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We Rise

The Quarterly Digest of the College of Humanities and Sciences


Summer 2018 Volume 3.2

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 1
We Rise
The Quarterly Digest of the College of Humanities and Sciences

In this Issue
In Perspective
Letter from the Editor 05

Truth & Consequences: Fighting the Tower of Babel in the 21st Century 06

Best Practices
Faculty Spotlights

Lisa White 09

Gary Zarchy 11

Marla Dean 12

Making It Work

Overgeneralizations in Student Participation Messages 14

Leaving the Smoke Shack: Writing My First Academic Article 16

Faculty Brown Bag – Making Connections 18

Innovation
Consuming Knowledge: The Core of the Learning Exchange 21

The Mindful Facilitator: Part III 23

Consumerism and Critical Thinking 25

The Truth is Better than Fiction: Accuracy in Historical Fiction 27

Get Off of the Fence! 31

A Little Night Music: Magic in the Classroom 32

2 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Transformation
Afterthought 35

Now What? The Perils of Peer Feedback 36

Diversify Your Reading: Check that Front List 38

Sorbetto 41

A Reader's Reflection and Review: Rupi Kaur's milk and honey 42

Learning Styles Review 45

Rick Warren's The Purpose Driven Life: What on Earth Am I Here For? 46

Travel with a Purpose 47

Resources &
Recognitions
Recommended Reading List 51

Anniversaries 52

Call for Submissions 53

About the Cover Art


Brad Carroll has been painting for 17 years specializing
in oil or acrylic on canvas. To see some more of his work,
visit bradcarroll.blogspot.com

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 3
In Perspective
An Unexpected Ally

By the summer of 1918, more than 1 million


American soldiers had been deployed to
Europe in what would be the decisive factor
in wininng World War I. In this photograph
taken that summer, a British soldier releases a
carrier pigeon from his tank. This image was
part of a exhibition mounted by the Royal
Pigeon Racing Society in 2014 to celebrate
more than 100,000 war pigeons with a success
ratio of 95% in getting their messages through.

Reference
Trueman, C.N. (2015, April 16). Pigeons and
World War One. Retrieved from https://www.
historylearningsite.co.uk/world-war-one/the-
western-front-in-world-war-one/animals-in-
world-war-one/pigeons-and-world-war-one/

Image courtesy of Wikimedia Commons

We Rise
The Quarterly Digest for the College of Humanities and Sciences
Editor-in-Chief: Kristen Quinn

Managing Editor: Cathy Smith

Section Editors: Brad Carroll * Fran Pistoresi

Contributors: Nathan Coley * Mallory Dunkley * Denise Gilmore * Karin Gotfredson

* Carrie Kendall * Shyla Lang * Barbara Lombardi * Erica Letourneau

* Judy Levin * April Newman * Paul Snyder * June Wagner * Melissa Warren

Art & Design Team: Christina Hauri * Teri Moore-Hirlinger * Melissa Warren *

Anna Copeland Wheatley

Guest Contributor: Dr. Larry Cammarata

Dean of Faculty, COHS: Dr. Elena Mastors

4 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Letter from the Editor

G reetings, all! I hope your season is going well and you are looking forward to the summer months. With the warming of
the weather, I find myself sliding towards laziness, because it’s hot and I want to stay inside. As we reach the midpoint of
the year, to help stave off the summer doldrums, I tend to take stock and see where I am with regard to my goals for the year.

For this year, I set a few new goals, both personally and professionally, as well as maintaining my standard goals that I carry
over from one year to the next. One professional goal that I’ve set is to increase my scholarship and professional development.
To that end, I have consciously sought out more opportunities to write professional book reviews, which I have done. I also
am writing more articles for a site at which I’m a contributing author, beyond the minimum number they require.

For professional development, I began a post graduate certificate program in an area of literature which is of interest to me.
I’m toying with the idea of going back to school for a Ph.D., but that presents various obstacles of its own. Until I figure out
how to deal with those, taking a certificate program allows me to delve deeply into a field of study and stretch my academic
wings a bit, which is something I have missed tremendously since graduate school.

Within the University, we are closer to the end of the year than the middle. Evaluating progress on our goals as a department,
college, and institution are a vital component of any organization. We’ve been hearing a great deal about the transition to
Blackboard, and as a University that transition is well under way. We have already launched a full graduate program, with
additional programs scheduled regularly for the next several months. We won’t see this new platform in our classes until the
end of the calendar year, but by the end of Spring, 2019, we should be fully transitioned.

As a College we continue to push ourselves to set lofty goals for faculty engagement. We want to work with you as we
continue to produce the highest quality education and classroom experience for our students. You can become involved
through our Brown Bag program, the College’s topical lecture series; the Digest, where we are always looking for guest
submissions; or our website and signing up for a Focus Group; or volunteer to be a Subject Matter Expert (SME).

How are your own goals shaping up in 2018? Join the conversation over in the Faculty Forums at College of Humanities and
Sciences website and let your colleagues know how they stack up!

Kristen McQuinn, MA
Faculty Development Chair
College of Humanities and Sciences

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 5
In Perspective

Truth & Consequences : : : : : : : : : : : : : : : : :

Fighting the Tower of Babel


by Anna Copeland Wheatley
in the 21st Century

B eginning with the March 2018 issue, We Rise


initiated a new feature that you may have
noticed. On the inside front cover is an image
accurate information is essential in the continuous
fight for democratic ideals. Whether it is election
meddling or tweets or our 24 hour diet of indigestible
that captures something unique about a particular data, our day to day reality is under assault by shards of
moment in time. In March, we featured the bronze images, text, and audio that seem to render concepts
statue "Fearless Girl" draped in a cape of flowers to such as truth, accuracy, coherence, and common
celebrate vitality and resilience of women all over to ground as nothing more than matchsticks. Words
world to assert their value and their rights. The statue and the ideas they represent are marvelous weapons
made its New York debut in March 2017 facing off because they cost nothing or little to manufacture,
the famed Wall Street bull by Italian sculptor Arturo are easily distributed, and, once struck, can engulf
Di Modica by the Boston-based State Street Global the world in flames that are difficult to control.
Advisors financial firm as a temporary display to That said, we do have an excellent arsenal at our
encourage corporations to put more women on their disposable to fight back--namely the intellectual
boards. Since then, the statue by Kristen Visbal has foundation that underpins the humanities and
found a permanent home facing the New York Stock sciences. Earlier this year, Steven Pinker published
Exchange. a new tome entitled Enlightenment Now: The Case
This month, we looked to the past, specifically the for Reason, Science, Humanism, and Progress.
summer of 1918, when the world was at war and the Pinker has spent almost 40 years exploring
future of democracy was at risk. The Germans had language, psychology, and the impact of ideas on
successfully launched a number of offensives against human behavior. In this book, Pinker argues that
the Allied forces. But the Allies had a secret weapon. human history demonstrates a record of moving
Homing pigeons became such critical part of the war from instinctual and mystical frameworks toward
effort to rely critical information from the front line. enlightenment thinking grounded in reason, science,
The most famous bird, Cher Ami, was awarded the humanism, and progress as uniquely human tools
the Croix de Guerre, a French decoration awarded for the evolution of the species.
to foreign troops (or bird in this case) and honors by Pinker (2018) offers a concise definition of these
the United States for saving the lives of 194 soldiers terms:
from New York's 77th Infantry Division, known Reason being the ideal that we analyze
as the "Lost Battalion," who were stranded behind our predicament using reason as opposed
enemy lines in France. to dogma, authority, charisma, intuition,
One hundred years later, this story reminds us that mysticism. Science being the ideal that we

6 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
::::::::::::::::::::::
seek to understand the world by formulating hypotheses and
testing them against reality. Humanism, that we hold out
the well-being of men, women, children, and other sentient
creatures as the highest good, as opposed to the glory of the
tribe or the race or the nation, and as opposed to religious
doctrine. And progress, that if we apply sympathy and reason
to making people better off, we can gradually succeed.

The purpose of this book is to prove, scientifically, that the


principals of 18th century Enlightenment are still working.
Pinker uses a host of graphs and charts that show that people are
healthier, happier, and demonstratively better off than they ever
have been. This improvement is the direct result of embracing the
Enlightenment tools that transform “what if ” ideas into evolving
models of truth-finding that have taken us from blood-letting to
nanobiotics in a scant three centuries.
With intellectual depth and literary flair, Pinker makes the
case for reason, science, and humanism as the ideals we need
to confront our problems and continued our progress. What
is perhaps most telling in this book is the fact that very little of
his analysis is new. The landscape changes, the topics change, the
headlines, politicians, and rhetoric reflect contemporary concerns.
What does not change is the message. Truth may not be absolute
but neither is it relative. The truth in any era must be tethered to the
best evidence and subject to rigorous critical analysis. In short, the
search for the truth represents the very heart of the Enlightenment
directive.
Which leads us back to Cher Ami and the thousands of other
pigeons deployed in human wars. The words we use have
consequences. Much of what was transported by the homing
pigeons in WWI were messages written in code. The information
was vital and correct concordances were critical. The information
conveyed in these messages had to be precise, factual, accurate,
and dependable. Image courtesy of Wikimedia Commons

References
Blechman, A. (2007). Pigeons-The fascinating saga of the world's most revered and reviled bird. St Lucia, Queensland:
University of Queensland Press.
Pinker, S. (2018). Enlightenment Now: The Case for Reason, Science, Humanism, and Progress . Viking.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 7
BEST PRACTICE

Image
We Rise: The Quarterly Digest forcourtesy of Illinois
the College State Normaland Sciences
of Humanities Summer 2018
8 University via Wikimedia Commons
FACULTY SPOTLIGHT
In every issue, We Rise recognizes and applauds the inspiring work of our faculty. In addition
to innovation in the classroom, these faculty highlight excellence in their communities and
in their professions. We encourage all faculty to let us know about their achievements.
Achievements should be shared through the link on the faculty website. Faculty interested
in being featured in Faculty Spotlight can contact We Rise at COHS.BrownBags-Newsletters@
phoenix.edu

Spotlight: Lisa White


by Cathy Smith

W hen you think of kindness, think Lisa White. Ms.


White is one of the most caring and compassionate
University of Phoenix instructors, and it is because of her
reach their classroom goals and move forward with their
academic plans is through compassion outreach, consistent
inspiration, collaboration feedback, and connecting to
compassion that she has worked in the field of education for concepts. When reaching out to students, White believes
the past 15 years. White has a Master’s degree in Education that the tone of all communication must be compassionate.
with an Endorsement in Reading from Northern Arizona She inspires students to move forward by using encouraging
University. She started her career in education by teaching and empathetic words like “Welcome” and “We rise.” White
in the field of elementary education, specifically in third and states that an important part of compassion outreach is
fifth grade. Although White’s compassion stretches across establishing trust, and this trust is an essential part of
grade levels, her inspiration to become an educator started students accepting the constructive feedback provided
when she was in fifth grade when her teacher introduced throughout the class. Complementing compassion outreach
her to historical fiction. In regards to her experiences is consistent inspiration. White posts weekly messages
in fifth grade, White shares, "I believe this is why I went to students that promote motivation and inspiration. In
into education and became a fifth grade teacher because one message, she stresses the importance of work/home/
my fifth grade teacher opened up the whole world to me school balances. She shares an inspirational video that helps
through literature.” Currently, White teaches HUM/115 and students to realize the importance of balance in their lives.
GEN/201 with the University of Phoenix, where she has been Collaboration is an important life skill that White encourages
an educator since 2003. in her classes as another way to build on compassion and
As an instructor for the College of Humanities and consistent inspiration. In her GEN/201 class, White creates
Sciences, White believes that her success in helping students a housekeeping learning activity where she creates threads

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 9
BEST PRACTICE

that can be used to share feedback with each other. In the currently is a member of the board for the Mazatzal Optimist
HUM/115 class, she sets up feedback threads students can Club, and will take the position of vice president this next
use under the assignments. Finally, White reinforces the year. White describes the work at the Optimist Club as:
importance of connecting the concepts learned in the class … a group of people who focus on helping children
to real world examples. Currently, White is working on in the local community. We raise money and spend
a scholarship project with two colleagues, Dana Greiner our time on meaningful projects such as helping the
and Erica Letourneau, titled “Creating Collaboration” Payson City Little League, food baskets for hungry
that includes research on compassion outreach, consistent families, educational scholarships, decorating the
inspiration, collaboration feedback, and connecting to local children's hospital wing, and giving books and
concepts. supplies to the local Junior High School’s library.
In conjunction to her research project, White is also a In regards to the essay, White shared that there were 22
published author. Currently published is the first book in her essays submitted on the topic “Can Society Function without
children’s series Baby Bunny Blackjack and the Fruit of the Respect.” White said that the competition was a great
Spirit. The first book portrays the spirit of love when Kaylee experience all around. White also does volunteer work for her
and her pet Bunny Blackjack share the importance of voting church and for the Central Arizona Humane Society.
and supporting the men and women in the United State White’s passion for the welfare of animals extends into
Armed Forces with Kaylee’s class. The projected publication her home. White’s own animals are her family, and her
for White’s second book in the series is October or November compassion run strong for her fur family. Currently, White
of 2018, just in time to share a Christmas story focused on has three cats, Leo, Calisto, and Apollo, who are all rescues
the spirit of joy. Written with the compassion of a teacher, from the Central Arizona Humane Society. She has four
White wrote the book to help her niece with her reading. dogs, Teddy, Penny, Piper, and Toby. Teddy is a one-year
Bunny Blackjack, White’s own bunny, went to live with her old rescue from the humane society as well. Penny and
niece so that her niece could practice reading aloud to the Piper are six-year old Labrador sisters. Toby is a nine-year
bunny. old Bichon Frise/Shih Tzu mix. Jimini (aka Mini Moo) and
Encouraging young people to read and write extends Topper are Lisa’s Gypsy Vanner draft horses. Lisa met them
into White’s ongoing volunteer work. One of White’s most when they were a couple weeks old, and brought them
current projects was an essay competition she chaired and home in July of 2015. Lisa states, with compassion and a
organized for the middle school and high school students in smile “They are my babies.”
her community through the Mazatzal Optimist Club. White

Baby Bunny Blackjack and the Fruit of the Spirit


by Lisa White
In the span of one day, Kaylee with the help of her pet bunny,
Baby Bunny Blackjack, embarks on a mission to share with her
classmates the importance of voting. As well as the importance of
respecting the men, women, and animals who have served in the
United States Armed Forces. Through a presentation at school
she conveys this important patriotic message, but she has even a
more important message to share, and that is the love of Christ.

Available from Amazon:


https://www.amazon.com/Baby-Bunny-Blackjack-Fruit-Spirit/dp/1978010168

10 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Spotlight: Gary Zarchy
by Brad Carroll

L ongtime University of Phoenix faculty member Gary Zarchy is a


man who wears many hats. But each is fashioned in the same style
– helping others. Like the Broadway shows he loves, Gary hails from the
New York City area. Presently, when not traveling to places like Maui or
Cape Cod, he and his spouse reside in the Phoenix area.
With a Master’s degree in early education already in tow, Zarchy
entered the University of Phoenix’s Master of Counseling program in the
late 1990s, ultimately graduating in the spring of 2000. At the time, he
was working as a trainer in various capacities, including efforts on behalf
of the Regional Behavioral Health Association and conducting sessions
on diversity outside of the school system. These experiences offered a
practical segue into his current career as a double-licensed counselor for
the General Mental Health and Substance Abuse Community Agency, whomever I am focusing on at that moment.”
where he specializes in helping substance abusers, the seriously mentally For the University of Phoenix, Zarchy works
ill, members of the LBGT community, trauma victims, and those with in the Master of Counseling program, both
co-occurring disorder (substance abuse and mental health). Over time, online and at the local Riverpoint campus
Zarchy has developed a decisive opinion on the failed war on drugs in the where hybrid students fly in once a year for
United States. He recognizes opportunities to reconfigure our approach a required residency. For Zarchy, “coaching
in alternative ways, including those that have been successful in other students is easier in person than online. I
countries, such as Portugal. In fact, this is the topic of his favorite book, will approach a student privately if I believe
Chasing the Scream by Johann Hari. he or she would benefit from individual
As a licensed counselor, Zarchy is a regular attendee of various coaching. But I will send a private message to
professional conferences. Though this continuing education ensures he an online student suggesting the same thing.”
can maintain his credentials, he also finds value in making the effort. While focusing on teaching the established
And he has attended some truly enjoyable and insightful conferences. objectives for the given week, Zarchy stylizes
For instance, last fall in Denver, Colorado, he attended a conference his instruction by sharing relevant stories
on mindfulness and self-compassion. “I have found that when I attend from his counseling career and personal life
conferences, I learn new skills that I can then share with my students," when appropriate. When asked if he had any
Zarchy explains. In 2007, while attending the Southwestern School for distinguishing objectives of his own that he
Behavioral Health Studies Conference in Tucson, he reconnected with strives to impart to his students, he quickly
his University of Phoenix instructor Dr. Patricia Kerstner and expressed shared two:
to her an interest in facilitating courses at the University. Dr. Kerstner 1. Counseling essentially boils down to
became a mentor of sorts, and now Zarchy teaches at the University of educating, guiding, and cheerleading.
Phoenix and Rio Salado Community College, where he has had up to 2. The essence of most problems is
90 students at a given time. This is in addition to his full-time job as perception and focusing on what is in your
a counselor. As he explains, "I give my full attention one at a time to control versus letting go of what is not.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 11
BEST PRACTICE

Partially owing to the fact that he is a Baby Boomer, hybrid forms of education that address a greater number of
Zarchy finds counseling from a distance to be somewhat students’ needs.
limited and impersonal, and it can be challenging to develop For fun, Zarchy is an ardent swimmer (at LA Fitness in
rapport without the benefit of paraverbal cues. He does, the winter and his own pool in the summer). He also enjoys
however, acknowledge that these interactions offer more movies, the aforementioned theater, as well as cooking and
opportunities to assist those who live in rural areas where baking, which his coworkers certainly appreciate. A wearer
services are scarce. And distance communication will likely of many hats, Zarchy is passionate about each of his jobs.
continue to grow as a component of the counseling that “Counseling and teaching seem to flow together for me,
takes place in his field, similar to the growth in online or and I am so grateful to continue to have the opportunity

Spotlight: Dr. Marla Dean


by Nathan D. Coley

A ny instructor can ask students to digest information,


recycle it, and deliver it back to the teacher, but it takes a
special kind of instructor to prompt students to explore, think
critically, and challenge themselves. Dr. Marla Dean, who
teaches creative writing courses at the University of Phoenix,
is one such instructor.
Dr. Dean’s pedigree speaks for itself. In addition to her
Master of Arts (University of Texas) in Theatre and Criticism
and her PhD in Theatre history, she has years of experience as a of her final projects, she requires students to write a fictional
playwright and a director, and has overseen productions such premise that is “totally outrageous.” The students must
as West Side Story, Oliver, and A Funny Thing Happened on the then write a piece of realistic journalism that describes the
Way to the Forum. She describes musical directing as great fun outrageous tale as if the tale were not fiction but fact. Any
and likens it to approaching an octopus and “grabbing all of instructor can ask students to digest information, recycle it,
the tentacles.” and deliver it back to the teacher, but it takes a special kind of
Dr. Dean is no stranger to pandemonium. If you were to instructor to prompt students to explore, think critically, and
enter her office on an average day, a glance at her desk would challenge themselves. Dr. Marla Dean, who teaches creative
testify to her hectic schedule. She describes her desk as the spot writing courses at the University of Phoenix, is one such
in her life that contains everything: stacks of papers, empty Coke instructor.
cans, and half-drunk lattes. She prefers to keep her TV running For Dr. Dean, however, the chaos is only on the surface.
while she works. According to her, the scene is “total chaos.” Her teaching practices are carefully constructed to bring out
For Dr. Dean, however, the chaos is only on the surface. the best in her students. She teaches creative writing courses
Her teaching practices are carefully constructed to bring out that include poems, short stories, and personal essays. In one
the best in her students. She teaches creative writing courses of her final projects, she requires students to write a fictional
that include poems, short stories, and personal essays. In one premise that is “totally outrageous.” The students must
then write a piece of realistic journalism that describes the

12 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
"Do What Makes You Happy" Image Courtesy of Pixabay.com

outrageous tale as if the tale were not fiction but fact. As much as Dr. Dean sees the progress in her students, she’s
There are challenges to teaching creative writing. “For the also mindful of where her own pedagogical journeys have taken
first week,” Dr. Dean says, “You have to teach [students] to her. She writes, “I have spent the last twenty years developing
throw away formal writing. It’s difficult. They want to cite and work on the page and developing the writing of others...Being
put in a bibliography.” It is not uncommon to find reserved a working writer allows me to understand where the students
students in creative writing courses. According to Dr. Dean, are coming from in a personal way.” It’s thus no surprise that, as
students can be “hesitant and a little shy. I give them a she walks the trenches with her students, she testifies to having
gentle nudge in the beginning to urge them to simply write grown as an educator.
and allow them freedom to do so.” Dr. Dean knows how Ever the true scholar, Dr. Dean is busy outside her
to administer the right dose of motivation. She encourages classes. She’s currently working on a three book series: an
students to digest the arts and then create an artistic response action thriller that takes place across a war-torn Middle East
of their own. The results inspire and encourage her, and by after over a decade of conflict. Recently, she and her writing
the end of her courses, writers have often left their comfort partner set their aim on a science fiction project. Like many
zones behind. writers, she likes to relax with a good book, with a preference
The learning in Dr. Dean’s courses is not strictly for worlds that are creative, different, and believable. Along
academic. Her students become better people and refine their these lines, she strongly recommends the work of Doris
skills. She notes that her students “learn to communicate Lessing (Shikasta from the Canopus in Argos series).
incredibly, from a different perspective. Literally, they start Dr. Dean offers a powerful and elegant piece of advice to
seeing everything in more of a 360 degree view.” Dr. Dean writers. For an aspiring author, “the biggest mistake is not to
relishes in how her students open their minds and express write.” Finding the courage to put words on the page is not
themselves. Her classes are pipelines into the imagination. always easy, so it is fortunate that instructors like Dr. Marla
“Everybody has imagination,” she says. Without question, Dean are hard at work, buried under stacks of paper and
her goal is to cultivate the minds of her students. empty coffee cups, waiting to see the next surprise.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 13
BEST PRACTICE

MAKING IT WORK
The challenge for any faculty is to balance the sometimes conflicting needs of students,
the university, fellow faculty, and, of course, having a life outside of teaching. In this
section, We Rise reaches out to practitioners to see what tricks they have in creating
their own best practices. If you would like to share some of your own ideas, you can
contact We Rise at COHS.BrownBags-Newsletters@phoenix.edu

Overgeneralizations in Student
Participation Messages
by Brad Carroll

Overgeneralizing is an example of cognitive distortion, Examples:


often studied in psychology as a thinking error that reinforces • The youth today have no respect for the older
negative feelings or thoughts. As Cohen (2012) points out, generations.
“Studies have found higher tendency to express cognitive • The media is biased.
distortions in general, and over-generalization in particular, • People who live in poverty are conditioned to feed off
among depressed persons” (p. 349). Overgeneralizing is also of government assistance.
studied in the field of language acquisition, for example, in • Police officers are racist/Protesters are violent.
how language patterns are identified but inaccurately applied. • Politicians are crooked.
The statement “I runned to the store” may be assumed proper
before “I ran to the store” is learned as the correct, if irregular, Exaggerated statements help underscore the meaning
past tense form of the verb run to use. Though this research of a message, but the quality of discussion can be stunted
exists within the fields of psychology and linguistics, the because these claims are not supported by thorough and
widespread use of overgeneralized statements is hardly limited consistent research. I would call it indiscriminate hyperbole
to those impacted by psychological disorders or those learning if hyperbole did not imply that some level of intention was
a new language. involved. Rather, these impromptu reactions offer little
In online classrooms, students are frequently asked or evidence that nuance has been taken into consideration.
required to participate in class discussions as a means of Also, students often feed off of each other when such claims
demonstrating their understanding of the course material. are made. A student who comes across an overstatement they
In doing so, they sometimes rely upon over-generalizations agree with may chime in to endorse the claim without noting
to make claims, particularly when the topic at hand is a the language used to make it. Without intervention, support
debatable one, for instance, in discussing a social issue such garnered through the use of overgeneralized claims can
as the death penalty. falsely validate those claims. What role does critical thinking

14 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
"It ain't what you don't know that
gets you into trouble. It's what you
know for sure that just ain't so."
Mark Twain
play in a classroom wherein overgeneralized claims are as reductive, others may appreciate their economy. After
accepted as nothing more than innocuous embellishments? all, “Its communicative production exceeds its linguistic
While the summary above accounts for my accumulated expense” (Beare & Meade, 2015, p. 73). A follow up piece
personal observations, I unexpectedly found little research applauding Beare and Meade’s efforts to destigmatize
to review about the impact that over-generalizations have hyperbole in student writing notes, “Research that seeks to
on the quality of class discussions. The possibility that I am understand and honor student writing as it is, rather than
being pedantic seems to be growing. What I found instead deconstruct it in the ways we wish it to be, offers important
was an eye-opening appeal for instructors to embrace the and uncommon insights about what it means to be literate”
value of hyperbole in student writing rather than shun it. I (Addison, 2016, p. 372).
return to the word hyperbole here because in their research So where from here? Over-generalizations are either
on the rhetorical device, Beare and Meade (2015) conclude critical thinking inhibitors or practical and efficient language
that the concept is so amorphous that intention is not always mechanisms. Or, perhaps, the reality lies somewhere in
required, despite the dictionary definition of the term. And between. Classifying the idea at one end of the spectrum or
because of these researchers, my perspective has started to the other is likely an over-generalization itself. So can online
shift from one looking to minimize the use of overgeneralized instructors address the use of overgeneralized commentary
commentary in student writing to one that seeks to in student messages in a way that recognizes its purpose, but
understand it instead. As Beare and Meade note (2015), “The still fosters more productive and logical class discussions? Is
hyperbole-saturated media and discursive landscapes impact it even necessary? I recently started a thread in the College
the writing done by our students and make an investigation of Humanities & Sciences “Class Discussions” forum on
of hyperbole in student writing both important and timely” this topic. If you have additional thoughts on the impact
(p. 66). So my concern is not baseless. But my conclusion was and prevalence of overgeneralized language in classroom
perhaps hasty. Where I often see overgeneralized statements discussions, please visit the forum and share your perspective.

References
Addison, J. (2016). Response to Zachary C. Beare and Marcus Meade's "The most important project of our time! Hyperbole
as a discourse feature of student writing." College Composition and Communication, 68(2), 372.
Beare, Z. C., & Meade, M. (2015). The most important project of our time! Hyperbole as a discourse feature of student
writing. College Composition and Communication, 67(1), 64-86. Retrieved from https://search-proquest-
com.contentproxy.phoenix.edu/docview/1707562388?accountid=35812
Cohen, S. J. (2012). Construction and preliminary validation of a dictionary for cognitive rigidity: Linguistic markers of
overconfidence and overgeneralization and their concomitant psychological distress. Journal of Psycholinguistic
Research, 41(5), 347-370. doi:10.1007/s10936-011-9196-9

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 15
BEST PRACTICE

Leaving the Smoke Shack:


Writing my First Academic Article
by Melissa Warren

At age twenty-one, I taught my first 11th grade English journal articles, I guffawed. Not only would I not write one, I
classes. I took over those courses midway through the did not even want to read one. I found a loophole: conference
semester; the instructor, my former high school English presentations.
teacher, was ill. We had one meeting before I started. She Using what I had learned in the smoke shack and with
pointed to a page in the textbook, and she left. the help of my University of Phoenix (UOPX) mentor, April
I worked each day from 6 AM to 6 PM. Toward the end Newman, I put together a presentation, "Cultivating Teacher
of the semester, I graduated from college with a bachelor's Immediacy through Instructor Created Multimedia in the
degree in English education. As most education majors will Online Classroom." After meeting with a scholarship mentor
tell you, I knew little about lesson planning and even less about from the COHS Community of Practice site, I realized that
classroom management. Luckily, I worked at my former high I needed to root my methods in research, and I slogged
school, and my former teachers extended an invitation to the through several scholarly articles on my topic.
smoke shack, an old tool shed at the back of the school, where During my research, I came across an article from a
the meanest, smartest, and oldest teachers held court. former smoke shack regular, Ashley Boyd. Although we
I am allergic to cigarette smoke, but I went to the shack are nearly the same age, Ashely is the teacher I wish to be
before and after school, during planning, and above all, at when I grow up; she is brilliant, kind, and tireless. Like
lunch, and I learned to teach. My colleagues shared lessons me, she left our high school English department for higher
such as: what to do when a student hits on you, how to fill education after the conditions in our North Carolina school
a 90 minute class each day, what do when several students district became unbearable. Reading a scholarly article from
are suddenly missing, and how to teach things that matter a teacher I adored completely transformed my perspective,
while still getting all of the students to pass the standardized and it helped that her article featured many of the ideas and
tests. After I spent a few weeks at the shack, I was a confident tools we had once utilized together. I was inspired!
teacher, and after a few years, I was an award winning teacher. Empowered by my friend's work, I sought out my own
I learned to teach by socializing with amazing teachers. digital smoke shack. I may teach online, but I keep my
Later, when I became the meanest, smartest, and oldest trusted peers close. It was time to call Amy Winger. Winger
teacher at my school, I held court with first-year-teachers. is a frequent Brown Bag presenter and COHS Community
I learned Edmodo and Google Classroom from them. They of Practice contributor. She also created many of the 508
learned how to outsmart the principal, teach banned books, compliance tips on the UOPX faculty page; if I need to learn
give a hard stare, and survive. how to do something new, I call Winger, and she did not
I did not learn to teach from a college professor. I did disappoint.
not learn to teach from an academic journal. I certainly did Winger has presented at several national education
not learn to teach from that guide that comes with the new conferences and has also published in several academic
textbooks, so when I was told to start publishing academic journals. She is currently working on a piece for eLearn

16 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Image courtesy of Pixabay.com

Magazine. Like me, Winger’s focus is on her students’ work hard again. I also realized that Winger does not do this
experience. When she first started writing for journals, hard work for a byline; she does it because it makes her a
she had to adjust this focus. She approached her writing more effective instructor; she does it for her students. Practice
like a talented and seasoned teacher, and in her writing, rooted in theory is more powerful than good methods alone.
she presented lessons and methods. With the help of a Writing for a scholarly journal is simply an extension of
few detailed rejection letters and some insight from a new my beloved smoke shack; it is conversation between teachers
research partner, she learned to root her best practices in who care about students. More importantly, it forces me to
educational theory. Over the years, she has learned how write the way I train my students to write; I must prove my
to select a writing partner, a publication outlet, and most good ideas with credible evidence.
importantly, a topic. She often starts her writing process in While I value learning from and teaching other educators,
the UOPX library in database Cabell's Scholarly Analytics it was not until I saw my friends' teaching methods in print
or The University of Wisconsin-Madison’s distant education that I realized the importance of publishing. This summer, I
page. She learns first and writes second. will use Winger's advice and share my ideas permanently. I
Winger taught me that writing and publishing an article is still believe in swapping teaching ideas over a plate of cheese
a long process; a process that includes painful rejection after fries and a glass of wine, but I think I can contribute an idea
months of hard work. After chatting with Winger, I realized or two in print that will help some teacher somewhere have a
publishing is just like teaching, work hard, fall on face, and better Wednesday afternoon.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 17
BEST PRACTICE

FACULTY BROWN BAG


The College of Humanities and Sciences hosts a series of Brown Bag live presentations
on various topics designed to promote academic content discussion and reflection.
The Brown Bags provide faculty and staff with additional training and tools, as well
as opportunities to present research and engage with colleagues. Anyone interested
in presenting at a future Brown Bag is encouraged to submit ideas by completing the
Brown Bag presentation application at the Brown Bag Application on the COHS
website.

Making Connections: Tips and Strategies


for Outreach in the Online Classroom
by Carrie Kendall

Making connections with students in the online when communicating with students to connect on a
classroom is difficult. While the asynchronous nature more human level. By being empathetic, we are able to
of the classroom leads to more flexibility for students, it show students that we understand and appreciate what
also leads to a lack of real time interaction between the they are going through.
students and faculty members, which can cause students After providing a clear discussion of the connection
to feel disconnected. On February 27th, 2018, Jasmine challenges faced in the online classroom, the presenters
Rojas and Jennifer Romano addressed the challenges discussed ways to overcome them. To improve
of making connections in the online classroom and communication, the presenters recommended utilizing
provided strategies to overcome them in their Brown apps such as the Discord App and Remind.com App. Apps
Bag titled “Making Connections: Tips and Strategies for can help the facilitator encourage a safe and fun learning
Outreach in the Online Classroom.” environment for the students. Texting students is also an
To understand better how to make connections, option to improve communication as many students do
Rojas and Romano first educated the audience on the prefer to receive a text than a phone call. Finally, Google
challenges that we face in the online classroom. Those or Skype meetings can be used to communicate and
challenges were identified as communicating with the connect with students live.
students, engaging the students in classroom discussions, Rojas and Romano also addressed how to improve
and getting students to review feedback. discussions with students. Students can be shy, which
To overcome those challenges, the presenters can affect their participation. Showing appreciation
explained that attitude and communication style are in our own posts can help students feel more
crucial. They went on to say that multiple channels comfortable posting. Also, sharing our experiences and
of communication such as texting and emailing may opinions makes students more willing to share their
be used to encourage engagement. Finally, Rojas and own. Additionally, we can encourage discussion by
Romano stressed the importance of showing empathy questioning viewpoints to get students thinking about

18 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Reflect: By Jtmorgan [CC BY-SA 3.0 ]
Image curtesey of WikiCommons

different perspectives. Because students might be asked to reflect on the previous


are comfortable communicating in week's activities and to share their
social media, discussion can also be thoughts on their progress in the course.
encouraged by creating a Facebook feel It can also be helpful to post questions
to the classroom. To create that feeling, within the assignment feedback and ask
faculty can use Facebook images, students to respond via Private Message.
emojis, and bitmojis. Finally, providing quizzes in discussion
Getting students to review the threads can help students reflect on their
feedback that they receive is crucial to their success. To strengths and weaknesses.
encourage them to review their feedback, one suggestion is As facilitators in the online classroom, we all know how
to put the feedback into Private Messages as well as in the difficult it can be to communicate with students, to engage
gradebook. By putting the feedback in a Private Message, it them in discussions, and to get them to review their feedback.
brings the feedback to the attention of the student. Another In their presentation, Rojas and Romano have provided
option is to provide a weekly discussion topic where students us with valuable tips and resources to help us address and
can share what they've learned through feedback. Students overcome those challenges in our classrooms.

CHECK OUT MORE BROWN BAGS ON THE COHS WEBSITE!


Connecting Faculty to Staff: Building Bridges for Student Success
Presentation by Jonathan Lewis

Investing Your Way


Presentation by Peter Conrad, Faculty Development Chair

Four Hidden Secrets to a Successful Online Course


Kristina Bodamer and Jennifer Zaur

Mark Your Calendar!


Date: June 21, 2018
Time: 10:00am AZ time
Title: Faculty Quality Management
Presenters: Joshua Bennett, Shyla Lang, Paul Snyder, and June Wagner

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 19
INNOVATION

Artists: Jules-Edmond-Charles Lachaise, Eugène-Pierre Gourdet


Perspectival study for one quadrant of a ceiling design including a trompe l'oeil balustra
Image courtesy of Metropolitan Museum of Art [CC0] via Wiki Commons
20 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Consuming Knowledge:
The Core of the Learning Exchange
by Dr. Gillian Silver, ABC

"I pondered this feedback, made visits to


classrooms at their request, and wondered if
we were at the precipice of emerging trends.
Was the university environment undergoing a
dynamic shift right before our eyes?"
A few years back, after several decades in the classroom Many who taught in progressive institutions, such as the
as both a student and a university practitioner-educator, University of Phoenix, did acknowledge the requirement
I co-authored a book with a dear colleague. My premise for a more equitable balance between student and educator.
was that students literally consume knowledge as part The embedded challenge was how to ensure integrity
of the transactional learning process. They also vote while encouraging diverse ways to contribute to classroom
with their dollars, selecting educational programs that dialogue. I began to think, over time, that a transition was
heighten the transferability of their newly cultivated indeed underway. Then I began to increasingly encounter
competencies, and provide a sound return on investment. faculty who spoke of new classroom management
At the time, some of the ideas postulated – from the challenges—students who may lack self-awareness making
vantage point of three perspectives (student, faculty and random, out-of-the-blue interruptions during formal
administrator) – were viewed as challenging. In the many discussions and lectures. Learners talking over each other,
presentations that followed publication of The Consumer and quickly moving off task into random exchanges.
Learner, other educators (predominantly in traditional Increasingly, faculty shared that they sometimes concluded
post-secondary environments) vocalized strong resistance the students’ level of self-distraction reached the point where
to the idea of shared accountability in the classroom. the focus on the curriculum no longer took precedence.
There was a profound allegiance to hierarchy, with Concerns were expressed to me that the major educator
knowledge having two points of origin—the informing role was now becoming the daily quest to balance the
text/source material, and the individual accountable dominant influence of student interpersonal relationships.
for its delivery. The scholastic enterprise was to remain I pondered this feedback, made visits to classrooms at
dominated by the content expert—the instructor. Students their request, and wondered if we were at the precipice
were to be respectful, and cooperative, not challenging of emerging trends. Was the university environment
but accepting the delivery of the framed information. undergoing a dynamic shift right before our eyes? This

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 21
INNOVATION

combination of conversations, and indeed my own direct environmental dynamics. Time poverty, resulting from the
experience with some of the student behaviors, was both inability to truly harness a balance between family, work
intriguing and worrisome. What modifications would be demands, and school, places extraordinary pressure upon
needed to ensure that the learning exchange retained its the learner’s stamina level.
integrity? These realities underscore how vital it is to remain
Ultimately, it led me to remember one of the driving responsive, and to continually refine new facilitation
motivations that compelled me to consider the learning practices. We must boldly experiment with content delivery
process from the epicenter—the learner outward. His or approaches to make the privilege of imparting valuable
her needs, whether they be psychological, sociological, ideas more exciting for the students. And, this must be
or intellectual; and their changing self-image (which is a accomplished while concurrently striving to legitimately
most desired outcome of academic discourse along with uphold learning outcomes. In short, we must become full
heightened critical thinking competencies), dictate that the partners (not the origin point) in the evolving process of
educational process must continually shift. This is neither adult education.
positive nor negative, but simply a necessary adjustment to Thus, the idea of consuming knowledge, and indeed the
emerging classroom dynamics. need to adjust to student requirements, has never been more
In the contemporary classroom, many academics now profound. This mindset reflects a respectful and supporting
recognize that a myriad of barriers may impede the learner’s disposition toward the unique requirements of the learner. It
ability to prevail. Obstacles that challenge progression to the leverages the educator’s quest to fulfill those romantic ideals
finish line of course completion and program achievement of contributing to a society that is high-functioning, and
include financial burdens, self-esteem, and changing compassionate.

About the Author

Dr. Silver has been affiliated with the University of Phoenix since 1989, and was once the youngest faculty member in
the system. Throughout the years, she has had the pleasure of elevating student learning, contributing to assessment and
accreditation projects, and serving on special project groups. Currently she is the Lead Faculty Area Chair for the College of
Business at the University of Phoenix Las Vegas Campus.

A former senior vice president at the corporate level, Dr. Silver has designed and implemented strategic plans, marketing
communications platforms, and crisis communications programs/recovery systems for both international and domestic hotels
and casinos. She holds a doctorate in Leadership, and a master’s in Management/Organizational Behavior from the University.
Additionally, she earned her bachelor’s in Mass Communications/Journalism at Stephens College. Dr. Silver is the lead author
of The Consumer Learner: Emerging Expectations of a Customer Service Mentality in Post-Secondary Education.

22 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
The Mindful Facilitator: Part III
by Dr Larry Cammarata

We Rise will be publishing Dr. Mindful Conflict Management


Larry Cammarata’s article “The Conflict can provide an opportunity to improve your relationships with students.
Mindful Facilitator: Part II” in Practicing the skillful management of conflict allows you to become more accepting
four parts over the course of four and less defensive, potentially strengthening the student-facilitator alliance.
successive issues. This is the third
part of the article that examines Some keys to mindfully managing conflict and disagreements include:
mindful conflict management • Empathize with your student’s feelings and acknowledge their point of view,
and the benefits of mindfulness even if you disagree with it.
in the classroom. The third part • Ask non-defensive, open-ended questions to gain a greater understanding
also examines how to develop of the perceived problem.
the practice of communicating • Receive criticism with a spirit of curiosity and openness by asking the critic
intentionally, sensitively, and for the specific details about your behavior that appeared problematic to
respectfully. You can read “The them. Strive to understand their point of view without justifying your
Mindful Facilitator: Part I” in actions.
its entirety on the College of • When “gridlocked” in conflict, ask solution-focused questions, such as,
Humanities and Sciences Faculty “how would you like this situation to be resolved?”
Community site. • When necessary, respectfully agree to disagree.
• View conflict as an opportunity to develop greater self-insight and enhanced
self-regulation skills in the face of stressful circumstances.
• Remember your intention for handling the conflict, and align your behavior
(e.g., the written word in an online learning environment) with your
intention.
• Stay “centered” by connecting to your body and breath. (Cammarata, 2010)

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 23
INNOVATION

The Mindful Facilitator: Part III continued

Benefits of Mindfulness for Classroom Facilitation


• Enhanced awareness of internal reactions to your students (thoughts,
feelings, images) that could potentially reduce your effectiveness and
objectivity.
• Increased empathy, compassion, and presence.
• Enhanced concentration and response speed.
• Openness and spontaneity.
• Non-attachment to one’s point of view helps you to remain open to
your students without the distorting filter of your favorite theories and
explanations.
• Present-centeredness allows you to be attentive to individual student
needs and the collective needs of your entire classroom.

Tools to Cultivate Mindfulness in the Online Classroom Larry Cammarata, Ph.D. is a


and in Everyday Life licensed psychologist specializing in
• Practice mindfulness on a daily basis. mindfulness-based psychotherapy
• Remind yourself to ‘pay attention.’ and education. His work on mindful
• Relax into challenging situations (e.g., dealing with challenging movement has been presented at
students). an international conference hosted
• Use awareness of your breath as an anchor to the present moment. by the world-renowned Center for
• Stop ‘trying’ to get anywhere and pay very close attention to where you Mindfulness at the University of
are. Massachusetts School of Medicine.
• Face difficult emotions: Drop ‘the story’, relax (if possible), stop resisting Larry provides continuing education
the reality of the experience and pay attention to ‘what is’ (vs. your story in international settings to licensed
of what is). health professionals through his
• Transform your relationship to the present moment by choosing company Mindfulness Travels. He is
to accept (not reject) difficult students and challenging situations, also an instructor of the Chinese arts
remaining present and open to whatever unfolds. of Taijiquan and Qigong. For more
• Practice mindful listening/observing and responding in interactions information: www.MindfulnessTravels.
with your students. com and drcammarata@mac.com.
• Spend quiet time in nature, fully engaging your senses.
• Give yourself an intentional timeout from computer work and then
return to your classroom after taking a several minute mindful breathing
or stretching break!

Reference
Cammarata, L. (2010, May 1). Fit for communication: Constructive skills for
mind-body fitness professionals. IDEA Fitness Journal, 68-70.

24 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Consumerism and Critical Thinking
innovation
by Jessica Bogunovich, Judy Drilling, Jennifer Romano

"The ultimate consumer" / Keppler. Illus. in: Puck, v. 65, no. 1678 (1909 April 28), centerfold. Courtesey of Wiki Commons.

"Faculty must embrace the opportunity to


improve their own consumer habits, and then
impart that knowledge in the classroom. "

C ritical thinking skills are essential in our


everyday lives and often forgotten in the world of
consumerism. We all feel the need, want, and desire to
unnecessary purchases. Moreover, as faculty, we must
impart this knowledge to students. Taking the time to
research and consider the possible implications of the
make purchases, acquire material items, and spend our purchases we make could save us money over time, but
money, but how many of us really put much thought the greater reward comes from sharing this information
into our purchases, big or small? Taking a step back and with students.
looking at our consumption may lead to more positive Faculty can be especially guilty of poor critical thinking
results in our financial situations and less desire to make when it comes to spending. Ashworth & Steele (2016)

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 25
INNOVATION

conducted a study to evaluate the level of consumerism in this topic and elucidating the risks of consumerism, but they
teacher candidates. They found that the majority of teacher “cannot push students to think more deeply unless they do
candidates who were given a constructive activity stated, so themselves” (Ruenzel, 2014, para. 5).
“I’m just going to buy that!” relating to the materials needed According to Martin (as cited in Frantz, 2000), by the
for the project. This was of concern because the majority of time an American turns 16, he or she has been exposed to
resources such as school, art, and other supplies are typically over six million commercials/ads. This amounts to more
scarce in an actual classroom environment. The need is for than one ad per waking minute (Frantz, 2000). While many
teacher candidates to develop creativity and a “make do” are becoming slogan experts, advertising itself is convincing
perspective with the materials they already have available in people “that consumption is the answer to life’s challenges”
order to shift the mindset to “I’m just going to make that!” (Frantz, 2000, p. 2). People have begun relying on infomercials
This study emphasizes the importance for teachers to reuse, to solve their issues and/or on purchasing exercise equipment,
recycle, repurpose, and find materials found in nature to videos, and products to ensure a healthy lifestyle. To put this
complete projects in class in order to reduce consumerism into perspective, in 1999 people were spending $42 billion on
in the classroom and educational setting (Ashworth & infomercials per year; in 2000 this number more than doubled
Steele, 2016). Consumerism occurs in all our lives, but to $92 billion; in 2009 it was $170 billion; and in 2015 this
faculty understanding of these habits can lead to student number exceeded $270 billion (Frantz, 2000; Nathanson,
understanding and appreciation of logical spending. 2016). The lack of critical thinking makes the act of buying
Consumerism and spending is a crisis in the United more important than what is being bought.
States, and students can greatly benefit from knowledge on Faculty must embrace the opportunity to improve their
being effective consumers. Therefore, faculty must consider own consumer habits, and then impart that knowledge in the
their role in imparting this information within courses. classroom. HUM/115 is a great opportunity for discussions
University of Phoenix embraces this topic in the GEN/201 on spending and critical thinking. Providing new views
course, teaching students the importance of responsible on consumption and critical thinking will allow students
borrowing and encouraging discussion on making wise to “understand the values that stand in opposition to
decisions when it comes to borrowing for one’s education. consumeristic, materialistic values” (as cited in Keeley, 2010,
Further, students grapple with this topic in HUM/115, p. 148). Students and faculty alike can benefit from improved
as they explore the many ways their lives are impacted by knowledge and a critical understanding of consumerism in
critical thinking. Faculty play an important role in exploring today’s society.

References
Ashworth, E., & Steele, A. (2016). "I'm just going to buy that!": Confronting consumerism in teacher education. Discourse
and Communication for Sustainable Education, 7(1), 37-48. Retrieved from https://search-proquest-com.contentproxy.phoe-
nix.edu/docview/1819251659?accountid=134061
Frantz, G. (2000). Consumerism, conformity, and uncritical thinking in America. Harvard Law School Student Papers.
Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:8846775
Keeley, J. (2010). The generalist’s corner: Consumerism, activism, intrinsic motivation, and balance: An interview with
Time Kasser. Teaching of Psychology, 37, 146-152. Doi: 10.1080/00986281003626698
Nathanson, J. (2016). The economics of infomercials. Priceonomics. Retrieved from https://priceonomics.com/the-economics-of-info-
mercials/
Ruenzel, D. (2014). Embracing teachers as critical thinkers. Teachers as Critical Thinkers, 33(26), 33.

26 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
The Truth is Better than Fiction:
Accuracy in Historical Fiction

Image courtesy of Kristen McQuinn

by Kristen McQuinn

As any avid reader knows, waiting for the next novel in a fiction is different from history books, and I think only the
favorite series to be published can be excruciating. We invent very worst pedants would expect utter slavish adherence to
all kinds of creative coping mechanisms to help us deal with historical facts in a work of fiction. Such adherence to fact
the wait: writing fanfiction about our beloved characters, would likely render a work of fiction, well, not fiction. Author
finding all the read-a-likes we possibly can, adopting Elizabeth Chadwick states, “It is not about dumping all that
O’Neal’s Razor.1 Sometimes, through social media, readers knowledge and research into the text. That’s the last thing you
will start to pester authors about when the next book will want to do. Your aim is to entertain readers with a riveting
be out. It’s an understandable question and, while I’m sure story, not bore their socks off ” (Chadwick, 2017, para. 15).
it can get annoying (and some readers can be rude about At some point, authors will have to make a judgment
it), it is generally intended as a compliment. Readers are call and make some things up. No one is psychic, and so
asking because they like your books and want to read more. we don’t really know what someone was thinking. In many
Such questioning by fans raises other questions about what cases, we might have chronicles or other documentation
authors owe to their readers, if anything. I tend to be in the available from which authors can draw inferences and build
camp that says authors don’t owe readers anything in terms a story. If we are very, very lucky, we might have a person’s
of when they will publish their next book or how they will own journals or even a recorded interview, depending on
end a fiction series. However, something that I do believe the timeframe involved; however, even these more personal
authors owe their readers is accuracy in historical fiction. types of evidence don’t allow us to hear a person’s innermost
I do think that authors of historical fiction have an thoughts or witness a private conversation. Authors have to
obligation to be accurate in their writing. Naturally, historical invent dialogue based on what they have learned about a

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 27
INNOVATION

As any avid reader knows, waiting


for the next novel in a favorite series
to be published can be excruciating.
person from the evidence that is available to them. In short, (Chadwick, 2017, para. 21). In essence, a good story and
sometimes they have to guess how a historical figure might historical authenticity are not mutually exclusive. You can
act. work with facts, or around them as needed, but don’t make
These kinds of guesses are to be expected in historical up your own facts. We have enough alternative facts floating
fiction. Saying up front that a book is a work of fiction gives around right now, thank you. “If you do your research and
an author creative license to make up a lot of things - or does don’t warp the history while telling a bloody good story,
it? Tudor historian John Guy expresses concern that readers then the historical detail anoraks will stay off your back, the
of historical fiction are unable to tell the difference between people who just want the frocks and a story won’t notice, and
fact and fiction, especially when it is well written (Brown, everyone’s happy” (Chadwick, 2017, para. 21).
2017). Guy states that it is troubling when students try to In all honesty, history is generally interesting - and
apply to the University of Cambridge, where he teaches, dysfunctional - enough as it is without changing things
based on a desire to study a characterization of an historical for added drama. The Tudors, that ever-popular favorite
figure they read in a work of fiction. In a popular series of historical novelists, are well known for their glittering
about Thomas Cromwell, for example, Guy says, “It was courts full of intrigue, betrayals, love affairs, spies, and
more scary that the writing was so good that some people drama, yes? Well, the Plantagenets make the Tudors look
think it is true” (Brown, 2017, para. 19). This is where I get like rank amateurs in terms of dysfunction. And, the years
antsy about accuracy. It’s delightful that the storytelling and immediately prior to the start of the Plantagenet dynasty
writing are excellent! That should not, however, be confused were so miserable, filled with political upheaval and warfare,
for accurate. that the chronicler of the Peterborough Chronicle (1137)
Like it or not, authors have at least some modicum of wrote:
power and authority, and they can influence what the public Wes næure gæt mare wreccehed on land … Gif twa
thinks. Many readers are going to take authors’ words at men oþer iii coman ridend to an tun, al þe tunscipe flugæn
face value and not look beyond that, nor do any research of for heom, wenden ðat hi wæron ræueres. Þe biscopes &
their own to verify what they just read. The term revisionist lered men heom cursede æure, oc was heom naht þarof,
history springs to mind. It behooves authors to want to for hi uueron al forcursæd & forsuoren & forloren. War
spread accuracy as well as tell a good story. There is nothing sæ me tilede, þe erthe ne bar nan corn, for þe land was al
wrong if a reader only cares about pretty dresses and shiny fordon mid suilce dædes. & hi sæden openlice ðat Crist
armor. But, that shouldn’t mean the facts go out the window, slep, & his halechen.
either. Chadwick would seem to agree.
She says, “Yes, story is massively important, but in the case [Translation] Never was there more wretchedness
of historical fiction the story must rest solidly on historical upon the land. … If two or three men came riding to
integrity. … Indeed, it’s essential. If you are twisting history a town, all the township fled from them; they believed
to suit the story then you’re not a good enough writer” they were robbers. The bishops and learned men

28 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
excommunicated them, but that was nothing to them, get me to put a book down.
for they were all entirely cursed and forsworn altogether. How horrifying to think that history can be so
Wherever people tilled, the earth bore no grains, for the misrepresented, and people’s pain shunted to the side, just
land was through with such deeds. And men said openly for the sake of an inaccurate story. Tell a better story.
that Christ and his saints slept. The consensus among the Rioters who kindly
volunteered opinions, as well as the opinions of reviewers
Can you feel the chronicler’s fear and despair? Who at the Historical Novel Society (HNS), seems to be that if
needs to add drama to this? It bleeds from the page all on readers can do the research, so can authors, and that good
its own without any embellishment. The drama is already research is preferred. Anachronisms in historical novels are:
built in! … profoundly annoying and … interrupt the spell
Accuracy can take a heavy turn as well, depending on that good fiction can weave between the author and
the topic, time period, or location involved. It’s especially the reader. … Perhaps the biggest irritant for the HNS
important that authors take care that people who are already reviewers is writers giving their characters contemporary
minorities, underrepresented, or oppressed in some way are mindsets, in taking them out of the conventions, culture
not made more so through inaccurate writing. One Book and behaviour of their times and giving them an
Riot contributor told me that inaccuracies in historical “enlightened” temperament. (Kemp, 2018, para. 9)
fiction didn’t used to bother her too much until she realized If there are liberties taken with facts or historical figures,
how fictionalized stories tend to favor the majority classes, then the near-universal preference among my colleagues
religion, and castes, especially in Indian context. She said, is that there had better be an author’s note explaining it.
“Nobody tells you the stories about the lesser privileged, It seems like such a little thing to include in any historical
and their narratives get lost or overwritten in this way.” fiction book to make the readers happy who like accuracy,
Another important factor that can get overlooked is the yet it won’t affect readers who are just there for a story.
power dynamic between the oppressor and the oppressed. So, how about we all make a deal with authors. I promise
This is lost or overwritten with incautious writing or shoddy never to bug an author about when their next book will be
research. As another Rioter commented: out if they promise to give readers well-researched historical
I do think inaccuracy becomes more problematic in fiction with an author’s note included. I wouldn’t think
terms of softening the oppressor (i.e. Jewish woman who they’d want their inaccurate novel to be used as the basis
falls in love with Nazi, Slave who falls in love with Master, of some poor college student’s entrance essay, right? How
etc). This ignoring of the power dynamics is what really will embarrassing. It seems like a fair trade to me.

References:
Brown, M. (2017, May 31). Students take Hilary Mantel’s Tudor novels as fact, says historian. The Guardian. Retrieved from
https://www.theguardian.com/books/2017/may/31/students-take-hilary-mantels-tudor-novels-as-fact-hay-festival
Chadwick, E. (2017, Jul 23) Beyond the dressing up box: How I write historical fiction. Retrieved from http://
elizabethchadwick.com/blog/beyond-the-dressing-up-box-how-i-write-historical-fiction/
Kemp, D. (2018, Feb). Alternative truth: Historical fact: Does it matter that we get the facts right? Historical Novel Review,
(83). Retrieved from https://historicalnovelsociety.org/alternative-truth-historical-fiction-does-it-matter-that-we-get-the-
facts-right/
The Peterborough Chronicle. (1137). EngleSaxe: Early English Texts for Today. Retrieved from http://members.optus.net/
englesaxe/texts/peterborough_37_original.html

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 29
INNOVATION

Dietmar Rabich / Wikimedia Commons / “Münster, Westfälische Nachrichten, Kleinkunst -- 2017 -- 1466” / CC BY-SA 4.0

30 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Get Off the Fence! by Cathy Smith

A re you on the fence? Do you have an opinion? Will you


take a stand? With the mid-term elections just around
the corner, it is important to think about and research the
had to flee the country to escape a hostage situation. In 1966,
the school board dismissed the request. If this had happened
today, would the outcome be different? What are the issues
issues and the current events that are, and will be shaping, our with immigration policies today? Do we build a wall? What
nation for years to come. According to Reconsider (2018) it about the DREAMERs? Who should stay? Who should go?
is essential to be committed to fact. In order to be committed Where do you stand? What lines should or should not be
to fact, people need to be open to exploring different crossed?
perspectives and approach information with an unbiased, From crossing the borders that separate nations to
open point of view. So, we come back to the beginning. What crossing lines in cyberspace, the issues are real, and the
stand are you going to take on the different issues that could debates over Russia are something that has the attention of
change the direction of the nation? What information will the world. When contemplating Russia in today’s political
you present to support your opinion? How will you stay off arena, thoughts about Trump, Putin, Clinton, the Internet,
that fence so that your voice makes a difference? trolls, fake news, and the investigations as to whether the
“How are you?” is a common phrase used to open Russians may or may not have influenced the 2016 elections
conversations every day in written and face-to-face are making headlines. As conversations focus on 2016, we
communications. Although this greeting is a simple opening need to also think about how this will affect the mid-term
phrase to a conversation, there is a deeper meaning. Think elections of 2018. What are your thoughts? Where do you
about it. “How ARE you? Are you doing well? Are you feeling stand? Who do you believe should be in the hot seat when it
well? Is life treating you good? How is your overall health – comes to Russia?
emotional, psychological, and physical?” And this takes us These issues are just a few of the issues facing the nation.
to health care. Health care is one of the biggest issues we will Other issues to consider are the economy and jobs, climate
need to consider as we move into the mid-term elections. change and the environment, gun violence and crime, and the
Where do you stand on health care costs, Medicare, the costs of education. These issues and more will all be midterm
Affordable Care Act, and the uninsured? election topics. In regard to a Huffington Post YouGov poll,
In 1966, a teacher went to a small town school board Edwards-Levy (2018) states that “Nearly 70 percent of voters
meeting and requested that one of his students be sent back say they’re following news about the midterms at least
to the county of the student’s birth because the student’s somewhat closely, and 30 percent that they’re paying very
United States citizenship should not be recognized over her close attention” (para. 12). Primary elections are happening
citizenship of the country of birth. The student was a child across the nation now, and the midterms are coming.
born of American parents who were working abroad at the What you do in November, or better yet, how you vote in
time of the child’s birth. Although the student had dual- November, will make a difference, but in order to make that
citizenship, the United States citizenship could not be proven difference, you need to voice your opinions. And this is why
at the time because the registered paperwork had been We Rise issues you a challenge to share your thoughts and
destroyed in the American Embassy when the Americans your research. We Rise challenges you to “Get off the fence!”
References
Edwards-Levey, A. (2018). Voters say health care is a top issue in the 2018 election – a good sign for Democrats. HuffPost.
Retrieved on May 9, 2018 from https://www.huffingtonpost.com/entry/voters-say-health-care-is-their-top-issue-in-the-
2018-election-thats-a-good-sign-for-democrats_us_5ac642e2e4b09d0a119103c4
Reconsider. (2018). How committed are you to facts? Retrieved on May 2, 2018 from https://www.reconsidermedia.com/
lastestblogposts/how-committed-are-you-to-facts

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 31
RESOURCES

A Little Night Music: Magic in Classroom


by Thomas Carras

Pieter Brueghel the Elder, The_Dutch_Proverbs


Courtesy of Wiki Commons

After 25 years of facilitating courses with the University of Phoenix, I remember not only my first course, which was
Management and Leadership (MGT/402) in April 1993, but also the theme music played while on hold when calling the
University during those years. I refer to Wolfgang Amadeus Mozart’s “Eine kleine Nactmusik” (“A Little Night Music”). I
often pondered why this music resonated with me and why it was selected to be the “sound” of the University.
The answer became obvious as I matured and truly learned the art of facilitation through varied courses I taught. The
core to our success was what happened each and every night when the classroom door closed and a “little night music”
began. Of course the interaction between practitioner faculty and working adult learner was the music for the evening. Just
as “Eine kleine Nactmusik” is described for its “lively, joyful quality and memorable melodies,” (Last/fm, 2018) the learning
experiences through dissemination, discussion, and debate transformed the staid classroom into a proactive learning lab.
Participating with working adults in developing their knowledge and skills that will enable them to achieve their
professional goals, improve productivity of their organizations, and provide leadership and service to their communities is
the essence of why I teach. The words penned by Henry Wadsworth Longfellow in his poem “The Ladder of St. Augustine”
are apt to our efforts every evening:

32 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
The Ladder of St. Augustine
by Henry Wadsworth Longfellow

Saint Augustine! well hast thou said, We have not wings, we cannot soar;
That of our vices we can frame But we have feet to scale and climb
A ladder, if we will but tread By slow degrees, by more and more,
Beneath our feet each deed of shame! The cloudy summits of our time.

All common things, each day's events, The mighty pyramids of stone
That with the hour begin and end, That wedge-like cleave the desert airs,
Our pleasures and our discontents, When nearer seen, and better known,
Are rounds by which we may ascend. Are but gigantic flights of stairs.

The low desire, the base design, The distant mountains, that uprear
That makes another's virtues less; Their solid bastions to the skies,
The revel of the ruddy wine, Are crossed by pathways, that appear
And all occasions of excess; As we to higher levels rise.

The longing for ignoble things; The heights by great men reached and kept
The strife for triumph more than truth; Were not attained by sudden flight,
The hardening of the heart, that brings But they, while their companions slept,
Irreverence for the dreams of youth; Were toiling upward in the night.

All thoughts of ill; all evil deeds, Standing on what too long we bore
That have their root in thoughts of ill; With shoulders bent and downcast eyes,
Whatever hinders or impedes We may discern — unseen before —
The action of the nobler will; — A path to higher destinies,

All these must first be trampled down Nor deem the irrevocable Past
Beneath our feet, if we would gain As wholly wasted, wholly vain,
In the bright fields of fair renown If, rising on its wrecks, at last
The right of eminent domain. To something nobler we attain.

Dr. John Sperling’s deeply held belief in the melding of working professional faculty with the working adult learner for
their professional development and advancement is, in my estimation, the optimum learning experience.
I have also adhered to the guidance offered in becoming a faculty member those many years ago – Leave your ego at the
door (i.e. it’s not about you!) and the adage “Be not the sage on the stage, but the guide by the side” (King as cited in Morrison,
2014). Our students do want to know that you are qualified in education and experienced to be before them, but our job is to
have their voice heard in the classroom, not ours.
I am proud to have worked with some of the most professional, dedicated, and self-effacing faculty, and I am honored to
have played a small role in conducting the “music” each evening for my students.

References
Morrison, C. D. (2014). "From ‘Sage on the Stage’ to ‘Guide on the Side’: A Good Start," International Journal for the
Scholarship of Teaching and Learning: Vol. 8: No. 1, Article 4. https://doi.org/10.20429/ijsotl.2014.080104
Mozart, W.A. (1787). “Eine kleine Nactmusik.” Retrieved March 30, 2018 from https://www.Last/fm
Poetry Foundation. (2018). “The Latter of St. Augustine.” Retrieved April 3, 2018 from https://www.poetryfoundation.org/

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 33
TRANSFORMATION
TRANSFORMATION
Barraud, Francois-Emile Barraud. Mappemonde et carafe verte [painting]. Image courtesy of Wikimedia Commons.

34 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
by Mallory Dunkley
Afterthought
The corners of my cheeks mimic a smile’s veneer. I sit in the neon lights come into view: “Midnight Lounge.” It
this barbershop, every shear of the razor taking me back to was a dilapidated building of brick and stone. I can still
that loathsome wintry night. My curly hair falls to the floor, see the icicles hanging from the plastic-covered windows.
calling to remembrance the frosted portraits that remain, My stomach forms a wretched knot at the thought of its
haunting in their stubbornness. decrepit, lamentable aura.

The clouds were foreboding that afternoon. We piled “You boys sit still now. I’ll be back in a few minutes.”
into daddy’s car, ignoring Mama’s stern warnings of the
impending storm. We could no longer bear the cheesy 80’s Daddy turned off the ignition, ramming his keys in his
wallpaper, nor the coffee table littered with Time magazines. pocket as he got out of the car. I had never seen him walk
It was boys’ day out. so determinedly, his feet crunching in the ever-piling snow
drifts. Men huddled outside, smoke billowing from their
Daddy drove us to the city through long, winding country nostrils. For a fleeting moment, I admired their alacrity to
roads. We poked our brown noses against the windows, brave the icy elements.
taking in the fluffy, white landscape. Snowplows tested
Daddy’s patience as we followed sluggishly in his ole’ Capri. Minutes turned into hours.

We got our famous box cuts that day down at Sammy’s Dimness filled the sky. My fingers throbbed under light-
barbershop. It took ages, every boy waiting his turn in the cotton mittens dampened with snot and tears. Frostbite
cramped room. Wood panels adorned the space. Posters of hovered, eventually conquering my flesh.
nude models afforded a blissful escape.
Why didn’t I wear thicker gloves that day?
In our youth, we somehow managed to discern the light-
hearted banter amongst the brothers. They chatted about We tried our best to hold back sobs, knowing instinctively
the usual fare: who was screwing who and what Carl the that we had to keep it together. Venturing into the lounge
neighborhood junkie was up to. would only unleash Daddy’s fury. We kept looking towards
the bar’s entrance, hoping to see his familiar bald head
Soon, we were all looking fresh. Cocoa butter smothered peeking out from beneath a newsboy’s cap.
our hair as Daddy took us out to eat down at the local
Jamaican joint. King Yellowman crooned while we filled I dozed off, my head resting against the calm chilliness
our tummies: stewed chicken, rice and peas, with a side of of the door panel. My hands sought refuge in the torn
callaloo. up pockets of my jacket. I was jolted awake by Daddy’s
drunken, hesitant return to us.
Why didn’t we just go back home to Mama?
Instead, we sat in the backseat of that ole’ Capri, watching What were we going to tell Mama?

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 35
TRANSFORMATION

Now What?
The Perils of Peer Feedback
by Nathan Coley

"Serious writers know their limits. They


understand that storytelling is a two
way street, and so they seek feedback."

A long time ago, when I was an undergraduate, I found Rowling had to survive a storm of rejections. Simply put, not
myself in the vice grip of a fiction workshop. It was time for everyone felt that they should be sellers, let alone bestsellers.
peer review. In turns, we were required to write and share a I can imagine how they feel. I have had some editors tell me
poem. This meant one poem and 14 possible opinions about that my work is confusing, while other editors have praised
it. I nervously rattled off a prose poem that I considered to the same piece of writing as elegant. That leaves me with an
be something fun and experimental. When I finished, one obvious question: Am I confusing, or am I elegant?
student looked up at me. Her face looked cold and serious. Which leads me to this: You will, if you are persistent
In one simple stroke, she put down the poem and said, “I enough, and if you bother your peers enough, get feedback
didn’t like it. Just by looking at it, I wouldn’t read it.” Ouch! that is honest, intelligent, confusing, and contradictory. No
Though the rest of the class’s feedback was a mix of praise and matter how much feedback you get, or what it says, you will
constructive criticism, that moment was forever impressed need to be the final arbiter. If all of your reviewers complain
in my memory. about thinly developed characters, it’s more likely that you
What did I learn from all this? Feedback, especially have some work to do. Some reviewers may not like your
about some artistic and creative endeavors, can make things strategically placed run-on sentences, but that doesn’t mean
handsomely uncomfortable. Feedback can be difficult to take, those sentences aren’t the best fit for your work. Sifting
and it can be tough (if not tougher) to deliver. For readers through it all can be dizzying. As such, I would recommend
and writers, avoiding feedback is impossible. that you divide feedback into two categories: matters of pref-
Serious writers know their limits. They understand that erence, and matters of clarity and execution. When do you
storytelling is a two way street, and so they seek feedback. seem to be up against the subjective bias of a reader? When
What works? What doesn’t? What should the author keep do you need good, honest improvement? Your work may not
doing? Where should the author make revisions and change be right for all of your readers, but it should be clear enough
tactics? To answer these questions, authors need help. for them.
Responding to feedback isn’t easy. For one, opinions about And remember: When you’re ready to put the final spit
given works of literature are split, and often in ways that can- and shine on your fiction, your name will be on the cover,
not be reconciled. Popular authors like Stephen King and J.K. and your name alone.

36 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Yoshikazu, Utagawa (1861) Foreigners studying at night. Polychrome woodblock.
Metropolitan Museum of Art, online database: entry 73440/

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 37
TRANSFORMATION

Diversify
Your Reading
Check that Frontlist!
by Kristen McQuinn

As you are all well aware by now, at least those of you who diabolical geniuses are that actually write those Twitter feeds,
peruse this column, diversity in publishing continues to have but hats off to you.) Following authors on social media is an
tremendous problems. We, as readers, have the power and excellent way to keep in the loop for future book releases.
responsibility to influence publishing with the choices we Similarly, following publishing houses and presses
make, the books we buy, where we buy them, what we request is another easy way to find frontlist books. All of the “Big
from our libraries, and what we read with our children. Even Five” publishers (Hachette Book Group, HarperCollins,
bumping a tweet or post on social media can help bring more Macmillan Publishers, Penguin Random House, and
awareness to a book or author. Every little bit helps. Simon and Schuster), as well as their imprints, have an
It's all well and good to want to read diversely. It’s easy active presence on multiple social media platforms. As with
enough to read books that have already been published. We authors, I can’t begin to list all the publishers or imprints I
can go to the library and check them out or buy them from follow, but the Big Five are among them, as are imprints Tor,
the bookstore. However, reading a book that has already been Daw, Del Rey, Bantam, Crown, Knopf, Doubleday, and St.
published doesn’t have as much of an impact on publishing Martin’s. Independent and small press publishing houses are
as requesting books that are pending publication. These also excellent to follow. Some independent or small presses
pending books are called frontlist books (already published I highly recommend are Two Dollar Radio (they also have a
books are called, creatively, backlist books). The frontlist is tattoo club, for those of you with ink), Unnamed Press, The
where we can really make an impact on publishing trends. Feminist Press, Dark House Press, Flatiron Press (one of my
How do you find out what books are frontlisted? There are favorites), and Graywolf Press.
many ways. Obviously, you can get information from your The last main way you can find frontlisted books is to
local bookstore’s newsletter. But a more fun way, especially gain access to advanced reading copies (ARCs, also known
if you are an avid reader, is to get on the social media for as galleys) of books. These are the books sent by publicists
your favorite authors. Trust me, they WILL tell you the split in advance of the publication date to reviewers, book sites,
second there is a new book deal. A few of the authors I follow, or other book adjacent affiliates. Galleys are uncorrected
who are highly active on various social media platforms, are manuscripts, so they often have typos or are not set in the
Helen Hollick, Sharon Kay Penman, Attica Locke, Roxane final format in which the book will be printed. Many are
Gay, Nnedi Okorafor, John Scalzi, Daniel Jose Older, and, only in digital form. I am fortunate to have access to a lot of
of course, Shakespeare and Chaucer. (I don’t know who the galleys because I am a book reviewer for several websites and

38 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
societies. If you blog about books, you have a good chance at Finally, you can request that your local libraries order copies,
getting approved for digital galleys on sites like netgalley.com and you can order your own copies from your bookstores.
or edelweiss.plus. Other websites sometimes keep robust Upfront interest in a book is how we get its name out there,
rolls of frontlisted books, though you may have to pay for and how we can help women and authors of color to make
membership (such as with Book Riot Insiders). When you inroads into an industry that is still predominantly white.
request galleys and review them, it lets publishers know that We can influence publishers by requesting books and writing
these authors or genres are of interest and that they need reviews for underrepresented authors; the first step in doing
to spend more time and effort marketing in those areas. this is to keep tabs on the frontlist.

Summer 2018 Recommendations

Below are several books that will be published during the summer months. Take the list to your libraries and request them!

Coming out in June 2018 • Song by Michelle Jana Chan. Song is just a boy when he
leaves his impoverished village in China, hoping to find his
• Bruja Born by Zoraida Cordova. The second in the Brooklyn fortune and then return home. He adventures to British
Brujas series, this novel picks up where Labyrinth Lost left Guiana, but is put to work as an indentured servant on
off. Brooklyn-born Hispanic witch Alejandra’s sister, Lula, is a plantation. A discussion on emigration, immigration,
the focus of this entry. A tragedy forces Lula to reflect on her circumstances of birth, and good deeds.
healing powers in ways she never thought she would have to. • Small Country by Gaël Faye. Set in Burundi in 1992, right
• Half Gods by Akil Kumarasamy. Ten interlinked stories before the start of the genocide in Rwanda and Burundi, this
about people across the world: brothers named after slim gut-punch of a novel is told through the eyes of a ten
demigods from the Mahabarata, a little girl named after a year old boy, Gaby. He witnesses his small bit of paradise
Hindu goddess but raised Muslim, a butcher from Angola dissolve into civil war as he comes of age sooner than any
who makes a family of sorts with refugees in New Jersey, an child should ever have to. This may be narrated by a child,
entomologist in Sri Lanka, and more. but it is not for children; this is very much an adult novel.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 39
TRANSFORMATION

Coming out in July 2018

• Mary B by Katherine J. Chen. The story of Mary Bennett, Elizabeth’s overlooked middle sister! A Pride and Prejudice
retelling, for those of you who aren’t Austen fans. Not much else needs to be said, other than to pick it up and read it!
• Proud by Ibtihaj Muhammad. The memoir of the only hijab-wearing African American Muslim on the US Olympic
fencing team. YES, you go, girl!
• Heart Berries by Terese Marie Mailhot. This memoir is the debut for Mailhot, who began writing it during treatment
in a mental hospital for PTSD and bipolar II. Through the lens of her own experiences, she explores topics ranging from
what men take from women, what white society demands from everyone else, and the importance of written and spoken
language.
• Suicide Club by Rachel Heng. Lea is a “lifer,” meaning that if she does everything right, thanks to a genetic quirk, she
may never die. Her boyfriend hit the same genetic jackpot and they are quite happy with the life they have together. Then
one day, Lea spots her estranged father in a crowd and is drawn into his Suicide Club, which rejects society’s pursuit of
immortality. Lea has to decide if she will live as a lifer, or risk a short life with the father she never really knew.
• If You See Me, Don’t Say Hi by Neel Patel. In 11 linked stories, Patel takes many of our deeply held stereotypes and very
carefully and thoughtfully punctures them. Most of the characters are first-generation Indian Americans, and all of them
are subversive in some way.

Coming out in August 2018


Housegirl by Michael Donkor. This is a debut novel focusing on three adolescent girls and the shared joys and pain of
growing up. Belinda left her village to become a housegirl in Kumasi, Ghana, where she does her best to follow the rules set
before her. She is also training 11 year old Mary to be a new housegirl as well. Amma, the daughter of Belinda’s Ghanaian
employers, was a star student in her London school but has recently become sullen and her grades have tanked. Belinda is
sent to London, away from Mary, whom she has grown to love like a little sister, to restore order to Amma’s household. To
everyone’s surprise, they discover common ground, and secrets which threaten to wreck them both.
• I’m Afraid of Men by Vivek Shraya. A trans woman discusses how masculinity was imposed on her as a child, acts of
cruelty she’s endured for being too feminine as a boy and not feminine enough as a woman, and how we can reimagine
gender in the 21st century.
• How Are You Going to Save Yourself? by JM Holmes. This debut follows a decade in the lives of four young friends,
coming of age and trying to find their place in society amid the complex issues of race, sex, drugs, class, and family in
postindustrial Rhode Island.
• A River of Stars by Vanessa Hua. Scarlett Chen is pregnant, and her married boyfriend sends her to America to live
in a secret maternity home in LA to await the birth of the child, which, to his joy, is a boy. But when a new ultrasound
reveals the unexpected, Scarlett panics and flees to San Francisco’s Chinatown, intent on grabbing hold of her piece of the
American Dream.
• Fruit of the Drunken Tree by Ingrid Rojas Contreras. A debut novel about two young sisters living in Bogota, Columbia
at the height of drug lord Pablo Escobar’s power. Their lives are relatively safe because they live in a gated community, but
their eyes are opened when their mother hires a live-in maid from the city’s guerilla-occupied slums.

40 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
This painting was accepted into the ArtFields 2018 painting competition.
Sorbetto (2017) “An annual, nine-day art competition in Lake City, South Carolina – and the largest competition
by Brad Carroll of its kind – ArtFields awards more than $120,000 in cash prizes to artists across the Southeast”
ArtFields. (2018). About. Retrieved from www.artfieldssc.org
Oil on Canvas 24” x 36”
Brad's art can be viewed at: www.bradcarroll.blogspot.com

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 41
TRANSFORMATION

A Reader’s Reflections & Review


Rupi Kaur’s milk and honey
by Cathy Smith f CS

I sat in the waiting room, flipping through the pages of Rupi Kaur’s book,
milk and honey, one poem or passage at a time. Just as quickly as I flipped
forward, I went back, reading Kaur’s words over again, closing my eyes,
taking more time to reflect than to read.

Kaur divides her book into four sections: the hurting, the loving, the
breaking, and the healing. In each section, Kaur’s non-traditional writing
style unapologetically references topics that some would like to push
under the rug. She raises eyebrows, and there are strong criticisms about
personal female content in her writing and artwork, which is provocative
and uncensored. And, although she is condemned for her purely honest
communication, it is this communication that empowers her audience. She
also challenges traditional writing standards, which is integral to her free
form style of poetry and writing.

the hurting
My mother always told me, “You catch more flies with honey.” I was
how is it so easy for you taught to be kind, even when others were not. As I grew older, I was
to be kind to people he asked told I learned to be kind because I was a woman, but this was uttered
in a tone that insinuated that being kind was a woman’s weakness. (I
milk and honey dripped disagreed then and disagree now.) For me, it hurt that people thought
from my lips as i answered kindness was weakness. I reflected more deeply and realized that
cause people have not Kaur was talking about kindness from a different perspective and her
been kind to me pain cut into my heart. f CS

Who remembers being told as a child that they should be seen and
not heard? As I flipped through the pages, this was my first thought,
you were so afraid
but when I turned back, I read the poem again and thought about
of my voice
Kaur’s illustration of a woman with a large hand over her mouth. I
i decided to be
thought about the truth and honesty of a child’s words and how they
afraid of it too
are silenced as they grow. As adults, we learn to “bite our tongues.”
Truth can be painful, but without truth, how can we learn? f CS

42 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
the loving

nothing is safer
than the sound of you Under the poem is a picture of a person reading a book. I didn’t read
reading out loud to me ahead. I stopped and thought about the fact that I really, never had
~ the perfect date nothing is safer that perfect date. I wondered if there was still time. I smiled and
than the sound of you thought, “Nope. I have audiobooks!” f CS
reading out loud to me
~ the perfect date

your name is I swept past this poem and did not want to come back, but the
the strongest butterflies that started to stir in my stomach created physical
positive and negative sensations that I was not ready to feel while sitting in a waiting room.
connotation in any language Although I did not want to come back to this poem, I did – the next
it either lights me up or day, but only after turning on the air conditioner even though the
leaves me aching for days high was only 65 degrees. f CS

the breaking

when my mother says I deserve better


i snap to your defense out of habit
Feelings of brokenness mingle throughout this poem. As a parent,
he still loves me i shout
I understood the breaking a mother feels when she realizes that a
She looks at me with defeated eyes
daughter has lost her sense of self. As a daughter, I remembered the
the way a parent looks at their child
breaking when she realizes that a mother doesn’t believe she was
when they know this is the type of pain
strong. As a woman, feeling a bond broken is a universal experience.
even they can’t fix
f CS
And says
it means nothing to me if he loves you
if he can’t do a single wretched thing about it

I didn’t leave because


Many of the poems and passages throughout the book spoke to
I stopped loving you
empowerment. Sometimes we need to leave in order to find our
I left because the longer
own truth. Sometimes the question has to be asked, “Why does
I stayed the less
empowerment cause fear?” f CS
I loved myself

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 43
TRANSFORMATION

the healing Is it all a matter of mindset or is it a form of Karma?


This was the first thought that came to mind before
if you were born with I reread to reflect. Then I realized that the message
the weakness to fall is more about our will to choose. And, although this
you were born with helps the theme to come full circle, it is not Kaur’s
the strength to rise final thought. f CS

stay strong
grow flowers from it
you have helped me
grow flowers out of mine so
bloom beautifully
dangerously
loudly
bloom softly
rupi kaur
however you need
just bloom, bloom softly
~ to the reader

Kaur changes the perspectives of many, causes others worldwide and has been translated into 25 languages.
to consider different views, and lights fires under her Over the last two years, it has spent 77 weeks on The
critics. Mzezewa (2017) states, “Instagram was where, New York Times Trade Paperback Best-Seller List”
in 2015, Ms. Kaur first seized on some fame, when the (Mzezewa, 2017, para. 7). It took me less than an hour
platform removed a photo of her” (para. 5). The photo, to read milk and honey. It took much longer to reflect
originally posted on Kaur’s Instagram account, was on the poetry and the artwork, which also made me
bold, strong, and candid. Although Kaur’s readers have curious about your thoughts. Read the book. What
diverse opinions about her work, what they do agree on impressions does Rupi Kaur leave with you? Join us
is that she has a style that is unique, raw, and strong. in the faculty forums at The Poetry of Rupi Kaur for
“‘Milk and Honey’ [sic] has sold 2.5 million copies further discussion of her poetry!

References Mzezewa, T. (2017). Rupi Kaur is kicking down the doors


Kaur, R. (2015). milk and honey. Kansas City, MO: of publishing. New York Times. Retrieved on May 14,
Andrews McMeel Publishing. 2018 from https://www.nytimes.com/2017/10/05/fashion/
rupi-kaur-poetry-the-sun-and-her-flowers.html

44 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Learning Styles Review
by Frances Pistoresi

“Back to School” courtesy of Pixabay

"Learning style inventories help students understand how


they like to learn and not how they learn best."
In the early 1990’s, New Zealander and School Inspector they learn best. Certain tasks are better suited for particular
Neil Flemming came up with an idea that spread like wildfire learning styles and as students have different abilities for
through educational settings. In observing thousands of these styles, educators would be more productive helping
classrooms, he discovered that students had preferences of students build those abilities.
how they liked information to be presented, now known as Daniel Willingham, a psychologist at University of Virginia,
the visual, auditory, reading, and kinesthetic learning styles. explains, “Everyone is able to think in words, everyone is
In her article entitled “The Myth of Learning Styles” in The able to think in mental images. It’s much better to think of
Atlantic, Olga Khazan argues that the way these learning everyone having a toolbox of ways to think, and to think to
style preferences have been applied in classrooms since that yourself, which tool is best?” (Khazan, 2018, para. 17).
time has been largely misdirected. This article has important implications for college
Khazan explains that Flemming’s ideas took flight during educators. While instructors might think encouraging
the self-esteem movement which fueled the belief that students to identify their learning style preferences allows
“Everyone was so special-So everyone must have a special students to better access and learn material, it would be
learning style too” (Khazan, 2018, para. 4). With the best of more appropriate for instructors to help students develop
intentions, many teachers have had students take learning their tool chest of learning styles. From there, students
style inventories and then encouraged students to learn should be encouraged to focus on the material presented
material in accordance with their learning style preference. and determine which learning style is truly best suited for
However, citing a number of studies, Khazan points to the material. Growing all of students’ learning style abilities
an important distinction: learning style inventories help rather than pigeon-holing them into particular preferences
students understand how they like to learn and not how is what will help them best as learners in school and life.
Reference
Khazan, O. (2018). “The Myth of 'Learning Styles' ” The Atlantic. Retrieved March 30, 2018 from https://www.theatlantic.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 45
TRANSFORMATION

40 Days:
A Spiritual Journey to Find Your Calling

by Lisa R. White

Tim Challies (2004) states, “Rick Warren’s The enough for many different personalities, but
Purpose Driven Life is a runaway bestseller, having specific enough to inspire each individual. This is
already sold over ten million copies, making it what makes The Purpose-Driven Life so special. I
one of the best-selling Christian books of all time” first went through this forty day devotional when
(p.1). I was in my early twenties. It was perfect timing
By 2007, the book had sold over 30 million for me, and it helped me to focus on my career
copies. What made this book so popular? Since as an educator. From teaching my elementary
I was a young child, I had a strong sense that I school students to Sunday school students, and
wanted to make a positive difference in the world, now my college students, the biggest thing for me
and to make my life have a higher purpose. It looks is to motivate them to learn to be good citizens,
like I wasn’t the only one seeking this calling, and become better people, and take the skills they
therefore, Pastor Warren hit a nerve and filled a learn to help their communities. Doing so will, in
need with his motivating book. turn, help the world to be a better place for all.
The forty day structure of the book makes That is my purpose in life.
it easy to go through, and it gives the reader I highly recommend reading this book and
practical tools to share their unique purpose going on your own forty day spiritual journey to
with the world. The scope of the message is broad help find your personal purpose and calling.

References
Challies, T. (2004). @Challies. Retrieved from
https://www.challies.com/book-reviews/book-review-rick-warrens-the-purpose-driven-life/

46 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Travel with a Purpose
by Lacey Berumen

Image: Thongpoung High School Library Project in Laos, courtesy of Lacey Berumen

I have been humbled and honored to have the opportunities and support to travel
to places around the world. Family and friends have often asked what leads me to
travel to the remotest areas of the world to help people I don’t even know, often
with unknown conditions and questionable access to what many would consider
civilization. Many say it is because I have been an advocate and health care educator
for most of my life, while some might say it is out of frustration, and yet others say I
travel for instant gratification.
To me, I say it is because I have seen many injustices and issues change over time
and throughout different administrations, and I can see the different effects of travel
abroad. Sometimes we make positive changes, sometimes we just hold ground, and yet
other times we claw our way back. Having said that, when we travel with a purpose, we
can quickly assess and solve a problem, or at least make some progress.
Volunteering abroad allows me the opportunity to positively impact the lives of
others, while refilling my own reserves. From the most significant project of funding
the construction and equipping of a library that serves 8oo students and numerous
villages, to providing simple school supplies to impoverished schools in Central
America, volunteering abroad gives me the encouragement to keep fighting. For those
of you that have pondered vacations with a purpose and wondered how to get started,

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 47
TRANSFORMATION

Cure Kits contain valuable medical supplies for communities in need. Image courtesy of Lacey Berumen.

let me share my process. Many faith communities offer mission trips that provide
structured approaches that include housing, specific tasks, or supports. You just show
up and focus on making a difference.
I started here by helping to build a recreation center for the Lakota Sioux in South
Dakota. For others not connected to faith communities, it takes a bit more work to
find a cause and supports. I suggest starting with domestic groups that have issues of
your interest or that match your skill sets. For instance, Project Cure collects medical
supplies that are expired or unused across the United States, and then packages the
supplies and ships them to communities in need. Anyone can connect with them and
help sort supplies. They also take volunteers on medical trips to deliver the supplies.
Volunteers often serve in clinics providing medical care and assessment. They have
created Cure Kits that contain medical supplies valued at over $5,000 that can provide
life-saving opportunities to communities in need. The kits weigh 40 pounds and are
perfect to use as a checked bag. Project Cure charges $250 for each kit, which may be
deductible. I have delivered these kits to Uganda, Laos, Nicaragua, Costa Rica, and
Mexico over the years by utilizing the checked bag procedure.
In Uganda, I volunteered for Musana. At that time, they were an orphanage and
primary school in Inganga. Since then, they have expanded to include a clinic, hospital,
secondary school, community farm, and training programs, which allow women to
create their own businesses and support their families. While I was there, I met with the
hospital administrator. I toured their blood bank, which was an old Whirlpool fridge
and the one operating table, circa WWII, that did not raise or lower. Their surgical
lighting was provided by staff holding floodlights. Sterilization consisted of bleach. I
improved their lab giving them two microscopes that could be used to identify and
treat malaria earlier.
The Thongpoung High School Library Project in Laos grew out of this trip. I met
others from America who were there teaching English. As a result of meeting this
group, I was invited to Laos to teach English. The high school consisted of several barn
style buildings with tin roofs. I was surprised that while most all had chalkboards, none

48 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
had text books. After meeting with local leaders, able to write some expenses off as donations. For
teachers, and silk weavers in the community, we example, My Language Project is a 501(c)(3) non-
determined the library costs and assessed available profit organization, so I can deduct donations to it.
resources. We obtained permissions and purchased For safety, establish connections before you leave
every silk scarf woven in the village. so you are not arriving without ground supports. Do
I then brought them back to the U.S., shared the your research on the country and area so you are
story of the community efforts, sold the scarfs, and culturally aware. While researching, take some time
with that money built and supplied construction to understand the pros and cons of the outcome of
materials, and operational supplies for the library. your visit. There are some great resources on the
The teachers taught students the building process, perspective of toxic volunteerism—meaning folks
and the school donated the land, electric, and internet who just drop in to provide unsustainable programs
access. This provided the local population with the and resources, but never really address the community
empowerment of their labor while expressing their issues. This is a real issue you must be aware of, and
culture to those who purchased the scarfs. it is a reality to global volunteerism. Finally, research
Three of us went back for the grand opening shows that people who volunteer receive health
with nine suitcases, three computers, two laptops, benefits from volunteering (Watson, 2015).
and hundreds of books. The library was stocked and
opened! The computers were loaded with language
programs in English, Chinese, and Vietnamese.
Ready to Pack?
Because of our work, fluent students can now The following links will help get you started on
increase their earning capacity from one dollar your own Volunteer Vacation:
a day, up to five or more dollars a day, which can
really raise a family out of poverty. This library is Global Work and Travel Company
globalworkandtravel.com
now a part of the My Language Project, which has
several other libraries across Laos. This organization Habitat for Humanity
welcomes volunteers who can help share skills habitat.org
from teaching English to science to photography,
International Volunteer HQ
and would welcome suggestions of offerings from
volunteeerhq.org
volunteers.
Ready to volunteer? There are a few things The Language Project
to think about.The costs of volunteering usually thelanguageproject.org
reside with you. These costs commonly include
Musana
room, board, airfare, vaccinations, and preventative musana.org
medications for diseases such as malaria depending
on where you travel. To offset some of your costs I Project C.U.R.E.
recommend talking to your CPA, since you may be projectcure.org

Reference
Watson, S. (2015). Volunteering maybe good for body and mind. Harvard Women’s Health Watch.
Retrieved on May 14, 2018 from https://www.health.harvard.edu/blog/volunteering-may-be-good-for-
body-and-mind-201306266428

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 49
RESOURCES & RECOGNITIONS

This image of Sabin's bookplate shows a microscope and a Leonardo da Vinci quote: "Thou, O God, dost sell unto us all good things at the price of labour."
Courtesy of https://profiles.nlm.nih.gov/ps/retrieve/ResourceMetadata/RRBBMG
We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
50
June 2018
Recommended Reading List
by Kristen McQuinn

The first article is found in Faculty Focus and is entitled “Strategies for Creating a Successful Online
Classroom.” Authors Jill Alred and Candace Adams suggest a number of proactive steps to help students
succeed as online learners.

The second article “Using a Student Self-Assessment Template to Gauge Student Learning” found in
College Teaching is written by Tracy A. McNelly. The author explains that providing students with a
simple formative self-assessment of learning is a useful tool for the teacher.

In their article entitled “Student Actions and Community in Online Courses: The Roles Played By
Course Length and Facilitation Method” found in Online Learning, Carrie Demmans Epp, Krystle
Phirangee, and Jim Hewitt report how course length and facilitation methods affect both students’
sense of community and their behavior.

The next article entitled “Critical Pedagogy and Assessment in Higher Education: The Ideal of
‘Authenticity’ in Learning” is found in Active Learning in Higher Education. Authors Maria Martinez
Serrano, Mark O’Brien, Krystal Roberts, and David Whyte explore the benefits and challenges of using
assessments inspired by Critical Pedagogy in supporting authentic learning.

Freydis Vogel, Ingo Kollar, Stefan Ufer, Elisabeth Reichersdorfer and Kristina Reiss’s article entitled
“Developing Argumentation Skills in Mathematics through Computer-Supported Collaborative
Learning: The Role of Transactivity” found in Instructional Science examines the academic benefits of
students partaking in dialectic activities.

Leah Shafter’s article entitled “Responding to Student Writing—and Writers” found on the Harvard
Graduate School of Education’s website provides six ways to teach students through feedback on their
writing.

Melanie Beth Marksa, James C. Hauga, and W. Allen Huckabeeb’s article “Understanding the Factors
that Influence Student Satisfaction with the Undergraduate Business Major” found in Journal of
Education for Business details the results of a survey given to undergraduate business majors on 34
factors related to satisfaction with their programs.

“The Value of Failing” written by Isabel Fattal found in The Atlantic explains that Columbia University
Teacher’s College is opening a center devoted to studying the role of failure in learning.

The final article entitled “Why It’s So Hard to Hear Negative Feedback” by Tim Herrera is found in The
New York Times provides tips on how to give and receive negative feedback in a constructive manner.

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 51
RESOURCES & RECOGNITIONS

Anniversaries
20 Years
Kay A. Ach Carolyn M. Fox Elizabeth L. Hoyle Beverly Hyatt
William L. Etherton Margaret A. Garberina Goldberg

5 Years 10 Years cont. 10 Years cont. 15 Years cont.


Beverly Bradley Eric Graves Sharon Tucker Cherry L. Lomeli
Edward D. Chargualaf Jacob M. Harris Melissa S. Warren Kimberly A. Marzella
Mariana Chew Cassidy J. Hawf Anne Watts George F. McNeil
Chris Conway Paul Heintz Keisa J. Williams Bonnie M. Merritt
Aida Dargahi Marthann Hunt Brian W. Wilson Jong S. Mitry
Deborah Dickson Daniel J. Hurt Claude S. Moore
Amanda J. Freeman Brian G. Joseph 15 Years Jeannette I. O’Rourke
Stuart M. Jenkins Eileen P. Kicmal Bassam Abu-Rahmeh Marcos G. Ortiz
George Marquez Rochelle Kilmer Aida H. Adeyemi Yuri B. Ostrovski
Joyson Pekkattil Myrene A. Magabo John G. Cantlon Mark R. Pandey
Pierre Edvrard Pharel Leo Maganares Joseph G. Capshaw Michael T. Porter
Maribel Rodriguez Tonja McCurdy-Jennings Minh T. Cepero Josephine U. Porter-
Stephanie L. McDowell Sandra R. Chandler Drayden
10 Years Lili C. Melton Tony Chen Edward A. Potter
Zalonya Z. Allen Allison J. Mintz Huage (John) Cramer Janice C. Prewitt
Tamara Anderson Natasha Moore Catherine A. D'mello Vaidyanath Rauls
Staci R. Anson Betty Nazarian Abdellah Dakhama Aurelia A. Rignoli
Stacy J. Atiyeh Erin Nemiroff Melanie L. Davis Paul R. Rouk
Michael R. Baker Melissa J. Paganini Mohamed A. Elseifi Atma Sahu
Paula Baker Regina Parnell Mary E. Fowler Shikha Saxena
Christa Banton Gianoula Pavlakos John R. Gann Douglas J. Schmitt
Joycelyn Bennett Danielle R. Porter Gary C. Giacomo Derar Serhan
Marlene N. Blake Kimberly Price Jeffery Hagner Bryan Serinese
Melinda D. Brubaker Demar Richardson J. Hauer Lloyd H. Stebbins
Yvonna Carnieri Virginia Russell Heather L. Hobson John W. Steinbeck
Natasha Chung Jennifer L. Sager Kimberley H. Holloway Adija L. Swanson
Kristi R. Collins Donald J. Savell Radha S. Iyer Lila F. Thompson
Emily M. Cox Robin S. Schofield Hung Q. Jenkins Terri A. Thorson
Rhonda D. Eaves Lisa Scott Nurudeen B. Johnson Patricia O. Tran
Elizabeth Einstein Carla Shank Julie L. Kares Fernan R. Vinod
Gregory Fabiano Tracy E. Sieglaff Clark Kieu Robyn C. Walker
Deena Felice Jeffery G. Steely Steven B. Kovner Aruna Waymyers
Diana Fischer Sherdenia A. Stewart Christopher Y. Kwok Judy L. Williams
Keith M. Fontano Keith Suranna Bruce Lee Bernadette J. Willie
Susan G. Gabrielle Willie Thomas Erana Leiken John C. Zarganis
Michael Gaffney Anne A. Thurmer John A. Liu Sophia D. Zheng

52 We Rise: The Quarterly Digest for the College of Humanities and Sciences Summer 2018
Call for Submissions
Hello, future We Rise contributors! The Summer Edition reflects a big update in the design of the
overall structure and format of the Digest. The new layout is designed to reflect aspects of Boyer
Model including Best Practices, Innovation, Transformation, and Resources.

Best Practises Innovation


This section features Faculty Spotlights and round- This section features articles that explore the
up coverage of Brown Bags and/or other similar larger impact of what we do in higher education.
professional development activities. How do we take what we know or learn and use
that knowledge to address issues that impact our
N.B.: The spotlight articles are all written by
profession and society at large?
Digest staff; however, we are welcome suggestions
for faculty we can use as a spotlight. If you have
someone in mind who you think would be a good
candidate for a spotlight feature, please let us know
at COHS.BrownBags-Newsletters@phoenix.edu

Transformation Resources & Recognitions

This section features creative responses that This section provides practical resources for
transforms our thoughts into a more physical managing our work as faculty including life/work
expression. Art, photography, poetry, fiction, balance issues and celebrates faculty via timeline
creative non-fiction, short-form drama. This recognitions.
section also includes reviews of books, film,
museum exhibits, and other experiences that
transform or provide a new way of seeing or
thinking about a subject. Other forms of creative
expression are also welcome.

We are looking for quality content that fits these genereal categories. Topics we are particularly
interested in for the Digest:
• Timely topics
• Opposing viewpoints (a couple of you could work on a hot topic for things like this!)
• Let’s talk about the midterms
• Higher education discussion pieces
• Opinion pieces

Submit articles, creative works, art, and photos for potential publication. Also, if you have an
article you think would be a good fit for the Digest, feel free to submit it for consideration. We
would love more contributions from our amazing associate faculty!

Please submit your articles or art to COHS.BrownBags-Newsletters@phoenix.edu. If you have


an idea and aren’t sure it will work, don’t hesitate to email us at the same address. Digest staff are
always more than happy to brainstorm with you and help you polish your article up!

Summer 2018 We Rise: The Quarterly Digest for the College of Humanities and Sciences 53
Summer 2018
"Summer Tulips" Photograph by E. Cathy Smith
We Rise: The Quarterly Digest for the College of Humanities and Sciences 54