Ohio University: Voices Speak About Appalachia David Bower, Ed. D, Education Sharon A. Denham, DSN, Nursing Frans Doppen, Ph. D, Education
Welcome to Ohio University
Judge Ephraim Cutler 1767 -1853 l l 1802 - Introduced legislation to the Northwest Territorial Legislature to establish Ohio University [American Western University] 1802 - Chaired the Territorial Legislature committee responsible for establishing a university in Athens.
Ohio University at a Glance l l l The Athens main campus consists of 202 buildings on 1, 700 acres Regional campus system 29, 088 students 901 full-time faculty 285 undergraduate programs 149, 026 living alumni, including 4, 953 in other countries
Faculty Learning Communities l l l Share ideas with cross-disciplinary groups of 812 members, Engage in a curriculum of discovery and inquiry focused on teaching and learning, Participate in activities designed to foster social, intellectual, and reflective discussion.
Faculty Learning Communities l Successful in post-secondary institutions to catalyze deep and sustaining institutional and cultural change. l Often result in developing a corps of actively engaged scholars and leaders.
SCOPE Ohio l l Scholarly Communities of Practice in Education Capacity-building initiative funded by the Provost’s office and faculty development programs http: //scope. citl. ohiou. edu/communities. html
Teaching and Learning In and About Appalachia • 2003 -2004: 9 members l 2004 -2005: 12 members & 2 ad hoc members l 2005 -2006: growing number of participants http: //scope. citl. ohiou. edu/FLC/Appalachian. FLC/index. html
What are communities of practice? “They’re groups of people informally bound together by shared expertise and passion for a joint enterprise…. A community of practice may or may not have an explicit agenda on a given week…. People in communities of practice share their experiences and knowledge in free-flowing, creative ways that foster new approaches to problems…. Communities of practice can drive strategy…solve problems, promote the spread of best practices, develop people’s professional skills…. ” Wenger and Snyder (2000)
What are communities of practice? l l l … self-generating social networks… … common context of meaning… … a recognizable bond among those involved Capra, 2002
Designed and Emergent Structures Designed structures provide stability. Emergent structures…provide novelty, creativity, and flexibility. Capra, 2002
What is the structure of a community of practice? “A community of practice can exist entirely within a unit or stretch across divisional boundaries. A community can be made up of tens or even hundreds of people…. Membership in a community of practice is self-selected. ” Wenger & Snyder, pp. 141 -142
Emergence Level Ownership Process Level Renewal Feedback Engagement Relationships The Core: Communication Principles/ Philosophy/ Values Dialogue Self-Organization Sense making Safe/trusting environment Creativity
Leadership Roles in Communities of Practice “Although communities of practice are fundamentally informal and self-organizing, they benefit from cultivation. Managers should…identify potential communities of practice…provide the infrastructure that will support such communities…[and] use nontraditional methods to assess the value of the communities of practice. ” Wenger & Snyder, pp. 143 -144.
Unique Individual Experiences l Connections between faculty roles and the learning community l Research, scholarly, and personal interests and the learning community
Learning Community Activities l l l l “Backtalk from Appalachia” (Billings) Spotlight on Learning University Retreat Field trips University Survey Website Connections with University Community http: //scope. citl. ohiou. edu/FLC/Appalachian. FLC/index. html
Ohio University Survey l l l Purpose: Collect information about the knowledge, research, experience, and interests of those associated with Ohio University about Appalachia E-mail to explain survey (Athens and regional campuses) Survey electronically available spring 2004 Quantitative and qualitative measures 23 questions
Survey Participants l l l 491 total 226 considered themselves Appalachians while 259 did not 62 faculty members (30 tenured) 73 administrative staff 297 students 16 community persons
Interest in Appalachian Studies David Bower, Ed. D.
Interest in Appalachian Studies l Our intent was to learn specifically from faculty, students, administrative staff, and others as to their specific interests in developing an academic program focused on Appalachia here at Ohio University (OU).
Reported Areas of Interest for Future Participation l l l l Take part in a community/university project related to an issue of concern in Appalachia 54% Be kept informed about events pertaining to Appalachia happening at Ohio University 49% Participate in field trips to regional areas of interest 43% Take a class about Appalachia 28% Join a faculty/community activist group related to an issue of concern about Appalachia 26% Participate in research about Appalachia 2 6% Enroll in a workshop about Appalachia 23% Join an Appalachian book club discussion 21%
Usefulness of an Appalachian Studies Program: Separate and equal? l l “This issue should be addressed in the totality of the university because we live and work and use the resources of Appalachia. I think a separate certification is NOT the way to approach this problem. ” “I think issues of Appalachia need to be part of the curriculum in all colleges at Ohio University. ”
Usefulness of an Appalachian Studies Program l l “I think it would assist in a better understanding of the area they will be living in during their time with the university and discovering the reason Ohio University exists. ” “Creating such a program would make a bold statement that Appalachia does matter. ”
Curricula for an Appalachian Studies Program l Several noted that Appalachian people need to be involved in the planning, thus avoiding perspectives that treat Appalachians “as subjects from an outsider's point of view. ”
Interests Pertaining to Appalachia l Survey participants mentioned key concerns about Appalachian Ohio such as high poverty rates, low employment opportunities, literacy levels, and problems with educational prospect afforded youth in the rural counties.
Environmental Issues l l l Work towards creation of viable and sustainable development. Protect, maintain, and preserve the natural beauty of the region. Create a balance between economic development and retention of natural resources.
Collaboration Through Education l l “Understanding and educating people about Appalachia and the issues that are relevant to the Appalachian area are vital to the growth and development of this region. ” …a continuing out-migration problem tends to extract the most qualified and the most talented of the work force and sends them to either a neighboring county or to one of the surrounding major metro areas.
Conclusions l Because OU is situated in the heart of Appalachian Ohio, it has the ability to assume leadership to address needs through its diverse internal communities. According to many respondents, it is critical that Ohio University work collaboratively with others in the region.
Perspectives About Stereotypes Sharon A. Denham, DSN
Being Appalachian l l l Being born and raised in the region was primary reason to consider oneself Appalachian Reside in a geographic region identified as Appalachian Family history
Identification as an Appalachian l Ties to family and place “My family has resided in Athens and Vinton County for the past 150+ years. Like many of the families around here, we were Irish immigrants who settled in the region and became coal miners. We still possess many of the traditional Appalachian values--most notably a commitment to hard work and a clannish commitment to family (which means that members of my family RARELY leave the region to pursue better job opportunities, etc. ). Like many Appalachians I tend to value family and tradition over social or economic progress. ”
Identification as an Appalachian l “I have always lived in Middleport, Ohio. While my community is not really considered impoverished, we are what I would consider, at an economical disadvantage compared to the rest of the state of Ohio. Coal mines and power plants have dominated our landscape for years. Although the coal mines are gone, the effects are still felt in my community. To me, being Appalachian is not just about where you live. It also entails culture, lifestyle, and life-outlook. I am glad I grew up here and continue to live here. In fact, I would not have wanted to live in any other place. ”
Heritage and Tradition l “I live in Gallipolis, Ohio, so I'm right there in the Appalachian beltline. I've done all the old fashioned things learned through generations. For one, every summer, my family makes jelly. That’s the only jelly we have also. There is no store bought kind. My grandma also does chair caning, which she taught me how to do a long time ago. When I spend the night with my grandparents, (they don't have air conditioner) we all go out on the back porch, and tell stories and whatnot. I'd say that we incorporate all of the old fashioned things in with the new activities in ever day life, and that makes us Appalachian. ”
Heritage and Tradition l “I describe myself as an Appalachian because I have lived my life in the foothills of the Appalachian Mountains in southeast Ohio. I speak the dialect and share the drawl. Though I am not of the deep Appalachian culture, I feel a connection with the people with whom I have grown up with and the culture that has surrounded me since birth. Those who know me best refer to me as an ‘educated hillbilly’ a title with which I have no qualms. ”
Personal Values l “My mother was born and raised in Eastern Kentucky and my father is from southwestern Virginia. I have lived in southern Ohio since birth. The culture practiced in my home was Appalachian in form and content. I teach Appalachian literature in my classroom whenever I have the opportunity. I play the fiddle and banjo. ”
Personal Values l I have known that I grew up in Appalachia since the term was introduced in 1965. I was born in 1956 in Athens County. In my county, 20% of the residents have to leave the county to go to work. I am one of them. I had to leave to find employment and was able to buy land here and settle here, but can't find work here. I am an Appalachian because I work in Cleveland drive back and forth to my home in Hocking County as I have done since 1996 when I could finally afford to purchase land there. I am discriminated against in Cleveland because of my accent and my mannerisms. Yes, they never let me forget, I am an Appalachian. ”
Appalachian Converts l “Maybe more like a ‘converted’ Appalachian. Although I grew up in NE Ohio, I have lived in Meigs County since 1980. My interest in life and the type of environment that I wanted to live and raise my kids really meshed with life in Meigs County, I have totally adapted my lifestyle to conform to the local community and environment. ”
Appalachian Converts l Many view themselves as Appalachian: “I have strong personal feelings for the region and can not imagine living anywhere else but the Appalachian region. ”
Appalachian Stereotypes l “Many people outside of Appalachia look down on us and believe we are not equal in knowledge. ”
Appalachian Stereotypes l “I live and have grown up in what is called the Appalachian area, but I (like most of us in this region) do not fit the stereotype that always seems associated with the Appalachian culture (AKA, uneducated hillbilly). ”
Appalachian Stereotypes l “Although I am a resident within the region considered Appalachia, I do not normally share the fatalistic views that seem to appear in most of its communities. I believe that things can change with an open mind, as well as more emphasis on a better education. I refuse to believe that these things can't be changed, if even at a slow pace. ”
Appalachian Stereotypes l “I have lived in Adams County all of my life. However, I think Appalachian often also refers to the way a person or community acts (i. e. dialect, customs, apparel, etc). Therefore, I do not believe I am Appalachian in my mindset. ”
Appalachian Stereotypes l A faculty member said: “I recently answered a survey about the climate of diversity at OU and mentioned that stereotypes about Appalachian residents are reinforced by comments by the faculty during class. Maybe more education for the faculty would benefit their understanding of the region and its people and be a step in the direction of building a bridge between OU and the surrounding areas. ”
Appalachian Stereotypes l "Great disparity is evident between the culture, income, and thinking of the university life and the surrounding Appalachian area. For example, OU will host regional high school basketball tournaments, but cultural presentations of Appalachia are left to local county fairs. So, each entity exists in a separate domain. "
Extended Family in Appalachia l Some respondents had extended family residing in Appalachian regions, but did not identify as Appalachian even though they lived in the area.
Extended Family in Appalachia l A student said: “No, I don't think I am. I have been raised in many different areas so therefore I am myself unique and not able to be labeled. Although, my family is of Appalachian heritage and they are in The Foxfire Book. ”
Extended Family in Appalachia l “I moved to Parkersburg, WV, when I was 8 years old but don't consider it my home because my family is from Pennsylvania and New York, so I don't feel that I fit in with the Appalachian culture. ”
Extended Family in Appalachia Another student wrote: “I would consider the rest of my family (aunts, uncles, cousins) to be Appalachian. They were born and grew up in Kentucky as did my mother. But I grew up in Columbus, which I find somewhat far from Appalachia. I am related to Appalachians, but don't consider myself one. ” l
Don’t Fit the Stereotype l l “I don’t fit the stereotype” “I don’t look Appalachian” “I am not from an Appalachian area. I'm from an upper-middle class suburb of Cincinnati. ” “I just go to school here. ”
Conclusions about Stereotypes l l l Many view selves as Appalachian due to residence or ancestry Some who might be Appalachian chose to disassociate themselves Some located in Appalachia for work or studies appreciate the uniqueness of the culture Some have want to separate themselves from negative stereotypes Who is an insider (i. e. , a true Appalachian)? Who is an outsider (i. e. , someone from another region with distinct cultural differences)?
Recommendations l l Create opportunities for dialogue and education about Appalachia where scholarship and experience can be shared. Provide incentives for infusing positive representation of Appalachians into curriculum, especially for general education requirements. Establish links for Athens campus students to learn about culture from southeastern Ohio residents and vice-versa. Provide new faculty, administrators, and staff an orientation about Appalachia that describes the diversity of the region.
Perspectives About Education Frans Doppen, Ph. D
Discussion Questions l Are there questions about our activities? l Are there questions about our learning community process?
References l l l Capra, F. (2002). The hidden connections. New York: Random House. Sherer, P. D. , Shea, T. P. , & Kristensen, E. (2003). Online communities of practice: A catalyst for faculty development. Innovative Higher Education, 27(3), 183 -94. Watts, D. (2003). Six degrees: The science of a connected age. New York: W. W. Norton. Wenger, E. C. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press. Wenger, E. C. , and Snyder, W. M. (2000, January. February). Communities of practice: The organizational frontier. Harvard Business Review, 139 -145
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