105. Globalizing Classes

Improvements in communication and information technology have resulted in an increasingly interconnected global economy. In this episode, Dr. Blase Scarnati joins us to discuss ways in which our classes can be modified to help prepare our students to productively participate in this global environment. Blase is a Professor of Musicology and the Director of Global Learning in the Center for International Education at Northern Arizona University.

Show Notes

Transcript

John: Improvements in communication and information technology have resulted in an increasingly interconnected global economy. In this episode, we discuss ways in which our classes can be modified to help prepare our students to productively participate in this global environment.

[MUSIC]

John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer.

Rebecca: Together we run the Center for Excellence in Learning and Teaching at the State University of New York at Oswego.

[MUSIC]

Rebecca: Today our guest is Dr. Blase Scarnati. Blase is a Professor of Musicology and the Director of Global Learning in the Center for International Education at Northern Arizona University. Welcome back, Blase.

Blase: Thank you. Really glad to be back with you both.

John: We’re glad to have you here again.

Our teas today are:

Blase: I’m drinking my everyday green tea. Chinesegreen tea Dragonwell Long Jing.

John: Very nice.

Rebecca: I have English Breakfast tea.

John: I have a pure peppermint tea. So, something plain.

We’ve invited you back to talk about your work with global learning. Could you tell us first a little bit about your role as a Director of Global Learning at the Center for International Education at NAU.

Blase: Primarily I work with faculty and departments, especially through our Global Learning Initiative, and the Global Learning Initiative (or GLI) is an across-the-curriculum global education initiative sited in all undergraduate programs and our liberal education program…also explicitly uses co-curricular experiences such as residence hall programming, department activities, community engagement, and so forth. And GLI established three interconnected and interdependent ideas that were all based and drawn upon long-standing campus values that were articulated as university-level thematic student learning outcomes around diversity education, global engagement, and sustainability. And so we kind of approached what global education can be in a very innovative way rather than just, like many institutions, privileging study-abroad-based experiences. We really broadened it out, and really defined it as diversity education, global engagement, and sustainability. And through that, when we were working to implement them at the department level, we really were asking departments not just to kind of hook up, to reach up, to those University outcomes, but rather recast them through the discourse in the discipline, so that departments truly would own those outcomes rather than just attend to them. We went about this after a lot of campus conversation for several years and it was adopted in 2010 by our faculty senate. Then we began to work with departments to implement and develop ways for them to think through…to create department- and program-level outcomes around those three thematic university level ones. And we used a backward design process: developing the outcomes, developing assessment strategies, and then determining sort of scaffolded learning experiences across the major curriculum. And especially with emphasis on reimagining courses; not just tossing courses out or adding courses, specifically. So how can you really get to the nub of modifying and internationalizing your particular courses. In 2012, GLI contributed significantly towards NAU earning the prestigious Senator Paul Simon Award for Campus Internationalization awarded by NAFSA. And more recently, we’ve been shifting away from working with departments and program curricula and focusing on individual faculty and their courses. And we do everything from individual consultations and dialogues about individual courses. But, most excitingly, we’ve organized a lot of large-scale frameworks that we’re calling collaboratives that bring together faculty, undergraduate, graduate students, particular programs, community members, all to kind of begin to think through how different courses different programs can really more deeply internationalize their efforts. Jean Paul Lederach, the great peace organizer and theorist has talked about large, flat, flexible, democratic platforms. And that’s what we’re really trying to pursue because, if you have a chance to listen to my other podcast with you all, we’re really focused on a lot of strategies that are based in community organizing theory and practice and that’s been my driving approach.

Rebecca: I have a question, Blase, based on some of the things that you’ve already mentioned. Can you talk a little bit about the kinds of learning outcomes that you were using for backwards design related to individual faculty. I think sometimes we have an image of what that might mean, but might have difficulty applying it to different kinds of disciplines.

Blase: Sure, the university level outcomes are really quite broad based. And they were rather intersectional in the sense that sustainability was also leaning into diverse spaces. We’re talking about sustainable communities and so forth and cultures with an idea that it can accommodate…if we built these really large boxes that lean almost into one another like Venn diagrams, then that would offer kind of the maximal amount of space for programs and departments to dialogue and think through them. And really, the individual departments…It was quite quite diverse. Some were very, very specific and targeted about really hard skills that they might need that would help them establish careers…be hired out in post baccalaureate efforts…and others were a lot broader. In the humanities, for example, they were much more expansive, and it was really quite diverse. So all ultimately address skills and competencies, but they were framed very, very differently. And the key point for us was that they were really rooted in disciplinary discourse. So, they were truly real and meaningful for faculty in the department so they could use them as tools to help their program move and prepare their students to succeed in the world that their discipline works with students to place them successfully in.

Rebecca: You do Musicology, right? So are you in the music department at your school?

Blase: Yeah, I’m a professor of musicology…music history. I do work with critical improvisation studies, popular traditions. I teach courses in reggae and country music, and jazz…and yeah, and in music. we’ve approached them in sort of interesting ways: sustainability comes about through…for example, my wife is an oboist and between global learning and lots of pressures with urban expansion in Africa, the wood that they source for that particular instrument has become quite scarce and rare. And there’s also lots of issues about appropriating other cultures’ resources and so forth. So, that’s really driven a lot of internal dialogue about what are we doing, how can we do it and what other alternatives might be available? Initially, of course, they went to oil-based solutions, you know, looking at polymers, but then they’ve been exploring other kind of sustainable woods and just ways to go about and reimagining and still achieving really high levels of performance and expressiveness, using an instrument that will allow them to do that. But again, with alternatives and there’s been real efflorescence in the oboe world around having lots of different woods being used and explored. And our theater colleagues were looking also at green ways to save energy: reusing, using non-toxic paints in their flats and their staging. So there’s been a lot of different ways. And some of its quite strategic and often overlaps with other ways in terms of economic efficiency, given tight budgets and so forth. But at the end of the day, that’s the reality. For example, we make and create and help to enable students to be effective performers and music educators, they’re dealing with audiences and the world and they have to come to terms with that. Within that is what I can contribute about uncovering lots of issues about how does music function in and as culture? And what are the resonance around whose music is being played? How’s that identified? How is it commodified? Who owns that music? Who can speak for it? And it’s a quite fraught history in the US and and European traditions vis a vis world music. But this can help unpack a lot of social justice focused issues within disciplines. Many pursue them overtly. Some that’s kind of bubbling a bit more in the background. So in music it’s been, in spite of popular culture’s music, quite forward art traditions and so forth. It’s more akin to museum systems in the visual plastic arts. So it’s a little bit quite contested in some ways, a bit behind some other areas. So it’s been useful to help disciplines turn over the field a bit and help to move themselves in productive directions.

John: What other types of experiences have been used on other departments to try to reach this goal?

Blase: Well, when the department itself has embraced the institutional imperatives of the wind filling the sail as one where one has to complete it, it’s baked into the program reviews that occur every six years internally, and so forth. And, at the same time, what’s also driven a lot of it is student demand. Just one example… our Department of Philosophy went through this process…and all dear friends, but it was a bit pro forma. And, you know, it wasn’t necessarily the deepest engagement compared to some other departments. But a couple years later, they came back in and wanted to re-examine and reestablish new outcomes for their program to really deepen their practice and their thinking. The discipline had changed, and there was a huge student demand. Once they started opening opportunities in courses and uncovering these issues, like linking it more close to the bone of what’s gone on in philosophy courses, then students were really driving that change. So, really, to kind of get to the nub of the matter when you start talking with a colleague, and they’re saying, “Well, how can I do this in my class?” And that’s always a very, very interesting conversation because in some ways, it can be challenging because they may be frustrated, they see where things are…the state of the world. They’re driven by their own passions and values, their disciplines also, and sometimes bringing that to bear within a curriculum that they may have inherited from someone else in the department over the years, or a particular course, then how do they go about working their way through that? And that can be a very, very rich conversation.

Rebecca: It sounds like that’s the conversation we should have. So, Blase, how can I globalize my classes? [LAUGHTER]

Blase: From my perspective, there are two ways to go about globalizing your course. First off, there’s no need to scrap it, throw it away and start over. No one’s talking about doing that. There are two approaches. One is to work within the existing outcomes for the course. And the second is designing additional outcomes for your course that specifically address why your students should be globalizing their work. That might be a formal outcome that you place if you have the latitude to add that to your course or an informal one that can help you frame your thinking. So in the first one…working within the existing outcomes. We would have a conversation and frequently would just…first off, get off campus…go someplace and have coffee. You kind of break down the routine of this is me in my role, you as a faculty member in your role…I mean, I’m a faculty member too, but I come to them within this other frame…and get someplace where you can begin to think and imagine and begin to talk about what have they always really wanted to do in the course around some of these issues. So, how can you take those outcomes and find ways of moving the learning and moving and modifying learning experiences…projects…what you do…what you read…what you think about…what you discuss in the class… so that it has a more global dimension. And some of that can be shifting readings, shifting the locus of activity or thinking through a problem and where it’s sited, and then helping your students that may not have a lot of experience in that discipline, thinking about those things. So, helping them understand how you really think and work within that discipline with these issues. So the first one is the easy one: where can you substitute? Where can you supplement? Where can you modify? What can you change? The second one, it kind of gets at things at a deeper level and probably something that’s more impactful. So, if you design your own courses’ outcomes, you’re really going to have to think through: Why are you doing this? What will it enable your students to do? To what purpose? …and, given the restrictions you might have, that might be just lurking in the background, helping you make decisions about what you want to alter. What new sorts of ways of doing and knowing that you want to explore with your students, up to you just add it as another outcome and discuss it with your students as you walk through the learning outcomes in the first day when you go through the syllabus quickly and begin to consider what are we going to be doing in this class and why?

John: When faculty have bought into this, how have they responded?

Blase: Most are really, really enthusiastic and people tend to seek this out if they are aligned to the overall goals of the project. In the early days, sometimes we had reluctant departments or departments that there wasn’t a working consensus to move forward in any particular direction. And those were more difficult conversations. These days generally working with individuals or departments that they’re highly aligned with this. So it’s a matter of what more can we do? How can we do that? And the restrictions aren’t about globalizing the course or trying to internationalize different activities or projects. But, often it’s how can we do this with little to no additional economic support? So we can’t buy resources…we can’t send our students necessarily independently out. And then how can we expand where our curriculum is, and I can introduce them to colleagues in the Center for International Education and we operate not by using a service where our students pay and go abroad using a services infrastructure. Like many places anymore, we have individual departments…have reciprocal agreements with other universities that our students would go and take a range of courses in the study abroad experience and they would come back. They would transfer right in. Students are not going to be missing any time in their progression towards a degree. They pay our own internal tuition. So their scholarships and financial aid cover those expenses. We also have a very generous level of support for travel for those students in need, especially in economically challenged groups. So, there’s a lot of infrastructure that the department or the individual faculty member may not have. But we can begin to put people together in a broader network to help them as an individual faculty member achieve aspirations or collectively as a program, or our whole department. Oftentimes, it’s frequently very, very exciting because, if you kind of are talking at that level of what have you all wanted to do, then let’s figure out a way to make that happen. That’s a very catalytic encounter and a catalytic discussion because it’s full of possibilities. I always try to shift the conversation to what else is possible? What have you never had a chance to do? Don’t worry about the 1001 reasons not to do it, they’re always there. But let’s figure out what that is, then we’ll go and figure out ways to remove the barriers or to provide the resources if we can. So, it’s usually a very satisfying work. And it’s usually a very uplifting conversation, because people take that energy inside and really begin to spin it. So, they’re lit up, and how excited they are infects others in their networks and groups and it can kind of feed off of one another. And much like we were talking about earlier conversation, if you get enough activity going, and you begin to saturate the airspace as much as you have the latitude to do, you can create a locus of gravity that starts to pull others in. And that’s just based upon your active network of folks that are collaborating together.

Rebecca: Can you talk about some specific examples that you think are really powerful implementations of globalization of a class or a curriculum?

Blase: Sure. One early example that I use to open up conversation with departments because I usually would go in into a department meeting and here’s what this project GLI is all about. And then “How do you do it?” That’s the next question. One really great example was out of our civil engineering department, we have a big school of engineering of civil, electrical, and so forth. And they often have core courses that all of the different threads within civil engineering would take together and one of those courses had a bridge building project. So, it had two major components. One was you need to design the bridge. So, you need to do the mathematics…the engineering of a bridge that will span a particular distance…that will carry a particular load…and then the materials and construction management side of that. So, then how do you actually actually create that bridge. So, it was actually a semester-long project, and it was quite complex. On the surface, that sounds fairly easy, but it is very real world, because that’s what these students would do when they leave. And they would join a construction corporation and they would be building bridges and other types of projects. So, engineering wanted to globalize that project. They thought this was one place where they could really make an impact. The faculty sited the bridge building project in Kenya. And that’s a country where we have a lot of reciprocal programs and our engineering students are working and taking courses and working in programs there. So, it still addressed the very technical side of what was needed in the course. So they still design and engineer a bridge that carries load…that spans a particular distance. But now that it moved the construction and the materials management into an international frame, and in a particular country, where there are infrastructure issues. How do you ship and transport or source locally materials. And again, that actually aligns absolutely with what their students need because their graduates are getting hired by major international corporations that build projects all over the world. So, that actually gave them a richer set of tools that came out of that learning experience. So, they accomplished everything they needed. Plus, they were able to internationalize it in a way that helps students develop tools that were even more necessary, and actually more salient to their success in the future. I think that’s a very, very quick, powerful little story that gets a “How can you take something and make some changes to it, that actually brings more to it?” So it doesn’t just globalize, but it actually opens up a set of possibilities and experiences that are multiplied. So, it’s not just here’s one way that we can do this to globalize this learning experience. But then, how can we, at the level of outcomes truly, how can we develop a richer set of tools that our students can use to succeed as they go out and seek to build a richer life?

Oftentimes inertia and perhaps a department, for example, or group of faculty, they may think it’s a good idea, but they don’t see a ready quick access point. Civil Engineering, they saw it almost immediately. And they said, “Well, we can do this.” And then it led to “Well, what if we do more of this? How about if we went here, as opposed to there…just so they move down the road pretty rapidly. For example, with Physics and Astronomy, we had a chair that was actually part of our planning group that helped design the whole Global Learning Initiative. And she was very, very interested in wanting to help move the department in this direction. And they were quite split. And it wasn’t just the astronomers versus the physicists, but it was actually a more generational split and that was just peculiar to their department at the time. So, there were a lot of very senior gray lions that really didn’t want to go in this direction. They thought it was counterproductive. They thought it was beside the point. And so that opened a lot in a very long conversation. And over five years or so, there was some change, retirements and so forth. And younger faculty and then the rising senior faculty began to have conversations about what it can be within their context between physics and astronomy. And we’re lucky we’re adjacent to a number of indigenous nations, the Navajo Nation, which is as large as all of New England for goodness sake. Within that’s the Hopi reservation downstate, various Apache groups, and it’s a very rich international space that way. So colleagues in Physics and Astronomy started working with colleagues in the community college system on the Navajo reservation. And so they started bringing in traditional knowledge holders. So, within astronomy, they started offering courses around indigenous cosmologies. So, they were actually helping their students to think in very different international ways using different frames for how do you conceive the founding of the cosmos, and the workings of all that is out there. Even the most rigorous, focused astronomer that is working in radio astronomy, or some other variation of across their wide range of disciplinary practices, then they’re beginning to open up what’s possible, how and what does it mean to be talking about these things? And when I know that I’m talking about it through my contemporary U.S. international sort of frame, that’s one frame. And there are other ways that might be useful to think about the facts, the activities that we do, and what the information we receive. And then what does it mean to put it together in an argument and an explanation. And by thinking through other cultural dimensions that expands their abilities to do that imaginatively, creatively. I come out of the arts, so I’m kind of hard wired to want to do things very improvisatory creative ways. And from my perspective, the more we can all think about, how can we be catalytic and creative in our own disciplinary work? I think that’s the exciting place because it shifts you, not from the core to the periphery, but oftentimes to willfully and intentionally walk to that edge, where your discipline is interacting with all these other disciplines. And that’s a very fruitful and very exciting place to be, because that’s where new knowledge can come about really quickly, as you begin to fuse and think differently and expanding what’s assumed. For me, that’s personally and intellectually this very, very exciting work. And believe me, I can’t follow the details of my colleagues in physics and astronomy when they start unpacking things, but I can get and be really lit up by the direction that they’re going, and their excitement and what they’re seeing as possibilities. Because once colleagues find that this is a fruitful path, then that leads much like we found with physics and astronomy, and certainly the example from engineering, that leads to “what else is possible?” So, you just keep opening and opening and opening. And that’s where we all want to be, especially in a time when most or institutions are getting squeezed in terms of economics. That’s a very empowering place to be.

Rebecca: You’ve mentioned this is a fruitful place for new knowledge. That seems like a good transition to thinking through the lens of students and seeing the world in a different way.

Blase: Yeah.

Rebecca: Can you talk a little bit about some of the student impact that you’ve seen, or maybe even a specific student or a specific story that might help us envision how this plays out?

Blase: I work with faculty who work with the students, but I just get that energy and how they’re able to create new things. And then especially as I see colleagues being able to morph and continually transform what their course is, so that it’s not just, we take something static, we’re going to do some window dressing, and job done, and that’s good for another 20 years. But, once you start moving the pieces, that energy, that motion, that kinetic sense just keeps going and flowing, and students are really excited about it. And what I hear are those more collective pressures to do more. And we have some assessment too: that we had over 80% of our undergraduate programs in just three years out of 91 of the programs at the time, complete the program level GLI process that comes with outcomes assessments and a curricular map of learning experiences. Study abroad, because what we did was we talked to study abroad and asked the departments to position a semester in the program in their sequence of courses where students could go abroad, take courses at institutions that they have confidence in courses that they’re taking, and come back so they’re not losing any time towards the degree. And we saw 136% increase in the number of students going abroad over eight years between 2011 and 2018. And also those students that went abroad, I owe this all from my colleague, Angelina Palumbo, the Director of Education Abroad here in the center. But students that go abroad also have a 87% graduation rate, which is about more than 10% higher than our average graduation rate, which is not bad, but still, that’s quite impactful. Everything from the example when I was talking about colleagues in philosophy, where once they started opening up some of these issues and giving voice to them, their students were asking for more. That’s sort of the level that I encounter.

John: Was the expansion in study abroad programs due to the global initiative.

Blase: Well, I mean, you know, it’s kind of a chicken and the egg thing. We had a new senior international officer (using the jargon, SIOs), Harvey Charles, who was a really, really innovative colleague. He was our SIO. I was working with him. We brought a whole bunch of people together. Basically, he established a presidential task force to help to internationalize the campus. The President was behind that. And working with Harvey, we brought from two or three of us that were focused on curriculum. Out of that task force, we invited 40 colleagues to come together to draft this Global Learning Initiative. And part of that was a concerted effort to expand study abroad. But what had been holding it back was the very things that we were able to address through the curricular side of GLI, that there was many programs didn’t have a targeted semester where their students could study abroad without falling behind. They didn’t have any particular countries or institutions that they had reciprocal relationships and confidence in their curricula. So, it was all at the same time, everything coming together. But the details of how many positions were added it actually tripled the number of positions working in education abroad. But again, that was in response to the huge increase of number of students that were going from our campus. And then also they were busy recruiting international students. We have a couple of thousand international students on campus. And that’s other parts of the infrastructure within the center that GLI wasn’t directly related to or focused upon.

Rebecca: You talked a little bit about economic barriers being a barrier for faculty and making change. Did you come across any other barriers other than maybe you talked about generational differences too?

Blase: Yeah.

Rebecca: Were those main barriers or did you see faculty coming up against some other barriers that they had overcome?

Blase: Some disciplines are just really deep…their disciplinary ways of thinking and knowing they’re highly aligned, right? They’re there…sociology, politics, and international affairs. There really wasn’t much of a discussion in terms of, they’re already doing a great deal of it, then let’s maybe see what else is possible. For a lot of other individual faculty, when we talk to them, or programs that are thinking about picking it back up…it’s kind of a reluctance either, like we’ve talked about before, I’m not sure how to go about moving and making further change, and/or this is a time when everybody is really stressed. On our campus, we’ve lost 60% of state funding in a decade, which is a radical truncation of our support. We’ve shifted to pretty much tuition-based funding, and that’s created enormous pressures…that level of tenure density has plummeted. So, there are a lot of lecturers and a plurality that’s a one-year non-tenured position here on our campus. It’s created a lot of internal pressures and schisms and issues and many faculty don’t have the additional emotional capacity to want to willfully step forward and say I want to create more change and uncertainty and chaos in what I do. When I was referring a little bit earlier to inertia, it’s not just intellectual laziness, it’s often just exhaustion. What’s happening nationally, I think has been exhausting many in the academy, and our politics, the level of incivility that’s increasing and rising on campus. Arizona… you just have to have one person agree in a public forum so that you can videotape and that could be the person behind the iPhone, if they’re agreeing to do it. And that’s all this needed. And of course, these courses and classrooms are public spaces. So, we’ve had lots of faculties classes being put up and being pilloried by different websites, various political perspectives, and some of its been in the Chronicle over the last couple of years. So, it’s been a challenging environment. There are many things going on that are tapping people out. But, for me, what has been the thing that always allows us to continue to succeed? If you’re talking about very mechanical things, or this is an obligation…we need to achieve these program outcomes, that doesn’t stir many people’s souls. But, if you actually have, in advance, thought about how can you position your initiative so that it’s focused and grounded in the values of your community, your literal community or your institution, then people can connect in ways that aren’t just focused on disciplinary interest or compliance. You know, you’re tapping into their heart and what they care about as a person and what motivates them. Again, sustainability in my own discipline of music, there’s a discourse there, and there are ways that one can think through it. But those colleagues (and I count myself) that are very passionate about the future of the planet, we’re motivated to do much, much more, and we’ll seek that out. So amid all the turmoil and depletion of energy and the exhaustion, if you can find ways to shift that conversation into this catalytic space that talks about possibilities, that taps into what people believe and what they value and what they care about deeply, then you’re feeding that conversation from a place that will enrich and nourish rather than just take away, exhaust, and grind you down into submission.

John: We always end with the question, what are you doing next?

Blase: Well, what I’m doing next is continuing on and more and more explicitly going back to the well of community organizing methods, strategies, and theory to help us come together collaboratively. For me, faculty on our campus, and I know a lot of places, feel increasingly radically disempowered either by state legislatures, distant boards, priorities that may be economically driven or politically motivated that are not aligned with where many faculty are themselves. And we tend to wait until we grow quite gray for change to come from the top. So, I’m a firm believer of coming together with colleagues to focus on what’s possible, what can we do together, and actively doing that. And good administrators will be happy to jump in front of that train and take all the credit they want. God bless them. But, just what can we do together to make this a better place, a richer educational space for our communities and for our students? That’s largely pretty much everything I’m doing. Of course…presenting, publishing, writing and more writing, but like everybody else, that’s the thing that really kind of keeps me lit up.

Rebecca: Thanks for joining us.

John: Yes, thank you for joining us. That was a very good discussion.

Blase: Very much appreciate it. Thanks so much.

[MUSIC]

John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.

John: Editing assistance provided by Brittany Jones and Kiara Montero.

101. Change in the Academy

Change in higher ed often occurs slowly. In this episode, Dr. Blase Scarnati joins us to discuss how community organizing strategies can be used to formulate changes that can be supported, or at least not resisted, by all stakeholders.

Blase is a Professor of Musicology and Director of Global Learning and the Center for International Education at Northern Arizona University.

Show Notes

Transcript

Rebecca: Change in higher ed often occurs slowly. In this episode, we examine how community organizing strategies can be used to formulate changes that can be supported, or at least not resisted, by all stakeholders.

[MUSIC]

John: Thanks for joining us for Tea for Teaching, an informal discussion of innovative and effective practices in teaching and learning.

Rebecca: This podcast series is hosted by John Kane, an economist…

John: …and Rebecca Mushtare, a graphic designer.

Rebecca: Together we run the Center for Excellence in Learning and Teaching at the State University of New York at Oswego.

[MUSIC]

Rebecca: Today our guest is Dr. Blase Scarnati. Blase is a Professor of Musicology and Director of Global Learning and the Center for International Education at Northern Arizona University. Welcome Blase.

John:Welcome.

Blase: Yeah, thanks so much, John and Rebecca. I’m so very happy to be here with you.

John: Very pleased to have you. Our teas today are:

Blase: I’m drinking my daily Chinese green tea Dragonwell Long Jing

Rebecca: Yum, Jasmine green tea,

John: I have Tea Forte black currant tea, again.

Rebecca: So we wanted to talk a little bit with you today about using organizing strategies to make institutional change. Change in colleges and universities, as we all know, can be a very slow process. [LAUGHTER] And you’ve worked on some ways to overcome this. Can you talk a little bit about your approach?

Blase: Yeah, we found that using community organizing theory and practice can be really a very powerful way to build a collaborative consensus for change. And especially around working to bring together folks around curricular change across campus, and especially across diverse units and disciplines. We adapt the work of political theorist Harry Boyte, who’s in Minnesota and I’m lucky to work with Harry quite a bit. He’s one of the founders of the field of civic studies, and his concept of Public Work, which is really a route that the citizens are co-creators of the polity. So that’s a very, very powerful idea. So everything that we have done here to bring about change is grounded in flat democratic practices, so that everyone is an equal collaborator, and co-creator in any sort of initiative. And again, at no surprise to anyone, that often runs counter to the hierarchical organizations of the Academy. So it can create a little dissonance, but it keeps the blood flowing. So we’ve used key community organizing theories and practices, such as power mapping, to understand the formal and informal power centers in your institution. And these are the people and committees and units that you’re going to need to work with to bring about change. So, one-on-one meetings, to build public relationships and coalitions and alliances towards common goals, especially with people that you don’t know, and cultivating practices of mutual accountability, learning to strategize action, and especially working with the well known cycle of organizing which mirrors our academic practice of research: where you do research, planning, action, and critical evaluation. And they ceaselessly follow and inform one another. A really good primer for all this kind of work, if you’re interested is Ed Chambers, the longtime head of the Industrial Areas Foundation (IAF), a really powerful community organization that’s been around since the 40s, and the work of Saul Alinsky. His books, especially Roots for radicals: Organizing for power, action, and justice a continuum of books from 2004 and their multiple editions, is really particularly good.

Rebecca: I have a question. How does a faculty member of musicology come to this work?

Blase: I’ve wandered quite far afield and while I still publish and present in musicology, especially critical improvisation studies, jazz and reggae, and even country music… became involved in our liberal education program…. and in our faculty senate, been faculty senate president… was hired to be our founding director of our first-year seminar program, which I established, and started collaborating with newly hired, endowed chair, Rom Cole’s who came over from Duke University, he’d been there for 20 years. And we started collaborating around this community engagement methodology. And we kind of situated it in with working with our first-year students and community members and ultimately it proved to be quite successful.

John: Many systems have a whole lot of bureaucracies that are designed to thwart any type of change. Could you give us an example of perhaps how you work through that first- year program? What was the issue that you wanted to address? And how were you able to build that coalition and work towards that goal?

Blase: We’ve used community organizing strategies actually here on campus, I’ve worked with a number of folks around a couple of different initiatives: one’s the first-year seminar program, another with my colleague, Michelle Miller, who you’ve had on as a guest a number of times, and in our first-year Learning Initiative. And that’s more focused around kind of key gateway large-enrollment classes and changing the pedagogy to create much more interactivity. And the first-year seminar program as well, they were both really founded to help us really increase student retention. And also, I’ve done a lot of work around global learning. And we have our Global Learning Initiative, which I helped to co-create in 2010. And that’s an across-the-curriculum initiative where we established three themed student learning outcomes for all undergraduate programming in our liberal education program around diversity, sustainability, and global engagement. And they’re grounded in long standing campus values. And that also proved to be pretty successful. Just back to your question, though, around the first-year of seminar program, we were able to pull together some initial seed funding to establish a series of action research teams, which is kind of a framework we pulled up from K-12. But they were flat sort of umbrella organizations where we had students from multiple course sections coming together, and with graduate student mentor who had some background in training that we provided to them. So, work with community partners. So, we were trying to shift the boundaries of where the university was to embrace those deep centers of learning and knowledge in the community. And to create these sort of flat reciprocal learning spaces where faculty can learn from community members and students can teach. And everyone works around issues that fundamentally the community itself has identified. So back to Harry Boyte, who I mentioned, there’s kind of a spectrum of civic engagement. And a lot of what happens in the university and in the academy is labeled service, where they’re good projects that individuals, especially in the university identify and they go out in the community, and they do good, well enough, but this is kind of the other end of the spectrum, that public work corner of things where the work is at root, political… in the sense that has real impact on real people’s lives. And the only way that you can kind of move into that collaborative space is to have the community itself really determine what those issues are, that really are of concern. And so we were dealing with immigration… we’re here in Arizona… weatherization… water issues… food issues… a range of very powerful, impactful issues, and also working with elementary schools in town too, where the students would identify issues in their communities. Sunnyside neighborhood, for example, has a large undocumented population… there’s diabetes as a big issue… and also a large off-res native population as well. So it’s very, very invigorating work, it takes a lot of time, but the results can be quite, quite powerful. And it actually starts to attract and generate a lot of interest with colleagues and others.

Rebecca: You mentioned the gateway courses as well, at this first-year level and I heard something about changing the way faculty are going to teach? Sometimes that can be a challenge to get faculty to change. Can you talk a little bit about how you got the community on board… like the faculty…

Blase: Sure.

Rebecca: …to buy into the idea of changing their practices to be more effective, and how that was able to go through a systematic change throughout the institution?

Blase: Yeah, there was a lot of kind of the root method that we used in the first-year Learning Initiative with my colleague, Michelle Miller was that we had a target list of key gateway classes, I think, as I mentioned before,like Bio 101… traditionally, very, very large enrollment… they’re just the foundation courses that you need to get through… they have huge impact on a range of different majors. And traditionally, they’re taught in large lecture halls… you know, PowerPoint slides, and so forth. And the DFW rates were really quite, quite high. And also then, consequently having a really negative impact on progression to graduation and retention of students. So we started to work very, very collaboratively with those faculties. We talked to departments, we had a lot of one-on-one meetings with important colleagues, we kind of did some power mapping… and again, tried to figure out who are the people that we really need to be talking to, to ensure that when they start speaking about this issue, then their colleagues will pay attention to… or those that actually make decisions, in perhaps the hierarchy itself. And we spent a lot of coffee-shop time, so we would get off campus intentionally… you know, meet in their office or your office, you just kind of break the whole sort of standard thing, and you move yourself into a different space. And a lot of times working with these faculty, they’re kind of straitjacketed… I mean, they just have to get from point A to point B, the end of the semester… punch the ticket, and they have active research agendas. So how to really re-engage them deeply… and one of the most powerful ways that we found were to kind of work with groups of faculty around a single course, and especially with the idea of really kind of developing a syllabus of practice. So there’s kind of a common broader agreement about what this course might mean… what Bio 101 might mean over 11-16 sections, with maybe eight to 12 different faculty members. One of the key questions that we always ask when we meet people individually, or even in small groups, is “What have you always wanted to do?” There are a 1000 reasons never to do that, right. There are financial reasons, time reasons, resources, and manpower to help you do grading and so forth, and we were able to come in with some funding for peer teaching assistance, and just help to open that space up. They may be stuck in a large lecture hall. But yes, you can have students turn to the folks to the right and to the left and start to engage in a conversation. There are just thousands of different sort of pedagogies that can be really quite impactful, to kind of break down that “Just let me talk to you continually.” And the literature is really just filled with them. But I think from my perspective it all kind of grew from “What have you always wanted to do?” So you can really break through all the reasons not to, to touch the passion that is in most of us in the academy, and to really help folks connect to that and have that passion, drive that change. So they own it. It’s not my passion, it’s not my program, it’s not my funding… to try to achieve something that people will dutifully participate in. But now they own that process. And kind of another subtext to all of this… in Arizona, for example, in our institution, in about eight years, we lost 60% of state funding. So there were some radical realignments of what we are as an institution. We have 38,000 students, so we’re not a small institution, we’re one program short of Research 1, so it’s a very active community and campus. But at the same time, people felt the walls closing in. And they really felt a strong loss of agency. And they really couldn’t affect events. So one of the things again, in my vantage and perspectives gained working in the Faculty Senate helped them inform this as well. But we really decided that we’re going to focus on curriculum from the faculty side of things, there was great alignment with administration at the time, which was great. So from a faculty perspective, we own curriculum, that is our province, and our institution as part of our faculty constitution. So curriculum can be that space to really re-empower, reinvigorate and get people excited again, because fundamentally, they own it. And often, we’ve kind of deeded and passed things over either to administrators, or just let inertia take hold and carry things forward. Again, there was a confluence of interest in sort of a Venn diagram, if you will, between administrative interest around retention, the DFW rates, and a couple of these different initiatives that I was positioned in and the desire to reinvigorate faculty agency. So that also became a very powerful driver on campus.

John: If someone wanted to do this type of approach to make some type of change on their campus, how would you go about starting to develop that power mapping?

Blase: That’s really key and fundamental, because you have to really understand who and what you’re going to be confronted with, once you start to talk to colleagues about things that are of mutual interest. And there are a lot of different ways to power map and the Industrial Areas Foundation way, that I mentioned in Chambers’ book earlier, it’s really particularly useful. So, power mapping can help you determine where are the centers of power on campus and within that where is our support for any particular issue? And where’s the the opposition? And who do we need to engage in critical conversations, to move an agenda forward? So within all that, who are the key decision makers? And the formal decision makers, they’re easy to find… they’re on the org chart… they are in the committee structure. But the informal decision makers are much more difficult to determine. And that takes a lot more time and it’s actually a bit more nuanced. And a lot of conversations, especially outside of your usual circles are going to have to be pursued to help get a sense of who are those folks that when we’ve mentioned before, when they say something, or when they offer an opinion or offer their support will bring others along? How will the decision to adopt a particular issue be made? And again, the formal and informal decision making processes… and to build a coalition you need to determine who are potential allies? What motivates our allies and friends? And what risks are they willing to take? So, where are the lines? So that you can really always be positioned in the most powerful way to help move the agenda forward? Another part of that coalition is really who owns this issue on your campus? The Global Learning Initiative, like I mentioned, tapped into very long standing campus and are actually community and regional values around diversity and sustainability, and global engagement. Diversity on campus have Ethnic Studies Program, or Women and Gender Studies program, we have a set of commissions on campus that are very interested in promoting these… Commission on Ethnic Diversity, the Commission on the Status of Women, the Commission on Diversity, Access and Design and so forth. They’re all interest groups that have a strong say, and rightly so, have deep, deep expertise around these issues and want to be involved in any conversations. So, who do you need to talk to before you start? What kind of support do you need to bring this all about? Who will our action upset and at what costs? And then finally, the opposition… who will oppose us and why? And it’s really important to understand why because at some point, you need to try to get the opposition to a point where they’re not actively opposing you. They may they never be a supporter, they may never be leading the parade, but getting to a point where they’re just not going to just block and lock things up completely. So, what are their interests? What motivates them? What’s their relative strength? And who are their supporters? And once you have this map of supporters, potential members of the coalition, those an opposition in your institution, then you start reaching out, and building those public relationships. You go out and have coffee, you spend a lot of one-on-one time with folks, not to become their friend, but to establish those common interests that you have around these issues, even those in opposition. Where’s the common ground that you can build upon? Ultimately, at the end, end of the day, that’ll help lay out the pathway forward. But I want to talk about one-on-ones just briefly… Classic community organizing is that you just don’t meet with every possible person, especially with time being short, and you’re wanting to move an issue forward. The critical people are the ones in your power map, those that have actual decision-making powers and have influence. So, classical community organizing methodology is you’ll only usually meet with leaders of groups, because those leaders can bring the group along. Always keep that in mind. Sure, you meet with anybody that wants to meet with you. But, strategically, really make sure your time has maximum impact on things by always talking with people that can bring others along and can persuade, and ideally, they embrace… they own the set of issues. And they’ll be the champions. From my experience, that’s where a lot of the power comes from.

Rebecca: Blase, can you talk a little bit about how you identify those informal decision makers or those informal influencers?

Blase: Yeah, that can be rather difficult. At the same time, if you’re not already out, and a member of your broader faculty polity, if you will, where you’ve been able to come to know a lot of different people from across various colleges and units and programs, then you need to start talking with those people that have done that. So that can be part of your power mapping too. They can help say, “Well, you know, you really need to talk to this person, because when they speak people up and down the hallway will listen; when they get up in the faculty meeting, everybody will give them the benefit of the doubt.” Those are the kind of folks that you want to start talking with, and try to see Is there a resonance between your issue and the group that you’re working with and their priorities, and ideally, move that conversation as quickly as possible, up to 30,000 feet. Talk about common values that you have collectively, as faculty, as an institution, as community, because once you start getting into disciplinary ways of doing, then you can easily get mired in a turf battle. But if we talk about what’s common among all of us, it’s a lot easier to help pull and to submerge a lot of that trench warfare that we often discover miring us in the academy when we try to do anything.

John: At the start of our discussion, one of the things you mentioned was reaching out to students and to the broader community. That’s not something that always happens in curricular change.

Blase: Yeah.

John: How have you gone about doing that? And how has that added to the effectiveness of the change?

Blase: These days, I mostly work around global learning and with colleagues around those diversity, sustainable and global engagement values and issues, especially through the curricular frame. When this all started our Global Learning Initiative in 2010, it was based in programs and departments. So, it was a very formalized process where there were department teams that came together and worked on outcomes, and we used backward design and doing curricular maps to achieve the outcomes, and so forth, and assessment. But these days, as we continue to turn the wheel, we’ve begun to organize broad collaboratives around diversity, sustainability, and global engagement. Within them, we invite community members and invite graduate students, undergraduates, to come and begin to dialogue across departments, across disciplines. Just fundamentally, the strongest way to have something change in a hurry is have students and moms and dads begin to push that issue. That’s what ultimately will really move things and, to a lesser degree, the broader community. But just from my perspective, community members and students bring all sorts of pools in knowledge and abilities. For many of us, it’s a difficult issue. faculty were often caught in our frame of being credential. So we need to allow and basically cede control to this larger flat, democratic space where consensus can be built and really wonderful ideas can bubble up, it seems for administrators that can even be more of a challenge, to let go and trust your colleagues, that they’ll really do the right thing, without trying to put your hand in the back of the mannequin, and help to steer where things are going without being seen to do so. So from my perspective, the broader the group coming together to dialogue around curriculum, I mean, community members will really be talking about real world impacts and real lives, students will be talking about their aspirations: what do they need to really, from their vantage to be successful in life. And then faculty, we have our strong and deep disciplinary ways of knowing and doing, that we can help to shape and bring that together into a curriculum that can begin to capture really all of that.

Rebecca: So you talked a lot about bringing people together to form a coalition around some common ideas and values. Once you have that group of folks together, what do you do next, actually make the change happen. So you got people on board…

John: …to move it down from that 30,000 foot level to the nuts and bolts of actually moving forward.

Rebecca: Yeah… and be practical.

Blase: From my perspective, it isn’t you establish a group, then you go about working. It’s actually a continuum of work and practice. So you’re always recruiting new people, you’re always bringing more folks into the coalition. And that’s the big open set of doors, right? That’s the value. That’s the excitement. That’s the energy for change… the new thinking… and then concurrently, you keep working through how are we going to bring this to pass? At a certain point, you can tip everything, and you’ve recruited the key decision makers in the formal power structure, you’ve co-opted the curricular system, if you will, in a positive way. Because it’s our curricula system. But you build enough consensus that things begin to happen easily. So in my experience, it’s a dynamic continuum. Oftentimes, in the academy, many faculty like to put together maybe one course, or we do one initiative, and we work on it, and we do it really well. In my experience, what’s really succeeded, working with colleagues, is establishing almost a vortex of initiatives. A colleague of mine, who I’ve done a lot of collaborating with, Romand Coles, who came from Duke, he’s now most recently from the Social Justice Institute at Australian Catholic University in Sydney, we’ve written a lot about how to do a lot of this sort of stuff. And that’s all based on kind of civic engagement and agency programming for first-year students and others. And if anyone’s interested, they go on my academia.edu site. And you can find all of those articles. But he’s really fascinated by, coming out of biological sciences, the concept of eco tones were two sort of different biological systems, where they cross and where they meet. And that’s a very fructiferous and rich zone full of potentiality. And it’s a very exciting place to be… much like in the academy, oftentimes, the cracks between disciplines… exciting work and happen there. We tried to always sit and find that kind of eco tonal spaces, if you will, and really push and, instead of doing one project, for example, in our first-year seminar Action Team project, we set up 16 different umbrella organizations. Within each, they had multiple different working groups. Some of them lasted multiple years. Students took ownership, they developed their own leadership structure, working with community around very powerful issues I was discussing earlier: immigration, water issues, the undocumented and so forth, and others would last the semester. From my perspective, you want to saturate the airspace with activity. So back to what we’re talking about, as you’re organizing around an issue, you want to generate as much activity as you can… you kind of get a swirl of activity going, it becomes a locus… a center of gravity, that starts to pull others in, because “Hey, something’s happening, this is exciting.” What’s going on? There’s change, my gosh.” In the academy change is the rare animal, right? We don’t engage in it very much, and especially change that can touch people’s passion, beyond just disciplinary work and practice. So that can be a special pocket to try to position yourself in.

John: You talked a little bit about the first-year seminar program. Could you talk about one of the other things you’ve mentioned in terms of local issues, such as immigration, or the undocumented? What types of programs were put in, and how have they been working?

Blase: Yeah, I’m not working with our first-year seminar program any longer. It’s deeply political work. And as we changed presidents and wind s shifted, and the legislature became much more activist, sadly, our funding was cut. I mean, at the high point, we had 600 students working with more than 40 community partners each year, and we were showcased at the Obama White House in 2012. So it can be very strong, very, very powerful. There are a lot of really powerful pedagogies that you can help students… usually you never do this with first-year students, this is usually a senior project. Because first-year students are thought to be undirected, not to have that many skills, but they really can develop these skills quickly and develop voice, which is often what we were trying for. So developing agency… sets of tools to how to bring people together, and a voice in a sense of where as their particular passion, just key pedagogies or just democratic decision making in the classroom. While you may come in and have a framework around a set of issues, you might have the relationships with community members, and you might have a sense of the types of activities you want to do. There’s enormous latitude for having the class make decisions in common and the literature is replete with all sorts of ways to go about this. But just establishing that kind of democratic decision making on day one is really, really critical. We also use public narrative, which is created by Marshall Ganz at Kennedy Center in Harvard. And it really helps students begin to find their voice and agency through a couple of different steps where they start out with their individual story of themselves. They connect with others and what motivates us together as a group, the “us” collectively in the class and the community and provides an opportunity to strategize common action and going forward in the now. So there are a lot of different ways to go about this. But there’s some really good frameworks that help you do this. We’ve talked a lot about that collective way of bringing faculty and others together. But again, it’s the same set of democratic flat principles at work, even in the classroom. But you’re talking about specifics, and maybe just to kind of do a little quick validation. So the Global Learning Initiative that we mentioned, in three years, we were able to get 80% of undergraduate programs out of 91 programs in total at that time completed in our process of developing outcomes assessments and curricular map of learning experiences in study abroad because one of the parts of the Global Learning Initiative was to provide an optional semester that students could study abroad and not have them fall behind. So they would work with our Center for International Education and the center would develop reciprocal exchange relationships, and especially placing students in courses that our faculty had confidence of the experience, and data from Angelina Palumbo, or Director of Education Abroad here at NAU, we saw 136% increase in the number of students going abroad in over eight years from the beginning of that initiative until almost a decade later. Basically, those students that were involved in study abroad had an 87% graduation rate, which was 30 points higher, I think, than our average. The first-year Learning Initiative, my colleague, Michelle Miller, and I have written about FILI and how to do it and some of the impacts and you can find an article that she and I published on my academia.edu site.

John: Could you give us an example or two of how one of these programs was structured in practice?

Blase: Well, for example, in our first-year seminar program, we established an arts through all mediums action research team. Again, I’m Professor of musicology, so this was all very performative. We have a number of different courses, talking about public art, political art, visual sound art, poetry, then so the early days of slam poetry. so we had students organizing slam poetry events, and had hundreds of students attending it. We had the curriculum created for the first-year seminars, they were all topics courses, so we could easily populate a range of different topics. We were able to pull in allied faculty to teach them. The faculty often had community partners they are working with, or we had others who were working with and have established relationships with community… and others were able to kind of join in and piggyback on them. And key to all of this was embedding assignments that deeply foregrounded working with community as part of a class. That this kind of work, doing research with public and through publics was equal to any lab type research activity, or archival research activity that are done more traditionally. So, at least there’s a parallel sort of relationship. So faculty, were doing research with students. Students were doing research with community members and knowledge holders, creating multi generational experiences. So everything from K-6th graders all the way up through Navajo elders, and so forth. So it was a very, very rich learning environment within any one of our particular arts. And it was designed that way. So, that it was a very broad range of people, activities, positions, and knowledges, focused around trying to bring about change on a particular set of issues. One of our weatherization and sustainability groups was able to work with the community and basically with Arizona’s Electrical Corporation, to fund a $1.5 million dollar revolving loan grant program where people in our poorest parts of the city could apply to do weatherization upgrades, because we’re actually, even though we’re in Arizona, we’re at 7000 feet. So we have a full four seasons, and it gets quite cold and a lot of snow in the winter and quite warm in the summers. And not as much as down in the valley, but still helping the people put in more insulation to help tighten up windows and replace things and working on the same sort of weatherization projects on community centers and buildings. It was really quite exciting. So a number of our students then kind of spun off and some that were focused more on businesses. There was a Composting Action Team, where using bicycles to go around and collect compost from businesses and places on campus. And ultimately, the movers and shakers, the students behind that as they graduated, they started their own business, which was quite successful in town. So one of the important things that we were able to do with all this, because we’re in Arizona, and we’re talking about immigration issues, right? There’s no more lightning set of issues in our state than that perhaps. And the way that we have been successful is trying to build a very large table so that you can get very progressive, very left, folks sitting down with very right leaning. They’re Mormon farmers talking about water issues, having strong alliances with progressive urban gardeners in the city, and just finding those common spaces. So when we’re talking about immigration, we’re really trying to get away from people cartooning one another’s positions, and get to the point. So, what are the impacts of immigration, there’s huge impacts on policing and crime. And if undocumented residents don’t feel safe to talk to the police, then you lose all of the community members that can help break crime cycles, and help bring those that are creating havoc in our community at bay. So it proved quite successful. We adapted and pulled the methodology and the underlying sets of issues and a broad range of directions over about 15 years here to fairly good effect. There’s just a couple of things too that I do want to say that developed writing with my colleague Rom Coles. If you want to pursue some of this business, with your colleagues, with students, with community members, you need to be really pretty capacious with respect to human differences, to be able to work really with any and all who come. Some folks you may disagree with violently. Yet, if you can create common cause around an issue that’s greater than all of us, that’s the place to be. So we’re not just talking with people who think and act like we do. And sadly, that’s becoming increasingly the norm as we’re caught in our own bubbles. You need to exhibit radical receptivity. That’s my colleague’s phrase where we stretch ourselves to listen, attentively, really to open up and be altered in the relationship you develop with others who are different from us. And we also need to develop a musicality, really emphasizing the improvisational and the experimental. So that specifically we sought to really decentralize initiative and decision making in any of these projects, as much as possible. Make the space for those engaged in pursuing distinctive projects, processes and partnerships. Give them space, just to empower people to try to fail to succeed, to spin off on other topics and projects… to proliferate. Again, if we’re in that eco tonal space, it’s always so fructiferous and just overflowing with possibilities. So the proliferation, acceleration, increasing momentum that I talked about a little bit earlier, that does create this momentum that actually maintains itself through activity that’s constantly bringing others in, constantly feeding and generating additional interest to bring others along… Patience, accountability, commitment, those sorts of things, standard community organizing values, and a strong strategic sense that you’re able to look at a situation and realize you can’t generally go from here to there, you often will have to go through multiple steps to achieve those ends. And part of that is also something that collectively we’re losing… a sense of compromise, that just inherent and community organizing is you often will need to settle for half a loaf. And in a sense that can be viewed as a failure because you didn’t achieve what you wanted, but you achieved half of what you wanted, which is fine, because then tomorrow, you start in on the other half. So nothing is static, nothing is fixed. But you do have to be able to build and achieve to keep people together and to help move things forward. It could be evolutionary, and the leaps can be quite dramatic and fast and cover a lot of ground or perhaps not. Every community’s culture is different. And the issues will be resolved variously.

John: In the academy, one of the things we started with is that change often moves slowly. And partly, that’s because individuals have this bias toward doing things the same way.

Blase: Right.

John: It reduces a cognitive load and so forth. But one of the things that seems to be common with a lot of the things you’re talking about, is the sense of purpose that people gain from this. A few episodes back, we talked to Sarah Rose Cavanagh, who talked about how we can increase students’ motivation, using control value theory… that when there’s something that they value, and when they have a sense of control, they become much more engaged in their learning, and they tend to be much more effective. And their performance improves in classes. It seems like all these projects have that in common. Both when you have students working together, or working with the community, they have a sense of purpose, and they see the value of what they’re doing. And the faculty working in these initiatives see that they do have some autonomy in a way that they may not always feel that way in other environments or in other programs. I think there’s a lot of value in what you’ve been discussing.

Blase: Yeah, I agree 100%. And oftentimes, just how do you get people out of that inertia? And we kind of opened the conversation, that question that I found powerful was “What have you always wanted to do?” and allied to that is, if you are talking about those values that people care about… whether they’re faculty, community, members, students… that just pulls you right out of your day-to-day circumstance. I’m a musicologist, an historical musicologist by training, but I care deeply about sustainability issues and the planet. And that has little formal role in my research, as a musicologist. But that’s something that I care about as a person, as someone who is part of this country in the world. And so again, that just pulls me out of where I am. If I’m taking one step and then the next step, that’s the inertia. So how do you move people beyond that, to start thinking and imagining those new spaces… uniting the head, the hand, and the heart? How do you start to move people into different places, different experiences, and assembling things in different ways so that, that energy and excitement peeks through and informs everything you do, and others can catch that excitement. And hopefully, they can feed off of that, too.

Rebecca: We often talked about student motivation, and how faculty can motivate students. But we don’t always think about how we can motivate each other, and how we can work together. Those same strategies that work on students work on your colleagues too. [LAUGHTER]

Blase: Yeah, it’s so simple. You’re talking about community organizing, and a university, by definition, is a big community… there are sub-communities… you can use power mapping, in your department all the way up through working with folks across your state. It’s just they’re very supple, and as long as you are sound and what you’re trying to achieve, then you have a lot of tools to start to build a coalition to bring them about.

Rebecca: I like what you just said, because I think some folks might have thought initially, like, “Wow, you’re at a big school, does this scale, does this scope to a smaller institution or a smaller scale problem?” But I think you just defined exactly how to do that. You can try something really small, that’s more concrete, maybe in your department, and then move up to something much bigger.

Blase: Sure. I mean, you can start at wherever you are. And especially Honestly, I think the institution that I’m in now a big state research institution, that’s a harder nut than if you’re in a smaller space, or a smaller institution where you actually physically may know more people and have a better sense of the currency and where people, orientations, and motivations are. So yeah, I think it’s scales just variously. And you’re right, it can be applied in whatever frame that you decide to begin to tackle.

Rebecca: So Blase, we usually wrap up by talking about what’s next, even though you’ve already indicated, like a million things that you’re working on. [LAUGHTER]

Blase: Yeah, well, I’m really increasingly working with colleagues from other institutions to help them kind of acquire these skills and to understand community organizing theory and methods and how they might apply them on their campus in their situation to work with faculty, students, community… and especially around global education, but I’ve done a lot of work around civic engagement and agency, and in the past, first-year programs. And that lights me up… working with people that work with people, because that can be just helping to energize and get things going. I also have a couple of articles underway, one with JY Zhou of Stockton University, a colleague of mine that we’re writing about the community organizing theory and another framework that has a lot of resonance with that. And so hopefully, that’ll be coming out… and continuing our collaboratives here on campus faculty, student, community, collaboratives, and disciplinary articles. I’ve got a book chapter coming on Willie Nelson, and lots of presentations at conferences… the standard fare. But fundamentally this kind of work. It’s just so, so exciting. Thank you for the chance to talk about it with you.

Rebecca: Thank you so much, Blase

[MUSIC]

John: If you’ve enjoyed this podcast, please subscribe and leave a review on iTunes or your favorite podcast service. To continue the conversation, join us on our Tea for Teaching Facebook page.

Rebecca: You can find show notes, transcripts and other materials on teaforteaching.com. Music by Michael Gary Brewer.