Posts Tagged ‘personal’
(1) I have written entirely too many of these things, because I have moved my family around entirely too many times.
Real Professional Development Goal, August 2016-forever: make this the last of these things I ever write.
(2) In July of 2011, I wrote this:
I have been offered a position at Virginia Intermont College in Bristol, VA, to teach chemistry and physics and play a key role in building that school’s natural science department. The position and the surrounding professional development is nothing short of the perfect job for this point in my career.
For those of you who came into my orbit sometime after that, and don’t know how that story ended, it ended with financial problems overrunning the college, and getting laid off not even three years later. It was not a fun time.
Now for you to be convinced that I’m crazy: I still believe what I said five years ago to be true.
With all respect and love to my friends in Georgia who were so good to me, but who I left to chase what was to me a dream of a job: Virginia Intermont was where I found and made a home. I thought I loved the mountains when I lived in Rome (Georgia, y’all) and worked at Shorter. In Bristol, I knew. I saw this forgotten and less fashionable part of the country and, being a less fashionable person myself, I found a real sense of place.
I went all-in on Virginia Intermont because I saw what was possible for that kind of school in that season of time when I was at Shorter, how the unlikely student could grow into the leader and the visionary. I built an entirely-too-vivid picture of what that looked like at VI. I wanted to see that vision become a reality, so badly that I bought a house and made Virginia Hill my home.
What I found in exchange was the truest sense of learning community, unlike any experience I have ever had. It was the greatest of privileges to be a part of it. The students I taught at VI are people I cherish and love – every last student, through the good times and the bad that we shared (and God knows, if you’re that close, you’re going through everything together). We went through as difficult a transaction as anybody in education should ever deal with. They have been faithful to me, and I hope that I have been as faithful to them. Those students, far above and beyond anything else, were worth that move for me.
But they weren’t the only benefit. The other thing I realized in my time at Virginia Intermont was how much of an island I had been on in the work that I did. The very first time I went to an Appalachian College Association Summit, and had time to talk to colleagues from places like Ferrum and Montreat and Ohio Valley and Pikeville and Brevard and West Virginia Wesleyan – and realized that these people had been talking to one another for quite some time about the same troubles I had as a faculty at a resource-limited small private college in the South – I realized what professional development what would look like for me over the long term.
Losing Virginia Intermont didn’t just mean losing the school and the students – it meant losing colleagues over several states in this precious region who had wisdom to share and who knew what the difficulty in this time of history for small private colleges looked like. It was such a benefit over those three years. It ended abruptly – I was scheduled to attend an ACA Teaching and Learning Institute in June 2014, before VI closed in May 2014. The abruptness was as hard to take as anything.
The time I spent at Virginia Intermont confirmed some things that I valued and revealed new things. I always knew how much I valued the time spent with students and how much I appreciated institutions that encouraged the development of genuine learning community. I really understood – for the first time in my young-punk career – how much I had to learn from those who had done the same kind of work I had, at the same kinds of institutions I had.
And – there is no other way to say this – I fell in love with Central Appalachia. And I longed to make that place home.
(3) I have been ridiculously fortunate to have been at Tennessee Technological University for the past two years. I had wanted to chase after better, more active learning in my classroom for a long time; I knew the benefits, and it’s not like I didn’t try to draw communication out of my students in the classroom, but I was exceptionally comfortable in a traditional chalk-and-talk mode, and in a position where I was teaching three different courses at once, as much as I loved that diversity of work, I didn’t really find myself in a position where I could push the active classroom as much as I wanted to – or, really, as much as I needed to.
Observing Steve Robinson and Paula Engelhardt in the process of implementing an active learning curriculum for the algebra/trig-based physics sequence has been, in nearly every sense, a better educational experience than anything I got out of a postdoc. This is the stuff that will make me better as a professor: finding ways to make students productively uncomfortable in a classroom setting, and creating an environment where they aren’t just hearing information but internalizing it and making knowledge their own. I don’t have all the answers, and maybe I have a ton of experience with some of this stuff, but it’s so much more valuable when the student makes an observation, draws a conclusion, carries a new experience with them to inform how they see the world.
And I have been privileged to work alongside this whole department – but especially with Mary Kidd, Mustafa Rajabali, and Adam Holley in making this curriculum work for the wider student population. The one time before in my career I worked alongside another physics educator, I was a problem child and overopinionated and I am sure I torched more than that one bridge in the process. I probably was the same here, but rather than putting me off, these sweet people listened and challenged me right back, We have been, I hope, iron sharpening iron day in and day out. I could not possibly have had better colleagues these past two years.
I have very few regrets, but not finding a way to teach like this and engage like this sooner in my career is one of them; as much good as I’ve done in a classroom in my career, I am more confident than ever that there is a better way than simply telling a class what I’m going to tell them, then telling them, then telling them what I told them.
There was a thought that simply doing this work, and refining this work to make it more and more effective, would have been the most valuable thing I could do going forward. I did have the opportunity to remain at Tennessee Tech, within this department, and I’m grateful for all the people here who supported me and invested so much in me. At several points in April, I was seriously thinking of what settling in Cookeville would look like.
That would have been bittersweet. As good as it was to be wanted, it would have involved narrowing my vision – the career spent bouncing between disciplines would be over, the advising of students at various points on academic and pre-professional paths would be over, the focus on the wider institution and on higher education would have been over. So many things that I have valued so deeply would no longer come with that place. Quality teaching is so important, and being in a role focused on quality teaching would be worthy. But there were so many things I felt were undone.
And there was that tiny little issue of a place, a place where my eldest child was finding home as well, still carrying an attachment. And wondering if there was a way back.
And I reached a point where I didn’t think there was a way.
And then things started to happen.
(4) I honestly didn’t know what to think when I received that first email, except an old colleague was there and she had been pretty high on the thought of me getting the job and joining the faculty. I honestly thought the email came too late; we were ready to decide to stay put; I had other interviews at similar schools and found in one way or another that they were after somebody to fill a very narrow faculty line and could do as well to hire a young punk straight out of grad school (like I once was) than somebody who had been around the block a time or two.
And then a phone call. And a serious conversation. And a recognition that I came from a different place and a different experience, and a recognition that they were looking for a different professor and a different impact. We agreed to keep talking. And soon.
The interview, honestly, wasn’t like any interview I’d ever had in my career. It was comfortable, from the very first moment. Many of the formalities started to be dispensed with early. I was recognized, not as somebody who was a warm body seeking a job, but somebody who had a unique skill set, a unique background, and who could do unique things.
I started to understand that they didn’t just want a physicist, or a chemist, or even a molecular biophysicist. They wanted me – who I had been, who I am now, who I could become. And I could get a picture of becoming a far better scholar in this community than I am now.
Future colleagues – for that’s what they turned out to be, and what I was able to see them as from even the first conversation – spoke directly, and honestly, and with hope. Students spoke to what was good about their experience, what needed to improve, and why they loved the place.
I’ve left interviews before being completely confused about what the job was, and what my responsibilities might be. Here, I saw a role, and I saw it completely.
I have never been so excited leaving an interview (even as I left it to scramble back to Cookeville to give an exam). The place was not perfect, but the imperfections were very clear and not hidden at all. The job ahead was clear. And I hoped I’d be given the chance.
(5) When the dust settled, on April 21, I had an offer from Tusculum College, just outside Greeneville, Tennessee, a little more than an hour away from Bristol, on the edge of the Cherokee National Forest on the North Carolina state line.
It was an offer to join their faculty as Associate Professor of Natural Sciences, with teaching responsibility across physics, chemistry, and – my word, is this really happening? – molecular and cellular biology.
There are a host of other benefits and responsibilities that come with that. But, more than anything else, it’s a return to a faculty position serving a small, teaching-centered liberal arts (and, Tusculum would remind you, civic arts) college in the heart of the Appalachian Mountains.
It’s work I’m prepared for in every way, shape and form.
I am as grateful as you could possibly imagine for the opportunity.
My prayer now is very simple: for me, forever, this will be what it means to go home.
There have been so many words spilled about the past two weeks’ disaster in Ferguson, Missouri that the only reason for me to write this is simply to get my thoughts out of my head before I start focusing on algebra-based physics on Monday. Thanks for reading my efforts to have a clear head and do right by my students.
I’m teaching physics at a new place, and so I had to go through human resources this month. Human resources is always concerned with documentation, always concerned with process, always concerned with the rules. The rules exist for good reasons. The rules ensure that the institution has made its best efforts to create a good work environment – or, at the very least, they ensure that the institution can document that they have made their best efforts.
Our state and federal governments, in their infinite wisdom (insert sarcasm where appropriate), have laws about equitable treatment of all students, and part of an HR process is going through the training on those laws. Title IX of the Higher Education Amendments of 1972 deals with discrimination on the basis of sex in educational opportunities. Title VI of the Civil Rights Act deals with availability of programs funded by the federal government to people of every race, color, and national origin. There are good reasons for these laws to exist. As far as it concerns me, the goal is ensuring that every person who comes through the doors of an educational institution, both students and employees, is treated fairly, so that the mission of the institution can be accomplished.
Now, as anybody who has been through a human resources office can attest, the training that you have to go through so that the HR office can check off that you have been trained (and therefore be legally free and clear should anybody file a lawsuit) is dull and only intermittently enlightening in the best of times, and random and intelligence-insulting in the worst. You survive it by reminding yourself, repeatedly, that the most important thing that comes out of this process is legal cover for the institution. The HR staff probably wants you to understand the Higher Education Amendments of 1972 and the Civil Rights Act, and probably puts the process in place with the absolute best of intentions – but their good intentions aren’t going to be what keeps them employed. What their bosses want is nothing more and nothing less than the documentation that says all of their faculty have been trained and therefore understand all of their obligations under the law. The game must be played, and if the game is played successfully, the institution keeps lawyers at bay.
It’s all well and good until actual violations of the Civil Rights Act play out on your Twitter stream, and it becomes abundantly clear just how many people don’t understand that the Civil Rights Act is actually standing law.
For me, it’s not about the law, and it never has been. I figured out at a very early age that white people lived in one place, and black people lived in another, and there was a dance that people engaged in to keep the white people and black people apart, and that dance looked stupid. I don’t say that to pat myself on the back, or to claim enlightenment. I just have never wanted to live apart from the people who don’t look like me. They’re different. They have interesting things to say. I enjoy listening to them. They make life fun. To be brutally honest, I’m kind of selfish for diversity in that way.
What has become maddening as the aftermath of Michael Brown’s shooting death has played out is the number of people who want to shut their ears to the voices of people who don’t look like them. They make statements and quote sources and cocoon themselves in the voices of people who look like them, act like them, and think like them.
Those attitudes are devastating to me. Maybe there was a time in my life when I could be casual about such things. But I’m a white dude teaching physics. I recognize the issues of representation across the STEM disciplines, but especially in the physical sciences, where African-Americans even applying for faculty jobs is something to be celebrated. At the point in time when an African-American student comes into my classroom, the color of my skin does create a barrier between us, and I want that barrier torn down so I can not merely satisfy the letter of the laws assuring equal educational opportunities for all, but the spirit of those laws as well.
The climate that I find in August of 2014 isn’t conducive to equality. It’s conducive to more people making more judgmental statements; sowing more fear, uncertainty, and doubt; erecting more barriers. It’s reaching a point where the reflexive venom can’t be ignored among people of faith, on both sides of the issue. (If you haven’t read this comment from no greater an arch-conservative than Erick Erickson, you should. It made me rethink a couple of things.) As if there weren’t enough things for me to be stressed out over (70 students in a single lecture section of PHYS 2010, hello), I’m fearful as being seen as just another white dude who doesn’t know how good he has it and doesn’t care about those who don’t.
The only thing I want right now is help. And by “help”, I mean fewer words that make statements of good guys and bad guys, fewer words that dehumanize, fewer words that hurt. I want more people to simply listen to people who don’t look like them and consider that they might not have all the answers to a problem that predates Michael Brown, that predates Barack Obama, that predates Rodney King, that predates Martin Luther King, that predates the founding of this nation – a problem that the word “problem” doesn’t even do justice.
That’s enough. Come Monday, it will be time to get to work.
At long last.
I’ve been offered a position teaching physics at Tennessee Technological University for 2014/2015. The primary responsibility is the trig-based physics sequence, also known as “that thing I’ve taught for the last 14 years of my life and I hope I’m pretty good at by now.”
I’m incredibly grateful for Steve Robinson and his department, which is pretty dang teaching-centered for a regional university. In terms of being my flavor of “engaged academic”, I might be going to the best place I could possibly land. It’s very evident that I have a lot to learn from these folks, and I’m going to be busting it next year to learn as best I can. In many ways, next year will be a hard reset on my career, and how things play out from there is still anybody’s guess.
I’ll save other observations and implications for later. But, for certain people who frequent this space, here’s the most important news:
AWWW YEAH IT’S THE PEARSON AND PIRKLE EXPERIENCE COOKEVILLE TENNESSEE HAS NO IDEA WHAT’S ABOUT TO HAPPEN TO IT LOOK OUT YOU GUYS AND I MEAN IT JUST LOOK OUT
(Everybody pray for Richard Pirkle and his family. They have to deal with me now.)
No, you can’t go back or defy the clock
Brace your mind for impact; let your soul absorb the shock
It’s a turbulent, unfamiliar atmosphere
Footprints in the garden; you’re not the first one here
No, you don’t have wings; that was just pretend
Blistered feet keep moving, give your spirit to the wind
Mournful chimes ring true; still a hopeful song resounds
Way down deep inside you, you can hear it even now
Breathe in, breathe out, heart don’t fail
Embrace the moment
Shadow of doubt never prevail
Alas, you know it
Now he’s at your door; there’s no place to hide
Pay the tax collector ‘cause he won’t be denied
No, you can’t return to a world of innocence
Think of all you have learned; time to take your medicine
Breathe in, breathe out, heart don’t fail
Embrace the moment
Shadow of doubt never prevail
Alas, you know it
No, you can’t go back or defy the clock
Brace your mind for impact; let your soul absorb the shock
It’s a turbulent, unfamiliar atmosphere
Footprints in the garden; you’re not the first one here
Breathe in, breathe out, heart don’t fail
Embrace the moment…
I have been continually waiting for the final-exam adrenaline to kick in, the way it almost invariably does.
It’s not arriving. I’m seriously starting to believe it will never arrive. Not at the end of this spring semester.
Over the fourteen years that lead up to this, I have often been incredibly guilt-wracked for what I’ve left undone, what I’ve done imperfectly, at every loose end that could have been explained better or could have been assessed better or could have been written better or could have been could have been could have been.
That’s not happening this year either.
This may still be leftover shell-shock from exactly how this has ended, and how deeply my students have been impacted, and how many questions are still lingering about the future of just about everything, and and and. And this seems to be my mentality right now; this is desperately undone, this time of our lives, and yet at the exact same time it is very much done and one way or another there are a lot of people preparing to go a lot of separate ways.
It has occurred to me, early and often, that right now if I only care about doing my job – that designated, professorial job that I got hired to do here – and I relentlessly focus on my job, there will be a lot that I miss.
That doesn’t mean that I blow off every last thing I have intended to do. (Yes, I’m still giving my finals.) But it also doesn’t mean I chase people off and just stick with my standard finals-week agenda of hiding out and staying invisible until the moment the final is given, either – and certainly not if somebody just wants to come talk, or if I want to just seek somebody out to talk.
There is a lack of discipline in what I’m doing right now that, by every one of my standard metrics, is failure. Things are happening that I would have once beat myself up over and declared myself a horrible professor over that I’m simply letting go now because of the sheer number of people that I can see now and I don’t know when I’m going to see again.
(It also occurs to me that this is potentially a longer-term problem when it comes to seriously doing my job best and most efficiently. I’ve been trained over a very long time that you do your grading in a solitary place, where nobody can see how you’re doing the assessment, and there’s a ton of other academic work that is quiet contemplation, done alone. Through the miracle of the last two decades of my life, a person who was once hard-wired to be an antisocial nerd has now gotten re-wired to be around people, and to ache when he has to be alone, and to cherish the social and interactive tasks involved in teaching. It occurs to me that there is a serious work that I can do to make how I assess learning more interactive and more meaningful to me, and that will be important for the next phase of what I do.)
Simply put: finals started today, and finals will be given tomorrow, Monday, and Tuesday, and then that’s it. That’s all the time that’s left. The heartache is real.
My usual coda on my semesters is a spiritual discipline: “pray for me, pray for my students.” It is a serious work, to pray that the stresses my students are under will stay minimized and the understanding will come clear, to pray that I take the work of final grades seriously and soberly and make the right decisions. I don’t understand the theology of that work; I once pretended to. I don’t get what God does in a brain to answer that prayer, and it’s mystery to me, but I still believe in that work and I still ask for that from those of you who believe in such things.
I have never wanted you to do that for me more deeply than I do now. Please pray for me – and not just for me, but all my colleagues. Please pray for my students – and not just my students, but all the students of this place called Virginia Intermont College, that they do their last work with peace over what their future holds.
And if you are a student, please know that I am not so busy – with anything – that I can’t be interrupted to hug you and say goodbye, when that time comes. Please know that.
I have always said this as a joke: The best things about semesters is that they end.
I can’t say that this year. This is not a good ending. This is heartbreaking.
Final exams. Here we go.
Most of you are outside of the Virginia Intermont community who have a gander at this space, and so you haven’t much cared about the fact that VI’s intended merger with Webber International fell through today. Go and read about it if you want. I’ll wait.
All that really says: I, and a whole lot of people I work with, and a whole lot of students I teach, have no idea what our lives look like after July 1. VI has not officially closed yet. But the fact that the release talks about “moving with haste to guarantee accredited options beyond July 1 for our students who are not slated for graduation” gives you a clue how certain the path forward isn’t.
I’ve suspected that this was the direction things were heading for a while. I thought I was ready for it. I honestly didn’t have a clue, and having talked to a lot of sweet people today, they weren’t totally ready for the reality either.
So: if you want something out of me about our future beyond a massive shrug, I ain’t got it. Sorry. I may be able to do better next week.
What I know is this: I’m going up to campus tomorrow morning and running my mouth about physics and chemistry, and I’m going to do some stuff in a chemistry lab tomorrow afternoon, and in the midst of everything I’m going to listen to my students as they wonder about their own futures and how I can help them. Which is, more or less, what I’ve done for the past 14 years of my life. As long as I have stuff of that sort to do, I’m going to continue to do it.
A couple of weeks ago, after David Letterman retired and late night went into upheaval all over again, I remembered how Conan O’Brien carried himself at the end of his run on the Tonight Show and how impressed I was with how positive he was. Today, I watched that again, and got inspired all over again. Frankly, I think it’s the most Christian response to disappointment I’ve ever seen:
All I ask is one thing, and I’m asking this particularly of young people that watch. Please do not be cynical. I hate cynicism. For the record, it’s my least favorite quality. It doesn’t lead anywhere. Nobody in life gets exactly what they thought they were going to get. But if you work really hard, and you’re kind, amazing things will happen. I’m telling you, amazing things will happen. I’m telling you. It’s just true.
There are two things that are true of my life in 2014.
I have not gotten exactly what I thought I was going to get.
And amazing things have happened to me.
Let me make sure this additional waste of time is given the appropriate level of importance:
What academics need, when criticized by an op-ed columnist for not being public enough, is obviously a long bout of online naval gazing.
— Chanders (@Chanders) February 15, 2014
This is my navel gazing, then. It is long, and it is ranty. You have been warned.
For those new followers and the like who’ve never heard me tell this before: In my second or third year of grad school at Ohio State, sometime when I was trying to figure out what it meant to be a Christian and do biophysics and actually make some sense out of what I was doing for the rest of the universe, I had a conversation – I think on the old rec.music.christian USENET group, of all places – with a guy who became, over time, a dear ‘net friend. He said he was reading Mark Noll’s book Scandal of the Evangelical Mind, and I should check it out.
I had never taken a single serious thought about the concept of an “evangelical mind”. At that time in my life, Noll’s argument was an absolute revelation. And although there aren’t many direct ways that Noll addresses this, I found an undercurrent in the argument of the failure – of scholars and of Christians doing scholarship in particular – to directly engage with the public and to communicate why scholarship was an important thing. “The scandal of the evangelical mind is that there is not much of an evangelical mind” – so somebody get to work on building one, then.
As I’ve progressed in this career, what I’ve found is that this isn’t purely a Christian anti-intellectualism that I was encountering. It extends further into all corners of American life. There’s not much of an American mind, period. The work of the academic – particularly the work of the academic that leaves a research-one university like Ohio State and goes to work at places like Middle Georgia and Shorter and Virginia Intermont, or (to choose another example) gets the modern languages doctorate and has all sorts of trouble finding a job, taking adjunct and visiting positions all the while – is incredibly misunderstood and consistently mischaracterized. It’s taken as an article of faith that the PhD has the office, and simply sits in that office, thoughtfully smoking a pipe and then randomly writing fifty-cent words into an article that only four or five people in the world will understand.
The upward trajectory in college attendance, the political importance of the completion agenda, and the wholesale transformation of the college-attending population – away from the mythical meritocratic best and brightest and towards university genuinely for everyone – demands that the vast majority of people who hold doctorates and get jobs in higher education spend the majority of their time teaching the traditional collegiate canon to people who, two generations ago, would never have set foot on a college campus. It demands creativity, lucidity, and a ton of hard work. And for the job to be done well, it demands a capacity to engage – to communicate sophisticated ideas in a way that keeps students on board and opens up a path for them to become content experts as well, if they choose to do so.
And the reality I’ve found: when you do this well for the students, you open up the capacity to communicate with family and friends as well. You don’t merely become someone who is an imagined figure surrounded by deep thoughts in an office; you become “hey Mom, this is pearson, he’s the reason I survived physics” (or “he’s my insane physics prof,” which often means the same thing) or something of the sort. And that can go double when you get off the campus every now and again, and you talk astronomy with a bunch of middle schoolers (even though the thought of a biological physicist talking astronomy should frighten you), or you read a quiz bowl match for the high school kids and take extra time to hang with the team who just got blown out of the room, and as strange as it has become in my life, you become somebody people want to see come around, instead of this isolated person.
I am one guy, and I don’t pretend to be anything different. The marvel of falling into the rabbit hole of Twitter is finding this massive population of people who have their own ways of engaging with the public, of recognizing this hole between what the perception of academic life is and what academic life actually is for most of us in 2014, and who are working their heads off to accomplish that engagement. They might be super-important full professors at Duke, or department chairs at Union, or underrepresented minorities with newly minted PhD’s, or underrepresented minorities who are doing all sorts of important stuff while finishing that PhD. Those are just the examples that I come up with off the top of my head; you ask somebody else who’s fighting it like I’m fighting it, and they’ll have different examples of people who inspire them with the extent to which they’re engaging people outside of the normal audience of academia.
We should be hearing about these people. They should be championed, and they should be inspiring us to do more ourselves.
That is why I read this latest example of a white male privileged New York Times columnist being clueless and found myself launched into a Twitter rage. Here’s Kristof core take:
A basic challenge is that Ph.D. programs have fostered a culture that glorifies arcane unintelligibility while disdaining impact and audience. This culture of exclusivity is then transmitted to the next generation through the publish-or-perish tenure process. Rebels are too often crushed or driven away.
“Many academics frown on public pontificating as a frivolous distraction from real research,” said Will McCants, a Middle East specialist at the Brookings Institution. “This attitude affects tenure decisions. If the sine qua non for academic success is peer-reviewed publications, then academics who ‘waste their time’ writing for the masses will be penalized.”
Obviously, this isn’t true across the board at every academic institution; if it was, Wikipedia wouldn’t have nearly as many articles. </rimshot> And for crying out loud, there are a ton of us who do communicate with the masses. Why not get our take, instead of just writing the blanket condemnation of PhD program culture?
I did immediately get feedback from one of my fellow travelers, though, who immediately made clear to me that you can’t downplay the importance of that argument; in her PhD program, she got clear and strong pushback because she wanted to write publicly about her sphere of expertise, and she was told that it would be “wasting her time”. If that’s so tangible now, okay, fine, I understand that take.
It still assumes that all of academia is research-one schools. It still assumes that academics are those pipe-smoking, office-dwelling, masses-disdaining figures from another place. In other words – as the New York Times is so prone to do, when talking about higher education – it assumes that regional universities and state colleges don’t exist. It assumes that teaching-centered liberal arts colleges don’t exist. It assumes that most church-affiliated schools don’t exist. Good heavens, don’t even speak of the community colleges.
And it assumes that everyone who could possibly serve as a public intellectual is a FULLPROF or is on the path to FULLPROF status. Non-tenure-track instructors? Visiting professors? God forbid, adjuncts?
Oh, but if it wasn’t enough to be wrongheaded, Nick Kristof had to go to where I live:
Professors today have a growing number of tools available to educate the public, from online courses to blogs to social media. Yet academics have been slow to cast pearls through Twitter and Facebook.
Here is my Facebook page. You will note that I’ve been at this social media business since NOVEMBER 2005.
And – from DAY ONE – using those tools to engage with students. And, when the opportunity presented itself, using those tools to engage broadly with the public, too.
If anybody cares to share evidence of Nick Kristof being on social media before then, I’ll gladly eat that helping of crow. Maybe Nick Kristof really does get public engagement more than I do. Somehow, though, I doubt it.
Yes, I know that there are far worse injustices in the world that exist, even and especially tonight, than a bullcrap New York Times column. I also know that I’m not a small amount of privileged myself. I’m a white dude in academia. We have enough of those. We have MORE than enough of those.
But I recognized that responsibility very early on, too, and I hope you’ll find that the writings here and in the social media space reflect that, and I believe my work in the classroom and in public reflects that. If I’m done and the only people I’ve encouraged on into science and into professional fields are more white guys, I haven’t been successful with my work. I firmly believe science works better with diversity.
And ultimately, with much gratitude to all of you who have read through my navel-gazing, this is the point: I can’t possibly believe I’m alone in this. I’ve been in too many good meetings with people from across the Central Appalachians (with much love to the ACA) to believe that I’m alone in this. I’ve seen too much of the good work that my new Twitter-mates do to believe I’m alone in this. I’ve worked with too many partners in crime to believe I’m alone in this.
Charles Knight asked me this:
— Charles Knight (@Charlesknight) February 15, 2014
And I started to answer with just a few Twitter handles, and something in me snapped, and I replied:
— Chuck Pearson (@ShorterPearson) February 15, 2014
And that’s how this mess started.
One request, if I can make it: I think it’s a fair thing to keep the focus of an #EngagedAcademics hashtag on academics who engage well, not just with each other, but with the world around them, and especially on those who make efforts to make the language they use language that can engage the public, not their discipline. I don’t mean that they dumb their work down; I mean that they make their work understandable and accessible for the masses, while maintaining its rigor. (The primary reason I love reading Tressie McMillan Cottom isn’t the rigor of her sociology or the accessibility of her writing – it’s that they’re both there, together, in an authentic North Carolina African-American voice.) We should be saluting people who go that extra mile in outreach, and who do their part to take the caricature of the college professor and shatter it.
That, at the end of the day, is what I wish Nick Kristof would have done.
And finding examples isn’t so hard. After all, I found most of mine completely by accident.