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POETRY
Chad Hanson
White Lupine
I climb through fields of purple flowers on the side of
a ridge in the Wind River Mountains. At the top, I
pause to look back over the terrain. The land tilts up
at me in every direction. Treetops melt together
forming a blanket of green, arching up from the
lowlands, reaching onto the rock ledges guarding the
rim of the valley. Pillars of granite burst through a
wash of pine needles, declaring victory over time and
erosion. At my feet, I see a white lupine and I cannot
go home.
�POETRY
The Bitterness of Rodeo
From a speaker in the rafters, an announcer asks,
"How many of you travelled here from California?" A
hundred people hoot from their seats in the stands.
The aimouncer counters that with, "Welcome to
America." The crowd busts into laughter. Cowboy
hats nod approval. Belt buckles jiggle up and down
from their positions on the topsides of Wrangler
jeans. It's a win for the bull riders and barrel racers.
But the joke belies the knowledge that the tide already
rose. The old West sank into the surf of history.
Words Are What We Have in North Dakota
He spent the decade of his twenties in the Sierra
Range. His mother called on the first of October. She
needed his help. A week later, he stands in his mom's
yard with a suitcase in his hand. When he looks into
the distance, he feels like he is standing on the top of
a bubble. His eyes miss the peaks that line his home
in the Owens Valley. "Oh, well" he says, "We'll make
mountains out of the stories that we tell. We'II build
peaks out of our past. Words are what we have in
North Dakota." He doesn't notice his mother behind
the screen door on the porch. She says, "Words are
all we ever have. It doesn't matter where you go."
Chad Hanson teaches Sociology at Casper College in
Casper, Wyoming. His poems and essays have appeared
in REED, Matter, Flyway, Third Coast, The Chariton Review,
and North Dakota Quarterly, among others. A collection
of his work. Trout Streams of the Heart, was recently
published by the Truman State University Press.
54
WEBER A THE CONTEMPORARY WEST
FALL 2Q14
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�Fort Myers
Chad Hanson
Myers works for a company. He understands the
bargain that he struck. Most days a paycheck seems
like compensation for the tie. For the shoes with
heels that clap on the linoleum. But in July,
grasshoppers start to buzz outside of his window.
Myerswalkstothestoreroom.Heputsafoldingtable
under his arm. He grabs aset of drapes. In his office,
he hangs the curtains around the table. "Then he
crawls into the fort. He runs an app on an iPad chat
shows a campfire. It also plays crackling sounds.
Myers’ boss steps into the doorway. Hesays, “Myers.
Is chat a fort?” Myers ducks out from between
curtains. Hetellstheassociatc vicepresident: “Yeah.”
The V.P. says, “Good thinking, Myers.” Then he
walks by his assistant. He says, “Mark me out.”
34
IumSIx
Jack
Chad Hanson
Jack bought a waterbed and filled it with ahose from
the front yard. Every two minutes he shut off the
water and added a bottle ofwhiskey. He thought the
sauce might help his back, the way a shot settles his
nerves. The whiskey didn’t help his spine, but each
night, on the new bed, he dreamed that he became a
giant. Roaming the neighborhood. Laughing. He
didn’t feel it when he stepped on anyone.
Winter 2014
35
�Better Homes & Gardens
Chad Hanson
Since he retired, Ben has been making toys. He gives
them to the kids in the family. This year, when she
turned four, hegaveadollhousctohisgranddaughter.
Furniture madetoscale.Tinyshingles.Shewept. She
hugged her grandpa. Then she set a doll inside the
house and she started to play. She played for two
hours. Ben checked on her at intervals. She looked
fulfilled. She didn’t wish the dollhouse came with a
hot tub. She did not quibble about the size of the
rooms. He couldn’t say anything out loud, but in his
mind Ben urged the girl to savor the feeling of
contentment. Then he slipped. He said, “It’s been
years since anybody in this family felt satisfied.”
36
issue Six
- About the Author
Chad Hanson serves as Chairman of the Department of Sociology &
Social Work at Casper College. His creative nonfiction titles include
Swimming with Trout (University of New Mexico Press, 2007) and Trout
Streams ofthe Heart (Truman State University Press, 2013). His collection
of poems. Patches ofLight, won the Meadowhawk Prize (Red Dragonfly
Press, 2014). For more information, visit: www.chadhanson.org.
Winter 2014
37
�
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Chad Hanson
Masquerading at the Speed of Sound
Edward got up and left the Karaoke bar. In the
parking lot, he heard a drunk doing his best
to sound like Mel Torme. Ed drank four shots
of bourbon in the span of an hour. He knew
that was part of the problem, but even sober
he did not think he could watch anybody else
pretend to be someone. It felt too much like his
career. On weekdays, the office provided the
soundtrack. Every member of the staff strained
to play the part of a staff member. Edward
starred in better productions on the weekend.
Lately, however, the scripts had been tragedies.
With Mel Torme still in his ears, Edward started
to move faster. The children in the neighborhood
wondered why he ran down the street.
PILGRIMAGE
15
�
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ENG
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Chad Hanson
On the Ropes
When his son died he used to dangle from a rope in
the forest. He held the rope in his two hands. His
fingers gripped the braided thread. After a minute his
arms would start to ache. He’d want to scream, but he
wouldn’t. He held himself above the ground. He hung
on till the point where he would fall and strike the
Earth. He did this every morning. He wanted his
body to feel the way he felt.
NATURAL BRIDGE
69
�
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On the Ropes
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TREES
Chad Hanson
When she turned forty she started to feel bad that she didn’t have children.
Her friend Michael told her to plant a tree. He said it would give her some
thing to nurture. She put a blue spruce in the ground beside her house. She
watered him, and he grew up. He went away to college in Baltimore. He
earned a degree in history at Johns Hopkins. Back home, after graduation,
the spruce took a job providing shade to kids wailing for school buses. The
gig lasted until the day his mother died. When he found out, he moved to
the cemetery. He sent his roots into the soil. Then he slipped one through
a crack under the lid of the coffin. Gently, he wrapped a root around her
hand.
38
�
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The <em>Owen Wister Review</em> is published by the University of Wyoming
-
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g'.’e.
The South Carolina Review
’iF
-
_Ji
.v
.
Clemson University
Volume 47, Number 1
Fall 2014
�Chad Hanson
Patches of Light
When he turned forty his vision began to falter. Even on cloudy days, he saw
patches of light. They pocked the horizon. In the beginning, he fought them.
He squinted.
He
tried
eye-glasses.
He
took too
many pain killers. Then he
submitted to the lights. He began to think of them as sovereign. Last night he
lost his thirteen year old dog. When he woke up, he found the dishwasher had
flooded the kitchen. He stepped onto a patch of light. It felt like stepping on
an iceberg in the Atlantic. No one has seen him since the end of Good Morn
ing America.
�Listing
Ted went to see his physician. On the examination table he said, “I’m listing.”
The doctor said,
“Hmm?” He said, “I am listing.” The doctor asked, “Are you
tilted?” Ted explained how he lists to starboard. The doctor knew him well be
fore the war. He knows how to proceed. He touches Ted on both of his elbows.
He prods him on the shoulder. Then he says, “You are unmoored. We need to
bring you into port and shore you up.”
He slaps him on the back. Ted asks,
“A pair of crutches?” The doctor says, "No. No, you need someone to give you
ballast. Somebody to hold you up.” Ted asks,
“Can you prescribe someone?”
The doctor says, “No. No, I’m sorry. I’m sorry, I wish I could.
It Gave Him Such a Glow
I
used
to
watch
my
grandfather
at
family
shrugged his shoulders to the rhythm.
floor.
events.
At
wedding
dances,
he
He knocked against the ladies on the
His cheeks bunched up onto the edges of his eyes. A champion set of
crow’s feet crumpled and folded as a testimony to the happiness. On the fourth
of July, he ran through parking lots, waving two sparklers. Pleasure burned like
kerosene on the wicks that he held in his hands. My grandmother would look
away. “Whiskey,” she said.
�
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Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections.
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The<em> South Carolina Review</em> is published by Clemson University
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J
[W]
Grey
Sparrow
GtMral Yo-Yo, Water Color, 2006
Susanne Riette-Keith
Winter 2014
�TALKING CURE
by Chad Hanson
She couldn’t help feeling humiliated all the time. She
felt embarrassed on the bus. Her heart satik when her sister
didn’t call her on the phone. She felt bad when her coach said
that she looked like spilled milk running off the edge of a table.
She decided to see a shrink. He told her that she did not look
like spilling. He told her she seemed like a vessel. He said, ‘‘You
can hold the whole entire world. You are a vase. Wait until
you’re ready. Then you pour.” She started pouring in the spring
when the snow began to melt in the backyard. She turned into a
waterfall. People diat she didn’t know stopped to admire her.
SOMETHING WILD, SOMETHING BLUE
by Chad Hanson
In the Wednesday edition, the Guardian covered a
report of a lion on the loose in West Ham Park. Janet rode the
train to West Ham after her shift in the restaurant. She sat next
to a creek. She thought she might see the lion. She thought she
would catch him sneaking a drink of water. She spent her
evenings under a canopy of leaves. One night she thought she
saw motion. Another night, she thought she might have heard a
growl. Then the paper retracted the story. She still sat beside the
stream. The thought of something wild felt better than folding
clothes in the blue light of the TV in her living room.
29
�
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Chad Hanson
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ENG
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<em>Grey Sparrow</em> is published by Grey Sparrow Press
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Chatham
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�Chad Hanson
Ursa A/la/or
A coyote howled, sometime after 3 a.m. The sound did not keep the great
bear from meditating on the water of Shagwa Lake. He learned stillness
from a group of monks in the valley. Now his presence is rarely known.
This morning, two campers, a brother and sister, built a sandcastle on one
of his front paws. “Castle,” he thought. When they leave, he climbs up so he
can see the prairie at the foot of the mountain. Into the night he rests his
shoulders on stone. He purses his lips to hide his teeth. Back on shore, the
brother and sister sleep inside a dream of a bear king.
9
�
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2014
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Chad Hanson
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ENG
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Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections.
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<em>The Fourth River</em> is published by Chatham University
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92eb1f6c09236de0edfc59eb7c99dec3
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Text
Chad Hanson
Drinking the Sky at Night
I met a waterfall at a restaurant in New Orleans. I
enjoyed talking with her. She displayed a unique brand
of enthusiasm. “Can you believe that?" she would ask.
After dinner, 1 slid down a flight of stairs, onto a city
street. 1 became part of the river headed south. I flowed
into a green estuary. I drank a reflection of the moon,
pasted on its surface. I started drinking twenty feet
underwater—at the first sign of light. Then I lapped
onto shore. I looked northward. It felt like I needed to
take the moon back into the city.
Barrow Street 47
�
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Date Created
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2015
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ENG
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Text
Place .. .The Final
Frontier
by Chad Hanson
n most campuses, mine included, sociology depart
ments teach courses that serve as part of a liberal
arts curriculum. Therefore, in sociology, we take
a service-oriented approach. Students from all over campus enroll i
On one level, I find it rewarding to know that we include my discipline in a wide
assortment of degrees, but the focus on service also puts me in the position of field
ing questions from colleagues, with respect to how and when to deliver classes. In
particular, as the chair of a department, I receive requests to teach more sections
and a wider range of courses on the Internet.
O
During the past five years, when asked whether to offer more classes online I
have answered, “No,” but when I say that, my colleagues ask: “Why not?” I find
the second question harder to answer. Those who favor face-to-face courses often
do so for intuitive reasons. In spite of the technological changes taking place in our
culture, some of us appreciate campuses and live people in real classrooms, but we
rarely communicate the rationale for such a preference. In The Great Good Place,
Ray Oldenburg suggests that we do not currently value physical spaces. He points
out, with regard to locations where people gather, “We are inadequately equipped
to defend even the idea of them.”’
In this era, where we scrutinize the outcomes of postsecondary schools, we pay
scant attention to the value of spending time within the walls and on the grounds
of our institutions. We actually reached a point where we mock the enterprise.
Chad Hanson is chair of the Department of Sociology and Social JVork at Casper College, in
Casper, fVyoming. His scholarly workfocuses on the social and cultural role ofcolleges and univer
sities. His recent books includeTht Community College and the Good Society and In Search
of Self: Exploring Student Identity Development (Editor). He is also the author of award
winning collections ofessays and poems. For more information, visit: www.chadhanson.org.
SUMMEK 2015
THOUGHT & ACTION
30
�SPECIAL FOCUS: THE PUIPOSE OF HI6HEI EDUCATION
We now refer to the traditional classroom experience as “seat time,” and when
you reduce education to something that takes place on your backside, it begins to
sound absurd. Thus, most of us find it difficult to give thought to, let alone study,
what it means to spend time on a campus in the company of others.
Through the growth of online courses and degree programs, we have shrunk
the proportion of students who participate in schooling as a real, as opposed to a
virtual undertaking.^ This situation could be a tragedy or it could be acceptable. At
the moment we do not know. Because we rarely conduct research on the meaning
of the campus experience, we have been left to simply watch it disappear, without
The classroom experience as ''seat time,.." When you
reduce education to something that takes place on
your backside^ it begins to sound absurd.
the ability to comprehend the consequence of its absence. In what follows, I exam
ine how we came to where we stand today. I also suggest that we shift our efforts
in outcomes assessment toward the question of what it means to spend real time
with classmates, and a teacher, in the name of education.
THE PURPOSE OF PLACE
Over the course of human history, nations worked to provide open spaces
where members of the public could exchange their views, find common goals, and
learn from each other. The construction of significant places—grand coliseums
and amphitheaters—were seen as a key to the promotion of civic-mindedness.
Likewise, in our own past, Americans paid attention to the role that a campus
serves as a “third place” between home and vocation. The pillars and arches of
historic campus design reflect the degree to which we valued forums where diverse
bodies of students and faculty came together.
Historically, we sought to create a public institution when we built a college
or university, but today we see schools in a different light. As states decrease
spending on our institutions, we are more likely to see education as a private
investment.’ At the same time, we are also likely to view the outcomes of school
ing from a personal and psychological standpoint, as opposed to seeing them in
social or cultural terms. We concentrate our assessment of students on cognitive
and statistical outcomes. We often reduce studies of education to psychometrics or
cost-benefit calculations. That is in part because we prefer the sciences to the arts,
which tend toward moral and aesthetic matters.*' Education is a human enterprise,
so an outside observer might wonder why we do not turn to the humanities for
an understanding of our work in schools, but we prefer the instrumental and the
quantifiable.
40 1 TIE NEA RICHER EDUCATION JOURNAL
�PLACE ... THE FINAL FRONTIER
The assessment movement beginning in the late 20th centuiy did a good deal
to draw attention to students and their development, at a time when institutions
focused, perhaps too much, on externally funded research. Since then, however,
the movement appears to have replaced one single-minded focus with another.
In the case of assessment, we established a consensus around the thought that
cognitive learning outcomes were the sole determiner of our success. The focus on
cognition suited faculty and staff in the early stage of the movement. We found
learning easy to measure. We administer tests. The results are convenient. Our
numbers stack up well in charts and graphs. Simple. Like the businesses that often
With our thoughts narrowlyfocused on ourproduct^
lost interest in the process through ^hich
students become educated.
serve as our model, we were marching on well-trodden intellectual terrain. The
assessment movement gave us a purpose and a product—learning outcomes.
The impact of this approach has been profound. With our thoughts narrowly
focused on our product, we lost interest in the process through which students
become educated.’ We began to see the complex social and cultural nature of the
college experience from the one-dimensional standpoint of manufacturing. With
the production of learning outcomes stated as our goal, we began to disregard the
process that students move through on the way to acquiring skills or a body of
new knowledge.
For example, if the stated learning outcomes of an online course are the same
as those of a face-to-face offering, then we deem the classes equivalent. Although,
to construe such disparate experiences as equal, we are forced to concede that
cognitive outcomes are the only outcomes that matter. Learning objectives are
important, but colleges and universities are also charged with turning college
freshman into college graduates. By all rights, freshman and graduates ought to be
different people. When someone chooses a college and a major, they are choosing
narratives with which to understand themselves and their role in society. For the
remainder of their days, students will face the questions, ‘Where did you go to
school?” and ‘What did you study?” We describe who we are and what we are like
in the stories that we tell in response. Therefore, values, behavior, dispositions,
and identity are also necessary to consider when answering the question of how
college affects students.
Our classes and programs foster skills and impart knowledge, but knowledge
and skill are not the most crucial or lasting components of becoming educated.
Current research suggests that students forget the facts that they memorize, and
they also lose the abilities that they learn to succeed on exams and projects.^ The
SUMMER 2015
THOUGHT & ACTION I 41
�SPECIAL FOCUS: THE PURPOSE OF HIGHER EDUCATION
traits and values developed in college persist throughout much of adulthood, how
ever? One’s identity and one’s status as a graduate remain in place for life. Higher
education is largely a social, as opposed to a cognitive endeavor. If the effort to
assess the outcomes of our work is to serve us in the future, we will need to press
out beyond psychometrics, into fields like sociology, philosophy, and anthropol
ogy. These disciplines contain methods that we can use to study the meaning that
students give to and take from their experience on a campus. Such fields also offer
frameworks that can help us to conceive of going to college as a life-changing
ritual in our culture.®
In the 21st century, the college campus stands as one
ofthe last bastions ofphysical space devoted to
meaningful exchange.
THE CULTURAL ROLE OF THE CAMPUS
In social environments, we develop habits of association. We hone the traits
suited to life in a democracy. We learn to listen, speak with clarity, and build
bridges between divergent points of view. In the past, democratic nations devel
oped forums and spaces for people to hold conversations, create relationships, and
forge identities as citizens. In the words of National Medal of Arts recipient, Ray
Bradbury, “The idea is as old as Athens at high noon, Rome soon after supper,
Paris at dawn, Alexandria at dusk.”’ Between the 1838 publication of Tocqueville’s
Democracy in America and the 2000 release of Putnam’s Bowling Alone we reduced
the number of public places where people gather to share ideas.‘° In the 21st cen
tury, the college campus stands as one of the last bastions of physical space devoted
to meaningful exchange.
The process of engaging others is formative. It may not reflect learning with
regard to “content,” but in the process of taking part in the life of an institution,
students learn how to function as members of communities. Time spent on campus
and in classrooms is a key component of education. In the article, “Foundations
of Place,” Da\ad Gruenwald explains that our environment is pedagogical. In his
words, “Places teach us about how the world works and how our lives fit into the
spaces that we occupy.”’’ He goes on to suggest, “Places make us: as occupants of
particular places with particular attributes, our identities and our possibilities are
shaped.”^^ The experiences that we have, in place, become the memories that make
us who we are. The process of attending a school holds the promise of becoming
an important chapter in our life stories.
In his philosophy of education, John Dewey stressed the importance of giving
attention to the process that students move through on the way to graduation. ’®
He suggested the question of how we teach is, possibly, more important than what
42 I THE NEA HIGHER EDUCATION JOURNAL
�PLACE ... THE FIHAL FHONTIEI
we teach. He urged educators to begin their practice by giving thought to their
ideal image of society. For instance, if we wish to live in a nation where people sit
quietly and listen, he suggested that schools requiring stillness and silence would
help to reach that end. On a similar note, if we wish to live in a country where
people stay home and surf the Internet, schools that use the Internet as a vehicle
for instruction would create an avenue to that future. But if we wish to live in a
culture where people come together in public places to hold honest conversations
about the most compelling issues of the day, then schools must allow students to
practice those habits.
Ifwe wish to live in a culture where people come
together in public to hold honest conversations,
then schools must allow students to practice.
In the 1964 classic, Understanding Media^ Marshall McLuhan gave us the
well-known principle: ‘The medium is the message.”’"' With regard to television,
we retain bits of content after watching a program, but the important thing to note
and study, with respect to TV, is the notion that we became a nation of screen
watchers through the advent of the medium. Similarly, in education, we focus our
attention on the short-term gains in skill and knowledge that we can document,
but we neglect to study the broad impact of the campus as a physical and cultural
environment.
McLuhan’s onetime student, Hugh Kenner, once suggested, ‘What you’re
taking for granted is always more important than whatever you have your mind
fixed on.”” We fix our assessment of students on cognitive outcomes, but educa
tion is actually a socializing institution. The environments that we create impact
people. In The Great Good Place, Oldenburg describes a scenario where a colleague
asked the environmental psychologist, Roger Barker, “How would you explain
human behavior?” In response, Barker said he merely needed to know “where the
individual in question was located—if the person is in church, he ‘acts church.’ If a
person is in a post office, they ‘act post office.’”” Apart from a handful of studies,
scholars have done little to research what it means to “act college” or university.”
Without good research on the behavioral impact of spending time on cam
puses and in classrooms, it is difficult to tell if our courses and programs contrib
ute to achieving our broad goals. Of course, we pursue diverse objectives. One of
our aims involves students acquiring workforce-related skills. In A Larger Sense of
Purpose, Harold Shapiro acknowledges that our institutions “must serve society by
providing educational programs in high demand,” but he points out that faculty
and students are also expected to, “raise questions that society does not want to
asL”” In other words, a graduate is more than just a set of abilities. We expect
students to become certain kinds of people during the course of their education. In
SUMMEI 2015
THOUGHT & ACTION
43
�SFECIAL FOCOS: TIE POIPOSE OF HlfilEB ElUCATION
particular, we expect them to become the sorts of citizens that are -wdlling to take
a critical stance in relation to inequity or injustice. It is not by chance that social
movements often take root on campuses: civil rights, anti-war protests, battles for
equality, and environmentalism.
Will students who earn their credentials online participate in the movements
of the future? The Internet has proven useful as a tool for organizing, but what
of online courses, built around lists of cognitive outcomes? Do online classes
offer students a means to challenge and change the way they see themselves? Or
will the documenting of competence online encourage compliance? Conformity?
We lack the means to answer the important question:
Who do students become during the course ofthe time
that they spend on a campus?
Will the process of meeting course objectives on a website provide students with
compelling chapters to add to their life stories? As the testing of memory and skill
overshadow our efforts at character development, will graduates still take on the
traits that we associate vdth educated people: dignity, idealism, thoughtfulness? As
an institution, will higher education continue to serve as a platform from which to
address pertinent cultural issues? Will pressing problems, such as our present level
of polarization, become more severe as we downplay the importance of students
and teachers engaging one another in reality, as opposed to the virtual? I do not
know the answers to such questions. My concern is that these questions are cur
rently without answers, but we press ahead anyhow, changing the nature of the
college and university experience.
AN ALMA MATER IS A COLLECTION OF
MEMORIES
Over the past 20 years, the movement to assess learning became institutional
ized. We committed ourselves to approaching cognitive outcomes as a product,
our end goal, the one that we assess. Here in the late stages of the assessment
movement, we would do well to turn at least a portion of our efforts toward
evaluating the actual process that students move through on the journey to becom
ing graduates. We have grown astute when it comes to measuring what students
know. We also document what they can do, but we lack the means to answer the
important question: who do students become during the course of the time that
they spend on a campus? Future research should focus on the question of how the
process of becoming educated changes a person. Ifwe fail to study and communi
cate the broad impact of schools as places and education as a cultural experience,
it is likely that students will miss opportunities for growth, and society could also
44 I TIE NEA HIGHER EBUCATION JOUINAL
�PLACE ... THE FINAL FRONTIER I
lose its capacity for well-reasoned critique.
Not long ago, I stood in front of a chalkboard after class. Three students came
up to talk through some of the finer points of the discussion that we were ending.
As the conversation lingered, new students began to file into the room. They were
coming in early, for a course about to start. Eventually, we had to stop talking to
make room for the class scheduled to begin. As I gathered my things, one of the
students who came into the room to wait for the next course said something from
her chair. She said, “So, this is what I missed.”
I said, “Excuse me?”
For higher education to survive as a vital^ physical
and social institution^ staffandfaculty
voill need to make a case.
She repeated, “This is what I missed.”
I said, “I don’t know what you mean.”
She said, ‘Talking and thinking, together.”
The student told me her name, which I recognized. She explained that she
had taken my course—the one that I was wrapping up—online. I remembered
some of the papers that she had written, but I did not recognize her face. Of
course, she was right. She missed a lot. I think I probably did, too. In some ways,
I suspect that we all suffer from the diminishment of education as a place for
people to meet and hold conversations. I suspect that many of us feel this way.
Unfortunately, the issue resides in the realm of feelings and suspicions. In The
Great Good Place, Oldenburg suggests, “In a world increasingly rationalized and
managed, there must be an effective vocabulary and a set of rationales to promote
anything that is to survive.”^’ For higher education to survive as a vital, physical
and social institution, staff and faculty will need to make a case. We need to con
duct new research, but that research must bear in mind that a college graduate is
a collection of memories and stories, told and retold to confirm oneself and one’s
place in the world.^^
In an essay on her pending graduation, Marina Keegan suggested that her
education succeeded in terms that she could only describe as The Opposite of
Loneliness. With regard to her schooling, she wrote:
It’s not quite love and if s not quite community, if s just this feeling that there
are people, an abundance of people, who are in this together. Who are on your
team. When the check is paid and you stay at the table. When it’s four a.m. and no
one goes to bed. That night with the guitar. That night we can’t remember. That
time we did, we went, we saw, we laughed, we felt.^’
SUMMER 2015
TKOUfiUT & ACTION , 45
�SPECIAL FOCUS: THE PURPOSE OF HIGHER EDUCATION
We should all have such memories. At this stage in the history of higher edu
cation, given the turn toward digital methods of “content delivery,” we face the
need to study and ensure that students leave us with a library of memorable and
formative experiences. GSI
ENDNOTES
1.
Oldenburg, The Great Good Place, from the Foreword, p. x.
2.
For an analysis ofgrowth rates in online education, see Allen and Seaman’s Grade Level: Tracking
Online Education in the United States, a publication of the Online Learning Consortium.
3.
For data showing the decrease of state funds to higher education, see Mitchell and Leachman’s
“Years of Cuts Threaten to Put College out of Reach for More Students,” a report from the
Center on Budget and Policy Priorities.
4.
For a discussion of the changing curricular values in the state of Florida, for example, see
Anderson’s “Rick Scott Wants to Shift Funding Away from Some Degrees.”
5.
In contrast to our current efforts in learning outcomes assessment, see Chickering’s Education
and Identity, for a thorough description of the change-in-sclf that occurs during the course of
an education.
6.
See Arum and Roksa, Academically Adrift: Limited Learning on College Camfuses.
7.
For a theoretical description of the role of education in identity development see, Chickering’s
Education and Identity. For a review of historic studies, see Feldman and Newcomb’s, The
Impact of College on Students, Volume One. Jones et al. Identity Development of College Students,
and Hanson (Ed.) In Search ofSelf: Exploring Student Identity Development offer a contemporary
view.
8.
See Blumenkrantz and Goldstein, “Seeing College as a Rite of Passage: What Might be
Possible,” and Kaufman, “The Sociology of College Students Identity Formation.”
9.
Bradbury, “Beyond 1984: The People Machines,” p. 267.
10. See Tocqueville, Democracy in America, and Putnam, Bovjling Alone: The Collapse and Revival of
American Community.
11. Gruenwald, “Foundations of Place: A Multi-Disciplinaiy Framework for Place-Conscious
Education,” p. 621.
12. Gruenwald, Ibid.
13. See Dewey, Democracy and Education.
14. See McLuhan, Understanding Media.
15. For a discussion of McLuhan’s thesis, its implications, and Kenner’s elaboration, see Parker,
“The Last Rock-Star Poet.”
16. Oldenburg, op cit. p. 295.
17. See Moffett, Coming of Age in New Jersey: College and American Culture, and Nathan, My
Freshman Year: What a Professor Learned by Becoming a Student.
18. Shapiro, A Larger Sense ofPurpose: Higher Education and Society, p. 4.
19. Oldenburg, op cit. from the Foreword, p. x.
20. For a more complete discussion of the relationships between life stories, identities, and behav
iors see Gottschall’s The Story Telling Animal: How Stories Make us Human, and McAdams’ The
Redemptive Self: Stories Americans Live By.
21. Kegan, The Opposite ofLoneliness, p. 1.
U
TIE HEA IlfilEI EBUCATfON JOURNAL
�PLACE ... THE FINAL FRONTIER
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Putnam, Robert. 2000. Bowling Alone: The Collapse and Revival ofAmerican Community. New York:
Simon and Schuster.
Shapiro, Harold. 2005. A Larger Sense of Purpose: Higher Education and Society. Princeton, NJ:
Princeton University Press.
Tocqueville, Alexis. 1838. Democracy in America. New York: George Dearborn and Company.
SUMMER 2015 |
THOUGHT & ACTION
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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
Place... The Final Frontier
Rights
Information about rights held in and over the resource
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<div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div>
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Date Created
Date of creation of the resource.
2015
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_48
Format
The file format, physical medium, or dimensions of the resource
Searchable PDF
Publisher
An entity responsible for making the resource available
<em>The NEA Higher Education Journal</em> is published by the National Education Association