What is our mission?

The primary mission of the community colleges in the state where I teach is the following:

The mission of the … Community College System is to open the door to high-quality, accessible educational opportunities that minimize barriers to post-secondary education, maximize student success, develop a globally and multi-culturally competent workforce, and improve the lives and well-being of individuals by providing:

  • Education, training and retraining for the workforce including basic skills and literacy education, occupational and pre-baccalaureate programs.
  • Support for economic development through services to and in partnership with business and industry and in collaboration with the University of System and private colleges and universities.
  • Services to communities and individuals which improve the quality of life.

 

 

For whom, then, were community colleges created?

They were created for those high school graduates who can not get an education any other way or were unprepared for the rigors of college, for those young high school graduates who want a four-year degree without crushing debt, for those who are the first in their families to attend college, for young adults who spent their first years out of high school seeking direction and are now ready to commit to their studies, to those who were unsuccessful at their first attempts at higher education and need a fresh start.

Community colleges are for parents, especially those with few resources, who want to make life better for their children, for workers languishing in low-wage jobs who want opportunities for advancement, for the veterans who have served their country and now need the country to serve them, for the unemployed who need to be re-educated to enter a new field.

These are the people who should be the primary focus of the community college.

But these days, I have to ask, are we straying from our mission?

 

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Carefully Consider Dual Enrollment

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According to an article on Education Insider, entitled “Should High School Students Take College Classes,” over 70% of high schools in America offer some sort of dual enrollment program and with good reason. The article enumerates several seductive benefits including

 

  • increased rates of enrollment at four-year institutions
  • higher GPAs in college
  • decreased cost of a college education
  • impressing college admissions officers by suggesting persistence and initiative

But, and it’s a big but, only if the student is adequately prepared, and I will add mature enough, for the hardships of completing demanding college courses at the same time he or she is enrolled in college preparatory high school classes, which can also be demanding.  According to the article,

Even the most socially well-adjusted and academically talented high school students can struggle with the unique pressures of college… It’s important for students to understand the demands of just one college course.

Is it fair to a 16 or 17-year-old who is navigating the physical and emotional stresses of late adolescence to compound the difficulty of this time with the stringent demands of college-level courses?

Maybe.

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morguefile.com

I freely admit that some of my dual-enrolled students have been my best ones, largely because they were indistinguishable from their classmates in appearance and levels of maturity, often times more mature than their college-aged classmates.

Yes, I have had some very good high school students who make very good grades and whose behavior is very good. And I have also seen some of them stress unnecessarily over minor grades that carry little weight. I have seen them put inordinate pressure on themselves to make A’s and dissolve into tears in my office over the demands of sophomore-level survey of literature courses that they simply were not emotionally prepared to handle.

Even the most mature and successful high school student may not be ready to navigate the pressures of college. Think how many post-secondary college students struggle emotionally in their first year, many dropping out.

Therefore, if you are a parent who is rightly concerned about the cost of education and are considering dual-enrollment classes, please ask the following questions:

  • Is my child adequately prepared, emotionally and academically, to take on the demands of college-level classes?
  • What will my child’s rights and responsibilities be when in a college classroom?
  • What are my rights and responsibilities when my child is taking a college class?
  • How involved can I be without interfering with my child’s college experience?
  • How will I and my child react if he or she receives a less than expected grade on an assignment or in a class with demanding material?
  • Do I expect my child to work as well as take high school and college classes?
  • Is this dual-enrollment program right for my child?
  • Should my child take more than one college-level course?
  • How much help with my child’s classes, from the high school, college or myself,  will be too much and negate the benefits of the college experience?
  • Does my child want to take college-level classes or would she or he rather have a less rigorous junior and senior year and enjoy social and extra-curricular activities?
  • And something many people don’t know to ask: Am I aware of the potential NEGATIVE effect on college admissions if my child takes too many classes?  Some college-level credit can be a good thing when applying to colleges as it can show initiative and resilience; however, too much may be detrimental, as noted in the article mentioned above:
    • Parents, counselors and teachers might encourage their students to take on a college course under the assumption that admissions officers look favorably upon applicants with postsecondary credits on their transcript. In fact, many college admissions officials are concerned some high school students are spending too much time in dual enrollment programs, in effect ‘dropping out’ of life at their high schools. This may act against students’ admission chances at colleges that highly value community involvement.

If dual-enrollment is not right for your child, you can still save money on your child’s education. Consider the following:

  • Monitor your children’s academic progress but let them manage obstacles on their own –ask questions about school, look at homework, read and learn along beside them.
  • Show an interest in all school activities.
  • Seek a tutor for difficult subjects–my father found a math tutor for me through a local college at no cost to us. I made an A in geometry that year. The only A in a math class that I made in high school.
  • Begin searching for scholarships early. If you know the academic or athletic requirements that will give your child the best chance at gaining the scholarship, you can use those standards to help motivate his or her performance in the classroom and help the student choose appropriate classes and extracurricular activities
  • Encourage your child to pursue community service opportunities. Many civic organizations offer scholarships to students who are active in the community. More importantly, service to others develops character and helps children become more externally motivated, so important in these “me first” days in which we live.
  • Apply for summer programs at a nearby college–more and more colleges are offering “college experience” programs for sophomores and juniors to ease into the college experience without the demands of college-level assessment.
  • The list goes on and on.

Having completed a Masters in English Education, been certified to teach English and German (6-12) in four states (Ohio, Colorado, Georgia, and North Carolina), taught in both private and public high school as well as having spent 23 years at the college I now serve as both an adjunct and full-time instructor, I have come to the conclusion that dual enrolled students can be highly successful in a well-conceived and administered program that offers a true college experience, but only if they are properly prepared both academically and emotionally for the experience .

 

Battle Cry

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Knight on Horseback by Firkin (freeclipart.com)

 

My last post was December 1. That seems like a long time ago. The normal end of the year rush, trying to do my best by my students, and then the additional hassle of dealing with the politics and bureaucracy of the job that is my least favorite aspect of teaching.

But then comes Christmas! A chance to get away and not think about work at all except for tinkering with the web-based material of my classes a little and musing about my profession. After a rest and time with the people who love me and whom I love, I know that I am up for the battle that is ahead.

I will fight for the integrity of my institution of higher learning. Yes, it is just a small community college, but it has always been a place where I have been proud to work–where students have been expected to meet certain levels of competency before receiving a passing grade. Period.

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Medieval Design by Firkin (freeclipart.org)

Therefore, I resolve to put on my armor and fight the good fight. Too many are giving in to the pressures of administrators and parents who are data-driven down a road to nowhere. Not me. Not now. Not ever. I hope all teachers will follow me.  It won’t be easy. Our arsenal is dwindling–decreased respect for academia, no tenure, dwindling academic freedom as well as the autonomy college-level faculty have so long enjoyed.

However, we still have at least one mighty weapon–a free press, who knows for how long, so let’s make the most of it. National Public Radio, that bastion of fake news, along with American University Radio (WAMU), has been reporting, if you can believe those bleeding hearts, on a high school in Washington D.C. that boasted of having all of its graduates accepted to college. Sounds great? Not really.

The report states that not only did the majority of the graduates miss more than six weeks of school, but also only 57 students met graduation requirements. Yet somehow all 164 students graduated and 164 students were accepted into college. Faculty members testified that administrators frequently asked them to give students who missed an assignment a 50 instead of a zero. One faculty member was called while on maternity leave and asked to change a grade for a student she previously failed.

A few months later, NPR has published a follow-up article with voices of faculty around the country facing similar circumstances–being pressured to change grades and pass students who can’t, or won’t, meet minimum requirements, witnessing the falsifying of attendance and other records but not saying anything out of fear of losing their jobs.

Here’s the article:  “Teachers Around the Country React to Investigation at Ballou High School”

Interesting, but disturbing, especially because it’s no fake news. The things I have seen and heard this long month of December prove it’s all too real.

But I’m rested.

I’m ready.

Bring it on.

 

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Joan of Arc by j4p4n (freeclipart.org)

Job 39:19-25 

King James Version (KJV)

19 Hast thou given the horse strength? hast thou clothed his neck with thunder?

20 Canst thou make him afraid as a grasshopper? the glory of his nostrils is terrible.

21 He paweth in the valley, and rejoiceth in his strength: he goeth on to meet the armed men.

22 He mocketh at fear, and is not affrighted; neither turneth he back from the sword.

23 The quiver rattleth against him, the glittering spear and the shield.

24 He swalloweth the ground with fierceness and rage: neither believeth he that it is the sound of the trumpet.

25 He saith among the trumpets, Ha, ha; and he smelleth the battle afar off, the thunder of the captains, and the shouting.

 

Rocking the Boat

Frontispiece from Prophets of Dissent–A Collection of Essays Published in 1918 (Wikimedia)

In a 2003 LA Times article, entitled “The Power of Dissent,” Harvard law professor Cass R. Sunstein, makes a reasonable argument about how a dangerous culture of conformity within NASA helped aid and abet the Columbia shuttle disaster that took the lives of the shuttle’s seven-member crew. At the conclusion of the article, Sunstein summarizes the stunning conclusions of the Columbia Accident Investigation Board that well over a decade later should give today’s administrative-heavy educational institutions with a top-down leadership mentality pause:

The Columbia Accident Investigation Board emphasized the need for NASA to develop a distinctive kind of culture, one that discourages deference to leaders, sees dissent as an obligation, promotes independent analysis and insists on a wide range of voices. The broadest lesson is simple. Well-functioning organizations discourage conformity and encourage dissent — partly to protect the rights of dissenters but mostly to promote interests of their own.

Discourage deference to leaders? See dissent as an obligation? Insist on a wide range of voices? Isn’t that against THE CODE? Yes, sisters and brothers, it is, and God bless it.

The suppression of dissent, no matter from what political, social or religious perspective, is dangerous for higher education, leading to meaningless bureaucracy, rote learning, demoralized faculty, and unmotivated students, who care, or are encouraged to care, more about their minimum wage  after-school jobs than they do about their educations. It also breeds the unreal expectation of what a piece of paper, without symbolizing true learning, can give them in life.

Conformity is anathema to college education. Standardizing for the sake of the nebulous “giving the students the same exposure to the same material” is not the point. If college is supposed to be preparing students for real world experiences, how does requiring all faculty to teach the same curriculum prepare students? Will all of their bosses be the same, having the same expectations, assessing their performance in the same way, promoting for the same reasons? And if our students become the bosses, heaven help us if they seek to suppress opposing viewpoints or disallow any honest debate.

At a community college, even if its mission is only to train the local workforce (of course it is much more ), then that community college fails if it does not offer students a rich and diverse curriculum, introducing them to multiple educational methodologies, personalities, disciplines, attitudes and expectations, teaching them one of the most important and desirable of all skills in the workplace–adaptability, the ability to conform, yes, but to a reasonable degree, while dissenting when necessary, when it could be hurtful, if not fatal, to just shut up and do the job.

Therefore, I will continue to dissent, against those things that violate my academic freedom–the freedom to be the kind of teacher I was called to be. No, I will not dissent for dissent’s sake, but yield to reasonable requests and accept constructive criticism. But I will fight against any pettiness that threatens to derail almost thirty years of quality teaching–even if I am a bit strange, excitable, stubborn, even insubordinate and obnoxious. I may be those things in some people’s eyes, even in my own sometimes, but mainly I choose to see myself as unique, passionate, steadfast, questioning, and if some people find my demeanor obnoxious, I can live with that, and sleep at night.

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Anne Hutchinson–Puritan Dissenter

As Sheryl Crow sings,

I was born in the South
Sometimes I have a big mouth
When I see something that I don’t like
I gotta say it.

 

 

Dissent is not the dirty word some seem to think it is. Don’t rock the boat, they say. Why not? Because it might turn over? So what if it does? We might learn to swim.

 

What happens when liberal arts are devalued in the community college?

5653093-steve-jobs-liberal-arts-quoteThere seems to be an increasing hostility in the world today towards the study of the liberal arts. This is not a new subject to readers of my blog. As a community college instructor teaching English, I have grave concerns about how this hostility is affecting many of my students at the college where I teach.

If students don’t value the liberal arts, especially the humanities, they often become resentful of having to complete assignments that appear, to their uninformed minds, to have no practical value. This resentment can turn to inattentiveness and a lack of participation, which sometimes turns to more serious inappropriate behavior, and even to open hostility and violence, according to a 2008 study by educational counselors Dr. Robert Dobmeier and Joseph Moran (“Dealing with the Disruptive Behavior of Adult Learners”).

The feeling that students’ time studying in the humanities classroom is somehow wasted is often times reinforced by negative attitudes within the home, among peers and in the wider community. For example, former Governor Pat McCrory of North Carolina said in a 2013 radio interview referring to certain humanities courses, including gender studies and an African foreign language

“So I’m going to adjust my education curriculum to what business and commerce needs to get our kids jobs as opposed to moving back in with their parents after they graduate with debt,” McCrory said, adding, “What are we teaching these courses for if they’re not going to help get a job?”

If the governor of a state with a rich tradition of superb institutions of higher education feels free to make such uninformed statements, it is logical to assume that some students are hearing similar ones at home and among their peers.

I can attest that this lack of respect has led to disrespect for not only the disciplines I teach, but also for myself. Furthermore, I am not alone. Students are becoming more and more critical of instructors’ assignments, teaching styles and assessments. I don’t mean legitimate questions respectfully asked, which leads to explanations that help students understand the material better, but criticism that is increasingly uncivil, including sleeping, texting or talking in class, posting inappropriate comments in online discussion forums, as well as e-mailing rude and even obscene comments to instructors.

Worse, community college instructors are increasingly confronted with angry and hostile students in the classroom and in our offices. These students are often upset that an instructor has carried out a policy that is stated clearly in his or her syllabus or there is some disagreement about a grade. Sometimes these encounters are upsetting and even frightening to the instructor, his or her colleagues, other students, staff and administrators.

I have been teaching a long time, and I know that incidents like these have been happening since the first classrooms were created, but I have never, in my whole almost 30-year career, had so many adult students with such unhealthy attitudes toward learning for learning’s sake, that inexplicable passion for learning, which leads to all of the things so many people say they desire out of higher education–citizens who can think critically, communicate well, solve problems and adapt to new situations quickly.

Something needs to be done. But what? There are no easy answers, but I am going to begin with educating myself with specific information that supports my belief that the study of the liberal arts should be the bedrock of all our institutions of higher learning.

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I found this incredible essay posted on the Academy of Arts and Sciences website, along with a great article entitled, The Vitality of the Humanities in U.S. Community Colleges,” that reiterates my thoughts on the importance of all students studying the arts and humanities in our community colleges:

January 19, 2015

Community College Students and the Humanities: New Opportunities for Learning and Growth

posted by Martha J. Kanter

Martha J. Kanter, Ed.D., is a Distinguished Visiting Professor of Higher Education at New York University and former U.S. Under Secretary of Education from 2009 through 2013.

More than 40 percent of our nation’s adults are unable to read, write, or compute at the competency level expected of America’s high school graduates, so it’s hardly a surprise, even if it is gravely disappointing and frustrating, to inform policy makers, and the public about the worth of the humanities.1 But what better way to elevate the discussion than with facts and policy strategies?

That is why the light that the American Academy of Arts and Sciences is shining on community colleges and the humanities is critical in this endeavor. Even today, too many Americans aren’t aware that the community colleges are the gateway to higher education for more than 40 percent of our nation’s undergraduates. A generation ago the United States was first in the world in the number of college graduates with two-year and four-year degrees. According to the Organisation for Economic Co-operation and Development (OECD), we are now eleventh in the world, tied with Israel.2 The good news is that we are moving in the right direction: we were ranked sixteenth 16th in the world in 2009. It’s a national imperative that we provide Americans the best quality education so we must look to the community colleges and state universities where the middle-class and low-income majority is seeking higher education. (my accent)

Educational improvements and financial support are sorely needed. Sadly, public colleges and universities were hit hard by the recession and lost, on average, about 20 percent of their state support. We need our private universities to join with their colleagues in the community colleges and state universities in a shared vision to reimagine and redesign general education in the years ahead. In doing so, we will ensure that all of our students have access to the fundamental ideas, knowledge, skills, and capacity to learn that will advance greater numbers of students with undergraduate and graduate degrees for America’s prosperity in the 21st century.

Looking at the facts, more than a third of associate’s degrees are awarded in subjects that require a significant humanities course load.3 Exposure to the humanities in the first two years of college as a significant component of general education provides the intellectual framework for students to compare and contrast the viewpoints of those different from themselves and to delve into the learning spheres of analytical reasoning, problem solving, and decision making to tackle the very real problems facing their communities and the greater society.

In a recent survey, the American Association of Colleges and Universities found that 93 percent of CEOs want to hire individuals who demonstrate the “capacity to think critically, communicate clearly and solve complex problems,” capabilities “more important than their undergraduate major. More than nine in ten of those surveyed say it is important that those they hire demonstrate ethical judgment and integrity; intercultural skills; and the capacity for continued new learning.”4  (accent is mine) 

Unfortunately, the collaboration so urgently needed between the arts, humanities, sciences, and business has fragmented into ever more disparate pieces over the last decade when their interaction and integration should be encouraged to spur innovation, entrepreneurship and creativity to drive our nation forward. In the decades ahead, our nation will need more Americans with college degrees who are well versed in the histories and opportunities to address the major societal challenges of our democracy and the world, not the least of which include the education levels of children, income inequality, the social, economic and civic needs of diverse communities, globalization, innovation, and American competitiveness. Interdisciplinary thought leadership and collaboration will be more important than ever in crossing boundaries to address the local, regional, national, and global problems ahead of us.

When Tom Ehrlich spoke about the pathways to ethical and engaged citizenship at Miami Dade College in 2009, he said, “college learning must be about much more that [sic] knowledge—knowledge that may be obsolete in just a few years. Most important, it must be about learning how to learn and to keep on learning. At its core, that is what a liberal education does, it liberates our minds to learn.”5  (accent is mine) 

We should look to the evidence, embrace the liberal arts as a necessary foundation for postsecondary education in all fields of study, and figure out how to give our students the best possible opportunities to discover themselves, their place in the world, and how they can contribute to improving their own lives and the lives of their communities. In doing so, we will be part of the American dream we wish to realize for ourselves and future generations. (accent is mine)

ENDNOTES
1 U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, 1992 National Adult Literacy Survey (Washington, DC: U.S. Department of Education, 2000), http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=199909; and U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, “Percentage of adults in each prose, document, and quantitative literacy level: 1992 and 2003,” in 2003 National Assessment of Adult Literacy (U.S. Department of Education, 2003), http://nces.ed.gov/naal/kf_demographics.asp#2.
2 OECD, Education at a Glance 2014: OECD Indicators (Paris: OECD Publishing, 2014), http://dx.doi.org/10.1787/eag-2014-en.
3 American Academy of Arts and Sciences, “Associate’s Degree Completions in the Humanities as a Percentage of All Associate’s Degree Completions, 1987–2013,” in Humanities Indicators, 2014.
4 Hart Research Associates, It Takes More than a Major: Employer Priorities for College Learning and Student Success (Washington, DC: Hart Research Associates, 2013), http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf.
5 Tom Ehrlich, “Ethical and Engaged Citizens: Whose Responsibility?” (talk delivered at Miami Dade College, Miami, FL, May 21, 2009).

Stay in School! It’s Worth It!

New York Times opinion page editor David Leonhardt has some interesting things to say about the college dropout rate and how it especially hurts lower income Americans. Here’s a sobering passage for me as a community college instructor:

At the other end of the spectrum are community colleges, the two-year institutions that are intended to be feeders for four-year colleges. In nearly every one are tales of academic success against tremendous odds: a battered wife or a combat veteran or a laid-off worker on the way to a better life. But over all, community colleges tend to be places where dreams are put on hold.

Most people who enroll say they plan to get a four-year degree eventually; few actually do. Full-time jobs, commutes and children or parents who need care often get in the way. One recent national survey found that about 75 percent of students enrolling in community colleges said they hoped to transfer to a four-year institution. But only 17 percent of those who had entered in the mid-1990’s made the switch within five years, according to a separate study. The rest were out working or still studying toward the two-year degree.

“We here in Virginia do a good job of getting them in,” said Glenn Dubois, chancellor of the Virginia Community College System and himself a community college graduate. “We have to get better in getting them out.”

However, Leonhardt offers information that should encourage us to find ways to keep young people in school:

That loss of ground is all the more significant because a college education matters much more now than it once did. A bachelor’s degree, not a year or two of courses, tends to determine a person’s place in today’s globalized, computerized economy. College graduates have received steady pay increases over the past two decades, while the pay of everyone else has risen little more than the rate of inflation.

The battle my colleagues and I fight every day is worth it. Yes, it is.

The link: https://www.nytimes.com/2017/03/29/opinion/fix-the-college-dropout-boom.html?_r=0

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Still plenty of time to submit to the premier issue of the new literary journal Teach. Write. I am looking for flash fiction, short stories, poetry and creative non-fiction by anyone who is teaching or has taught writing at any level. Deadline is July 1 for the fall 2017 edition. See full submission guidelines for more information.

Got to Get Ourselves Back to the Garden

Woodstock
by
Joni Mitchell
I came upon a child of God
He was walking along the road
And I asked him, where are you going
And this he told me
I’m going on down to Yasgur’s farm
I’m going to join in a rock ‘n’ roll band
I’m going to camp out on the land
I’m going to try an’ get my soul free
We are stardust
We are golden
And we’ve got to get ourselves
Back to the garden
Joni Mitchell did not play at Woodstock. She wasn’t even there. Reportedly, she penned this homage to one of the most important musical events of the 20th Century from a hotel room as she watched clips of the festival on TV. Nevertheless, she caught the spirit of that time, experienced it in a true way and wanted to return to it–knew that it would be  necessary to go back to the place where the spark became flame, built up and roared.
I was nine-years-old when Woodstock happened. My father was a major in Army Intelligence, serving in Vietnam; nevertheless, the country’s division over the war was not a part of my life then. My wonderful parents protected us as best they could from the reality of my father’s situation. Woodstock came and went while I was playing Kick-the-Can in my grandmother’s backyard, waiting for my little brother to be born and my daddy to come home.
I didn’t really start listening to Mitchell’s music much until college. I attended a rather conservative Christian university, and because I’ve always been a contrary soul, probably to get attention more than anything, I subscribed to Rolling Stone magazine and carried each issue  around with the cover always carefully arranged to show off the title. Oh, what a rebel.
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Joni Mitchell painted a self-portrait for the cover of Wild Things Run Fast

I did, however, truly read Rolling Stone and often times bought albums that were reviewed favorably in the magazine. Joni Mitchell’s 1982 album Wild Things Run Fast was reviewed (Review), and I liked what I read, so I bought the album. It moved me, especially  the final track, based on the beautiful “Love” chapter in the Bible–I Corinthians 13.

But not until I took my first teaching job in Aliquippa, PA, working at a private Christian school that paid me a pittance (less than the male teachers with equal or less experience), did I hear Mitchell’s “Woodstock.”
In PA, one of the things I did to amuse myself was go to the nearby mall and “shop,” rarely buying anything unless I had gotten a little care package from home or pushed paying a bill back a little. In the mall was a record store that also sold cassette tapes (CDs were not a thing yet). I was single then, and there was this good-looking young man who frequently worked there, so I would always take time to visit and linger if he was working, looking through the used and discounted cassette tape bin (I couldn’t afford a record player), searching for something that looked interesting.
One day I found something of value to me–Joni Mitchell’s third album–Ladies of the xladiesCanyon. Even then the “Woodstock” track on that album didn’t appeal that much to me. I preferred the rock version by Crosby, Stills and Nash. Other tracks resonated with my single, 20-something self–“Big, Yellow Taxi” and “Conversation,” especially.
I was lonely then. Still am in many ways, whenever I’m away from my family and close friends. Then as now,  I just never seemed to fit in anywhere else. Southerner from Alabama living in dying northern steel town. Liberal in the conservative world–conservative in the liberal world. Devoutly Christian yet disillusioned with institutionalized religion. But whenever I listened to Mitchell’s songs, I just felt better. Her distinctive voice would waft over me, soothing away the frustrations of the day–the loneliness, the isolation, the otherness.

Life got much better and infinitely less lonely when I started dating the man who would become my wonderful husband. After we moved from PA and settled in North Carolina, I still listened to Joni Mitchell, now on CD, but different songs began to resonate with me–my daughter was born and “The Circle Game” became my favorite, but now when I listened to “Woodstock,” Mitchell’s piano and poetry began to sink in: “We are stardust. We are golden.” Yes, yes we were.

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by seriousfun@Morguefile.com

Then we come to yesterday–twenty years later–over twenty years doing what I love to do and in which I always thought I excelled. “Perhaps you’re not as good as you think you are,” I thought as I drove home after a particularly disheartening day, not of teaching, but of listening to how my colleagues, my friends, are being dismissed, belittled and even harassed by people who are supposed to have their best interest at heart, and worst of all, hearing an administrator, who has never taught an online class, denigrating our students in an open roundtable discussion about distance learning.
Feeling empty, I drove. Then, as if mystically planned all along, I tapped the CD player button. “Ladies of the Canyon,” the song, “Woodstock” was playing–the second verse. Joni’s voice soothed me again and started bringing me back.
Then can I walk beside you
I have come here to lose the smog
And I feel to be a cog in something turning
Well maybe it is just the time of year
Or maybe it’s the time of man
I don’t know who l am
But you know life is for learning
We are stardust
We are golden
And we’ve got to get ourselves
Back to the garden

Thanks to Joni, I’m on my way back.

wildflowers

photo by hmjmiller@morguefile.com

I have decided to add a creative non-fiction category to Teach. Write: A Literary Journal for Teachers of Writing. Send me creative non-fiction pieces about your experiences as a writing instructor. I will also be accepting poetry and short fiction. See Submissions Guidelines here.  I will be accepting submissions until July 1, 2017 for the first edition of the journal.