On Late Work and Penalties

Not long ago, I mentioned my school’s late work policy in passing on Twitter, and someone wanted to know more, suggesting I write about it here. This week, I’m putting on my teacher hat, and I’ll focus my twitter time on teaching resources (some related to late work, some not).

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When There is a Mission

This March, I took two trips for work that ended up having a profound effect on the way I see my job and my place within it. I think this is a good place to talk about that.

My job involves grants administration. Vanderbilt is part of a consortium of five universities in which the Mellon Foundation has taken an interest to facilitate digital humanities collaboration. My job is quite broadly defined- I assist the PI on the grant to do whatever is necessary to help ensure that all the things that were promised in the grant happen.  A big part of that is facilitating collaborations between faculty and staff at our partner institutions in the consortium, and the best way to do that is to build relationships in person.

Two of our universities are in Nashville as well- Fisk and TSU. Relationships between Fisk and TSU and Vanderbilt have been taking place for a long time. But we also have Berea up North in Kentucky, and Tougaloo down South in Mississippi, and the distance between the three of our campuses meant that collaborations hadn’t been as long-standing. This is exciting for me- going to new places, meeting new faces, and getting to feel like the good news fairy. I kept repeating, “I know someone at a partner institution who works on that! Let me connect you,” or “That would make an amazing collaborative grant application, write that up!” and “there’s definitely money in the grant for that kind of faculty development.”

A DH Skill-share session at Berea, with faculty, staff, and students from Berea, TSU, Fisk, and Vanderbilt.

It was also fun to help facilitate important discussions and presentations. There were Digital Humanities skill-shares, planning for future events, teaching talks, postdoctoral presentations, and so much crucial foundation-building work.

But beyond that, what was amazing about these two trips this month was the feel of both Tougaloo and Berea. Both schools are smaller and deeply mission-driven. Tougaloo College is an HBCU just outside of Jackson, Mississippi, built on the grounds of the Boddie Plantation. Just opposite the old mansion in direct juxtaposition to it, is a church that has hosted many of our world’s finest Civil Rights thinkers: MLK, Angela Davis, Joan Baez, and Stokely Carmichael, to name just a small selection. During the Civil Rights era, Tougaloo Campus sheltered Freedom Riders and other Civil Rights activists, and their Special Collections room holds a fragment of a cross that white supremacists burned on that campus as a reaction to this.

One of the trip’s highlights was getting to meet John Johnson, who worked with Professor Phoenix Savage to produce an exhibit funded by one of the collaborative grants.

John Johnson poses with some of his photographs for the “Black at Brown” exhibit for Tougaloo’s Humanities Week, funded by the Mellon Collaborative grant through Professor Phoenix Savage.

Berea College has a similarly inspiring history. It was founded by a white Southern abolitionist, the son of a slaveholder. He was disinherited for this, and his family threatened often. Berea’s mission was to educate black and white students together, and it was the first co-ed institution in the South to accomplish this. In addition to that, the founders of Berea wanted their students to never have to pay tuition, so they committed to fundraising to ensure none would. That promise lasts to this day, and as a result the majority of Berea’s students are first-generation students and/or come from households with limited income. In rural Appalachia, where opportunities for economic advancement are few and far between, Berea College stands out as a beacon of hope.

Though Berea and Tougaloo each have their own distinct feels, they both share a vibrant commitment to mission. Each person I spoke with cared deeply about students, about social justice, and about creating a better world through education. They reminded me of why I was attracted to this world, and of how far education has propelled me. I too was the first person in my family to go to college, and the school in which I landed (the University of Stirling in Scotland) was also an institution with a mission. Set in Scotland’s coal country after the closure of the mines, it too attracted faculty who cared about reversing the economic depression of the region through teaching a specific population of students. All of my professors were so cognizant of the additional challenges first generation students faced, and despite being overworked and underpaid, they gave so generously of themselves to ensure that we could reach our goals. They did so much with what they have, just like the faculty at Tougaloo and Berea.

March should have zapped my energy with two additional business trips thrown into the busiest part of the semester. Instead, I came away feeling renewed, hopeful, and excited about the future. Visiting these two places helped remind me of why I do what I do, and why the long hours are so incredibly worth it.

Nadine Labaki’s “Capernaum”: Film Thoughts & Historical Background

Movie going

In an attempt to elevate my self-care routine, I’ve started to take myself out on dates a little more often. I actually *love* to spend time alone. I’m probably not the only Humanites PhD who feels blissfully energized by an evening of solitude and reflection in the company of art, film, and food.

This goal has resulted in an uptick of visits to my local independent theater. Given my penchant for female artists and francophone media, when I saw the trailer for Capernaum, a film directed by Lebanese director Nadine Labaki, I immediately knew that it would figure into my solo-night-out calendar. I’ve been fascinated with Lebanon ever since I read Etel Adnan’s novel Sitt Marie Rose in a French feminisms grad seminar (so much so that it became the focus of a dissertation chapter!).

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Reminder: Breathe

Raquelle’s recent post really resonates with me tonight. I’m writing here somewhat unexpectedly, but unexpectedness has been a theme around here the past couple of months, so I think I’m ready to run with it.

In January, I posted that persisting is a big thing for me right now. This week, I’d add that I’m also trying to give myself room to breathe, something I really haven’t done well since that post six weeks ago. I’m on the cusp of spring break (a mere FOUR! days away), and it’s a truth that ought to be universally acknowledged that teachers must decidedly earn their breaks. I feel like I’ve spent the last six weeks continually diving in to cold water, coming up again for brief moments but never really stopping to breathe.

I need to work on that, I know.

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Double Your Digital Archive

Picture the scene: You’re one of the founders of an oral history digital archive. The archive, the Fort Negley Descendants Project (FNDP), finds and collects the voices of those who descended from the population of builders, both enslaved and free, and United States Colored Troops who defended a historic Civil War fortification in your city.

Destiny Hanks, Juliet Larkin-Gilmore, and I make up the current core members of the FNDP.

The project is time sensitive. A year ago, the land upon which the fort was built was sold to developers in what I’ll euphemistically describe as a shady deal. While the fort’s future was up in the air, the neighborhoods surrounding it rapidly gentrified. Each tall and skinny in these areas surrounding Fort Negley represents a family whose story left with them as they were priced out of the neighborhoods that had been theirs for generations.

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When inspiration doesn’t hit, write.

lightbulb

I’m going to be honest. I struggled to write my post this month. It might have been the long to-do list leading into Spring Break (next week!), or the other writing projects that have taken most of my attention. Actually, if I’m being really honest, I wrote an entire post and decided it was the wrong topic at the wrong time. So, maybe inspiration hit, but it missed.

In the Q&A of the keynote address at a conference I attended this weekend, a student asked Brontez Purnell how he responds to writer’s block. First, he answered that he doesn’t really have that problem but the opposite, “writer’s vomit.” (Purnell was the recipient of the 2018 Whiting Award, so we’re not all that surprised that he’s amazing and doesn’t struggle with writer’s block.) But then he shared that leaving your writing project for an hour and writing about what is directly in front of you, like that 5×5 square of wall before your eyes, can help to release the tension while still exercising the writing muscle. So, I am going to take his advice. Sort of. I’m breaking from my traditional, more-focused post to share some general updates and things that are on my mind. Continue reading “When inspiration doesn’t hit, write.”

Legacies

While a lot of people are just getting into the swing of their semester, in my K12 world, our second trimester of the school year just concluded. It’s always strange to say that, or maybe it just feels that way because saying “It’s the end of the trimester!” has made people ask me if I’m pregnant (more than once).

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 No, it’s just how we do things. On the one hand, being on trimesters is great because of the way it breaks up the year. On the other, end-of-trimester is always a busy, stressful time. To offset that, in November, we get a three-day weekend between trimesters. In February, we get a four-day weekend (thank you, Presidents Day!). In both cases, students tend to get a lot of assessments and faculty get the opportunity to give students feedback on their work (also known as grading).

It feels like I’ve had a lot of chances to give students feedback recently, and it’s in those moments that I realize just how much I’m still using from grad school.

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