552 10 9760 https://caspercollege.cvlcollections.org/files/original/6bcd427af7a91f9a1eeba5b1a57e293e.pdf dd324a341478e18aebed015276de9498 PDF Text Text Chad Hansofi Chad Hanson The Choreography of Taint Tock Creek I am heading west with a pack, a fly rod, and a pair of boots. My Subaru isn’t fast enough. Pickup trucks close in on my bumper. In the rearview mirror a man in a ball cap tosses his hands in the air. He complains to the passenger at his right. Then he rolls his eyes and risks his life by passing me on a section of highway that could hide an oncoming tractor-trailer. The road cuts a line across the swells and troughs of the lonely praine. The basin lies between the Big Homs and the Absaroka Range. With no trees to block the view, drivers fix their eyes on the horizon. This is not a scene that people dream about in east­ ern states. When visitors flip through racks of postcards in the rotisseries of truck-stops, they sort through pictures of moose, elk, spruce trees, and snow covered mountain peaks. But ridges and forests are the exceptions in Wyoming. Two thirds of the state is flat or rolling, and it is covered by a blanket of sagebrush. In the minds of most, it’s drive through country. Lifeless. Good-fornothing plains. We are elevation chauvinists. When we think of an ideal land­ scape we picture an alpine meadow circled by an aspen grove— rock and ice above tree line hung as a tapestry in the distance. 120 The plains west of Casper; Wyoming weren’t always so unfor­ giving. Prior to the middle 1800’s, the area stood in the heart of what we called the short-grass prairie. Buffalo, grama, and little blue stem grass covered the land along with a large and diverse cast of characters, including owls, antelope, bison, bears, lions, wolves, and six species of raptor. Modern visitors would have been awed by what would have seemed like an American Serengeti, but all of that disappeared when cattle barons drove their herds into the West. By the time ranchers started to settle Wyoming, the bison had already faded. The gri2zly bear had been driven into the foothills, and bounties had been placed on the heads of wolves, lions, and coyotes. The plentiful fauna of the plains were on the run. All that remained were the grasses, and they were the next to go. The cow­ moguls saw the praine as a source of revenue. Wherever they saw open spaces, they ran cattle. Praine plants evolved alongside native animals. Their fates were bound together by the weather of the seasons. For example, in the past, elk and deer ate wheat grass in the winter, but they ate it sparingly, because they roamed across the range to avoid preda­ tors. After the first hard frost the grass stopped growing, but the leaves above ground stiU provided food. The plant is not harmed when It is nibbled in the wintertime, and the elk and deer lived to survive another cold February. The grass and grazers danced to­ gether in the name of sustenance. By comparison, cows evolved in Europe under frequent, heavy rains. In their homelands, domestic cattle ate lush, green temper­ ate grasses. They stood in one place and consumed. They didn’t move because the carnivores on the Continent were mostly killed 121 �The Choreograpf^ of Paint Pock Creek in the era of King Henry the Eighth. They ate the grass down to the dirt. Given such habits, when they were moved westward, cattle ate wheat grass in the spring when the plants were full of chloro­ phyll. When grass is eaten to the ground in May, however, it is forced to re-grow itself at a point when it should be sending roots deep into the soil. Long roots are a plant’s only hedge against cold winds and hot, dry August afternoons. In the spots where cattle displaced native animals, grasses were overgrazed and some did not return. Waves of sage swept in to fill the void. In a sense, we are for­ tunate. If sagebrush hadn’t spread over the region to hold the topsoil in place, active dunes would surround the cities of the West. Sage flats are preferable to shifting sand, but they’re not an American Serengeti. I understand why people drive faster than they should in their pickup trucks. I am headed for a creek in the Absaroka Range. Brooks and rivers cut deep grooves into the mountains as they carry melt­ water from the high country to the cottonwood basins. Paint Rock Creek carved one such canyon. The place is not well known to tourists or even local fly fishers. On the west side of Wyoming it is the mountaintops that act like magnets, tugging on our desires. I have been smitten by the rock and ice above the tree line, but while others are moved to climb up on the planet I am just as often drawn into its depths. There are different ways to account for our preference for i one landscape over others. Some of us appreciate the land we knew when we were children. I grew up on the edge of the north woods in Minnesota. I have been away from home for twenty seven 122 Chad Hanson years, but when I return to visit and find myself wading knee deep on the shore of a lake, I feel anchored. It’s as if I’ve been pro­ grammed to value farm ponds, cattails, and blackbirds. We re also drawn to the novel. We appreciate settings that dif­ fer from the ones we knew. After my freshman year of college I moved to Arizona. From the standpoint of the plants and ani­ mals, I had discovered a new universe. Although, it is easy to find beauty in surroundings you have yet to take for granted. Daily life in a locale has the effect of blinding us to the splendor. When I moved to the West the landscape startled my senses: deserts, canyons, mountain ranges, and forests of old growth trees. When I camped and backpacked with others, the trips started with a question, 'Which trail to hike?” I had friends that could not fathom anything but gunning for a peak. My lady-friend and wouldbe wife brought me into the desert to walk among the saguaro. When I had it my way, however, I hiked into rocky canyons. We don t have canyons in Minnesota, so the novelty provided part of the allure, but I had other interests. As a student I spent too much time reading books by Martin Heidegger. In Being and Time he wrote about the thread of hours that we inhabit. He ob­ served a pattern, with respect to the way we orient ourselves to­ ward time. Most of us look over our shoulders. We call what we see there, “the past,” and we imagine that we emerged from a long ribbon of months and years. When we think that way, Heidegger called the outcome “being-of-the-world.” We think of ourselves as having grown out of a time and place. That is not the only option, however. Heidegger suggests it is possible to live in a way that makes you more than merely from the world, but rather, part of its fabric. He called that, “being-inthe-world. I always wanted to be in the world, not simply of it. 123 �The Choreography of Taint Took Creek. and canyons make that wish seem possible. Apart from the fact that you’re literally in the world when you look up from the bot­ tom of a thousand foot crack in the planet, canyons also have a way of pulling on the hands of time, slowing the moments so you can use each one to soak up the setting. Chad Hanson truck rushes around me, the dirt falls out of the air and I see well enough to make out a bumper sticker on his tailgate. It’s a picture of a smoking gun beside the silhouette of a gray wolf. Below the image it says—SMOKE A PACK A DAY. The pickup lurches down the road, but then it makes a right. He takes a thin road toward a ranch. I watch the truck. When it reaches the crest of a hill, two dogs take off from the house and The highway lingers in the background as I turn off the pave­ ment onto the gravel road that leads to Paint Rock Creek. It’s been a dry summer. Dust billows up from the wheels of the car. A tan film coats the rear window, but I am not looking backward. I take my foot off the gas and begin focusing on the scenery. The road I’m on runs parallel to a canal that waters a field of alfalfa. I pull over to take a look. Irrigation ditches inadvertently host schools of fish. They get sucked in through diversion dams. If they survive the turbulence, they’re left to spend the rest of their days in the canal, but that amounts to three short months, or the time it takes to irrigate a crop. I step onto the mound that routes the water down a long, straight line stretching across the basin. Then something dawns on me. This is Paint Rock Creek. Someone pressed it into service. The current bobbles over the bottom of the ditch. It reminds me of a marching band rolling lockstep down the channel. I put the car back into gear and continue toward the spot where the praine breaks against the rock walls of the Absarokas. I’m patient. There is no reason to hurry, and besides, my attention is arrested by die sight of a bu22ard. I find myself swerving as I strain to look at a turkey vulture. I am not thinking about my trajectory over the road, but then I notice someone behind me in an elderly Ford pickup truck. He is trying to pass on my left side. I can barely see the driver through the rising dust, but after the run up to greet the arrival: a German shepherd and a golden re­ triever. They re barking and wagging their tails. The driver is ei­ ther a member of the family or a familiar acquaintance. We are fond of dogs. But anthropologists suggest that we love pets because we can dominate them. The words “domination” and domestication” share the same linguistic root. They imply a master and subordinates. The training of pets involves a display of authority. Once an animal is broken by a trainer, whether it is the owner or a hired gun, pets turn into our personal possessions. Then we grow attached. They become extensions of our own iden­ tities. We love our dogs! But wolves are not popular dogs in Wyoming. The state has been working for years to designate the wolf as a predator. Thus far, the Feds have kept the proposal from becoming law, but if Wyoming is successful in its efforts, wolves could be disposed of any time and under any circumstance. Their cousins, coyotes, are considered predators and their case provides an example of what happens when an animal receives such a status. They are shot, poisoned, caught in steel jaw traps, and when dens full of puppies are found, they are blown up with explosives. Our hatred is greed. Most ranchers cannot bear the thought that wolves eat calves without paying the current market price. Economic interest lies at the heart of our anti-wolf campaigns. 124 12S �The Choreography of Taint Tock Creek but the other reason we don’t like wolves is that we cannot con­ trol them. We can’t break them like pets and we are accustomed to having the world conform to our wishes. Wolves embody the last remnant of the wild in North America. We are not their mas­ ters. We know that. They know it too, and their self-determina­ tion bothers some of us. Two cottonwoods provide shade at the edge of the water. I park the car under a tree beside the creek. Then I turn the key toward me and set the brake. There is something profound about the moment when the vehicle stops and you step out onto the dirt of your destination. Unknown sights spread out in front of you. I walk to the brook, sink to one knee on the shore, reach through the surface with cupped hands, and splash the dust off of my face. Paint Rock Creek pours out of a deep and narrow gap in the east side of the Absaroka Range. I stand and stare at the crack, my boots planted in the sand, fifty pounds of supplies on my shoulders. I hike to the edge of the canyon. Then I step into the Earth. A trout rises to take a bug off the surface, but my fly rod stays in its protective tube. I am hiking to the confluence of Paint Rock Creek and Sharpen Brook. A sandy bench rests in the crook of the two canyons. I plan to camp there for a night and fish both streams before I’m through. . After one. mile, I notice an etching on the rock wall to my left. It’s a four foot tall human-like form. It has a square body, long , claws, and a pair of antlers jutting from its skull. Near the man­ like figure I find images of animals: elk, bear, turtles, sheep, and 126 Chad Hanson rabbits. Archeologists determined that paleo-Indians pecked and painted these pictures eleven thousand years ago. The people of the region believed that canyons were steeped in supernatural power. In their minds, spirits lived in places where two or more elements collided, in this case water and stone. Sha­ mans used such locations to pass from one realm to another. Af­ ter journeys into other worlds, they recorded their sightings in the form of pictographs. Rock art sites correspond to places of de­ parture: caves that serve as portals to the underworld, canyons and springs where water pours onto the dry surface, and peaks where a shaman could climb up into the heavens. Native people called each place a “house of power.” Scientists have successfully wiped the mystery from the sto­ ries of shaman travelling into other dimensions. When shaman traveled,” they most likely experienced a form of hallucination, induced by combining long, repetitive dances with a meal made from the root of the detura plant. Today we can produce the vi­ sions in a laboratory. They include sightings of geometric forms such as spirals and zig-zags. The shapes are said to shimmer, move, and morph in ways that bewilder. I round a corner and my eyes settle on the meeting of the streams. I walk four yards past the confluence to a point where the water is shallow. I grab a stick from shore to brace myself and slog through the current. The site feels familiar. It is a smooth plateau that overlooks the melding of the creeks. There is only one difference. This time, I have to kick four piles of cow dung off the site that played host to my camp the year before. I’ve hiked and biked through the most remote and obscure places in the West, and I’ve seen cow manure everywhere. 127 �Chad Hanson The Choreo^rapf^ of Paint Rack Creek A friend once loaned me a copy of a book titled, “How to Crap in the Woods.” Each chapter contained a set of instructions on how to bury excrement. The idea is that campers should leave no trace of their presence in the outdoors. I read the book over the course of a weekend. Then at some point, I reali2ed, even on my best and most regular day, there is nothing I could do in the woods that could even beg^ to compare to what cattle have al­ ready done. It only takes a minute to set up the tent and fluff my sleeping bag. I press the pieces of my fly rod together. Then I step back toward the shore to study the water. Caddis flies hatch and then flutter in the air above the brook. I tie an imitation to the line. It mimics the size and color of the bugs on the surface. The current runs swift by my site, but a calm pool waits upstream on Paint Rock Creek. Out of habit, I fling the fly onto the water while I walk. There are boulders set midstream that look like homes for trout I drift my fly through the rocks enough times to satisfy my hope and curiosity. Then I continue toward a section of the creek that winds around a bend. I crouch and peer into the water. On the outside of the curve, the stream has undercut the bank. The current stripped the soil and rock and sent it downriver. A firm edge hangs over the creek. Trout love this arrangement. Below a bank they enjoy the cool­ ness of the shade, safe from the talons of ospreys. I work thirty feet of line into the air with a series of casts. The elk-hair caddis whisks above my head, and the fly rod bends with grace and dignity. When the line above me matches the distance to my target, I set the fly on the water. The caddis falls onto the i2S creek and a brook trout launches from the bank like a torpedo issued from a submarine. As he hits the bug I raise the tip of the fly rod—the fish is on the line. The trout is big for Paint Rock Creek. His first run takes him downstream toward a stretch of whitewater, but I keep him from slipping away by placing my palm onto the reel to slow its rota­ tion. The trout is single-minded, however. I can’t encourage him to swim my direction, so I walk toward him taking up line. When I reach a spot that is parallel to him on shore, I coax him into shallow water. He’s a foot long, and his blue spots shine in con­ trast to the orange of the canyon wall. The fish are hungry in the pool that I chose as a destination. I catch two more brookies and a rainbow as I crawl along the bank. Slowly, the afternoon vanishes in a trance of silver scales, red haze, and black eyes circled in an outline of Wyoming gold. With the sun sinking below the rim of the canyon, I start the hike back to the tent. My fi[re brightens a circle wide enough to cast a glimmer on the creek. The current throbs to a beat that keeps time with the flickering embers. It is easy to imagine how a shaman might have been moved to dance around a campfire. They danced until they saw visions. Their arms whirled and their feet pounded without any inhibition. We gave up that kind of freedom. When we dance our movements are patterned by our culture. We do the two-step and the waltz. Our kicks and shuffles are governed by the norms of our society. When the fire fades I crawl back up the bank and into my shelter. I spend ten minutes reading poems by Jim Harrison. Then 129 �The Choreo^rapf^ of Chad Hanson Roe^ Creek. I succumb to the last of the natural forces that we still abide. I fall asleep. In the morning, I sip coffee and ponder the upper reaches of Paint Rock. Wrens chirp and vultures soar in circles overhead. I . decide to hike out of the canyon to see what lies above. I have been to this spot six different times, but I’ve never left the water s edge. Upstream on Paint Rock Creek a tributary cuts a side canyon. It forms a tail fonnel that looks like a route to the rim. Most of the time, I manage on my feet. Other times I have to climb. Two sto­ ries from the top I come across a cliff that pushes the limit of my ability to lift myself by my fingers. At the crest I take my time strolling a wash. Then the gully becomes a plateau with a view to the east. On the right side of the valley, sagebrush flats are pocked by natural gas pumping stations. Gravel roads connect the dots, form­ ing a pattern that looks like the web of a spider. In the years since the extractive industries discovered methane gas under the high prairie, the basin has been transformed into a mechanical jungle of pumps, trailers, and holding tanks. Groups of conservation­ ists put up a fight to slow or halt the drilling, but they were no match for the corporations set on taking what they wanted from Wyoming. Most of us accepted the transformation of, our wide-open spaces. We see the natural world as a resource to be exploited. The cold momentum of commerce shapes our beliefs. When we * are young—sunshine, animals, and wild flowers bring us unadul­ terated happiness, but when we grow up and get adulterated, we 15Q are taught to move on to other pursuits—golf and tennis, real estate and sports sedans. To the north, a group of Herefords graze in the grass on the bottom of Black Creek, a tributary of Paint Rock. Two dozen cows stand knee deep in the current. One of them pees into the brook. They’re taking shelter in the only thing that looks familiar: running water. The plains tend to frighten cattle. To their Euro­ pean ancestors, a drought meant hardship, even death, but bison thrived in this basin. As I scan the topography in the distance, I picture a herd thundering over the hills and unfolding into valleys. For native people, bison were members of the human family. They possessed power and wisdom. Herefords do not possess power. They play no role in the great mystery. Each part of their body is a reflection of human engineering. We created them to mope around until we send them to a slaughter house. All they inspire is pity. When we drove bison off the plains we made it hard to be­ come spellbound by the animals with whom we share our homes. Ironically, the Wyoming flag hosts a white silhouette of a bison on a blue background. The Europeans that setded the area thought buffalo were symbolic. They identified with the traits of the bi­ son: strength, honor, and independence. The Sioux medicine man, Lame Deer, once made a remark to the effect that people are in a bad way when they kill off their own symbols. It was easy. We let the spell of fascination leak out of our daily lives. We are the people that created the work-to-spend treadmill, the endless cycle of nine-to-five shifts, late night televi­ sion, and am/fm alarm clocks. In the process of repeating the Zi/ �The Choreography of Paint Pack Creek work/sleep/work/sleep/work cycle we forgot how to be en­ chanted by the richness of the world. I point my shoes toward the creek. It takes longer to hike down to my campsite than it took to climb up to the canyon’s rim. My left knee gives out on a steep section. I scrape the palm of my hand as I reach back to support myself. For most of the trip I wonder if I should have stayed closer to camp and fished for trout Chad Hanson Back at the car I sUp into the driver’s seat When I turn the key the stereo bursts on at a high volume. I twist a knob on the dash­ board, and the wall of sound shrinks to a whisper. It’s a song by a band from Minnesota by the name of Husker Du. It’s about as close as I am going to come to tribal drums, but I cannot bring myself to even tap my foot. Upstream from my tent, fish are sipping bugs off the surface of Sharpen Brook. I wear out a caddis fly in a fight with a rain­ bow. Fish attack my bugs as they take light on the water. They swipe at them near the end of long, tumbling drifts. My thoughts are fused between the shifting surface and the pale green fly line arching in the air between the trees. Then it’s over. Something changes, and since I am an urbanite, insensitive to the cycles of nature, I do not understand. The trout just seem to disappear. All I can do is take that as a sign that it is time to fold the tent, roll up my sleeping bag, and hike back to the Subaru. As I wander downstream I take a second look at the picto­ graphs. It occurs to me that a civilization prospered here, in a place that we’ wrote off as too harsh to inhabit. The people of this basin lived in accord with the wind, rock, and animals for eleven thousand years. To the birds and creatures of ^e area, men and women were probably difficult to distinguish from the churning whitewater. Most of us are not free-stone rivers or spring creeks, * however. We are long, straight irrigation ditches serving some small portion of the national economy. 132 133 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Choreography of Paint Rock Creek Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_28 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Lake Effect</em> is published by Penn State Erie, The Behrend College https://caspercollege.cvlcollections.org/files/original/4c16ec852dad5034b80928f7dbde54a0.pdf c47ac8b3028c312500050ad468d2f50b PDF Text Text The Smell of Time Chad Hanson Grady let the hound loose in the lot behind the mall. A girl went missing thirty-two hours before, A reporter spoke with the sheriff. "Hounds can smell time," he told him, "They can tell when people have been through-" Before nightfall, the hound led deputies to the lost child from Bellingham. The mayor praised the dog in a television press event. While the politicians spoke, the sheriff noticed the hound in the back of Grady's truck. Grady walked in the woods behind the podium, putting his nose to the branches of maple trees. The sheriff leaned to a stranger and said, "Grady found her. He brought the dog because he likes the company." � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Smell of Time Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_29 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available The<em> Boston Literary Magazine</em> is published by Big Table Publishing Company https://caspercollege.cvlcollections.org/files/original/481e408047d884de740e1f0fc27130c6.pdf c164e8deb6059f37f281dc50897d2745 PDF Text Text CHAD HANSON 'The Star For years he carried a miniature travel-sized guitar into the mountains, strapped to the back of a rucksack. Then he made camp in the cirques and glaciers. After sunset, around a campfire, he sang with his head tilted upward. He played the songs he could remember, before sleep weighed his eyelids. Last fall, he didn’t come back from the high country. A rescue team found the guitar next to a fire ring, in a spot they all described as inspirational. On the evening of the disappearance, an astronomer discovered a new star. SPRING 2013 75 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Star Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_30 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Cold Mountain Review</em> is published by Appalachian State University https://caspercollege.cvlcollections.org/files/original/35ac2c7bf9e2888d99d69aa94f336887.pdf 419d79f4c303b815f20125cddcc9d577 PDF Text Text clockhouse review the literary journal of goddard college ,rr J*' 23?^ summer 2013 �Fish Pants Chad Hanson I hold a brook trout for the second that it takes to release my hook from his jaw. In that moment, I notice the difference between his skin and my waders. Fish live in the nude. Nothing comes between their bodies and the universe. They feel everything. In the case of trout: each bend in the current, every bubble in the whitewater, degrees of temperature as they rise and fall with the change of seasons. Brook trout live in the world. They wear no costumes. We cannot force them into acting. -247- �Butterflies Chad Hanson There are children in Milwaukee who will never see a butterfly take to the air from a perch on the leaf of a cottonwood. They won’t see the parting of the wings—living paper scrolled with colors that match and then coincide. Legs push off, sending the bug with hinges into a pocket of nothingness. Flap. Flap. Lofting through the invisible current of our atmosphere. Flap. Flap. Up to the high reaches of canyon walls. Flap. Flap. If we do not see butterflies then they caimot exist. - 248 - �Roots Chad Hanson On the first night of the hike I sleep under the stars. I haven’t seen a rain cloud in eight hours’ worth of trail. I go to sleep under the dim light of the Milky Way. In a dream, the roots under me send volunteers to the surface. Stalks of manzanita grow around my arms, below my feet, between my legs, and in the crook between my head and neck. The vegetation keeps me warm. The comfort amounts to sinking. I wake up with the sunrise, and I do not know to feel happy or down-hearted. -249- �Verses Scribbled on the Last Page of a 1961 Paperback Introduction to Heidegger’s Metaphysics Chad Hanson Satire is a course at San Francisco State. My Uncle’s Kaiser Helmet. Three jiggers of gin on an August night and somebody’s cold feet in the small of your back. It may be found in the rhythms of the bloody songs that children sing. A Jungian analysis of an old Weekly Reader. You can take comfort in the words of Ruskin: every day 1 become more and more convinced that everyone was always wrong. -250- �Patience of Trees Chad Hanson Despite missing long strips of bark, a Norway pine stands resolute at the edge of an empty campsite. Four and a half feet above the ground, an uncommon force stripped the armor off the tree. Four feet matches the shoulder height of thirteen year old children from Arkansas or New Hampshire or Kansas or Washington. It does not matter where they come from. Folding knives appear in boxes with bows during the holidays. Jackknifes are for cutting and trees are forgiving. -251- � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Fish Pants," "Butterflies," "Roots," "Verses Scribbled on the Last Page of a 1961 Paperback Introduction to Heidegger's Metaphysics," and "Patience of Trees" Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_31 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available The <i>Clockhouse Review</i> Is published by Goddard College https://caspercollege.cvlcollections.org/files/original/a421d1a64a80848b07f58859cff12833.pdf 8d794c43719c599f868352dcde3963ac PDF Text Text Red Rock Review • 53 Chad Hanson Vestigial Legs Seward, Alaska. The skeleton of a mink whale hangs from the ceiling of a natural history museum. A docent raises her hand to signal the group surrounding her. She points to a hole in the skull of the whale. She explains that someone shot the creature in the face. Then she walks to the bottom of the exhibit. She notes two sets of bones: vestigial legs, left over from a time when the whale's ancestors walked upon the land. They climbed out of the water. They grew legs, and they took steps. Then the whales thought better of their choice. They retreated back into the sea. But we chased them. �Red Rock Review • 54 Chad Hanson Broilers Bird sounds come from aisle sixteen at the farm and ranch store. Below a heat lamp, thirty-two chicks raise and lower their feet. They sing, wobble, and cling together to gain the comfort of somebody else's feathers. I see a sign that identifies the birds as broilers. I picture poultry, on a rotisserie in a delicatessen. We all end up on a rotisserie in a manner of speaking. Until then, it is best to sing, wobble, and cling to the chicks in our cages. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Vestigial Legs" and "Broilers" Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_32 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available The<em> Red Rock Review</em> is published by The College of Southern Nevada https://caspercollege.cvlcollections.org/files/original/1e422aea71393c2a31706e7a79ddcfc6.pdf ed35e8076e91e75c0bed4cbe84a3500c PDF Text Text 2 This chapter describes some of the forces that worked to move the 2-year college away from the liberal arts and toward vocational programs. The analysis centers on agencies that made job training a priority. What Happened to the Liberal Arts? Chad Hanson In the beginning, 2-year schools were meant to act as liberal arts colleges. They served a solitary purpose. They offered the first 2 years of the bacca­ laureate. Associate degrees included courses in the arts and sciences. They provided students with a broad background, transferable to universities. The freshman and sophomore years were seen as investments in general education. University of Chicago’s first president, William Rainey Harper, coined the phrase “associate degree” to suggest that students would realize the value of the credentials when they “associated” them with in-depth study in a discipline. For all of our strengths as a nation, we struggle when it comes to our command of history. We tend to forget the early intent of the 2-year college in our current discussions of higher education. When those of us in middle age hark back to traditions, we favor those that we lived through. With regard to the 2-year school, we know the comprehensive community col­ lege, focused on transfer, outreach, and training. If the trajectory of change continues, however, the next generation of staff and faculty will think of their schools as vocational institutes, and we will have completed the shift from the liberal arts to labor force development. Before we make it around that bend, I am going to suggest that we consider why we created 2-year colleges. I am going to further suggest that we make an effort to understand why we altered the schools’ mission. I do not advocate history for its own sake, however. Through an analysis of how we came to where we are, we can assess whether the changes we have been through were improvements. Knowing where we have been is a means to 1 New Directions for Community Colleges, no. 163, Fall 2013 © 2013 Wiley Periodicals, Inc. Published online in Wiley Online Library (wileyonlinellbrary.com) • DOI: 10.1002/cc.20066 11 �12 fostering THE Liberal Arts IN THE 21st-Century Community College judge our current state. In addition, the past provides insight on what it may take to steer our schools in the direction of a promising future. In what follows, I analyze the circumstances that led to the creation of a national network of 2-year colleges. From there, 1 examine some of the social forces that moved the 2-year school away from the liberal arts and toward vocational programs. In the process, 1 give thought to the agencies that worked to shift our attention toward career-related fields. The Schools’ Original Purpose In the 1800s, William Rainey Harper grew troubled by the state of teaching at the University of Chicago. At the time, the nation had become enamored with the German research university. Harper embraced the goal of knowl­ edge production, but he also took note of the way the new priority affected faculty. Harper observed a difference between the skills used to conduct research and those related to inspirational teaching. He grew concerned that students would suffer as universities began to stress research. With respect to entering freshmen, he wrote, “Not infrequently the instructors under whom they are placed ... are inferior to those with whom they have been associated,” in public high schools or private academies (1968b, p. 55). Such misgivings led Harper to divide the University of Chicago into junior and senior colleges. During the freshman and sophomore years, students took a range of classes in the arts and sciences. Courses were taught by faculty who were chosen for their ability in the classroom. After Harper’s decision to form a junior college within the university, he worked to help Joliet junior College open its doors as the nation’s first 2-year institution. Meanwhile, on the West Coast, education leaders were giving thought to the same issues. At the University of California, Alexis Lange decried poor-quality teaching. At Stanford, David Starr Jordan grew concerned about the character of lower-division courses. Like their colleague in Chicago, both men felt compelled to address the shortcomings created when universities grew biased in the direction of research. In Lange’s papers, held in special collections on the Berkeley campus, he explains, “Our imitation of Germany has not come far enough” (Gallagher, 1994, p. 10). Specifically, he pointed out that we failed to create an institution comparable to that of the German gymnasium. As opposed to the university, “In the gymnasium it is the most experienced and most suc­ cessful teachers that have charge of the work that corresponds to that of the freshman and sophomore years” (Gallagher, 1994, p. 10). Jordan agreed. When it came to new students, he wrote: There is no worse teaching done under the sun than in the lower classes of some of our most famous colleges. Cheap tutors, unpracticed and unpaid �boys are sent to lecture to classes far beyond their power to interest. We are saving our money for original research, careless of the fact that we fail to give the elementary training which makes research possible. (1910, p. 441) Lange and Jordan lobbied for the development of California’s network of 2-year colleges, and they were successful. The system became a model for other states. The intent was to send great teachers out into a range of loca­ tions, where they could introduce students to the liberal arts. Despite seemingly noble intentions, those who pressed for the creation of 2-year campuses have been accused of harboring elitist goals (Brint and Karabel, 1989). Critics charge that Harper, Lange, and Jordan wanted 2-year colleges to serve as gatekeepers, a means of routing ill-prepared stu­ dents away from universities. Harper made his plan explicit. He suggested, after enrolling in a 2-year school, “Many students will find it convenient to give up college work at the end of the sophomore year” (Harper, 1968a, p. 52). Harper’s prediction came true to a degree that he could not have imag­ ined. Despite the transfer mission of the early 2-year schools, an alarming number of students never advanced to universities (Bailey & Morest, 2006). Under the terms outlined by Harper, Lange, and Jordan, however, if students ended their education on a 2-year campus, they did so after receiv­ ing an education of the same type offered at our most storied institutions. Today, 2-year college students not only receive an education that is shorter than their peers, they also receive an education of a different type (Alfonso, Bailey, & Scott, 2005). The paths are separate and they are also unequal. We prepare university students for the long term and for leader­ ship. They ready themselves for lives spent in reflection on the major ques­ tions of the day. They immerse themselves in art, music, science, and the humanities: our finest achievements. Their 2-year counterparts, especially those in certificate or applied degree programs, focus on job training so as to learn a set of skills of temporary use to employers. In relative silence, and without much in the way of public attention, we transformed our 2-year schools and shifted them away from their origi­ nal mission. In what follows, I describe some of the forces that moved the 2-year college away from the liberal arts. In the end, I suggest the change has been harmful to the time-honored goals of human development and educational equality. External Agencies and Agendas We describe institutions of higher learning as “ivory towers,” insulated from the workings of our culture. In the case of the community college, however, historical records suggest the institution has been less than insu­ lated. Two-year schools have been influenced by agencies and groups with NEW Directions for Community Colleges • DOI: 10,1002/cc �14 Fostering the Liberal Arts in the 21st-Century Community College ideologies and agendas (Pfeffer & Salancik, 1978). For an examination of the process 2-year colleges went through as they came to favor job training, it is important to consider the role of the schools’ national organization, the American Association of Community Colleges (AACC). The AACC formed in the first part of the 20th century, when 2-year schools called themselves “junior” colleges. The group’s leaders thought of themselves as advocates. In the words of Michael Brick, “The association acted as spokesman—telling the junior college story to the government, to educational organizations, to the public, and to its administrators and fac­ ulty” (1964, p. 89). Early on, AACC members grew unhappy with their status as junior partners to schools that grant the baccalaureate. As promoters of 2-year colleges, the group began to look for ways to expand the institution. They thought the focus on 4-year programs limited their potential. Despite the original transfer intent of the 2-year curriculum, the AACC pushed for the creation of terminal certificates and applied associate degrees. They assumed the strategy would help to recruit students and give 2-year schools an incentive to grow. By midcentury, AACC members had become enthu­ siastic about job training. According to Brick, “Hardly a meeting through­ out the 1920s and 1930s failed to discuss terminal education” (1964 p. 120). The group decided they needed to forge a market niche, and a consen­ sus formed around the notion that the niche should differ from that of more academic institutions. Thus, the group worked to “temper the liberal arts attitude” of staff and faculty (Brick, 1964, p. 119). By encouraging job training, AACC leaders believed they were building a rationale for enlarg­ ing the nation’s network of 2-year colleges. But the desire for organizational growth alone cannot explain the shift in the curriculum. Schools and colleges are often pressured to expand, and over the course of history, expansion has meant growth, not only in size, but also with regard to status. For example, 2-year colleges were often founded in high schools. Community colleges were created as high school principals pursued prestige and a foothold in the postsecondary market. Four-year colleges improved their status, too. They became universities. The 2-year college is a unique case, however. We sought to expand our market by creating new programs, but those programs suffered from low esteem. The AACC’s leaders understood this aberration. They were aware that, as a nation, we have “traditionally looked down upon education that is not liberally oriented” (Brick, 1964, p. 188). Still, they sought to move the 2-year school toward occupational programs. The effort represents a reflection of ideology. In his work on the AACC, Brick sheds light on the values that the group used to guide its initiatives. In explaining the worldview of the AACC’s leaders, he outlines a set of assumptions described as “the business way” (1964, p. 6). Here, Brick captures the essence of the belief system: �Between 1865 and the present, a major element in American social thought defined itself. This element was “the business way” which held as principal ideas: (1) Material success comes as the reward of superior virtue, (2) there is an insignificant amount of social injustice in the existing society, (3) the fittest and best survive the tests of our society, and (4) wealth tends to be socially benevolent. (1964, p. 6) In an era like our own, a period where economic inequality reached new levels, AACC members aligned themselves with the ascendant class. They worked to build an institution that responded to what they thought were the wishes of business. The AACC did not make it their aim to introduce students to the humanities, scholarship, or the life of the mind. In the wellknown book. The American Community College, Cohen and Drawer echoed the sentiments that drove the schools’ expansion through the 20th century. They suggested that 2-year schools should not take up the goal of making “learned scholars of television-ridden troglodytes” (Cohen & Drawer, 1987, p. 356). Throughout its history, the AACC has accepted the notion that our citizens are not equal when it comes to their potential for success. A hier­ archical network of schools suited the group: liberal arts colleges and uni­ versities to groom leaders, low-status vocational institutes to provide employers with “a free supply of trained subordinates” (Veblen, 1957, p. 144). This belief system favors a diverse network of institutions, shep­ herding citizens toward “appropriate” but unequal stations. According to Goodwin: These educational leaders knew the kind of world they wanted—a world that would be orderly, efficient, and productive, and they knew the type of man they wished to mold—a man with the social conscience to blend harmoni­ ously into the community and with the skills to perform his proper role at his proper level. (1973, p. 13) Historically, AACC members conceived inequality as an acceptable part of social life. Through the expansion of short-term and terminal cre­ dentials aimed at an audience of women, the poor, and minorities, 2-year schools began to harden the barriers between classes (Karabel, 1972; Pincus, 1980). AACC members worried, if large segments of the lower class were liberally educated, and thus, in at least one sense, equal to their supe­ riors, they might chafe at their economic conditions. The AACC promoted job training under the assumption that such programs could “reduce possible friction between the educated elite and the masses” (Goodwin, 1973, p. 13). The group’s members pressed for a hierarchical curriculum, on par with the hierarchical nation that they saw as ideal. In the process, we put in place a double standard: vocational training for the poor and academics for the well-to-do, (Z)ver time, the arrangement had the effect of New Directions for Community Colleges • DOI: 10.1002/cc �16 Fostering the Liberal Arts in the 21st-Century Community Con fgf preserving unequal levels of educational attainment (Long & Kurlaender, 2009). As the sole national advocacy group for the community college, the AACC had a significant impact on the changing mission of the 2-year school. At the federal level, however, the AACC’s efforts have also been strengthened by government agencies. For example, the U.S. Department of Education has advocated change in the 2-year sector through the publi­ cation of white papers and proposals. One of the most widely read is The Twenty-First Century Community College: A Strategic Guide to Maximizing Labor Force Responsiveness (2004). In the report, the main suggestion is that 2-year schools should develop not-for-credit, business-oriented, train­ ing regimens and courses. When colleges take this advice, however, our students attend institutions with lower levels of prestige than their peers, and the credentials they earn hold no value, compared to those in for-credit degree programs. In the beginning, we intended 2-year schools to play a democratizing role. We meant for students from modest backgrounds to benefit from the liberal arts, in the same manner as the sons and daughters of the privileged. The associate degree was intended to have an equalizing effect on the popu­ lace. When we moved the 2-year college toward job training, however, we changed it from “the ‘great equalizer’ to the ‘great selector’ of society” (Goodwin, 1973, p. 88). Instead of using schools to ensure that students receive similar preparation for life and work, we created a two-tiered sys­ tem. Students bound for civic leadership and the upper-middle class still enroll in broad-based 4-year programs. Underprivileged students attend 2-year schools where they learn a more narrow set of skills. Conclusion Historic evidence suggests that businesses did not urge colleges to start vocational programs (Brint & Karabel, 1989). There are current indications that some companies see the 2-year college as a way to subsidize their training costs (Mangan, 2013). But thoughtful studies of this issue draw a different conclusion. Regular surveys by the Association of American Colleges and Universities (AACU) suggest that business leaders favor grad­ uates with the traits that we associate with the liberal arts: ethics, critical thought, tolerance, cooperation, and the ability to communicate (AACU, 2013). In addition, it is evident that students did not demand vocational degrees (Wolf, 2002). Early occupational programs struggled with low enrollment. To this day, it takes persistent advertising to convince students to choose short-term, technical majors (Davidson, 2012). We also failed to consult the literature on human development when we set the present course for the community college. We did not take into account what we know about the best means to ensure moral, aesthetic, and identity devel- �opment (Pascarella & Terenzini, 2005). Thus, 2-year schools oriented toward job training defy the wishes of business, the desires of students, and the knowledge that we gained from generations of research on what it takes to create an environment where citizens become educated. According to Michael Engel, the unusual success of the movement to vocationalize is due, at least in part, to “ideological confusion among many of those who might chart a different path” (2000, p. 5). For example, with the hope of providing access to careers, many faculty conceded along with the AACC and the U.S. Department of Education, that 2-year schools exist to prepare students with a limited set of job-related skills. This trend grew out of sincere concerns, but the trend is also ironic. When we consider the actual interests of employers, we see that businesses and not-for-profit groups alike prefer broadly educated people (AACU, 2013). Society, democracy, and the American economy all benefit from a liber­ ally educated population. Even so, for the last 30 years of 2-year college history, we worked to sidestep the liberal arts. We did so by creating applied associate degrees and short-term certificates that contain little or no general education. In the process, we became invested in a pattern that President George W. Bush described as a type of “soft bigotry” that results from hav­ ing low expectations for low-income students. By reducing our focus to job training, community colleges engage in a pattern of relating to students as if they are one-dimensional; as if specific, job-related competencies are the only skills they are worthy to hold. Two-year colleges serve disadvantaged groups: women, minorities, people of low socioeconomic status, and first-generation college students (Wang, 2012). As professionals, we have a moral duty to provide those students with an education of the same nature that we find in elite institu­ tions. To offer 2-year college students anything less is to partake in bigotry. When we limit the scope of our efforts to simply inculcating job-related skills, we deny our students the broad education for leadership and public life that takes place at the top of our postsecondary system. William Harper, Alexis Lange, and David Starr Jordan set in motion a century-long community college movement. They urged for the creation of a 2-year sector, with the hope that students of modest means could enjoy the lifelong benefits of an education in the arts and sciences: pro­ vided by accomplished teachers, convenient to their locations, and acces­ sible at low rates of tuition. Their efforts were fueled by the vision of a society where intellectual equality helped to shrink the gulf between social classes. One great lesson of history is that groups committed to a cause can change the course of an institution. In the case of the community college, a government agency and a professional association worked to shift our focus away from the liberal arts. In other words, organized groups of people altered our mission and purpose, but of course, organized people can do the same again. Consider taking one or more of these steps: NEW DIRECTIONS FOR COMMUNITY COLLEGES • DOI: 10.1002/cc �18 Fostering the Liberal Arts in the 21st-Century Community College • Your institution is likely a member of the American Association of Community Colleges. Attend their annual meeting. Speak out. Play a leadership role. Shape the agenda. • The National Education Association and the American Federation of Teachers support the liberal arts. Contribute to their efforts. • Publish a flyer or brochure that states the benefits of general education. We often advertise vocational programs, but we rarely promote or adver­ tise the arts and sciences. • Write a paper. Talk to colleagues. Start an advocacy group. Since the beginning of the 2-year college movement, the institution has been shifting away from its original mission. In the next chapter, Thelma Altshuler recalls some of the changes that occurred during the course of her admirable career. References Alfonso M„ Bailey, T. & Scott, M. (2005). The educational outcomes of sub­ baccalaureate students: Evidence from the 1990s. Economics of Education Review, Association of American Colleges and Universities. (2013). It takes more than a major: Employer priorities for college learning and student success. Washington, DC: Associa­ tion of American Colleges and Universities. Bailey, T., & Morest, V (2006). Introduction. In T. Bailey & V Morest (Eds ) Defending the community college equity agenda. Baltimore, MD: Johns Hopkins University Press Brick, M (1964). Forum and focus for the junior college movement: The American Associa­ tion oj Community Colleges. New York, NY: Teachers College Press. Bnnt, S., & Karabel, J. (1989). The diverted dream: Community colleges and the promise ^^educational opportunity in America, 1900-1985. New York, NY: Oxford University Cohen, A., & Brawer, E (1987). The American community college. San Francisco CAjossey-Bass. ’ Davidson, A. (2012, November 25). Skills don’t pay the bills. New York Times Retrieved from http://www.nytimes.eom/2012/l 1/25/magazine/skills-dont-pay-the-bills htmP pagewanted=all&_r=0 Engel, M. (2000). The struggle for control in public education: Market ideology vs demo­ cratic values. Philadelphia, PA: Temple University Press. Gallagher E. (1994). Jordan and Lange: The California junior college as protector of teach­ ing. Palo Alto, CA: Hoover Institution on War, Revolution and Peace Stanford University. ’ Goodwdn, G. (1973). A social panacea; A history of the community-junior college ideoloey Washington, DC: U.S. Department of Health, Education, and Welfare Harper, W. R (1968a). The associate degree. In T. Diener (Ed.), Crowth of an American invention. A documentary history of the community college movement (pp 49-52) New York, NY: Greenwood Press. Harper W. R. (1968b). Changes affecting the small college which may be expected and which are to be desired. In T. Diener (Ed.), Growth of an American invention: A docu­ mentary history of the community college movement (pp. 53-60). New York NY Greenwood Press. ’ Jordan, D. S. (1910). The care and culture of freshmen. North American Review 191 441-442. ’ ’ �tion of Play* a tion of cation, adver- □n has 'helma : of her of sub­ Review, Karabel, J. (1972). Community colleges and social stratification. Harvard Educational Review, 42(4), 521-561. Long, B., & Kurlaender, M. (2009). Do community colleges provide a viable pathway to the baccalaureate degree? Educational Evaluation and Policy Analysis, 13(1), 30-53. Mangan, K. (2013, February 13). Community colleges are heeding the call to close the skills gap. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/ Community-Colleges-Are-Heeding/137309/ Pascarella, E., & Terenzini, P. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass. Pfeffer, J., & Salancik, G. (1978). The external control of organizations. New York, NY: Harper and Row. Pincus, F (1980). The false promise of the community colleges: Class conflict and voca­ tional education. Harvard Educational Review, 50(3), 332-361. U.S. Department of Education. (2004). The twenty-first century community college: A strategic guide to maximizing labor force responsiveness, Washington, DC: U.S. Depart­ ment of Education. Veblen, T. (1957). The higher learning in America. New York, NY: Hill and Wang. Wang, X. (2012). Factors contributing to the upward transfer of baccalaureate aspirants beginning at community colleges. Journal of Higher Education, 83(6), 851-875. Wolf, A. (2002). Does education matter? Myths about education and economic growth. London, England: Penguin Books. I major: vssociaf’ending y Press. Issociayromise iversity :o, CA; trieved .html? demoteachanford :ology. erican , New :d and docuireen191, Chad Hanson serves as chairman of the Department of Sociology and Social Work at Casper College in Casper, Wyoming. He is the author of The Community College and the Good Society (2010). New directions for Community Colleges • DOl: 10.1002/cc � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource What Happened to the Liberal Arts? Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_33 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>New Directions for Community Colleges</em> is published by Wiley Periodicals, Inc. https://caspercollege.cvlcollections.org/files/original/710ad908aeed1f3584798d25f8796eaa.pdf 92988c29d4248796b7c9bf81123f693a PDF Text Text Wceath___ Chad Hanson After Christmas, Karen found a wreath in her neighbor’s garbage can. Before they hauled it off she nailed it to the front of her three bedroom house. By the end of April, it had faded from green to tan. In May the wreath moved past tan into a hostile shade of orange. By the time July arrived, they figured out the wreath was meant to mock the neighborhood. It mocked suburbia. That fucking wreath mocked the entire middle class. At a block party, on Labor Day, people were heard noting that crows and magpies kept a vigil in Karen’s yard. A boy said that he saw Karen, perched on a phone wire, in a row of mocking birds. She looked at him through her black eyes. She spoke with a black beak. Then she flew off on black feathers. I 81 I � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wreath Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_34 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Amoskeag</em> is published by Southern New Hampshire University https://caspercollege.cvlcollections.org/files/original/57f48ee6e0e9dd82252964dbcc741f98.pdf b24985e18087a5622ee6fbc77be9e91b PDF Text Text �Chad Hanson Bison I The state of Montana hosts a bison hunt. Shooters apply, and then they hold a lottery. A family from Indiana wins. They drive their truck toward a herd. Today, the honor goes to the first son. He targets a bull that’s walking point to protect women and yearlings. The bison trembles. Then he falls. The father pumps an elbow. Siblings jump. The mother hides a tear of pride. They walk up to the bull and find his chest heaving. This time, the father shoots a handgun from a holster tucked under his nylon coat. The herd watches at a distance. They can feel the weight of the scenario. The spirit of North America, dead at the feet of seven consumers from Bloomington. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bison I Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2014 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_35 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Manifest West</em> is published by Western Press Books (Western Colorado University) https://caspercollege.cvlcollections.org/files/original/f0676866d6c3269d3eb0838cdacb6e61.pdf d197619672d28f4058934ae83b172dfa PDF Text Text BONEFLOWER Chad Hanson In the spring I walk on the prairie. I stare at the blades of grass, yearning for sun. I look at the young flowers, before the bloom, aching to be. At the bottom of a draw, I find the leg bone of an antelope. A century of hot and cold splintered the bone. Shards. Ivory. Petals. Decking the soil in between bunches of sage. 1 stop, so I can admire the form. Ihe boneflower will not partake in the stampede of becoming. ABEL ROSE Chad Hanson Abel likes to watch her when she works in the garden. From a perch on a ridge above her backyard he stares at her fingers. Prying. Prying into the soil. He admires the way she digs a bed for each handful of seeds. She covers them, carefully. She makes a sound every time she finishes a planting. He watches her until he feels his family draw him back to their side of the mountain. He sighs. Ihen he turns his antlers to the north. He pushes his hooves in the dirt and nudges through the brush. 36 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "Boneflower" and "Abel & Rose" Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2014 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_36 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Written River</em> is published by Hiraeth Press https://caspercollege.cvlcollections.org/files/original/6b9e4276d0a51d54d63c0b610de6cf59.pdf a6c25bc817244370f66863bea9166ae0 PDF Text Text :: Chad Hanson :: In the doctor’s office, they learned the child was a girl. Over breakfast they started to talk about a name. He suggested, “Destiny.” She said, “I think we should call her Careen.”The only way to careen is out-of- control. He came home to an empty house that afternoon. She drove from Maryland to the Mid-Atlantic. She stopped at a saloon. Her eyes lingered on the bottles stacked in rows against the wall. Then she ordered a club soda. A ring of men surrounded a pool table. She wanted all of them. At a bar on the Outer Banks, she sat and worried to herself. She wondered if hungers stay until they are fed. j 82 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Careen Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2014 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_37 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>The Roanoke Review</em> is published by Roanoke College