887 10 9858 https://caspercollege.cvlcollections.org/files/original/ab49bd97701b43106a1fd87dd5ec6d87.pdf 721e796f2d17cf78cf3841b2bb2dfcc8 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 Wyoming Symphony Orchestra Posters Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Description An account of the resource This collection consists of digitized Wyoming Symphony Orchestra posters available for research use through the Goodstein Foundation Library. The archives of the Orchestra consist of programs, posters, photographs, scrapbooks, notebooks, records, and ephemera produced by the Wyoming Symphony Orchestra. Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Symphony Orchestra Archives, NCA 01.i.2024.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.i.2024.01_WyomingSymphony_Posters Creator An entity primarily responsible for making the resource Wyoming Symphony Orchestra 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 Poster 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 Casper Symphony Orchestra Christmas Concert with the Casper Civic Chorale Rights Information about rights held in and over the resource http://rightsstatements.org/vocab/InC/1.0/ Description An account of the resource Poster for The Casper Symphony Orchestra Christmas Concert with the Casper Civic Chorale, John F. Welsh Auditorium, NCHS, Sunday, December 11. This poster is a part of the Wyoming Symphony Orchestra Archives made available for research use by the Goodstein Foundation Library Special Collections. The archives of the Orchestra consist of programs, posters, photographs, scrapbooks, notebooks, records, and ephemera produced by the Wyoming Symphony Orchestra. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Wyoming Symphony Orchestra Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Wyoming Symphony Orchestra Archives, NCA 01.i.2024.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.i.2024.01_Posters, CSOChristmasConcert Format The file format, physical medium, or dimensions of the resource Text 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/a688d14e643f1787455293bf7b96272c.jpg b3da9ef8ff0d1009b2d0d34771df3f54 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photographic print 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 Circus is Coming Subject The topic of the resource James, Verda. Type The nature or genre of the resource JPG Creator An entity primarily responsible for making the resource Casper Star-Tribune Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2001.01_VerdaJames_CircusisComing Format The file format, physical medium, or dimensions of the resource JPG Source A related resource from which the described resource is derived Casper Star-Tribune Photographs, NCA 01.ii.2000.01. Casper College Archives and Special Collections. Description An account of the resource The Verda James folder contains 15 photographic prints of Verda James. These photographs are part of a collection that consists of photographs and negatives created and used by the Casper Star Tribune from 1967 until the middle of 1995 according to a newspaper article on the donation from February of 2000. In the words of Special Collections Curator, Kevin Anderson, the photographs in this collection serve to document "events in our own lives, events in our own history." There were 19,000 envelopes that were gifted to the repository, which totaled between 330,000 and 460,000 images. Images in this collection may support the use of other collections in the repository or vice versa. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a> Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Archivists are happy to assist anyone with accessing the physical or electronic copies of photographs. The Casper College Goodstein Foundation Library is glad to grant uses of this material that it actively manages and cares for and will provide its publication policy upon request. Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. The Casper Star-Tribune gifted 20 years of photographic negatives and prints to Casper College early in the year 2000. These photographs and negatives have been managed by the Casper College Archives and Special Collections housed in its Western History Center. Extent The size or duration of the resource. 21,7 megabytes https://caspercollege.cvlcollections.org/files/original/a59d128a64166ac434a49d65373125e1.pdf b9980f7a39a2894c7c62132c63dd1718 PDF Text Text <Re Color (Quiet Samuel Orr I’ve heard that colors sing to any ear that listens And paint a song in their spectrum A prismatic performance of shimmering harmonies Preserved in the present where they forever will stay But I’ve never heard their tinks and tines Never the blue breeze brushing against my face Or the verdant chords of deep evergreen No, Only the color quiet She is silence sounding out her sorrow Deafening those who love her so But she is not my love No, her steady scream has not stuck my heart Yet here I live, here I am stolen A captive of her love, prisoner and heir to the riches of her solitude Awaiting the coming of the colors When her screaming shall cease and most magnificent symphony will surround me But I must wait patiently for that day As the moon waits calmly in her night Ever hoping for her love Ever chasing the sun above 196 � Text A resource consisting primarily of words for reading. 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All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2023 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Samuel Orr Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2023_Poetry_14 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/5d332ddf21b4c5aa963b3ea3805f46d7.pdf abb619a103d9ddf6d344401498b42afa PDF Text Text Community College Journal of Research and Practice, 33: 985-994, 2009 Copyright © Taylor & Francis Group, LLC ISSN: 1066-8926 print/1521-0413 online DOI: 10.1080/10668920701831316 Routledge Taylor & Francis Croup THE COMMUNITY COLLEGE BACCALAUREATE: AN HISTORIC AND CULTURAL IMPERATIVE Chad Hanson Downloaded By: [Hanson, Chad] AC: 19:39 17 November 2009 Department of Sociology, Casper College, Casper, Wyoming, USA In this article, the debate over the community college baccalaureate is placed in the context of both political culture and the history of public education. Bachelor's degree programs are discussed from the standpoint of their contribution to civic life, and a case is made that academicallyinclined colleges are crucial to fostering a public sphere marked by engagement and participation. The community college is standing at the apex of a curve that turns up into the high country of academia. Recently, governing bodies in Utah, Texas, Florida, Nevada, and Arkansas passed legislation granting formerly two-year schools the right to confer the baccalau­ reate (Floyd, Skolnick, & Walker, 2005). But despite the growing level of acceptance, four-year programs have engendered a debate among scholars, trustees, and lawmakers. The baccalaureate has both ardent supporters (Walker, 2001; Martin & Samels, 2001; McKinney, 2003; Garmon, 2004; Samels & Martin, 2004) and a group of critics committed to questioning the place of four-year degrees in commu­ nity colleges (Wattenbarger, 2000; Eaton, 2005; Townsend, 2005; Campbell, 2005). Schools interested in creating bachelor’s programs are praised for the attempt to serve students by new means, but at the same time they are also condemned as status-seekers, stepping out of place in the postsecondary hierarchy. Address correspondence to Chad Hanson, Casper College, Department of Sociology, Casper, WY 82601. E-mail: chanson@caspercollege.edu 985 �986 C. Hanson Downloaded By: [Haneon, Chad] AC: 19:39 17 November 2009 THE DEBATE OVER THE BACCALAUREATE The debate over whether community colleges can or should develop baccalaureate programs takes place primarily in journalistic forums such as The Chronicle of Higher Education and Community College Week. Thus far, questions have been raised with respect to whether baccalaureate programs are cost prohibitive (Eaton, 2005), whether they limit access to other educational services (Levin, 2004), whether community colleges are capable of providing quality upper-division courses (Wattenbarger, 2000), or whether four-year programs signal a shift of institutional identity (Townsend, 2005). Within the past 30 years, a small group of scholars raised larger questions about the role of the community college in society (Zwerling, 1976; Pincus, 1980; Brint & Karabel, 1989; Dougherty, 1994; Rhoads & Valdez, 1996). But the current debate over the baccalaureate centers on practical concerns related to questions about whether bachelor’s-degree-granting colleges promote work­ force development or contribute to students’ economic well-being. Critics of the move toward the baccalaureate suggest that degrees granted from community colleges are likely to be seen as secondclass, thereby hindering graduates in the job market (Wattenbarger, 2000; Eaton, 2005), but the foundation of the claim is untenable. Associate degrees and short-term certificates suffer an even greater lack of prestige in relation to bachelor’s degrees from four-year institutions, and low status did not keep community colleges from successfully building and maintaining a wide range of subbaccalaure­ ate programs. On one hand, it is difficult to see why low status should keep them from offering bachelor’s degrees. On the other hand, it is fair to assume that status matters to students and employers. But if status is the issue, then the baccalaureate represents a chance for community colleges to rise up alongside well-respected institutions. In contrast to critics, advocates champion four-year programs on the basis of the value they stand to generate in the workplace (McKee, 2005). Supporters even suggest that community colleges should develop an “applied” or “workforce” bachelor’s degree, tailored to the specific and ephemeral needs of corporations, and unmoored from the practices associated with “academic pedagogy” (Walker & Floyd, 2005, p. 96). Generally speaking, the arguments for and against the baccalaureate both turn on the question of whether the degree can serve as a vehicle for economic growth or personal mobility. It is only when the conversation turns to the subject of institutional mission that one finds a discussion of the social roles community �Community College Baccalaureate 987 Downloaded By: [Hanson, Chad] At: 19:39 17 November 2009 colleges fulfill. Supporters and critics alike question the effect of the baccalaureate on the schools’ overarching purpose, but critics stress this side of the argument. For example, one of the strongest objections to four-year programs is expressed when critics press the charge of “mission creep” (Mills, 2003). A small cadre of authors is concerned that colleges may shift attention and resources to bachelor’s programs as they become more commonplace. In the process, they imply that col­ leges may neglect or short-change students that are uninterested in or deemed unfit for the baccalaureate. On this note, Levin issued a caveat: As long as the baccalaureate community college offers programs... such as special education programs for the mentally challenged, high school completion, and General Equivalency Diplomas (GED), and certificate vocational programs including welding, automotive, pipe­ fitter, small appliance repair, and the like—then they will carry with them their traditional community college identity, which highlights open access and a comprehensive curriculum. (2004, p. 19) Although a concern for underprivileged groups lies at the founda­ tion of Levin’s attempt to remind community college staff of their duties, it should be noted that the school’s traditional identity was neither vocational nor comprehensive. It is true that the colleges were originally meant to serve groups that found it difficult to access higher education, but historically, community colleges served the pur­ pose of offering the freshman and sophomore years of bachelor’s degrees. Roksa explains, “Community colleges originated as transfer institutions, with the majority of students participating in a four-year college preparatory curriculum” (2006, p. 501). Thus, one could argue, the real mission creep in the community college has been a long and slow but decisive creep away from the baccalaureate and toward narrow career-related associate degrees and certificate pro­ grams. However, when community colleges crept down the ladder of prestige, the critics were silent. COMMUNITY COLLEGES AND THE HISTORY OF HIGHER EDUCATION The history of higher education is replete with change. Early American colleges patterned themselves on an English model emphasizing undergraduate education and character development. But in the mid-20th century, American colleges adopted a research orientation similar to that of German institutions (Hofstader & Smith, 1961). �Downloaded By: [Hanaon, Chad] AC: 19:19 17 Novenber 2009 988 C. Hanson For example, normal schools and teacher’s colleges became state colleges and, later, comprehensive universities, as they added gradu­ ate schools and doctoral programs. In the United States, institutional advancement occurred at all levels of the higher education network, except at the bottom. Over the course of its lifespan, the public community college clung to the lowest rung on the ladder. Scholars have examined the history of the community college and come to different conclusions about the cause of its stagnant character. Levin (2001) suggested that adminis­ trators favored occupational programs as a means to match their per­ ception of workforce needs; Dougherty (1994) documented the degree to which government agencies influenced the community college curriculum; and Labaree (1997) explored the role of the American Association of Community Colleges (AACC) in setting a course for the institution. In the words of Labaree, “The community college was confined to the lowest rung on the ladder,” because members of the AACC “wanted to see it remain a two-year institution and continue to play its vocational role;” presumably, as a means to court students for whom bachelor’s degrees seemed out of reach (1997, p. 192). As a result, the community college was kept from “following the same trajectory of institutional mobility that had served its predecessors” (Labaree, 1997, p. 192). Although the influence of the AACC on particular schools undoubtedly varies, there is no question about the historical intent of AACC leaders with respect to maintaining the community college as a vocational institution. For example, after learning in 1929 that 90% of community college students aspired to the baccalaureate, Walter Crosby Ells addressed the annual meeting of the AACC as follows: It will be most unfortunate if the junior college becomes so successful as a popularizing agency that it makes all of its students plan on full university courses. Probably the proportion of those continuing should be nearer fifty than ninety percent. This report of ninety percent is a distinct danger signal ahead. (Ells, quoted in Labaree, 1997, p. 201) Community college leaders, from the 1920s to the present, used their organizational position to craft a market niche for the commu­ nity college that differs from that of academically-inclined institu­ tions. In opposition to four-year schools and universities committed to the arts and sciences, AACC officials sought to identify the �Downloaded By: (Hanson. Chad} AC: 19:39 17 November 2009 Community College Baccalaureate 989 two-year college as a career-oriented alternative to education aimed at preparing students for participation in public life. In other words, for the sake of organizational interests, AACC leaders worked to shape and reshape community colleges to meet the changing needs of the marketplace, as opposed to preparing students to meet the steady and timeless responsibilities placed upon citizens in a democracy. Two-year colleges flourished under the influence of the y^ACC, and the push to vocationalize the community college succeeded. Still, there are consequences associated with the move toward occupational programs. Labaree suggests that AACC officials placed personal and organizational objectives above broader social or educational goals in the process of striving to create a market niche for community colleges. In effect, whether the AACC intended to or not, the group created a legacy that grips the institution like an anchor. Labaree intones: Seeking to preserve the vocational mission of the community college within the socially efficient division of education labor, public and private officials have generally been able to block its institutional mobility by denying it the right to award the bachelor’s degree, thus freezing it in a permanently junior status within higher education. (1997, p. 213) Labaree understands the effort to promote the schools’ vocational role, from the standpoint of community colleges as organizations try­ ing to establish a place for themselves in the higher education market; however, he suggests “that place is socially dysfunctional” (Labaree, 1997, p. 4). Community colleges succeeded in promoting their role as career-related training sites. But to the degree that colleges propagate vocational curricula, they create a scenario where the graduate of an associate degree or certificate program “may gain technical or profes­ sional training in one field of work or another, but is only inciden­ tally, if at all, made ready for performing his duties as a man, a parent, and a citizen” (Labaree, 1997, p. 201). By comparison, “Most liberal arts graduates do not earn their liv­ ing in a manner directly connected to their major. The justification for majoring in English, history or mathematics as an undergraduate does not primarily reside in the idea that the major will be directly connected to some obvious employment opportunity” (Botstein, 1997, p. 182). In contrast to the current focus on job training and workforce development, public colleges were originally meant to serve a public purpose, the only purpose that could justify substantial public investment. �990 C. Hanson Downloaded By: [Hanaoa, Chad] AC; 19:39 17 Novenber 2009 THE COMMUNITY COLLEGERS CULTURAL ROLE The conversation surrounding the community college baccalaureate is focused on economic concerns; although, the discussion could easily run parallel to the broad debate that took place over the nature of high school curricula in the early part of the last century. In the words of Carol Schneider, president of the American Association of Colleges and Universities, two groups with opposing views struggled to determine the character of high school education in the United States in the early 1900s, “One group of educators thought that all high school students ought to take a strong academic foundation in history, literature, science, mathematics, and language. But others—the progressives of the day’—thought the students who where were not college bound would be better served by less academic forms of learning” (2005, p. 63). The outcome of the debate is clear today. “The proponents of a rigorous liberal education in the schools lost this battle,” and as a result, “the pubhc schools invented differential curriculum tracks” (Schneider, 2005, p. 63). There is an academic or college prepara­ tory track for middle-class and upwardly mobile students, but there remains a vocational track for students with lower aptitudes or less familiarity with the liberal arts. At the time the tracks were formed, as now, “The dividing lines were economic, with the afflu­ ent moving in one direction and the poor, including people of color and first generation families, moving in quite another” (Schneider, 2005, p. 63). For more than a century, American conceptions of schooling have been tied to the notion of economic or social class mobility. However, the late Christopher Lasch suggested, “A careful look at the historical record shows that the promise of American life came to be identified with social mobility only when more hopeful interpretations began to fade” (1995, p. 59). Lasch explains, “The concept of social mobility embodies a fairly recent and sadly impoverished understanding of the American Dream” (1995, p. 59). In The Revolt of the Elites, he draws attention to the idea that in recent U.S. history “money has come to be regarded as the only reliable measure of equality.” But he notes, in the prior century, “opportunity, as Americans under­ stood it, was a matter more of intellectual than material enrichment” (1995, p. 59). In the past, the life of the mind added an element of equality to a society characterized by economic polarization. Today, by contrast, intellectual pursuits are unhinged from political culture, and educational institutions are conceived largely in terms of their contribution to state or regional economies. �Downloaded By; [Hanaon, Chad] AC; 19:19 17 November 2009 Community College Baccalaureate 991 Lasch stops short of turning his attention to contemporary high schools or community colleges, but scholars working in education confirm his point that it is the logic of cost-benefit analysis that structures our understanding of the purpose public institutions serve. “According to this logic, schools are producers of educational commodities—credentials—and must adapt themselves to meet the demands of the consumer” (Labaree, 1997, p. 4). In other words, institutional attention has been turned away from social goals and aimed at fulfilling personal ambitions. In the quest to cater curriculum and institutional mission to the demands of the marketplace, colleges and universities alike pursue narrow paths of specialization. Through the process of creating degree plans to match students’ career interests, and the needs of employers to fill vacancies at each rank in their organizations, higher education institutions structured themselves on hierarchical lines. As a result, we maintain a system marked by double standards. For the sons and daughters of the wealthy there are institutions committed to the civic arts and leadership. For the masses, we offer training in occupational fields. According to Lasch, this arrangement is not compatible with the goals of a democratic nation, where citizens are equally responsi­ ble for maintaining a vital public sphere. In his words, “Common standards are absolutely indispensable to a democratic society. Socie­ ties organized around a hierarchy of privilege can afford multiple standards, but democracies cannot” (Lasch, 1995, p. 88). Those who stand opposed to the community college baccalaureate often express their opposition in the name of underprivileged students. Supporters of the two-year curriculum wish to keep the community college at the bottom of the postsecondary network. They fear that if baccalaureate programs expand, the community college might fail to serve students from low-income backgrounds. Yet, the challenge is not to provide underprivileged students with an education of less value and of a different type than one finds at four-year institutions. The challenge is to provide those students with an education of the same nature that one finds at prestigious colleges and universities. For the sake of compassion and concern for poor and minority students, those who wish to hold community colleges in their subbacca­ laureate status unwittingly press for the continuation of a pernicious double standard. Lasch is uncompromising on this point: When the ideology of compassion leads us to this type of absurdity, it is time to call it into question. Compassion has become the human face of contempt. Democracy once implied opposition to every form of double standard. Today we accept double standards—as always, a �992 C. Hanson recipe for second class citizenship—in the name of humanitarian concern. (1995, p. 105) The best means to address class-based inequality is not continued double standards in higher education. The best approach is egalitar­ ianism. The baccalaureate is the standard postsecondary credential, and if large numbers of students are educated in subbaccalaureate institutions, then the democratic ideal of equality is compromised. Downloaded By; [Hanson, Chad) At: 19:39 17 November 2009 CONCLUSION As a mass of heretofore excluded Americans entered postsecondary schools in the middle 20th century, higher education changed. When colleges and universities enrolled an exclusive group of elites, the curriculum focused on leadership and public service But as women, minorities, and students of modest means gained access to higher education, the focus on academics gave way to career-oriented programs. Whether the change came about through haplessness or cynical intentions, it is difficult to say. With respect to community colleges, Dougherty argued the schools inadvertently became contradictory institutions when they moved away from academics and toward a mission centered on training in job-related fields (1994). Labaree concurs and suggests, “The community college seems to be caught in a bind that was constructed historically, as it sought to accomplish the contradictory aims of promoting political equality and market inequality within a single institution” (1997, p. 221). The bind Labaree describes should be the subject of debate among staff and faculty. But the goal of training workers to private sector criteria became so engrained in the culture of the community college, especially in the decade of the 1990s, college professionals lost touch with the era when their institutions served the sole purpose of preparing students for success in a four-year course of study. Ironically, the current move toward baccalaureate education holds the potential to stir demand and increase enrollment on the same line as the AACC had in mind when they sought to transform two-year schools into technical institutes. As colleges and universities sought to identify themselves as research-oriented institutions in the past half-century, a gap was created in the market. We currently lack a network of public four-year schools committed to teaching and undergraduate education. For the sake of organizational interests, community colleges will do well to fill this empty space in our postsecondary system. �Community College Baccalaureate 993 Downloaded By: (Hanaoa, Chad] AC: 19:39 17 November 2009 More important, however, the community college baccalaureate affords us an occasion to discuss the role of education in society. But in order for the conversation to be genuine, it must involve voices other than those who would simply use public institutions to subsidize training costs sustained in the private-sector; and the discussion must be conducted in terms other than that of economics. Decisions about the future of public education must be decided on educational grounds, and with respect to public interests. The potential for the community college to contribute to American life is too crucial for the debate to be settled on the basis of economic goals alone. REFERENCES Botstein, L. (1997). Jefferson’s children: Education and the promise of American culture. New York: Doubleday. The diverted dream: Community colleges and the promise of educational opportunity in America, 1900-1985. New York: Oxford Brint, S. & Karabel, J. (1989). University Press. Campbell, D. (2005, July 4). Florida: Bellwether for the future of the community college baccalaureate? Community College tVeek, 77(24), 4-5. Dougherty, K. (1994). The contradictory college: The conflicting origins, impacts, and futures of the community college. Albany: State University of New York Press. Eaton, J. (2005, October 24). Why community colleges shouldn’t offer baccalaure­ ates. The Chronicle of Higher Education, 52(10), B25-B26. Floyd, D., Skolnik, M., & Walker, K. (Eds.). (2005). The community college baccalaureate: Emerging trends and policy issues. Sterling, VA: Stylus. Garmon, J. (2004, April 12). The new and improved community college baccalaure­ ate. Community College Week, 76(18), 4-5. Hofstader, R. & Smith, W. (Eds.). (1961). American higher education: A documentary history. Chicago: University of Chicago Press. Labaree, D. (1997). How to succeed in school... without really learning. New Haven, CT: Yale University Press. Lasch, C. (1995). The revolt of the elites and the betrayal of democracy. New York: W.W. Norton. Levin, J. (2001). Globalizing the community college: Strategies for change in the 21st century. New York: Palgrave. Levin, J. (2004). The community college as a baccalaureate granting institution. The Review of Higher Education, 25(1), 1-22. Martin, J. & Samels, J. (2001, July 23). The community college baccalaureate: Moving outside the box. Community College Week, 13(25), 4-6. McKee, J. (2005). Westark’s workforce baccalaureate. In D. Floyd, M. Skolnick, & K. Walker (Eds.), The community college baccalaureate: Emerging trends and polity issues (pp. 129-138). Sterling, VA: Stylus. �994 C. Hanson Downloaded By; (Hanson, Chad] AC: 19:39 17 November 3009 McKinney, D. (2003, April 14). We need a baccalaureate now. Community College Week, 4. Mills, K. (2003). Community college baccalaureates: Some critics decry the trend as mission creep. National Cross Talk. Published by the National Center for Public Policy and Higher Education. Available at www.highereducation.org/crosstalk/ ct0103/news0103-community.html Pincus, F. (1980). The false promise of community colleges: Class conflict and vocational education. Harvard Educational Review, 50{i), 332-361. Rhoads, R. A. & Valdez, J. R. (1996). Democracy, multiculturalism, and the commu­ nity college. New York: Garland. Roksa, J. (2006). Does the vocational focus of community colleges hinder students’ educational attainment? The Review of Higher Education, 29{4), 429-526. Samels, J. & Martin, J. (2004, April 12). One step back to take two steps forward. Community College Week, 76(18), 4-5. Schneider, C. (2005), Liberal education: Slip-sliding away? In R. Hersh & J. Merrow (Eds,), Declining by degrees: Higher education at risk (pp, 61-76), New York: Palgrave, Townsend, B, (2005), A cautionary view. In D. Floyd, M, Skolnick, & K, Walker (Eds.), The community college baccalaureate: Emerging trends and polity issues (pp. 179-190). Sterling, VA: Stylus. Walker, K. (2001). Opening the door to the baccalaureate degree. Community College Review, 29(2), 18-28. Walker, K. & Floyd, D. (2005). Applied and workforce baccalaureates. In D. Floyd, M. Skolnick, & K. Walker, (Eds.), The community college baccalaureate: Emerging trends and policy issues (pp. 95-102), Sterling, VA: Stylus. Wattenbarger, J. (2000, April 17). Colleges should stick to what they do best. Community College Week, 72(18), 4-5. Zwerling, S. (1976), Second best: The crisis of the community college. New York: McGraw-Hill. � 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 The Community College Baccalaureate: An Historic and Cultural Imperative 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 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> Date Created Date of creation of the resource. 2009-11 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_12 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Community College Journal of Research and Practice</em> is published by Taylor &amp; Francis Group, LLC https://caspercollege.cvlcollections.org/files/original/a228ff76a965f65c6c9fc85f8ac80f1c.pdf f81534351408becbf244c68155064c46 PDF Text Text THE COnSTITUTIOn the 2oD-vear revolution Casper College Social Science Seminar—March 13-14, ’86 ' ^Constitution , Cons^ution Cons^^on "Consti^^n consTiTumr �July 4, 1776 Declaration of Independence signed. November 15, 1777 Articles of Confederation signed by the Continental Congress. January 21, 1786 Virginia proposed a convention. September 1786 Annapolis Convention. February 21, 1787 Continental Congress called for revision of the Articles of Confederation. May 14, 1787 Constitutional Convention met. September 17, 1787 Constitution signed. July 2, 1788 Ratification by three-fourths of the States. �THE CONSTITUTION: THE TWO HUNDRED YEAR REVOLUTION Casper College Social Science Seminar All seminar events >«ill be held in the Krampert Theatre. �Thursday, March 13 9:00 a.m. Seminar Welcome. Dr. Loftin, President, Casper College 9:10 a.m. Dr. Ralph Ketcham “James Madison and the Constitution” 10:15-10:30 a.m. Refreshments 10:30-11:45 a.m. Panel on the Right to Privacy: “Watching the Watchers” Moderator: Dr. Jose Peer Members: Judith F. Krug Frank F. Fowle, III Dr. Joan Hoff-Wilson Dr. Victor G. Rosenblum 1:30 p.m. Richard Cohen “Whose Truth: Censoring the Press” 2:45-3:00 p.m. Refreshments 3:00-4:15 p.m. Panel on Censorship: “Sleaze: You’ll Know It When You See It” Moderator: Charles Levendosky Members: Judith F. Krug, with a 15 minute presentation Richard Cohen Victor G. Rosenblum 8:00 p.m. Rosewood Trio A short concert of Francoeur and Mozart Frank F. Fowle, III “The Declaration of Independence” �Friday, March 14 9:00 a.m. Dr. Joan Hoff-Wilson “Women and the Constitution” 10:15-10:30 a.m. Refreshments 10:30-11:45 a.m. Panel on Church and State: “Sacred Politics and Secular Religion” Moderator: Dr. C. B. “Scott” Jones Members: Dr. John D. Meredith Reverend John H. Gerberding Dr. Ralph Ketcham 1:30 p.m. Victor G. Rosenblum “Interpreting the Constitution: Whose Constitution Is It?” 2:45-3:00 p.m. Refreshments 3:00-4:15 p.m. Concluding Panel “The Next Two Hundred Years” Moderator: Dr. C. B. “Scott” Jones Members: Judith F. Krug Dr. Victor G. Rosenblum Frank F. Fowle, III Richard Cohen Dr. Joan Hoff-Wilson Dr. Ralph Ketcham �Ralph Ketcham A.B., Allegheny College; M.A., Colgate University; Ph.D., Syracuse University. Dr. Ketcham is a Professor of American Studies and Public Affairs at Syracuse University with professorships in both the History and Political Science Departments. He has been a popular visiting lecturer at many other universities both in the United States and abroad. Professor Ketcham is interested in American intellectual history and political theory, as well as the history of the American revolutionary and early national period. Author and editor of numerous books, the most recent is PRESIDENTS ABOVE PARTY: THE FIRST AMERICAN PRESIDENCY 1789-1829. Professor Ketcham is also widely recognized for his biographies of Franklin and Madison. �Richard Cohen Richard Cohen is a syndicated columnist for The Washington Post and to other newspapers throughout the country, including the Casper Star-Tribune. He writes on a variety of topics. Cohen joined The Post in 1968 as a general assignment reporter. He has since covered national politics and, along with syndicated columnist Jules Witcover, wrote A HEARTBEAT AWAY: THE INVESTIGATION AND RESIGNATION OF SPIRO T. AGNEW (Viking, 1974). Before joining The Post, Cohen worked for United Press International in New York City. He was born in New York, attended Hunter College, New York University and the Columbia University Graduate School of Journalism. He is married to Barbara Cohen, the Director of News and Public Information for National Public Radio. �Joan Hoff-Wilson B.A., University of Montana; M.A., Cornell University; Ph.D., University of California at Berkeley. Currently the Executive Secretary of the Organization of American Historians, Dr. Hoff-Wilson previously taught at a number of American universities. She is the author of 37 articles and 9 books, the most recent is BALANCING THE SCALES; CHANGING LEGAL STATUS OF U.S. WOMEN FROM THE COLONIAL PERIOD TO PRESENT. Dr. Hoff-Wilson has been involved in a number of special projects on v»/omen, the most recent, “Women and the Constitution,” was a seminar for college faculty held last summer as part of the Project ’87 series. �Victor G. Rosenblum B.A.and LL.B., Columbia; Ph.D., California. Currently Dr. Rosenblum is Professor of Law and Political Science at Northwestern University and director of their Law School Graduate Studies Program. Dr. Rosenblum has taught for a number of universities in both the United States and abroad. He has also served as Associate Counsel for a subcommittee of the United States House of Representatives and as President of Reed College. Long active in professional associations, Professor Rosenblum recently became President-Elect of the American Association of Law Schools. He is the author of more than a dozen major articles and 4 books, the most recent is THE MAKING OF A PUBLIC PROFESSION. Of special interest to this audience is his book, CONSTITUTIONAL LAW: POLITICAL ROLES OF THE SUPREME COURT. �Rosewood Trio The Rosewood Trio, featuring Curtis Peacock (violin), John Kirk (cello), and Betsy Taggart (piano) is one of the finest musical ensembles in the State of Wyoming. In our celebration of the constitutional era, they will perform two selections contemporary to our founding fathers. Trio in E major ....................................................... Francois Francoeur Adagio Courante Sicilienne Rondeau Trio in B flat K. 502 Allegro Larghetto Allegretto Mozart �Frank F. Fowle, III B.A., Trinity Coiiege; J.D., Washington University. Mr. Fowle is in the tradition of the ancient bards who tell of the deeds of heroes. This acclaimed dramatic performer presents one-man shows which bring the classics to life for audiences throughout the United States. When Frank Fowle speaks, history lives. Since 1980 Mr. Fowle’s unique art has enriched audiences more than 500 times in 45 states. For his Casper audience he will present a gripping one-man performance of the Declaration of Independence, an authentic and heroic expression of the American will for all time. His 50 minute performance is designed to bring alive the energy of the revolutionary and constitutional era we celebrate in this bicentennial program. �The Children’s Corner This year the Social Science Seminar is very pleased to present an enriched experience for children of all ages. Kathy Stippich, a University of Wyoming student in American Studies and Early Childhood Education, will conduct a workshop with game activities for children of the seminar audience. These activities, which will run at the same time as the seminar programs, will involve games, toys, and recreated artifacts of the 18th century, including rag, corn husk, and corn cob dolls, stick horses, top, and games such as Put and Take, Ticktacktoe, Fox and Geese, and Checkers. Children can listen to stories, use horn books, and many other activities. Parents are invited to allow their children to experience these recreations of our historic past. These activities will be held in the Krampert Theatre, room 115. Children are requested to wear soft-soled shoes. �Additional Seminar Participants John H. Gerberding, is Pastor of Grace Lutheran Church in Casper. B. A., Yale University; B.D., Lutheran Seminary. C. B. “Scott” Jones, is currently a member of the staff of Senator Claiborne Pell. His special interest is applied anomalous phenomena. Past activities include: Instructor of Political Science at Casper College, a Naval career, and private sector research. A.B., George Washington University; M.A., University of Maryland; Ph.D., American University. Judith F. Krug, is director of the Office for Intellectual Freedom of the American Library Association. In addition to her professional responsibilities, she is an active member of Phi Beta Kappa and Beta Phi Mu. Mrs. Krug is a noted speaker and author in the area of intellectual freedom; her articles on this subject have appeared in national library and education journals. B.A., University of Pittsburgh; M.A., University of Chicago. Charles Levendosky, is employed by the Casper Star-Tribune as editorial page editor, columnist, and arts editor for the annual Arts Edition. He is noted as a poet, essayist, author, and editor. B.S. and B.A., University of Oklahoma; M.A., New York University. John D. Meredith, is an Instructor of Anthropology at Casper College. B.A., University of Colorado; M.A., Harvard University; Ph.D., University of Arizona. Jose Peer, is an Assistant Professor of Political Science at Northwest Community College in Powell. He has been particularly active in the Wyoming Council for the Humanities. A special interest of his is Madison and the founding of the Constitution. B.A. and M.A., University of Nevada; Ph.D., Washington State University. �Appreciations We thank the administration, faculty, and staff of Casper College whose support continues to make the seminar possible. We thank the staff of the Goodstein Foundation Library for their extra help this year. We thank Wilhelm Ossa’s art students who have produced posters and covers. Dawn Marie Potter, Karen Mae Sloan, and Mark Blaine Williams had their covers selected for publication. We thank the seminar participants for their words and thoughts. We thank the public for coming to listen. Most of all we thank those extraordinary men whose efforts produced the Constitution which we analyze and celebrate during this bicentennial. Dave Cherry SEMINAR DIRECTOR �;;z^ ^<\1\CU,1. '-*<j;4*z.<,V wiwwijy J.'~^^i^. £,..^ •*^•■"•■rfjl***S*^*«^<“i^ <^i.~«<* ........................ .... ■'‘^'^^y'^ � 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 Casper College Social Science Seminar Booklets Rights Information about rights held in and over the resource <div class="element-text"> <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> </div> Date Created Date of creation of the resource. 1969-1995 Description An account of the resource Scans of booklets given during Casper College's Social Science Seminars.<br /><br />NOTE: Some booklets are duplicates with different cover art Type The nature or genre of the resource Image, Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College 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 Booklet 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 Constitution: The 200-Year Revolution Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> Date Created Date of creation of the resource. 1986 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar_21 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/59028ee65fa33973b2783b0d75b9ac5a.pdf 10e8c1d033564d8c0b061c8f9b07ebf2 PDF Text Text THE COnSTITUTIOn the 2DO-vear reuolution Casper College Social Science Seminar-Mar. 13-14 1986 � 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 Casper College Social Science Seminar Booklets Rights Information about rights held in and over the resource <div class="element-text"> <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> </div> Date Created Date of creation of the resource. 1969-1995 Description An account of the resource Scans of booklets given during Casper College's Social Science Seminars.<br /><br />NOTE: Some booklets are duplicates with different cover art Type The nature or genre of the resource Image, Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College 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 Booklet 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 Constitution: The 200-Year Revolution ALTERNATE COVER Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> Date Created Date of creation of the resource. 1986 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar_22 Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/5203433cbcb123e6785201b571ca534e.pdf ef149659b43bfe716dad1fb33647fa6d PDF Text Text The COIVSTITIJTIONI the 2aD-vear reuelutian Casper College Social Science Seminar—March 13-14 1986 �� 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 Casper College Social Science Seminar Booklets Rights Information about rights held in and over the resource <div class="element-text"> <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> </div> Date Created Date of creation of the resource. 1969-1995 Description An account of the resource Scans of booklets given during Casper College's Social Science Seminars.<br /><br />NOTE: Some booklets are duplicates with different cover art Type The nature or genre of the resource Image, Text Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College 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 Booklet 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 Constitution: The 200-Year Revolution ALTERNATE COVER Rights Information about rights held in and over the resource <div class="element-text five columns omega"> <p><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></p> </div> Date Created Date of creation of the resource. 1986 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Casper College Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Margaret Demorest Papers, CCA 10.2011.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 10.2011.01_Demorest_SocialScienceSeminar_23 Format The file format, physical medium, or dimensions of the resource PDF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/cd8a7e58ede45bcd49437b599f01c872.tif f4988310a03d4000a888423ac1da1eed 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 Crown of Thorns Rights Information about rights held in and over the resource <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 id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns offset-by-two"> <div id="dublin-core-rights" class="element"> <div class="element-text"><em>Expression</em><span>&nbsp;</span>claims first North American rights to submissions selected for publication. All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2021 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Jacob Keating Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2024_Art_63 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/fed583a4d2a45ef0e27dcf91e3ae567f.pdf 1ac91bf5375a63c80a798dd6c3a27a92 PDF Text Text ��������� 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 Carey's C.Y. Ranch Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC-RUU/1.0/">http://rightsstatements.org/vocab/InC-RUU/1.0/</a> Date Created Date of creation of the resource. 1931-1932 Description An account of the resource This file contains information about CY Ranch and its owners. The material herein contains correspondence sent to Robert David from Lyons Securities Company of New York, the Employment Security Commision of Wyoming, and David's father. Researchers will find bits of information about the Carey House, scans made from Hunton Diaries, and David's holograph manuscript on the C.Y. Ranch. This material dates to between 1931 and 1932. The Robert “Bob” B. David Collection consists of 50 dismantled scrapbooks that cover a wide range of topics about Wyoming and the American West from prehistoric times to the mid-twentieth century. Several scrapbooks were dedicated to David’s investigation and research of the 1897 “Hole-in-the-Wall Fight” and the Johnson County War, which include interviews with the prominent and local individuals involved. Early scrapbooks feature David’s research about the Dinwoody and Castle Garden areas of Wyoming. Research notes, proofs, and drafts of two of Robert David's best-known books, "Malcolm Campbell, Sheriff" and "Finn Burnett," are included in the collection. The collection also contains Robert David's extensive personal diaries, letters and correspondence, memoirs, and “excerpts.” Some diaries and correspondence belonged to Robert David’s immediate family members, particularly his father Edward Taft David. The collection contains 12 boxes of photographs and snapshots from throughout the collection and several pieces of furniture provided by the David family. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Robert B. David; Lyons Realty Securities; Employment Security Commission of Wyoming; Edward T. David Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Robert "Bob" B. David Historical Collection, NCA 01.v.1987.02 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.v.1987.02_CareyCYRanch 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. Text Any textual data included in the document Text 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 CY Ranch Rights Information about rights held in and over the resource <a href="Rights http://rightsstatements.org/vocab/InC-RUU/1.0/">Rights http://rightsstatements.org/vocab/InC-RUU/1.0/</a> Date Created Date of creation of the resource. 1880 Subject The topic of the resource David scrapbook 10 Description An account of the resource The C.Y. Ranch holographic manuscript includes early history discussing J.M Carey & brothers in the middle of 1880. Type The nature or genre of the resource Text Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. CY Ranch and Joseph M. Carey, NCA 01.v.1987.02_CareyCYRanch. Robert "Bob" B. David Historical Collection, NCA 01.v.1987.02 WyCaC US. Casper College Archives and Special Collections. The Robert "Bob" B. David Collection is comprised of the scrapbooks and albums that were disassembled early in the repository's history. The CY Ranch file contains information that was found in scrapbook 10. Identifier An unambiguous reference to the resource within a given context NCA01.v.1987.02_CareyCYRanch_CareyHouse Format The file format, physical medium, or dimensions of the resource PDF