STORY NO. 1: Early this spring a neighbor informed me that I had a tree growing in the middle of a hosta plant beside my house.  Somehow the little tree had sprouted in an area completely smothered by a hosta plant and so close to my house that it could not possibly get either good sunlight or moisture.

Once the little tree had poked its head above the hosta plant, it seemed to grow and grow.  Realizing that the tree ultimately could not survive there, I decided that I would transplant it near my parents’ house.  But before I could do so, a neighbor, assuming I could not possibly want the little tree, cut it down for me.  Appreciating the incredible odds against which the little tree had grown and thrived, I was saddened that I had not acted in time to save it.

Earlier this week, I walked around the side of my house and saw that my hosta plants had died back for the winter – and standing proudly in the middle of one were four not-so-tiny sprigs of my little tree.  As I looked at them, I thought wistfully of a prose selection from A Tree Grows in Brooklyn that I cut for a Charleston Catholic High School student many years ago.  I had included the following lines at both the beginning and the end of the cutting:

There is a tree that grows in Brooklyn. Some people call it the Tree of Heaven. No matter where its seed falls, it makes a tree which struggles to reach the sky.  It grows in boarded-up lots and out of neglected rubbish heaps and it is the only tree that grows out of cement. It grows lushly, but only in the tenement districts.  That is the kind of tree it is ….

(The beginning of the book includes these words in the past tense.)

I remember having had great difficulty explaining to Irene that she should deliver these lines quite differently at the beginning and end because the words have a more significant meaning after one hears Francie’s story, which mirrored Irene’s own personal story, a point that Irene was too young to appreciate fully.

STORY NO. 2: On May 1 I walked out of my workplace for the last time.  Over a two-and-one-half year period, I had been deprived of virtually everything I needed to learn and grow professionally.  I spent those two and one-half years undertaking, with almost no support, project after project in which I had little or no expertise and/or interest, being systematically excluded from any project I might have found remotely interesting or for which I might have added value, and having the simplest administrative tasks made inordinately difficult.  Throughout that period and against all odds, I would get a little nourishment here and there, but it ultimately proved not to be enough.

Upon arriving home after my last day of work, I resolved to start afresh professionally and personally.  Recognizing that I needed to lose weight, I took a five-mile walk.  I walked five more miles the next day and five more miles two days after that.

Before too long I set a goal of walking 100 miles during the month of May.  When I reached that goal on May 21, I raised the goal to 150 miles – a goal I achieved on May 31.  Somewhere along the way during May, I set a new goal – to complete a 1,000 mile journey and do it in six months.  It just seemed right given Lao-tzu’s quotation: “A journey of a thousand miles begins with a single step.”

In early June I continued to walk day after day before wondering to myself whether I could jog.  So I began taking mini-jogs during my walks until one day in late June I managed to jog five miles.  Only a few weeks after that, I completed a ten-mile jog.

On July 28, three days ahead of schedule, I crossed the 500-mile mark and began preparing for the 15-mile Charleston Distance Run.  In a 16-mile test jog two weeks before the race, I developed a shin splint, which persisted for about a month, and prevented me from participating in the run.  But I soldiered on – mile after mile, day after day, toward my thousand-mile goal.

Unfortunately, several large work projects and family illness prevented me from reaching my October 31 goal, but still I persisted.  Today I completed the 1,000-mile journey.

For me the journey has been both physical and metaphorical – as I have become much healthier, found supportive colleagues, and undertaken new projects that again allow me to learn and grow.  And for that I am extremely thankful.

EPILOGUE.  Although a very long journey has come to an end, the scrappy little tree and I are not done.  You see, that little tree will be transplanted on Thanksgiving Day.  In its new home, it will have all the sunshine and moisture and breathing room it needs.

As the scrappy little tree and I begin new journeys, I am confident we will grow and thrive.  Thirty years from now, I predict, that scrappy tree will provide some traveler, who has no idea of its origin, some much-needed shade on a hot summer day.  As for me, who knows?

There is a tree that grows in Brooklyn. Some people call it the Tree of Heaven.  No matter where its seed falls, it makes a tree which struggles to reach the sky.

 

Me talk more football

Something you don’t read every day: Northeastern University has elected to discontinue its football program. In the press release, President Joseph Aoun is quoted as saying:  ”At a time when higher education is critically important to rebuilding our knowledge-based economy, universities have an obligation to invest resources in areas of strength—whether they are competitive athletic programs or cutting-edge academics.”  Apparently President Aoun has determined that competitive athletics – Northeastern has a 3-8 record, but is on a two-game winning streak – is not one of Northeastern University’s strengths.

A poorly-kept secret: All but the nation’s top athletics programs regularly operate at a loss.  So in this time of dramatic belt-tightening across higher education, will other institutions follow Northeastern’s lead?  Don’t bet on it.

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From time to time, I like to call people’s attentions to provocative ideas that lie outside the mainstream of conventional thought, especially if I believe there is at least a grain of truth in what is being said.  Today that person is Marion Brady, veteran teacher and curriculum designer, who wrote an open letter to teachers recently that was published in the Washington Post’s education blog “The Answer Sheet”:

The single worst shoot-yourself-in-the-foot act that contributed to our loss of control of education reform happened about 20 years ago. That’s when leaders of business and industry, convinced that educators either didn’t know enough or didn’t care enough about educating the young to be trusted, hijacked our profession. And we let them.

Mr. Brady suggests that we have entrusted our educational system to people who are not professionals.  They think they know how to run a school because they know how to run a business and they attended school as student.

If you’re looking for a surgeon to remove a cancerous growth, a plumber to fix a leaky pipe, an artist to paint a portrait, a caterer to produce a wedding dinner, you don’t dictate which scalpels the surgeon picks up, which wrenches the plumber brings into the house, which brushes the painter will use, or select the caterer’s kitchen utensils.

Mr. Brady suggests that it’s fine for these non-professionals to engage in problem identification, but they should leave solution-identification and implementation to professional educators.

The new leaders were certain they knew what was wrong with America’s schools, and what had to be done to set them right: What was needed were “standards.” Clear, no-nonsense standards. Tough, demanding standards.

Mr. Brady thinks everyone is wasting a lot of time developing curriculum standards.  First, they are unnecessarily narrowing what students need to know. Second, they are encouraging memorization over the development of “an organized, self-reinforcing, dynamic body of knowledge.”  Third, they are stifling the development of new ideas by providing an official list of worthy ideas.

Two recent posts here - The Race to the Bottom and The Race to the Top? – summarize research and analysis that support Mr. Brady’s contentions.

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Hitting rock bottom?

From Clark Kerr’s creation of a higher education master plan to the construction of a brand new research university for the 21st century in Merced to the development of an all-but-free community and technical college system, California has been a leader in public higher education for more than 50 years.

Today we are watching the greatest higher education system on earth implode: On Thursday the University of California System increased tuition 32 percent and still needs $913 million (not too far from $1 billion) in cuts to balance budgets.  On Friday students across the UC system protested and students at Santa Cruz and Berkeley took over buildings. Meanwhile California’s community colleges cut students, classes and staff at a time when community colleges are expanding by leaps and bounds elsewhere.

Has California hit rock bottom?  Some people say no; I say yes.  Why?  Any state in which the state’s former finance director seriously researches whether the state can convert from a state to a federal territory so the federal government can step in to address the fiscal crisis has no direction to go but up.  Incredible, just incredible.

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Inside Higher Ed published a book review of The College Fear Factor by Seton Hall University professor Rebecca Cox yesterday.  According to the review, Dr. Cox believes a mismatch exists between many first generation college students’ expectations and those of their professors, and that pedagogical norms may be furthering learning gaps.  I think Dr. Cox is on to something very important.

Dr. Cox reports that first generation college students “admitted to feeling intimidated by professors’ academic knowledge ….  Essentially, students were afraid that the professor would irrevocably confirm their academic inadequacy.”  She goes on to say that first generation college students are reluctant to ask for assistance even when they need it.

That was very true of me even though I excelled at virtually every academic endeavor I ever undertook.  It took me years before I could bring myself to ask a question or speak unless spoken to in class, and I was near the end of my formal education before I was able to talk to a professor outside of class.  While I rarely needed academic assistance, I never asked for it even when I did.  My few bad grades resulted from my inability to ask for help from my professors when I didn’t understand something.  Meanwhile, I observed classmates from different socioeconomic backgrounds having no such difficulty even when they asked stupid questions (and yes there are stupid questions, beginning with those you ask because you didn’t bother to read your assignment) and wondered what was wrong with me.

Dr. Cox notes that first generation college students tend to devalue teaching methods that don’t involve professors lecturing to (or more aptly “at”) them.  I remember thinking that about the Socratic method when first exposed to it in law school.  I initially thought it allowed the professor to prepare less; only after several years, and practicing it as a professor, did I realize that it takes more time to prepare and forces students to prepare for (or drop) your class.

After reading the book review, I now am wondering two things: (1) How on earth did I ever graduate from college, much less earn a law degree?  And even more baffling, how did I find my way into higher education?  (2) Have I been an ineffective professor for students just like me?  I hope not.

I will be reading Dr. Cox’s book, which is available through Harvard University Press.

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