State's public colleges, universities stand to lose in budget plan - The Boston Globe

An article from the Boston Globe about the cuts that public colleges and universities face in the upcoming budget. Public higher education has traditionally been underfunded in Massachusetts, and it's tragic to seem it drained even more.

While there are always tremendous demands on the budget, this seems like a time to invest in public higher education. Community colleges and four year public institutions could be pivotal in helping workers who've lost there jobs transition to new careers, and are far more accessible and affordable than private institutions.

In that case I speak from experience; I lost my job and now I'm pursuing a degree at a state university. It would be nice if everyone had that opportunity.

Here's a key excerpt from the article:

"Massachusetts public colleges and universities will lose more than $100 million in state subsidies next year under Governor Deval Patrick's proposed budget, a financial blow that coincides with a sharp rise in student interest in public schools.

The spending blueprint, announced today, reduces aid to community colleges, state colleges, and the University of Massachusetts by 11.6 percent. The lost revenue could force college leaders to increase student fees when a growing number of families are struggling financially."

...

Also, I was really struck by this line (emphasis mine):

"The state's $96 million financial aid budget, which ranks among the country's least generous, held steady."

Here's a link to the full article:

State's public colleges, universities stand to lose in budget plan - The Boston Globe

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First day of classes and...a snow day?!?!?!

Yesterday was my first day of classes! Yay! Today would have been my second day, but the campus was shut down because of snow. I was looking forward to class, but I was dreading walking home at midnight on frozen sidewalks, so I don't mind the break. I also already have homework, so I can use the time well.

Some quick highlights from my classes yesterday:

Action Research:

In Action Research we reviewed a model for creating change that was very useful. It made me reflect on changes I tried to create in my last job, and where I went wrong. Sad to reflect on, but a good lesson.

We also started a great exercise where we applied the action research model in class. It was interesting trying to apply the steps in a thoughtful way, and see all the complexities that can spring up in the process.

Cognitive Psychology

In Cognitive Psychology we began discussing the *Mind*. Here's a fun question: What is the *Mind*? I don't mean the brain, which is an organ, but the *Mind* which is something else. Think about it. Where is your mind? What does it do? What is it made of? What purpose does it serve? Do animals have minds? Do children?

This was the opening discussion for class. I found myself thinking of the mind as a set of processes, constantly interacting with each other and the surrounding environment. A lot of the activity takes place in the brain, but there's much more to it than that.

I also found myself picturing the mind as something active and dynamic. The mind is always doing something, even if that action is deep below our conscious awareness. It's like the ocean on a calm day. We see the peaceful surface, largely unaware of everything happening underneath (I'm sure I heard that metaphor somewhere else...).

Dialogue Final Paper Excerpt 4: What did I learn?

My fourth and final excerpt from my final paper for the winter Dialogue course.

We were asked to describe what we learned from our experience in the course. I can honestly say it was a deeply transformational class, and I would highly recommend it to anyone. Below are some highlights.

Dialogue Final Paper Excerpts 4: What did I learn?

The dialogue class has been a powerful and moving experience for me. On an educational level I have been introduced to a new approach for bringing people together, a way for a group to build shared meaning and common understanding. On a personal level I have gained new insight into my own process of thinking.

From an educational point of view I came into the course excited about dialogue, already a believer in its goals and vision.

...

Despite this initial enthusiasm I struggled with the unstructured nature of the dialogue experience. In other intentional conversations I’ve participated in there have always been concrete goals, a certain path to a desired outcome. Dialogue is organic and unpredictable and, although I liked the idea, I couldn’t quite picture how it would develop.

...

Over time, however, I began to feel the power of the unstructured nature of dialogue. Every night I would go into the conversation with no idea of what to expect and leave with a deeper sense of the group and a stronger sense of shared meaning. I became more aware of my own thinking and more open to the thinking of others, and felt a similar metamorphosis in the rest of the group.

...

On a personal level I am leaving dialogue with a deep appreciation for the importance of examining my own thinking and suspending the judgments that often fill my thoughts. The experience of sitting in class and focusing on being open, suspending my reactions and just absorbing what others are sharing, affected me deeply. Sometimes suspension was easy, and required no real effort. Other times I found myself fighting to let go of judgment, to set aside my instinctive critical reactions to what others were sharing. Certain topics were easy to step back from while others required a tremendous effort.

The opportunity to examine my reactions and judgments was very powerful. I often found myself surprised at my feelings, realizing perspectives and biases that I carry hidden away, largely outside of my normal perceptions. Suspending those reactions and opening myself to the voices of others felt deeply liberating, as though I was stepping out of confines I hadn’t even known where there.

...

Dialogue Final Paper Excerpt 3: Restoring a Dialogue

Another excerpt from my final paper for the Winter Dialogue course.

Restoring a dialogue is a reference to how you might help re-orient a dialogue that is going in an unhealthy direction.

Excerpt 3: Restoring a Dialogue

A number of approaches can help restore a dialogue. One of the most powerful approaches is to simply name what is happening. Naming a situation gives participants the opportunity to honestly reflect on how the dialogue process is going. Often participants are already aware of the dynamics of a dialogue, and simply need “permission” to share their perspectives and ideas for moving forward. Making a dynamic explicit gives participants an opportunity to share their feelings directly, and empowers the group to move the dialogue in a healthy direction.

Another powerful tool in dialogue is silence. Common social experience discourages silence, conditioning us to fill every empty space. Encouraging participants to embrace silence, to let the conversation flow and ebb with natural, healthy pauses, gives participants an opportunity to reflect on the process and creates potential for new ideas and direction. Accepting silence also frees participants to experience the energy and wholeness of the dialogue, which is sometimes clearest when no one is speaking at all.

Dialogue Final Paper Excerpt 2: Dialogue as a System

Continuing a series of excerpts from my final paper for the winter Dialogue class.

Excerpt 2: Dialogue as a System

The physicist David Bohm uses the image of a tree to represent the process of unfolding and folding that constantly surrounds us. That image is also a powerful metaphor for dialogue. A dialogue begins as a seed, the simple agreement of a group of individuals to participate in the conversation. The growth and development of the seed is heavily affected by its environment. The harsher the environment, the more a seed may struggle to sprout, in the same way that a hostile environment may make it more difficult for a dialogue to begin.

Many forces, including soil, weather and the local environment, affect the growth and development of a tree. Similarly, the individuals involved, their organizational and cultural context, and the spoken and unspoken goals of the conversation all affect dialogue. Dialogues, like trees, are also unpredictable. No two oak trees look exactly alike. No two apples taste the same. In the same way every dialogue has its own unique character.

Dialogue Final Paper Excerpt 1: The Purpose of Dialogue

I took a winter class on Dialogue, which I've mentioned in a number of posts. Our final project was a paper summarizing many of our thoughts about dialogue. The paper made for a nice overview of my perspective on dialogue, so I thought I'd post a few excerpts here.

Excerpt 1: The purpose of Dialogue

Dialogue allows a group to transcend their fragmented perspectives to create something new, a unique wholeness greater than their individual contributions. Dialogue creates a safe space where participants can share their true voices. This openness allows the group to begin developing common understanding and a shared voice. The dialogue experience nurtures this voice, moving the group to a point where they can actually “think together.”

Dialogue represents a level of discourse that we rarely experience in our society. The majority of our conversations are rushed, limited and lacking in meaning. Dialogue is a way to challenge this dynamic, to foster the sincere sharing that allows a group to find common meaning. Dialogue allows us to connect and grow together in a way that we almost all desire, but rarely experience.

Inside Higher Ed Article: Imagining College Without Grades

An article from insidehighered.com discussing the value of dropping letter grades (A, B, F, etc.) in higher education and establishing a more comprehensive, narrative approach to student assessment. While it wouldn't be an easy transition, I instinctively love the idea. Letter grades are a completely inadequate way to assess student learning.

By the way, if you like the article you should also read the comments people post below the piece. The reactions to the article are also very interesting.

Key Excerpt:
"Many said they assumed that it was politically impossible to eliminate grades. But they heard from educators at colleges that have done so and survived to tell the tale. And notably, they heard from colleges offering evidence that the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs."

Title: Imagining College without Grades
By: Scott Jaschik

Link:
http://www.insidehighered.com/news/2009/01/22/grades

Preaching need for better schools - The Boston Globe

Article from the Boston Globe about the challenges facing the Boston Public Schools. The economy is making a difficult job even harder.

Preaching need for better schools - The Boston Globe

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Chronicle article: Politics and Higher Education

Ok, I could spend forever just highlighting (and reading) Chronicle of Higher Education articles. But they cover so many important issues!

So another one. This is a bit of a catch all, but I think it touches on some important issues about community colleges, college access, politics and the purpose of higher education.

Highlighted Excerpts:

" “If we really care about access, then we should do something about community colleges,” but not nearly enough additional federal money was spent in this area, Ms. Jones said. In her Education Department post — as well as in other positions she has held, as a National Science Foundation program officer and as a Congressional staff member dealing with research — she found that “there is no political bang for your buck when you fund community colleges,” mainly because they are viewed as state and local entities and their students are too busy to be much of a political force, she said."

"Ms. Jones said the Education Department had placed too much emphasis on job training provided by colleges, and not enough emphasis on liberal-arts education. “Higher education is not, and should not be, job training,” she said. “Job training should be extra.”"

Chronicle of Higher Education
January 9, 2009
Former Top Official at Education Dept. Criticizes How It Approached College Access

Link:
http://chronicle.com/news/article/?id=5767&utm_source=cc&utm_medium=en

Chronicle Article About Making Courses More Relevant to Students

An interesting article from the Chronicle of Higher Education (chronicle.com) about making courses more engaging for students. I appreciate the ideas, although it seems strange to me that we are only now approaching education this way. I suppose making courses more participatory and involving is a radical change for much of the acadame.

Highlighted Excerpt:

"We need to teach as if our students were colleagues from another department. That means determining what our colleagues may already know, building from that shared knowledge, adapting pre-existing analytic skills, then connecting those fledgling skills and knowledge to a deeper understanding of the discipline we love. In other words, we need to approach our classrooms as public intellectuals eager to share our insights graciously with a wide audience of fellow citizens."

Chronicle of Higher Education
Tim Clydesdale
Wake Up and Smell the New Epistemology

Link:
http://chronicle.com/weekly/v55/i20/20b00701.htm?utm_source=at&utm_medium=en

I'm In!

I just spoke with graduate admissions, and I'm in! The very nice woman at the front desk had to do a special search, but my paperwork is there!

I can't register, get an ID or talk to financial aid yet, and I don't have an official letter...but whatever!!! They told me I'm in, and I should be able to all of the above in 24 hours, after the system is updated. Woo hoo!

Chronicle Article About Suspending Judgement

A great first person article from the Chronicle of Higher Education about the importance of not judging people, and the fundamental humanity we all share. The sentiment connects well to the Dialogue class I just took.

Key quote:
"Each academic year, at some point, I am forced to confront either my own humanity, or that of one of my students. Those lessons are often extremely uncomfortable, and always arrive unexpectedly."

Title: Lessons in Humility
By: Na'ema Suleiman (a pseudonym)

Link:
http://chronicle.com/jobs/news/2009/01/2009012101c.htm?utm_source=at&utm_medium=en

I need to double check to make sure folks without subscriptions can actually read these articles. I know the Chronicle lets you email article links to non-subscribers.

Inequity in education from the Chronicle of Higher Education

A provocative commentary piece from the Chronicle of Higher Education (chronicle.com) by John Brooks Slaughter challenging us to address longstanding inequities in education.

Here's a key quote:

"Most of all, we need to get angry with ourselves for allowing things to degenerate as they have. Education at all levels, from preschool to graduate school, must be improved and must be improved soon. And while Barack Obama must use his position and resources to make a difference, we must play our part by conveying our dissatisfaction to those in charge of our educational institutions and demanding change in order to see that lasting improvement occurs. We owe no less to those who follow."

Article title:
"It's Time to Get Angry About Underserved Students"

Link:
http://chronicle.com/weekly/v55/i20/20a06801.htm?utm_source=at&utm_medium=en

I think folks without a subscription can access the article, at least for a while.

Not quite...

I tried to register for classes today, but I was rejected! My final acceptance paperwork was only signed on Friday, so I'm guessing they haven't processed it yet...but I'm going to try again tomorrow!

An evolving view of depression - The Boston Globe

The Boston Globe ran a great article summarizing current views on the complex factors that play into depression. It's does a really affective job of summarizing how depression is affected by genetic, developmental and stress factors. Here's the key quote, describing how depression works (excerpt from the article):

"I would say that there is an interplay of genetic, developmental, and stress factors, and the contribution of each of these factors varies from individual to individual. Some individuals, for example, are depressed only if there is overwhelming stress. Others are vulnerable because of their genetic make up and become depressed with minor stressors."

Here's a link to the complete article:

An evolving view of depression - The Boston Globe

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Obama and Race

This is a really interesting article from the Washington Post about America perceptions of race and racism now that Obama has been elected. I don't have time to post a real analysis now, but hopefully I can come back to it...

Here's the link:

http://www.washingtonpost.com/wp-dyn/content/article/2009/01/18/AR2009011802538.html

Hopefully I'll be able to do some posts about diversity issues, and post links to interesting articles...

Dialogue, Week Three

Tomorrow is the beginning of the third (and last) week of my Winter Course, Dialogue. Having a course run four days a week for three weeks creates a very interesting learning experience. It's been a wonderful experience for this class, but I'm not sure I'd enjoy it for every topic.

The class has been very surprising, and I have no idea what to expect this week. I've facilitated and participated in a number of situations that promoted meaningful conversations, but nothing quite like this. This model has a very organic nature, letting participants take the conversation in any direction they want. The lack of structure allows topics to rise, grow and move one based on the members of the group.

I was expecting something more focused, more decision oriented. But I'm not disappointed. While this model won't directly help a group make simple decisions in an equitable and effective way (like effective meeting facilitation can), it could be incredibly powerful in many other situations.

I would love to have a regular weekly dialogue with a group of individuals working closely together for an extended period of time. I don't think it could replace an agenda focused staff meeting (with general updates, quick decisions and simple delegation), but it would be a great complement to staff meetings. Having regular dialogue could create an environment where the group can reflect on deeper issues and feelings, and really delve into meaty issues over an extended period of time.

Grad School, here I come...

This Friday, I was accepted to graduate school. It doesn't feel real yet. It probably won't feel real until my first day of classes. I've wanted to go to graduate school for so long, to actually be on the verge of it seems exciting, but also strange...a destination long imagined, but one I never expected to actually get to.

Of course, there are still a lot of things I need to do to make it really happen. I've met with financial aid several times, but now I need to get my award processed. The program is offering me an assistantship (which is wonderful!), but I'll also need to get a part time job. That doesn't have to happen right away, but it has to happen eventually.

I feel two battling emotions. Tremendous excitement to have this opportunity, and tremendous anxiety to be successful.

I had a lot of problems as an undergraduate student, and college was a constant struggle. I'm worlds away from where I was then, but my undergraduate experience is like a skeleton in my closet; stored away, hopefully just a relic of another time, but still there, rattling its bones and ready to pounce if I drop my guard.

Fundamentally, though, I'm tremendously excited. I never thought I'd have a chance to be a full time student again. Not only do I have that opportunity, the program promises to be a life changing experience, both academically and personally. It won't be easy, but it's the best kind of challenge; meaningful and substantial, promising the chance to push myself to new horizons.

Dialogue and Social Justice

This is a reflection I just drafted for my current graduate class. I thought I would go ahead and post it here (it's still a little rough)

Reflections on “The Dialogue Process in Action”

In reading about dialogue I am consistently struck by one simple observation. Dialogue creates an environment that almost everyone enjoys, that almost everyone yearns for, both in their personal and professional lives.

I enjoy having an opportunity to share insights and ideas in a safe environment. I enjoy the chance to hear others share their stories and perspectives. It’s nice to communicate in an atmosphere that is nurturing and thoughtful, that offers the possibility of reaching goals while deepening relationships. I feel confident that, if asked, the majority of individuals would share an appreciation for the values dialogue represents.

Which leads me to the obvious question. Why have we created personal, professional and societal settings that are so often antithetical to dialogue? If most of us, on some level, yearn for the atmosphere created by dialogue, why doesn't our society reflect that yearning?

Dialogue, by its very nature, promotes mutual respect and the equitable treatment of everyone involved in the conversation. In a dialogue circle everyone has an equal voice, whatever their role in the broader society. Within the circle, if nowhere else, status and power are, at least in theory, leveled out. Which, unfortunately, probably explains why dialogue is not more widespread.

The dialogic concept of equity runs directly contrary to many of our most fundamental social structures. Human history is largely built on discrimination and social injustice, the idea that there are haves and have-nots. Whether it is based on race, ethnicity, religion, ability, gender, sexuality, or some other manufactured identity, human society consistently tends to stratify, to privilege some members over others.

From that point of view dialogue is threatening, even subversive. In the United States women have had the vote for less than 100 years. “Separate but equal” was struck down less than 60 years ago. The Americans with Disabilities Act was passed less than 20 years ago. Discrimination against gays and lesbians is still legal in states across the country, and immigrant populations face exploitation on a daily basis.

I tend to take a very pragmatic view on these kinds of injustices. Discrimination happens because it benefits those in the privileged position. Through intention or neglect, some of us profit off the suffering of others. Sometimes those profits are concrete (cheap labor, control over the social and political system) sometimes they are abstract (a feeling of superiority and power).

As a leveling force, dialogue undermines systems of discrimination and inequity. It’s all but impossible to respect an individual’s voice and perspective while also considering them inferior. Once I recognize and value your voice, and embrace the validity of your life experience, how can I rationalize social or legal structures that treat you as unworthy of the rights and privileges that I enjoy?

Seen from this point of view, it makes sense that we tend to shun away from dialogue. Embracing dialogue would force us to face our personal biases, and confront many of the injustices on which we’ve built our society. Most of us are simply not prepared for the turmoil such frank self-assessment would require. It is easier to simply accept the status quo, even if it feels, on some fundamental basis, deeply unsatisfying.

However, if we can embrace dialogic values, if we can use dialogue to address the aspects of ourselves that contribute to discrimination, there is the real possibility of building a more just world. Fundamentally, dialogue has the potential to be a tremendous tool for promoting social justice, and offers a powerful way to build a more equitable society.

Week 1 (Sort Of)

This past week I started my new life as a graduate student...sort of. I haven't actually been been accepted to the graduate program yet, but I'm taking a Winter course as a continuing ed student. If I get accepted to the program this course will count as an elective. If I don't get accepted...well, it will still have been a great learning experience.

That is definitely true. The class is Dialogue and, roughly speaking, revolves around fostering meaningful, deep conversations within groups, especially around challenging subjects. On a practical level, I think it will help me in my future work with undergraduate students, and (hopefully) in other situations.

Even more important, however, is the impact it will have on me as a person. From the point of view of the course (and our text) engaging in dialogue requires a tremendous amount of personal reflection, a willingness to interrogate your own perspective, biases and habits of conversing. The goal is to understand the inner forces that affect how we engage with others.

I think that emphasis on self-awareness will actually be the most useful part of the course. Despite my efforts (and hopes) it won't always be possible to engage a group in deep dialogue. But the ability to look at myself, to understand where I'm coming from, to focus on how I'm thinking and feeling, and how that affects my responses to others is incredibly valuable. Whether it's a two minute conversation, or a true group dialogue, that self-awareness will facilitate my personal growth while also improving my ability to communicate.

On an immediate level, the class is also a deeply moving experience. We spend our time trying to listen to each, to create a space of meaningful conversation and shared insight. That is incredibly rare experience, and each class meeting is like a little gem of meaning and beauty. That doesn't mean we always agree, or that the conversation is always easy, but it is very powerful.

Finally, let's continue sending out positive energy about my acceptance and enrollment in graduate school! It's looking good so far, but I can't relax until it's actually all in place!

Starting Again?

So, I started this blog a little less than one year ago. Since then I've almost completely neglected it, letting day-to-day concerns take priority over my reflections on higher education and my role in it.

Now I'm hoping to re-start the blog, but with a radically new focus. I took down the few blogs I've done in the past year, and will start a new series with a new focus (although I'm leaving up my inaugural post as a historical piece).

This re-start has been triggered by a few factors. In August I lost my job, and I've been unemployed since. One of my goals for the last ten years has been to pursue a graduate degree, and I decided take this sudden (and painful) loss as an opportunity to further my education.

I applied to graduate school this December, and I'm waiting to hear if I've been accepted. If I am accepted, I hope to start taking classes full time in the upcoming spring semester.

The graduate program I applied to emphasizes personal growth and development, encouraging students to reflect on their lives and their values. This introspective approach is one of the qualities that drew me to the program, and I want to make this an opportunity to delve into my values, goals and life-vision.

With that in mind I'm re-booting this blog to document my reflections and insights as I go through the program.

Of course, I might not get accepted, which would short circuit the idea somewhat, but consider this post a beacon of positive energy, a placeholder for all the new ideas that I'm hoping to explore if I'm accepted....and wish me luck!