the first place. Our learning is meaningful; we are not just completing problem sets for the sake of it.”
I asked what we could be doing better. “Your backgrounds outside of the US enable you to see things that I and others on campus are likely to miss. What do you think should be different?”
“Make the food spicier – American cuisine is so bland!” said one. Another student reacted in horror: “It is already too spicy – tone it down!”
With that disagreement on the table, my informants focused on the way we conduct diversity-related programs and conversations on campus. “The tone is often so negative,” one person said. “It seems to be quite defensive.” I noted that given our country’s history with diversity and with particularly with issues of race, these are highly delicate topics. It is important to talk about diversity issues as we grope toward a more just society, but people understandably worry about giving offense and inadvertently causing backward movement.
There was a moment of silence around the table while everyone pondered. One student said quietly “I was never a minority before I came to this country. I was never before called ‘Asian,’ and I am still not sure what that means or who is and is not included in that category. What I do know is that when the conversation is always about the negative aspects of stereotypes and how everybody is really the same, then something is lost. We are different and it is possible to celebrate difference and learn from it without being defensive about it.”
Our conversation continued on that and other topics for awhile, but these were the words that remained engraved on my heart as we broke up and I headed back to my office. We know as educators that the richness of the campus learning environment is immeasurably increased by having a student body as diverse as possible in every dimension of experience. I had just seen that richness in action. Scott, Riw, Isuru, Sachiko, Jia, Hugo and Desiree: I am glad you feel such great benefit to being part of the Ithaca College learning community. You are certainly giving back to it in full measure!
Wednesday, February 1, 2012
“Life is lived in community, not sitting alone in a room in front of a computer screen. An Ithaca College education unfolds through interactions within a residential community of students, faculty and staff. It is authentic to the way a successful and happy life is actually lived.”
I read those words last week on a 3x5 notecard written by an unknown individual who works at IC. I had asked faculty and staff at our January all college meeting to summarize for me the traits that make Ithaca College a distinctive educational community, one that offers special value to students. Before asking them to do this exercise, I outlined in some detail the emerging web-based forms of higher education instruction. For example, MITx will offer course materials organized so that online students can read materials, complete exercises and develop competencies parallel to what one would receive as a regular MIT student. Although MITx does not offer college credit (yet) or lead to a degree, its self-paced navigation through a given topic represents a convenient way to gain information and develop skills. MITx plans for the service to be free.
Online options for higher learning are today in their infancy. It would be short-sighted, though, to believe that the quality and diversity of such offerings will not grow enormously within the next decade. Wait another ten years beyond that and we will likely see development of competency verification systems that are accepted as qualifying individuals for entry level jobs even in the absence of a traditional college degree.
Given all that, I asked the assembled faculty and staff, what is the purpose of Ithaca College? Do we provide services that will soon be rendered obsolete by less expensive and more convenient alternatives? What are the distinctive and valuable aspects of an education gained in residence on a campus, and how can we make sure we are maximizing those elements of distinctiveness and value?
Since it is my job to think constantly about the mission and focus of an Ithaca College education, I knew there were good answers to the questions I was posing. I wanted to be sure our faculty and staff were also aware of those answers, since after all they are the ones who actually create student learning environments in the curriculum, through co-curricular activities, and in the residence halls.
Thirty minutes later, I was holding a four inch stack of note cards and slips of
paper. The handwriting on these submissions was often scrawling, reflecting the urgency and passion of the writers. The insights expressed make clear that IC faculty and staff do not simply work here, committed to their jobs but uncaring of the bigger picture. Their responses were deeply thoughtful about what makes our learning community so rich and how everyone can contribute to making it even better.
Don’t take my word for it; let our faculty and staff speak for themselves:
What sets us apart? Human interaction – creative critical thinking – experiential learning – the application of what you are learning – travel opportunities – becoming a global citizen – internships – opportunities for service – communal living – exposure to diversity.
Students who have the best IC experience are the ones who are more engaged. They are engaged in the classroom, co-curricular sports, and other activities. They learn to balance that with an active social life too.
Everything we do needs to be immersive. If course delivery can be filmed and have the same effect it is not good enough. Every class, everyday, needs to be unique to the needs of that specific group of students.
The sharing of successes and the management of conflict are integral to personal development in support of educational growth.
Students in the IC community learn public speaking, writing skills, social skills, resourcefulness and making connections with others in ways that can’t be done online.
Our students learn about themselves; they develop confidence and become leaders skilled in team building.
We offer students a comprehensive education (intellect, emotional support, spiritual, physical and social development) not just the transmission of information.
How do you teach tolerance and empathy to isolated individuals online?
In Health Sciences and Human Performance students are able to observe and participate in patient care. They see their professors not just as theoretical experts, but also as model clinicians and professionals.
In Music the community of learners is critical. You maximize your talent by having excellent faculty giving excellent interactive instruction to excellent students – all working together at the same time.
Because our students learn in community, they learn by doing: values, ethics, humanity, morals, meeting deadlines, the excitement of varied lives in close proximity, becoming independent thinkers, taking chances!
Wisdom and maturity come from direct human experience, especially in a diverse setting.
Our students have an opportunity to develop “environmental intelligence:” self awareness – self regulation – social skills – learning to work with and listen to others. These are 90% of the ingredients for success in life.
Our secret is the extent of peer-to-peer learning. Interaction, especially in a diverse community, creates positive peer pressure that encourages individuals to stretch their thinking. Interaction with faculty outside class has the same effect: deep conversation advances the ability to question knowledge and gain deeper understandings.
The core values at IC are to create opportunities for personal growth, intellectual discovery and leadership capabilities – and these will keep us relevant in years to come.
Anyone sitting alone with their computer doesn’t learn body language, non-verbal cues and a social interaction to promote themselves and their ideas to others.
IC gets you off the couch!
Indeed it does. We live in a revolutionary time in which the potential of communication technologies to organize information and guide the development of competencies is only beginning to be tapped. But the word “education” means very different things in different contexts. Sometimes it means achieving a certifiable level of skill related to some body of knowledge or set of practices. However, in its richest sense education is the process of reaching as near as we can to our full human potential.
At Ithaca College we are blessed with a faculty and staff who are fully aware of their obligations to create an environment that fosters education in this fullest sense.
Monday, December 5, 2011
I am so excited to be at this school. I want to thank you for making Ithaca College feel so homey and welcoming. Especially as a freshman, I miss my home a lot, but I know that Ithaca was the right choice for me. It was very nice meeting you, and hopefully I will be able to talk to you again.
These words were never actually spoken. Finding herself with a few minutes at the end of a freshman class in our physical therapy program, Professor Barb Belyea asked her students to imagine themselves in an elevator with me. What would they want to say in the few moments we would have together? Her students dug into the impromptu assignment with gusto, and Professor Belyea was kind enough to send me the results.
My experience at Ithaca has been amazing so far. I fell in love the first time I visited and still get that feeling now. Something about college pulls out this optimistic side of me that is not the same when I am at home. The professors of my classes want us to succeed and are a fantastic group of people. The students are welcoming and friendly, making for a complete sense of community throughout the campus.
I really like IC. I wish there were more time in the day to do and participate in the activities, clubs, and events that happen on campus. There are so many different and diverse people here that I’ve come to learn from, enjoy my time with, and become friends with. The professors I have encountered thus far are extremely helpful, understanding, and knowledgeable in their specific areas. Overall, I am loving my college experience. (I would like more activities that IC students and the community can participate in together on the weekends though.)
It’s a great school. I’ve met a lot of people who I can relate to, and get along with. My classes are all challenging and my professors are always ready to help me. … Transitioning into college was a fear of mine but it was very easy to do it here at Ithaca. Everyone is extremely welcoming and I’m glad to be here and be a part of Ithaca College.
Ithaca College is such an amazing, diverse school, and I’m so glad to say that I’m a Bomber. I may be kind of shy at times, and may not get involved in many things on campus, but I enjoy seeing all the life and uniqueness that is here.
Transitioning into college was a fear of mine but it was very easy to do it here at Ithaca. Everyone is extremely welcoming and I’m glad to be here and be a part of Ithaca College.
It was heartwarming to read these testimonials to the quality of our academic and residential community. It was also interesting to see what students would focus on if they had my ear for a minute or two.
I have enjoyed my Ithaca College experience so far. … My only complaint with college is the dependence on technology for assignments. If a laptop were to crash, it would set students far back on work and notifications. Broadening the range of ways we spread information would be a good idea. Other than that, I love the school and have a nice day.
Understandably, a number of students would use the elevator ride to express their particular desires for change at IC:
I’ve enjoyed my time here at IC so far. The only things, as of now, that I would change would be the hours of the dining halls, especially on the weekends.
Squash courts should be built because there are a lot of people that would love to play whenever they wanted to.
Sometimes, alarms go off in Bogart [Residence] Hall and I’m not sure what they’re for so maybe you should get maintenance to check out the area for malfunctions.
I was able to get the alarm system in Bogart Hall checked out, but fortunately in other cases students are aware of the limits to my power: “I wish it could be warmer but there is not much you could do about that.”
Finally, several students wanted to be sure to get in a question or two themselves. Most common was, “What made you want to become president of a school like this?”
After reading what Professor Belyea’s students would say to me in an elevator, I am sure the answer to that question is obvious.