8 40 755 https://www.ssmp.mdocs.skidmore.edu/files/original/da56e949f889517d4697787f6e4605f2.jpg b902573a8f67163804d0536c7a8ffb6f https://www.ssmp.mdocs.skidmore.edu/files/original/6c4f648525e3a50121486853ff505ee1.mp3 d48a7e530579e7e2f4a2a873d173eb39 https://www.ssmp.mdocs.skidmore.edu/files/original/98996c034871adb0fa707abd363b6a91.pdf b9f9aa804e731dec9390d22996127377 https://www.ssmp.mdocs.skidmore.edu/files/original/d87cc8b64e262cad9fe86eea1157a189.pdf d7e0ddb9888aabb0ce7ac144ea3e783e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore College Retirees Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Renato Dornelas (Class of 2018) Interviewee The person(s) being interviewed Leo Geoffrion Location The location of the interview Scribner Library, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio Recording Record Contributor Individual who prepared the item and/or edited it. Susan Bender Record Creation Date Day/Month/Year of record creation/edit November 5, 2018 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:07:45 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Leo Geoffrion Date A point or period of time associated with an event in the lifecycle of the resource February 26, 2016 Language A language of the resource English (en) Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Subject The topic of the resource Retiree Oral History Project Type The nature or genre of the resource Oral History Description An account of the resource Leo Geoffrion joined Skidmore’s Information Technology staff in 1982 at a time when computer usage at the college was limited and its support staff quite small. Over the next 22 years Geoffrion oversaw the development of academic computing and functioned as the College’s webmaster.  In this interview, he describes the evolution of the College’s information technology infrastructure, as well as his work guiding and collaborating with faculty in the introduction of personal computing, the use of email, and computing across the curriculum. After his retirement in 2002, Geoffrion used his web skills to support the work of local community service organizations.   biology Code Blue Eric Weller Friends of Saratoga Springs Library J. Erik Jonsson Library Collaboration Media Services Technology in Education World Wide Web https://www.ssmp.mdocs.skidmore.edu/files/original/81af98f20c832a196ad8912471d813d5.jpg 0c82e7583bc83e757ae046c32bfaf460 https://www.ssmp.mdocs.skidmore.edu/files/original/d7911dc1b87852bd1d14a918cff18bfa.m4a 3db0fb9fa5047bb77a295135ab3d203b https://www.ssmp.mdocs.skidmore.edu/files/original/79156beb34bfb43c0cdf60a959d8f593.pdf 435696b74fefc6ad9747711cfda9caf4 https://www.ssmp.mdocs.skidmore.edu/files/original/54621cb0975f28658933b876e9354a38.pdf f5401926e90aac700c4d4a8b8557e5ff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore College Retirees Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Liv Fidler '19 Interviewee The person(s) being interviewed Susan Kress Location The location of the interview Scribner Library, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio recording Record Contributor Individual who prepared the item and/or edited it. Susan Bender Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:52:24 Record Creation Date Day/Month/Year of record creation/edit November 5, 2018 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Susan Kress Date A point or period of time associated with an event in the lifecycle of the resource May 6, 2016 Language A language of the resource English (en) Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Subject The topic of the resource Retiree Oral History Project Type The nature or genre of the resource Oral History Description An account of the resource Susan Kress joined Skidmore’s English faculty in 1975 and retired in 2013.  During her years at Skidmore she served as chair of the English Department, chair of 3 major college committees, Vice President for Academic Affairs, and Acting President during the sabbatical of President Phil Glotzbach.  She saw the institution of endowed chairs and was herself awarded the Class of 1948 Chair for Excellence in Teaching. In this interview she discusses important curricular changes instituted to increase understanding of diversity and attract more males to the student body. She also reflects on the balance between work and family life and her retirement poetry-writing initiative.  Academic Affairs College Governance Endowed Chairs Literature Women's Movement https://www.ssmp.mdocs.skidmore.edu/files/original/84ac9e5ae5ca46415795b171e7a58e91.jpg 029f35487196f0dcd4d1f8f4259573ba https://www.ssmp.mdocs.skidmore.edu/files/original/389af031aec1842d6123fb59b21c962a.mp3 8e24dc5b61fdd6b58c81ba06f8f146a1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Abrams, Alison Interviewee The person(s) being interviewed Juan Sanchez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Juan Sanchez Date A point or period of time associated with an event in the lifecycle of the resource 3/24/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Juan talked about what it was like to be a Latino male at Skidmore and Saratoga. Language A language of the resource English Abstract A summary of the resource. Juan is a sophomore at Skidmore and spoke a great deal about his pride as a Dominican which he truly connected to when he came to Skidmore more and was exposed to the othernessd posed by the majority white school and town. He spoke of his family in Brooklyn and their expectations for him as a first generation college student. His binationalism came up as well, Juan pointing out that although born in the US, he does not fully feel welcome within the country and upon visits to The Dominican Republic found that he was again looked down on as a yankee. To deal with his fear he found solidarity with Skidmore's Raices and spoke of wanting to give a voice to latinx on campus and in the future in government.  Dominican Republic family Gender Latinx Saratoga Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/a7f04e896cbe1009628b80ec5c50f14b.jpeg 9eb842488ea28462feaa6cff59217f34 https://www.ssmp.mdocs.skidmore.edu/files/original/997688abe335490bcc0811b5c4908a65.m4a 28b669c0d80ee2c3356f05da25dfb39e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Amara, Freddy Interviewee The person(s) being interviewed Manuel Francisco Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Manuel Francisco Date A point or period of time associated with an event in the lifecycle of the resource 3/10/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Manuel (nickname Manny) taked about his life growing up in the city of Boston, Massachusetts. He is studying Game Design at Bunker Hill Community College in Boston. He shares his thoughts and experiences about being the son of two immigrants - his mother is from Puerto Rico, his father is from Honduras. Language A language of the resource English Abstract A summary of the resource. Manuel Alexander Francisco, who is 24 and currently studying Game Design at Bunker Hill Community College, shared his thoughts and experiences with his neighbor Freddy on March 10th, 2017. Manuel was born in Boston as the son of two immigrants - his mother is from Puerto Rico and his father is from Honduras. He shares about what aspects of his life are and are not influenced by his family's culture. Tradition wise, his family does not celebrate traditional Puerto Rican or Honduran holidays, such as Three Kings Day. Instead, his family celebrates the usual American holidays such as Christmas or Thanksgiving. His grandparents (mother's parents) live with him, and they bring Puerto Rican cooking into his life with traditional dishes such as pasteles. Manuel does not speak Spanish, which was his choice, but says it would be useful for his job if he could. He discusses the benefits of diversity in Boston and forms of discrimination that Latinx people face in the city. The discussion turns to what Manuel believes is the future of Latinx politics in the United States, and he is optimistic that Latinx voters will make an impact.  Boston Computer Science Discrimination Diversity Game Design Holidays Honduras Latinx Pasteles Puerto Rico Spanish Traditions https://www.ssmp.mdocs.skidmore.edu/files/original/a3c6de964e9d0c5ffae417dcf4bf9023.jpg e72aecd7864005e4c32335f4b24d4830 https://www.ssmp.mdocs.skidmore.edu/files/original/7184a8e95d459547a89e78ea836e75c0.mp3 3f231166f5baa8549fbfc37ae95706bc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Florada, Dresita Interviewee The person(s) being interviewed Margarita Florada Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Margarita Florada Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Margarita talked about her experience of moving from Puerto Rico to Boston and her identity as a Latina Language A language of the resource English Abstract A summary of the resource. Margarita Florada participated in an interview conducted by her daughter, Dresita Florada, over Skype. She discussed her transition in moving to Boston from Puerto Rico in order to attend school at Boston College. She studied law and is currently a Dean at a community college in Massachusetts. She and her Irish American husband raised their two children , 23 and 19, in Boston, Massachusetts. She confronted her discourse with her Latinx identity in regards to the gender roles that were imparted on her which she did not wish to adhere to. Because of this she feels less connected to Latinidad as an identity, however, even though that disenchanted her from it and urged her to raise her children with different ideals in regards to gender, she will always identify as a Latina. She also further discussed her identity in regards to her own diverse cultural background which includes Lebanese and Corsican heritage. Issues surrounding the current Puerto Rican debt crisis and whether or not she thinks independence or statehood would ever be a possibility for the island are discussed. College Economy education ethnicity family Gender immigration Independence Latinx Politics Puerto Rico race Workplace Relations https://www.ssmp.mdocs.skidmore.edu/files/original/3483aa1f117d38860ebb86a6f5c4f66a.jpg f5adbca446787a3ed15b8272ba6b8a07 https://www.ssmp.mdocs.skidmore.edu/files/original/604e1885116f31fb2e9a87a60542b744.mp3 1958a2b04efeae44dbef3020170ff090 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Catalano, Deven Interviewee The person(s) being interviewed Hilary Ramirez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Hillary Ramirez Date A point or period of time associated with an event in the lifecycle of the resource 4/5/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Hilary speaks about what being a Dominican American, a black woman, and a Latinx woman means to her and the way her identities shape her experience. Language A language of the resource English Abstract A summary of the resource. Hilary Ramirez is a Dominican American and was raised in the Bronx, New York in a community that included Dominicans, Puerto Ricans, Black Americans and others. In our interview, Hilary speaks to the formation of her racial identity and the racial fault lines that she has encountered in her family and in Dominican Culture more broadly. She describes the comradery and community she grew up knowing in the Dominican Salons of the Bronx and a tells of a personal journey that led her to embrace her natural hair texture. Hilary also tells the story of her family’s migration to the United States and her father’s escape from the oppressive rule of Joaquin Balaguer. Hilary is a chemistry major at Skidmore College. Dominican Hair Culture Dominican Republic ethnicity family Gender identity Intersectionality Latinx oral history Phenotype race Skidmore College Skidmore student Women in Science https://www.ssmp.mdocs.skidmore.edu/files/original/cac5acb27735c0580181f8f8d7336ac4.png a9237ecdfa5cda0325ad06e407a9338a https://www.ssmp.mdocs.skidmore.edu/files/original/39f49b1e9e23afffe191440f4161e38d.mp3 853a51a8514c49f1420419e1aa5630a3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Costello, Teague Interviewee The person(s) being interviewed Vilmary Fuertes Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Vilmary Fuertes Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Vilmary discussed her experiences in moving from Puerto Rico to the U.S. for educational purposes, her development into becoming a physical therapist right out of college, and her assimilation into the U.S. and eventually Saratoga Springs. Language A language of the resource English Abstract A summary of the resource. Vilmary Fuertes grew up in San Juan, Puerto Rico and moved to Miami while in college to finish her education in the U.S. She went to school for physical therapy and worked incredibly hard to take classes in English, which was a language she was still learning to master. Out of college Vilmary was immediately offered a job in Physical Therapy and began working. Vilmary is now a mother of two sons and lives with her family in Saratoga Springs while continuing to practice Physical Therapy. Her husband is also Puerto Rican and together they keep Puerto Rican culture and traditions alive through holidays, language, and visits back to the island with their sons. Throughout Vilmary’s experiences in transitioning into U.S. society she has kept an optimistic perspective towards discrimination and ignorance towards her identity. Although, she has experienced many rude encounters Vilmary sees the best in people, but still holds an understanding and sympathy towards the discrimination of the Latinx population in the U.S. assimilation community culture Discrimination education family Gender identity language Latinx Proffession Puerto Rico https://www.ssmp.mdocs.skidmore.edu/files/original/129cddbb76a6548f013c5b233823272d.png 6c435cbe6bbedfb2e1542d5cb2ddcd92 https://www.ssmp.mdocs.skidmore.edu/files/original/dc46c6f4cf03a09bce151722994b17a4.mp3 678b40a975074f268cddf6ee8df40de5 https://www.ssmp.mdocs.skidmore.edu/files/original/fe909565983e25b87bdb67fe6e597f0e.mp3 dd556bf6625e288c0b0462c4e8fd05e3 https://www.ssmp.mdocs.skidmore.edu/files/original/00d3fe0e753b9197ea6f3d474783c94a.mp3 dc4eb20b6d9a66569ae18de33e9c5630 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview El Gharsi, Alia Interviewee The person(s) being interviewed Samuel Cruz Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Samuel Cruz Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Samuel talked about how he grew up in the Dominican Republic while his mother and siblings lived in the United States, with the hopes of being prosperous. Once he was old enough and his mother was able to secure him citizenship, he moved to New York city to reunite with his family, attend school and succeed, given his new and better opportunities. Language A language of the resource Spanish, English Abstract A summary of the resource. Samuel Cruz was born and grew up in the Dominican Republic with his grandparents and cousins. He moved to the U.S. in 2012 when he was 16 in order to rejoin his mother and siblings who had immigrated earlier in search of opportunity and hoping to establish themselves in the states. In order to succeed, anonymous’s mother placed him in English courses after school and encouraged him to read, listen, watch and speak in Spanish less so that he could assimilate to his new community. Initially, he worried that he would face discrimination because of his accent or other ethic markers that revealed his foreign status. He also had to adjust to the different social and cultural norms in America, initiating a period of self reflection where he began to explore and reshape his identity. As he became more fluent in English, culturally integrated and educationally accomplished, by gaining entrance into a private liberal arts college, he recognized how fortunate he is and felt gratitude for the sacrifices his mother made to support him and his siblings so that they could have a better life. bicultural bilingual culture Dominican Republic ethnicity family identity immigration language Latinx race Skidmore Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/336c79fbc4f2c1ea5b69ce5f06bae709.jpg 77297fecc96e0837d2bf41d56621aba4 https://www.ssmp.mdocs.skidmore.edu/files/original/c57257f42443d0ab0b65c2db54c146d9.mp3 28c647a6b95e8098a77b1fe62c1ff085 https://www.ssmp.mdocs.skidmore.edu/files/original/d06dd1ad9afe4c93888d9659a49a0ba0.mp3 7bc03340c902067294189955d2a0775c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Genniger-Goldfarb, Lauren Interviewee The person(s) being interviewed Luis Mazariego Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Lorenzo Q. Date A point or period of time associated with an event in the lifecycle of the resource 3/30/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Lorenzo (name has been changed) talked about his experience coming from El Salvador to the U.S. at the age of 10. Language A language of the resource English Abstract A summary of the resource. I interview Lorenzo Q., a twenty two year old man living undocumented in the U.S. Lorenzo came to this country from El Salvador at the age of 10 with his parents, and speaks on his experience transitioning into a culture and a language that was completely foreign to him. Because he was not informed on U.S.-El Salvador relations back home, he had no prior expectations or perceptions of this country before his arrival and was both excited and nervous at the prospect of his move. Since then, he has experienced everything from forced summer school and bullying to helpful teachers and ESL classes. He also wishes to somehow reconnect with his family in El Salvador, but finds that difficult because of his immigration status. Now he doesn't see much hope for citizenship due to the election of Donal Trump, but is still determined to stay in this country. El Salvador Idenitity language Latinx race school https://www.ssmp.mdocs.skidmore.edu/files/original/b61094f1393bf3b1b9f80c8141308290.jpg ad63cbd061da7551bd531fedac062e9a https://www.ssmp.mdocs.skidmore.edu/files/original/b796c9caaa93fcd2d3f2950747773f2d.mp3 762436727176ac5d57f11ac0d209a54d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Harripersad, Reshma Interviewee The person(s) being interviewed Daniela Menchaca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Daniela Menchaca Date A point or period of time associated with an event in the lifecycle of the resource 3/29/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Daniela talked about what it was like to live as a Mexican-American in the Texas, and her connection to her Mexican cultural heritage. She speaks on overcoming stereotypes and the issues she faced to come to college in New York._ Language A language of the resource Spanish, English Abstract A summary of the resource. Daniela Menchaca was born and raised in a San Antonio, Texas, very close to the border which played an essential part in shaping her connection to her Mexican cultural heritage. Since her hometown was close to the Mexican-American border, she has close ties and was raised in a culturally Mexican environment and is very proud of her connection with that. However, as someone who is "white-passing" she has struggled to establish her Latinx identity in both her own hometown and at college. Therefore, she addresses being between American histories and Mexican histories, both aspects of her identities. As someone from a low socioeconomic status, she has fought against stereotypes and underfunded educational support in order to attend college. She speaks on how her parents have influenced her view on education and the support that she has had from individual teachers to be where she is.  bicultural education ethnicity family Gender Hispanic identity immigration Latinx machismo Mexico oral history Phenotype Politics race Skidmore College Skidmore student Southwest Texas https://www.ssmp.mdocs.skidmore.edu/files/original/59773922820231423385e2c9cd16de48.jpeg b7bde71a2085cbf827146f954c4065ef https://www.ssmp.mdocs.skidmore.edu/files/original/4ab6fe186e7c48b967e76bd3041179a2.mp3 83271aeea5c5b6bca0d309c8370951e8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Hernandez, Lhia Interviewee The person(s) being interviewed Luisa Pina Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Luisa Pina Date A point or period of time associated with an event in the lifecycle of the resource 4/1/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Luisa expressed the impact and reasoning of her immigration_ from the Dominican Republic to the Washington Heights on her life, as well as briefly comments on Dominican and American politics. Language A language of the resource Spanish Abstract A summary of the resource. Luisa Pina is a mother of three in her mid to late 40s that immigrated to the United States from the Dominican Republic over 10 years ago with her two oldest daughters. She and her daughters came to Florida on vacation and stayed with one of the few relatives she had in the United States. In thinking only about her daughters, their quality of life, and opportunities here in the United States she decided to stay. About moving to Washington Heights, she mentions the advantages of living in a Latinx community as an immigrant and the differences between life in the United States versus Dominican Republic. Luisa comments on the impact Trump’s presidency and campaign has on her community as well as the influence of the Dominican government in people’s everyday lives while she lived there. This oral history tells essentially the story of an immigrant who despite being very family oriented moved away from loved ones to provide a better, safer life for her children. community culture Dominican Republic family Foreign Politics immigration Latinx Politics race Spanish https://www.ssmp.mdocs.skidmore.edu/files/original/1182585b8ec2914de675b08ff26c3cb6.jpg 2fa58ae7a1971b4f71094219f2855c4e https://www.ssmp.mdocs.skidmore.edu/files/original/a9dca358374c4fc446367e71746941b9.m4a 6b75089c5be99e432f7d614eb8c7a33b https://www.ssmp.mdocs.skidmore.edu/files/original/b80ebec90a6a1e903a48da5d2d79a01b.m4a f49dffed3d61a0194718e6a536f2d552 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Hocker, Anna Interviewee The person(s) being interviewed Cinthia Duran Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Cinthia Duran Date A point or period of time associated with an event in the lifecycle of the resource 3/27/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Cinthia talked about her hometown of Quito Ecuador, and her experiences both at home and abroad Language A language of the resource English Abstract A summary of the resource. In this interview Cinthia Duran, a young Latin American woman from Quito, Ecuador, discusses her cultural background. Cinthia is a sophomore and an international student at Skidmore College. The piece primarily focuses on Cinthia’s relationship with her home country, diversity within Quito, the increasing number of gangs in the city, how dance allows her to express her cultural heritage, and her international travels. Cinthia interweaves her experiences as a student in Italy and America, and reviews how these explorations have added to her identity as a Latin American woman. Cinthia also discusses American immigration policy, in relation to Ecuador, by sharing the stories of friends who have attempted to immigrate and/or travel short term to the U.S. but have been rejected. Finally, Cinthia reflects on her own identity as a Latin American instead of a Latina, and how her experiences have further encouraged her to travel and help those around her. dance Ecuador identity immigration Italy Latinx oral history race Skidmore student Tricultural Trilingual https://www.ssmp.mdocs.skidmore.edu/files/original/6b8039020c1309b0f1aa2f536c251c3c.jpg bd43fb2d7a9a2e08324d95539cb8a07d https://www.ssmp.mdocs.skidmore.edu/files/original/676e559c658050c0b9081c067496fc3d.mp3 e54b4a7e69b21fae0505c30efb5d3692 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Little, Mackenzie Interviewee The person(s) being interviewed Samantha Garcia Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Samantha Garcia Date A point or period of time associated with an event in the lifecycle of the resource 3/24/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Samantha spoke to her experiences as a child of Dominican immigrants and what the challenges of college have been in distinguishing her identity as an individual from her home life in Brooklyn, NY. Language A language of the resource English Abstract A summary of the resource. "In the interview with Sam, she talked about the experiences she’s had as the child of immigrants from the Dominican Republic and self-identifying as Dominican-American. As the interview progressed, the topic of family became more prevalent and Sam focused in on the contrasts between her life at home, where they watch Spanish-language television and her parents work long days and her experiences at college. She talked about the beauty standards of Dominican womanhood, and her relationship with her mother. The difference in her appearance from her time at Skidmore and her time spent at home was a significant piece of her identity. With one foot in the cultural belly of Skidmore and her college-experience, and another foot in her Brooklyn, Spanish dominant home, Sam speaks to cultural boundaries and what it is like to be standing over one. bicultural culture Dominican Republic family Gender Hair identity language Latinx oral history Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/1995eae01e88df09afb896563ba739f8.jpg 39ab459dafea23dd08b5278bed10785a https://www.ssmp.mdocs.skidmore.edu/files/original/a4b9e8b1f70149fcc424203c4a69cb75.mp3 dfb8b54ac4c5e64e5d2614e594082476 https://www.ssmp.mdocs.skidmore.edu/files/original/4e1700ff9a491e2f76b48a66d40fde12.mp3 3f500814a2f85189620058fb537108c4 https://www.ssmp.mdocs.skidmore.edu/files/original/fddd33a9b906dc9004f5047812b204d8.mp3 306818ddc6eab0f10a7edad18fd7ecd3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Maria, Cristal Interviewee The person(s) being interviewed Cristian Fernandez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Cristian Fernandez Date A point or period of time associated with an event in the lifecycle of the resource 3/27/2017, 3/31/2017 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Cristian talked about his experiecne growing up in a household with a woman as the breadwinner and about his racial and ethinic identity and how it intersects with gender. Language A language of the resource English Abstract A summary of the resource. Cristian Feranadez is sophomore and Business and Political Science double major at Skidmore College. He is the son of Dominican immigrants. His mother is a legal U.S. resident who immigrated when she was 9 or 11 years old, in 1976 or 1978. His father is a U.S. citizen that immigrated at the age of 13, in 1979. Cristian's parents emigrated in the midst of political and economic instability on the island, when political tensions between Juan Bosch's supporters and Joaquin Balaguer's supporters were felt. A large flood of Dominican immigrants arrived in the U.S. starting in 1980. Cristian's parent's immigrated right before this wave, possibbly contributing to his parents' unusual access to education and resources. This would later affect his household composition with a breadwinning mother, and his access to private, higher education at Skidmore. Dominican Republic ethnicity family Gender identity Intersectionality Latinx oral history Phenotype race Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/a29cee28316369a53c4847eb0c390ab7.jpg 05689b9a3157974c5b6bba595f93d46e https://www.ssmp.mdocs.skidmore.edu/files/original/3ae6e456236033358e0607a638b5e450.mov 090298b5af9f87ede0effdeea0538580 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Marques, Allison Interviewee The person(s) being interviewed Lauir Marques Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Lauir Marques Date A point or period of time associated with an event in the lifecycle of the resource 3/19/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Larry talked about how moving as a young boy affected how he views his own identity and others identity. Language A language of the resource English Type The nature or genre of the resource oral history Abstract A summary of the resource. This is an interview between a father and daughter, where they discuss his experience of moving from Brazil to the United States when he was still in grammar school. He moved in 1971, to Garfield, New Jersey with his mother and step-dad for the economic opportunity. They talk about his struggle of moving to a country without speaking or understanding the native language. He gained friends despite the language barrier and proved himself to his peers as someone who is intelligent. Since he moved at such a young age, his view of identity and nationality never became a central idea to how he defined himself or viewed others. He found himself transcending ethnic lines and able to connect with everyone, never finding the need to seek out those within the Brazilian community. assimilation bilingual Brasil Brazil family identity language Latinx migration oral history Phenotype https://www.ssmp.mdocs.skidmore.edu/files/original/f861993b114c100c3263b37845a092c0.jpg c567d45deea3a7a40f90b4fc5c337722 https://www.ssmp.mdocs.skidmore.edu/files/original/76435908edb223aba598d3c046c4a656.mp3 c9cc240c82a791c9e84da66dda16fc63 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Mulhern, Hayley Interviewee The person(s) being interviewed Beatriz Loyola Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Beatriz Loyola Date A point or period of time associated with an event in the lifecycle of the resource 3/30/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Language A language of the resource English bicultural culture education family Gender identity immigration language Latinx Mexico migration Nationality oral history Skidmore College Skidmore faculty work https://www.ssmp.mdocs.skidmore.edu/files/original/9c7785a845311869cfa3e9230982d755.jpg ee45cb3daf65ddb9189468ee9d591e3e https://www.ssmp.mdocs.skidmore.edu/files/original/f71d57ac659af55e3ca037490acbf1c7.mp3 049063cbe0cecdb29a4550a5b426c3ed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Nuesi, Chelsea Interviewee The person(s) being interviewed Elvira Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Elvira Ramirez Date A point or period of time associated with an event in the lifecycle of the resource 3/18/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Elvira talked about her experience with racial and linguistic prejudice in Puerto Rico and in the United States. Language A language of the resource Spanish, English Class language Latinx Nuyoricans Prejudice Puerto Rico race https://www.ssmp.mdocs.skidmore.edu/files/original/1c293cbef03a391c6f751f04a04758b5.png ccbe890d506667c0168dcd449a03f81c https://www.ssmp.mdocs.skidmore.edu/files/original/da34013c3eaefbe09c7b257eedf054b9.mp3 ce15a804d86b18a4ff7da38288dd05d6 https://www.ssmp.mdocs.skidmore.edu/files/original/f3ae8c28636eea1743b1569456748e27.mp3 e51a1151d072a5b43b0005e9c5c01fe2 https://www.ssmp.mdocs.skidmore.edu/files/original/fe373d2e0ff8206d252c5213e22f0472.mp3 cef187a6cdb381959dd06a31fb2c3e66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rodriguez, Daisy Interviewee The person(s) being interviewed Samantha Velez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Samantha Velez Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Samantha shared her experiences, what she know of her parents' experiences, and the role that being Chicana has played in different parts of her life. Language A language of the resource English Abstract A summary of the resource. Samantha Velez is a Chicana born in Bushwick, NY and raised in Ridgewood, Queens. Towards the beginning of the interview, she gives background information of the experiences her parents have shared with her. Both of her parents crossed the border from Mexico to the United States at seperate times, to get a better life for themselves, and for Samantha's older sister. Both of them came during the 80s and they became documented in 2008. This is during the time of the Great Recession where undocumented immigrants were seen more as the source of the economic struggles of Anglo Americans. This is also two years after the first marchs, opposing the Sensenbrenner bill, and encouraging the need for legalization. As the interview progresses, Samantha talks about her familial ties, the influences this has had on her, her cultural ties due to her parents, and she gives a general comparison of the experiences she's had in school up until Skidmore college. Chicano culture ethnicity family Gender identity immigration Latinx machismo Mexico oral history race Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/a7e75766fdbe52280c48ade1a10d6f04.jpg cfaa27bdd6bdb2ff4770d57c92227d7e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rojas, Isabel Interviewee The person(s) being interviewed Karina Gonzalez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Karina Gonzalez Date A point or period of time associated with an event in the lifecycle of the resource 4/5/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Language A language of the resource English Abstract A summary of the resource. Karina Gonzalez is a first generation graduating Skidmore student, double majoring in Business and Sociology. Her mother migrated from the Dominican Republic and they currently live in Harlem, NYC along with her older brother two older sisters. In the following interview, Karina speaks to her fellow student, Isabel Rojas, about what it means to be a second generation Latina; together, they explore the complexities of her identity as an Afro Dominicana, as well as family dynamics, beauty, gender, and bi-nationality. Afro-Latinx Beauty Bi-nationality bkcultural culture Dominican Republic family Gender immigration Latinx New York City race Second Generation https://www.ssmp.mdocs.skidmore.edu/files/original/d497ba3cb00ddeaa20a030400a0faa81.jpg dcc0f6ff7ceb2708f063716778c72fe6 https://www.ssmp.mdocs.skidmore.edu/files/original/08a8cccca0bc25914b62ced8f98ba55c.mp3 3f4f7b031f4fb8421b4ad66dd2b42256 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Sandoval, Alicia Interviewee The person(s) being interviewed Arielmy Morel Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Arielmy Morel Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Arielmy (Ariel) talked about moving from her home country of the Dominican Republic to the U.S. and life as an Afro-Latina in both the U.S. and D.R. Language A language of the resource English, Spanish Abstract A summary of the resource. Arielmy was born in the Dominican Republic in 1998 and moved to the U.S. at the age of three with her older brother and her mother to join her father in New Jersey.  In this interview we discuss her migration story and the reasons for her migration north, yet the focus is her life and experience in the U.S. Ariel identifies herself as an Afro-Latina. Ariel reflects on what it means to be black and latinx in the U.S. as well as how she is seen and treated by U.S. society. Ariel also speaks about her education and her experience with bilingual education and as a latinx person in the education system.  Finally, Ariel reflects on her identity as a mixed-cultural being, as a bilingual being, as a person of color, as a woman, as an immigrant, as a U.S. citizen and as a student. https://www.ssmp.mdocs.skidmore.edu/files/original/a57beaee0088c74ff5f8ae6e0c76784e.jpeg dc68dc0127979af1ef772cdfdaaec1ef https://www.ssmp.mdocs.skidmore.edu/files/original/83f19109e3855d945e1d2c9f287f6419.m4a 409ddf3608e7d09b63fe0a190a77a7e4 https://www.ssmp.mdocs.skidmore.edu/files/original/19ebc8fe1c7418a3c211d974c58b8a4b.m4a 9dc5d09db586a2753b9787d2fc0921d5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Smith, Clare Interviewee The person(s) being interviewed Esteban Acosto Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Esteban Acosta Date A point or period of time associated with an event in the lifecycle of the resource 3/27/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Esteban discussed being the child of immigrants from the Dominican Republic in the United States Language A language of the resource English Abstract A summary of the resource. Esteban Acosta is a First Year Skidmore student , who grew up in New York City. Both of his parents came to the United States in 1994 from the Dominican Republic. His parents decided to come to the United States to receive greater economic benefits. In his interview , Esteban tells the story of his parents immigration story. He discussed his identity as a child of immigrants and as a child of immigrants from the Dominican Republic. Additionally, Esteban discussed issues of race and racial profiling. bicultural culture Dominican Republic family identity immigration Latinx Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/cc0a57de6b7f5a64d11ad86c4f3cce23.jpg 80b47f090ebb7d9a1eac7bce32a28cb3 https://www.ssmp.mdocs.skidmore.edu/files/original/ac6545dd2a7e210889e3dda6a442147d.mp3 37a2c28a987db6b947bc59dcd34e7664 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Tierney, Elise Interviewee The person(s) being interviewed Yessica Alcantara Record Contributor Individual who prepared the item and/or edited it. Elise Tierney Record Creation Date Day/Month/Year of record creation/edit 23/04/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Yessica Alcantara Date A point or period of time associated with an event in the lifecycle of the resource 3/30/2017 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Yessica talked about moving to the United States from the Dominican Republic and it's impact on family dynamics, racial/ethnical self-identity, and future opportunities/dreams. _ Language A language of the resource English Abstract A summary of the resource. Yessica immigrated to New York City from the Dominican Republic when she was 4 years old. As she explains, immigrating to the United States was always part of the plan for her family but it wasn’t until her father passed away that her mother began taking serious action to make that dream a reality. Yessica explains that her family immigrated to New York for better economic opportunities with the help of her uncle who already lived there. Yessica discusses her transition to the United States; the fear of deportation before she got a green card when she was 10 years old, her conflict with belonging both domestically and in the Dominican Republic, and the impact of immigration on her family structure and relationship. Yessica spoke about her struggle with identity both racially and ethnically based both on stereotypes and standards place upon her by her family which she internalized as well as external societal pressures and perceptions. Finally, Yessica discusses her longing to be back in the Dominican Republic which she looks back on fondly but concedes that she has experienced a lot of opportunities that would not have been afforded to her in the Dominican Republic. Dominican Republic ethnicity family gender_ identity Latinx migration oral history race Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/1d0decd7cae4c8d9a9cf92264140ab8a.jpg 185661567a4eee1e90ba5472de63fc8e https://www.ssmp.mdocs.skidmore.edu/files/original/91b2e1568aae5055163a8066e45bc9fa.jpg 93b17503f47209eb550474d315dfac68 https://www.ssmp.mdocs.skidmore.edu/files/original/bec16166dc13cdee04ba6bfff7561d69.mp3 dca55be6b4bf9e3e7f0f75b931343105 https://www.ssmp.mdocs.skidmore.edu/files/original/80022f46ff004e89bae726a6f81e2703.m4a c2f648c11b50f43b4e7fcbcbeccfcc47 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Zepeda-Carranza, Bryan Bailon, Charles Interviewee The person(s) being interviewed Maria Lander Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Maria Lander Date A point or period of time associated with an event in the lifecycle of the resource 3/27/17 3/31/2017 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource In one interview Maria Lander discussed the impact of U.S. culture in Venezuela. In the other, Maria talked about her experience living in the U.S and how she has trouble with identity because of the way that people in the country view her and the Latinx community. Listen and watch: <iframe src="https://player.vimeo.com/video/214432592" frameborder="0" width="640" height="360"></iframe> <p><a href="https://vimeo.com/214432592">Interview with Maria Lander</a> from <a href="https://vimeo.com/user39722229">MDOCS</a> on <a href="https://vimeo.com">Vimeo</a>.</p> Language A language of the resource English Abstract A summary of the resource. Maria Lander is from Caracas, Venezuela and emigrated to the United States about 20 years ago. She is currently an Associate Professor for Spanish and the Chair of the World Language Department at Skidmore College. In this interview, Maria talks about her experience in the U.S and her identity playing a huge role in her life. She explains the reason behind why she is conflicted with her identity and how sometimes she feels guilty using the term Latina. This is connected to the way people in the U.S portrays the Latinxs community and the stereotypes the people in the countries have for these groups of people. Maria Lander is a professor here at Skidmore who emigrated from Venezuela to pursue a PhD at Brown University. After finishing her studies, she decided to settle in the U.S. after meeting her future husband and starting her own family. On occasion, Maria has visited her native country again allowing her to experience a unique perspective as a woman that was raised in the country before the effects of a political transition that shook the country. Maria still communicates with her friends and social acquaintances from her undergraduate studies through social media as a medium to discuss and debate various topics including politics. As an immigrant from Latin America, Maria’s perspective of the U.S. is imperative in analyzing the latinx identity. bicultural culture foreign identity immigration influence Latinx Oral hisotry Skidmore College Skidmore faculty Spanish Professor Venezuela https://www.ssmp.mdocs.skidmore.edu/files/original/0008fd0ac11a76ebc4d76dca03714b7e.jpg 3718650964828b85926b5fe2b5953cca https://www.ssmp.mdocs.skidmore.edu/files/original/3ee53e2f304a422a3266cdfccec1e5d2.m4a ab9af81cc478461143753bd311a96a88 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Viva Matthews https://www.ssmp.mdocs.skidmore.edu/files/original/ec88d135ade2b930e1c292066aee076f.jpg 90ffae5537b23de0daeea064b86f11ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data postcard Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 26/04/2017 Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1930-1945 Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Religion and Spirituality Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bethesda Episcopal Church Date A point or period of time associated with an event in the lifecycle of the resource 1930-1945, ca. Is Part Of A related resource in which the described resource is physically or logically included. <a title="BPL Digital Commons" href="https://www.digitalcommonwealth.org/search/commonwealth:6w924h25v">Boston Public Library Tichnor Postcard Collection</a> Publisher An entity responsible for making the resource available Tichnor Brothers Description An account of the resource Title: Bethesda Episcopal Church, Saratoga Springs, N. Y. 1 print (postcard) : linen texture, color ; 3 1/2 x 5 1/2 in. Permalink: http://ark.digitalcommonwealth.org/ark:/50959/6w924h25v Terms of Use: No known copyright restrictions. No known restrictions on use. Language A language of the resource eng Bethesda Episcopal Church Christianity postcard religion Saratoga Springs https://www.ssmp.mdocs.skidmore.edu/files/original/655c9466dd2e86eab05c984e713b1a2d.png 95261c8fd0513963ff6ba56fba40b775 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data newspaper article Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 26/04/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jack's Revue Among Hot Spots in City Date A point or period of time associated with an event in the lifecycle of the resource 1939 Is Part Of A related resource in which the described resource is physically or logically included. The Saratogian Description An account of the resource A brief article describing Jack's Cabaret, and proprietor Isaiah Jackson's plans for the upcoming 23d season Language A language of the resource eng https://www.ssmp.mdocs.skidmore.edu/files/original/3081bdedc3e73020aa74452180f8db9f.jpg 8869f64df1d9fc9e987387dff877a623 https://www.ssmp.mdocs.skidmore.edu/files/original/be858e860befcec07fd69dda47ec889d.mp3 bc75d3d47960924b58771e55820e5a56 https://www.ssmp.mdocs.skidmore.edu/files/original/3bf3ab72698aa14d1b4e5b7e47ca9a2f.wav 2a005eb0f720cb9afe4cccf4f2f80015 https://www.ssmp.mdocs.skidmore.edu/files/original/2abd52655158f56eef842464f5084abd.pdf 79da71e07be34a13f33e8aeee90c5812 PDF Text Text Interviewee: Barry Goldensohn Years at Skidmore: 1981-2003 Interviewer: Lena Drinkard Location of Interview: West 55th Street, NY, NY Date of Interview: 6/16/2015 00:00:00.00 Header 00:00:33:00 Born in Flatbush Brooklyn, in an immigrant community. Attended a diverse and eclectic James Madison High School with many famous graduates. 00:01:21:00 Barry’s Sister is the famous choreographer Deborah Hay. 00:04:44.24 Went to college at Oberlin University. Met his wife Lorrie Goldensohn and many close friends. 00:7:52.00 Rob and Peggy Boyers found out that Barry could be hired at Skidmore College because Hampshire does not have tenure. 00:8:31.20 Barry takes us through a day at Skidmore as a Professor. Taught two literature classes and one workshop a week and saw students in between and after classes. Discusses senior thesis informal meetings for a potluck dinner. 00:11:17.00 “A perfect professor of poetry.” 00:15:51.15 Barry discusses the students he stays in touch with. 00:19:03.08 Discusses Skidmore’s approach to education. 00:24:57.13 Barry talks about the writing critiques and workshops he led for students. 00:27:22.15 The writing process. 00:27:26:20 “If there’s one thing I know about my friend Barry Goldensohn, it’s that he dislikes sweet food, sweet music, sweet literature” - Peg Boyers. 00:29:23.22 Rob Boyers and the liveliness of Salmagundi and other faculty members is what kept Barry at Skidmore. “Saratoga’s a one horse town and you’re the horse.” 00:32:22.17 Barry on what makes a successful marriage. 00:39:50.28 Barry ended up teaching three to four classes a semester with students who know him and one another very well. 00:45:44 “I only retired from teaching not from writing.” The way he taught took a lot of time, so he needed more time for his life. � https://www.ssmp.mdocs.skidmore.edu/files/original/65e7c7c64e3013ecb9f169b96e98fcb1.pdf 430983a94293ac4a42e5bcafda2e9139 PDF Text Text Interview with Barry Goldensohn by Lena Drinkard, Skidmore College Retiree Oral History Project, Saratoga Springs, New York, April 1, 2017. Lena Drinkard: This is Lena Drinkard, interviewing for Skidmore Retiree Memory Project. I am with Barry Goldensohn in New York City and it is April 1st, 2017. Barry, I’d like to start off my giving you a chance to introduce yourself and talk about where and when you were born. Barry Goldensohn: I was born in Brooklyn, in an area that used to be called something like Flatbush, and now is probably called something else. Went to grade school and high school in an overheated, immigrant-family community—extended community. Pretty varied, my closest friends in high school were a mixture of Italian, German, Greek and Jewish. The—My high school was just a neighborhood high school but its graduates are Ruth Bader Ginsburg, my sister who’s a very famous choreographer Deborah Hay, and Chuck Schumer, Norm Coleman (used to be governor of Michigan or Minnesota, something like that), five nobel prize winners—Ruth Bader Ginsburg did I mention her? And… full of second and first generation immigrant families where there was a lot of pressure to succeed on the part of the kids. My family came from, my mother’s family came from Odessa, and my grandfather was an officer in the (...) army. They left Odessa after the great purge, the great pregome, that drove all the jews out of Odessa in 1905, after the potential episode. And, it was a family that followed the pattern of Odesza families. There was one gifted child in the family, that was my mother, so the family all sacrificed and sacrificed so she could have her ballet lessons. She studied with a student of Magnitsky who would drive up to the mental hospital that Magnitsky was at at the Hudson and bring him down to teach classes. Which was spectacularly for my mother because he really took a shrine to her, regarded her as very special, sent her off to work at an LA company in New York. Then, she got rheumatic fever, which damaged her heart so she taught ballet for the rest of her life. But my sister had no choice. Choice of a career. Nor did my daughter. My mother started on my daughter right away, working on her flexibility. As an infant, Mind you. [Laughs] But my sister stayed with it my daughter didn’t. I got brought on and put into ballet classes when I was a kid because it was cheaper than getting a babysitter. It took for my sister but it didn’t take for me. I left at thirteen. Being dragged to the studio, I had no ability whatsoever. But again, this was James Madison high school. And then in my junior year I took a national test where the Ford foundation early admission scholarship and I wound up at Oberlin. I wanted to go to Columbia but they had no dorm room’s for students for the first couple of years and it would have been three hours a day commuting from Brooklyn. And Yale had pulled out of it at that point. And I was forbidden to to go University of Chicago by a father of one of my close friends who persuaded my parents that the school had been ruined by John Maynard Hutchins. Remember him? He turned it into a very progressive, wonderful school, but I wound up at Oberlin in the process of elimination. Met my wife and got married there and met my closest, my oldest friends. �LD: Did you start studying poetry at Oberlin? BG: In High School. And had a very good, wonderful teacher. Very inspiring and sophisticated. LD: So how did you end up at Skidmore? BG: I was the Dean of Humanities and Arts at Hampshire College before I was at Skidmore and decided that I was writing too little and was persuaded by a psychiatrist friend, that if I wanted more time at writing I should quit my dean’s job which was too engrossing. So I applied to Skidmore and got a job almost by accident as it turned out. The committee chose me but then it went up to the dean and the president and they said oh we can’t accept him, he’s a dean and he’s probably got tenure and we can’t hire people with tenure. Bob Boyers was giving some lectures at Northwestern University and was sitting on a poetry segment and of all things, the teacher was teaching a bunch of my poems. So Bob walked into the faculty lounge with that teacher, and said to him as he entered the room, oh we tried to hire him but we couldn’t because he’s got tenure at Hampshire. And a voice in the back of the room said, “they don’t have tenure at Hampshire.” So Bob called up Peggy, asked her to confirm that, and if that was in fact the case, tell the dean and tell the committee and I wound up getting invited for an interview [Laughs] That’s enough background. LD: Can you take me through a day at Skidmore as a Professor? BG: Well, a day, interesting. Just teaching literally two literature classes and one workshop a week So, and then seeing students in between and after classes. And I wound up often teaching three or four classes a semester because I had a bunch of students who wanted to do their senior thesis in writing poetry, poetry writing. So they met as an informal group but as a class. And we’d meet in the meaning so there wouldn’t be schedule conflicts with their other classes. Often over a potluck dinner. Then it would go on sometimes into the wee hours at either my house or one of their apartments. So it was kind of a senior seminar, right? Every semester I taught a course I loved which was The Introduction to Poetry. I taught it sort of half as a history of English poetry class and half as a course of methods and different types of methods, different historical periods. Starting with Chaucer and winding up with contemporary poets, spending a lot of time with seventeenth century and nineteenth century. I mixed up along the way. And then I taught seventeenth century poetry. My first lecture in that class was Shakespeare’s greatest plays. Al of the work of John Milton was written in the seventeenth century. Some of the greatest poets in language and we’re not going to look at them at all [Laughs] You’ll have to get them in other courses and I focused on the lyrical poems of the seventeenth century. And then writing workshops, and other intro fiction classes. �LD: When I spoke to Professor Goodwin she described you as the “perfect professor of poetry.” BG: What could she have meant by that? LD: I’d like to know what you think! BG: Well, I was actively involved in making it, and reading it, and teaching it as well. So I brought together a pretty full background in the literature and of course the poets concerned with making poems and how poems are made. Looking at the students, how poems are made, how these particular poems are made. LD: Can you talk about your relationship with the students? BG: As my wife puts it describing her students at Vassar, “Oh you fall in love with a few students every year” and I think that’s pretty true. And I like students and in general, I liked teaching them. I liked expanding their minds, and expanding their knowledge. And I was trying to teach them to love what I love, and maybe that’s what Susan was talking about. Also, teaching writing courses at Skidmore, generally I worked with students for 3-4 years and they got to be my friends. You know, ordinary lit teachers don’t have that experience, working semester after semester with the same students. You know you’ll take one course with Professor Boyers maybe the intro to fiction course and another fiction course but that’s about it. Or a victorian lit course, you’d take a three courses in the course of four years. Anyway, my students worked with me semester after semester after semester. Because you could repeat workshops and so, it was the especially nice part of the kind of teaching I’ve done over the years, that you got to know the students very well. LD: Can you think of one student in particular that you had that had an impact on you during your time at Skidmore? BG: That had an impact on me yeah. Well, Mark Woodward, who stayed around working at Salmagundi. Mark did a lot of work with both Bob and me, and has stayed writing and writing. But in this neighborhood there are a couple of students who, anyone you really know and care about has an impact on you. And I went to a reading earlier, or last weekend, by one of my Skidmore students who lives in Austin now but, showed me a draft of her book, she said, it doesn’t have the dedications in the book so I’ll have to send you a regular copy!. Jardeen Lebair, is a wonderful writer, only student I remember who won both our jury poetry and fiction prize in the same year. Remarkably talented student. But there are a lot of students I stay in touch with. �One of my former students, Laura Marshall lives a few blocks up on the west side. Bruce Baker, who’s a very very gifted student, star of the hockey team and he’s now coaching… he’s deeply involved in the city since he’s graduated with minority education, education of the deprived. So he coaches for different hockey teams ad well as teaching. He started off on the ground floor for Teach of America. He was the recruiter for Teach of America and then he said, “Why am I recruiting people to do something that I should do myself?” So he wound up teaching in the city schools, but one because he was male and because he was white, and because he is movie-star handsome, he became a very popular teacher. So popular, that he decided to have a semi-pro hockey career while he was teaching, so they’d keep him on a semester a year while the other semester he’d be playing hockey. He explained to me how, he lives on this block, so we see him, and of course in his hockey career he’s broken every bone—small—bone in his body. He’s also a coach for Columbia's informal hockey team, it’s not a varsity sport. But I don’t know there’s been a lot of students over the course of the years I’ve come to love and stayed very close too and it’s a significant part of our social life, my relationship with former former students, not only from here but from Hampshire and Goddard. Now, Goddard in the mid-sixties when I got there was a magnet school for the daring and the adventurous student. That resident undergraduate program no longer exists. But my students there were spectacularly good. A lot of them are pulitzer prize winners and guggenheim winners and you know major award winners. One of you I’m sure you know of, the playwright David Mamet, and I’ve had two students while we’ve been here in New York. Naomi Wallace who was a Hampshire student and Mammoth. LD: How would you describe Skidmore at the time that you taught, if you describe Goddard as the school for the, can you fill in the blank for Skidmore? BG: Skidmore had a much more traditional approach to education, like the schools I went to, like Oberlin than Hampshire or Goddard. My Hampshire students—I don’t want to slight them either, two of my senior thesis students went on to win Macarthur Genius awards. Naomi Wallace was one of them and Peter Cole who has been teaching one semester at Yale and the other semester living in Jerusalem and running a press for Israeli and Palestinian poets, crossing a lot of boundaries. But Goddard was more a traditional education in a way for someone who has devoted his life to advanced, progressive schools. Like the progressive high school we started early in the sixties, in the Bay Area with a bunch of quaker friends. That was at the very beginning of a whole rash of progressive high schools that were starting to emerge and people would come, we’d often have more visitors than students. LD: What year was this? �BG: That was ‘62-’65 and I graduated with the first graduating class I wanted to go back to college teaching. But my first graduating class of students went to Reed, Stanford, Santa-Cruz. They were on the board of the student-faculty administration group that was defining Santa-Cruz which is interesting. And other schools within the california system. Interesting group of students. That school, after the people that started it passed it on to other faculty members, it got sort of swept up as a southern most adjunct of the haight-ashbury counter-cultures and it was destroyed basically by that it became a fairly destructive place and only lasted a few years. But it was good for the students who went there. One of the student went to Oxford with a grant and got first in PPE, Politics, Philosophy and Economics, that’s degree you get if you want to be prime-minister. Almost all of the proceeding prime-ministers and most of the subsequent prime-ministers had that degree first. LD: It seems like you really knew and understood each student you had— BG: Oh, I would never say that [laughs] LD: Do you think the types of students changed at Skidmore from when you first got there to when you retired? BG: I’m not sure. I taught for about twenty-two years. There seemed to be always, a leavening of very committed and very serious students. I taught fairly esoteric courses. Seventeenth century poetry, poetry writing, and the Intro to Poetry course, that was the longest draw class of the largest cross-section of students. But by and large, the students who went on to work with me, were a largely self-selected group, so I find it hard to generalize about the general run of students. And I heard one of my students saying to someone else, “Oh I would never dare offer Shitty work to Professor Goldensohn.” With a self-selected crew that knew I expected a lot from them, they worked hard. So, I don’t know if that’s the whole student body it’s hard to generalize but they were always enough of those to keep my classes full. LD: Is it challenging to grade someone else's creative writing? BG: Oh, I hardly think of grades. The really challenging part is discussing them. And how you talk it over in the group, in the workshop and individually. What to say, often the harsh things to say, that will help them see the problems that they are running into. [Laughs] Another overheard conversation. I was talking to one of my students in my office and three of my students were right outside my office, having a raucous so I couldn’t help overhearing, conversation about “You know what he said to me?” “ You know what he said to me?” You know, like throw this away or that’s terrible! Or start over again! But if you’re going to teach writing seriously, you have to be candid about what they’re doing. And it’s hard, you try to be rigorous but teaching �poetry writing, which is the main thing at Skidmore has these contradictory elements. You want rigorous attention to what you’re doing, but you don’t want to lose as in any art, the sense of play in getting there. Because a lot of the most creative work comes with playing with it. Play with it play with i! I told my students. You have to catch your mind at its most expansive and least predictable moments. Often this is helped by just lying down. You know, your mind often releases itself more creatively, at the moment before you fall asleep or at the moment you’re waking up. Or when you’re just lying down. I remember one of my students saying “Oh he thinks we do our best work on our backs!” [Laughs] But it’s being open to the mind at play and not working in predictable grooves. And then showing it to people that will tell you the truth about what you’re experiencing. LD: How do you experience criticisms? BG: Well, Peggy Boyers. Just last week, I showed her a draft of a poem. And she said, “Barry, it’s too sweet!” [Laughs] And I said Peggy, you’re the person I remember saying,” If there's one thing I know about my friend Barry Goldensohn, It’s that he dislikes sweet food, sweet music, sweet literature. I think she’s right. And as a matter of fact, I had written the word “sweet” a number of times and swept them out. She was right, I was giving into the sentimental side of myself. It had to do with being eighty and losing a lot of your friends. You know? And that comes with being eighty. It’s in some ways an apologetic… and how do you keep going when people are dying? People you love are dying? So I took some sweetness out. It didn’t belong in that poem. LD: So it sounds like your identity as a writer… well everyone’s identity as a writer changes throughout their lives, in what specific experiences they are going through, but when you were at Skidmore as a professor, how did you divide your time between teaching and writing? And because you were surrounded by Peggy Boyers, and Rob Boyers and all these faculty members that were passionate about poetry did that inspire you? BG: It’s what kept me at Skidmore. It was Bob and the liveliness of the Salmagundi world he created. I used to tease him by saying, Saratoga’s a one horse town and you’re the horse. [Laughs] But Salmagundi brought conferences together every year, it brought fascinating people every year, so I got to know and be friends with Susan Sontag (who I had actually known earlier from my New York City Days) and George Steiner, and all sorts of fascinating people, intelligent people. I got an offer for both Lorrie and I to teach at University of Florida, just move down there from Iowa, (oh I left out that I taught at the Iowa Writers Workshop for a couple of years) and it enabled Lorrie to get a free PHD because she was a faculty wife. LD: And at the time you were at Skidmore she was at Vassar. �BG: Well we lived in Saratoga, and I would drop her off Tuesday morning on this train and pick her up Thursday night. And she would teach all day Tuesday, all day Wednesday, all day Thursday. As the president of Hampshire said to me, when she found out, “Oh my god that sounds like the kind of relationship where your marriage is going to last forever.” Because there’s just enough space between you. And it happens, we have our sixty-first anniversary coming up, LD: What’s the secret to a long—? BG: Hanging in there. LD: Can you elaborate? BG: Becoming one another’s best friend. My wife says, “learning to understand the things that are difficult about the person you’re with,” which is profounder than “hanging in there.” LD: And she writes poems as well… BG: Yes, she’s my first reader always. LD: What were some of the things you guys did in Saratoga at the time? Because as you said, it’s a one horse… BG: Hanging out with Bob and Peg and the other writers. One of my former students from Goddard, Catherine Davis, I recruited her for teaching poetry at Skidmore and we hung out a lot. And, she called me up and told me I was offered a job at University of Washington for half the work and twice the pay, what should I do? And I said, if I ever heard of a no brainer in my life.. LD: Was there anything about Skidmore that you disliked during your time there? Or what was challenging? BG: Well, it’s hard to say. I’m not a good hater. Let me tell you one of the things I liked a lot. The English Department was very congenial, there was not a divided part department. As a Dean at Hampshire, none of my senior faculty were on speaking terms with one another. That happens in schools and departments. I was the Dean of Humanities and Arts. I mean that’s ridiculous!. Lorrie’s Vassar department was which she called a “dysfunctional family.” We saw one of her colleagues recently and I said, “Oh how is so and so?” and she says, “Urg.. She’s still teaching…” [Laughs] “I mean this is a woman in her late seventies I’m speaking to, still carrying �over the animosity from her teaching years, and it deeply divided… that’s never been the case in my years at Skidmore. The only experience I had like that was when I was at Iowa. The Writing Workshop was loosely related to the English Department. And the English Department had a wonderful guy.. was what the rest of the school called “happy valley” because he was just great at human relationships. He then moved to take over the English Department at Suny Albany, I think his name was John Gerber, and when i took over the Hampshire job, I brought him down to Albany and asked him how did you do it? How did you create such a peaceful environment and unified community? And he said, it wasn’t me, it was the years. It was in the sixties and seventies when everything was expanding and I never had to get rid of anyone for budgetary reasons and all I could do was hire people, and set things up. It was the time, but that underlies his genuine openness to people that made that experience at Iowa so wonderful. What he had to do at Albay was very difficult which was cut down the undergraduate programs because Albany had no right offering a doctorate. LD: What do you think made the English department at Skidmore such a unit at that time? BG: I don’t know, I asked Bob Boyers at the time if it was always like that and he said during the Vietnam war, political divides really split up the department but then they got back together or at least by the time I got there it seemed like a congenial group of people. LD: And then did you watch, sort of, new faculty members come in throughout the years and it shifter? BG: Yeah. One of them, Susannah MIntz, who is chair is getting married so I offered her (.....) LD: And those sort of soirees you mentioned, where you would sit with students and have a seminar at houses? Did that happen the entire time because— BG: Yes, pretty much. After a year, the pattern became that I would have a bunch of students. Say six- ten independent students wanting to work on poetry as their senior projects and I realized I would be dead meeting with them every week as a service session and that they had a lot to learn from one another, so they would sign up for an independent study but we met as a group. The faculty thought I was crazy for teaching three, four classes. But that was fun. It was students who knew me well, and one another well, which means they could speak very cANDIDLY TO one another. I remember students saying once in class about a poem, “that’s the stupidest poem I’ve ever read in my life!” In a thick New York accent and the student who wrote it said, “Oh you know… I wrote it on my way to class and I really shouldn’t have offered it. [Laughs] And You know, students could hear one another say things like that, and they didn’t have to be mandy-pandy with one another. You try to create in your class a series with a respect �one another, as people who are trying to learn to do something very difficult, to write a poem. They had to be able to speak to one another and say I think you should change this. And then those exchanges would be very illuminating. LD: I’ve wondered if we’ve sort of lost something over the years because the relationship you describe with your students, *Lorrie walks in * it feels like there are more boundaries implemented at Skidmore between the Professor’s and the students and each other. It feels like there are more unspoken rules about you know, a maybe more professional relationship established today? BG: Well, I thought my relationship with my students was very professional ​about​ writing poetry. Uh, a greater, are you talking about a greater area of things you can’t talk about? LD: Mhm, yeah. BG: You know, I’ve thought about that a lot. [Lorrie talks to Barry] BG: No one taking a course in seventeenth century who has been sexually traumatized should take a course in Shakespeare’s tragedies or comedies for that matter, or seventeenth century poetry which is often playful and its respect for women was less accompanied with attitudes about male and female roles. Very unusual. One of my favorite eighteenth century poets, was about one of the great boundary breaking woman who was irreverent and a giant figure in her age, her name was Aphra Bayne. I would blush now to recite her most famous poem. You know it’s really hard to say. The pre-selection process that I was talking about I think would have… and also the atmosphere, the free give and take served as a kind of barrier for people whose vulnerabilities would now allow them to do that. Because they were open. It was an open secret, so to speak. Very much self-selected. Just as it is an open secret that terrible things happen in Hamlet and Othello and Macbeth. You can’t taming of the shrew for the instance, is a brilliant comic fantasia on sex roles or gender roles. And the women keep their power. The shrew says you “marry me you marry my tongue.” LD: Okay, well we’re reaching the end of the interview. I’m wondering if there's anything we didn’t get to that you’d like to talk about or share. Maybe a story or some piece of information that you’d like to end with. BG: No, I’d just like to say I really liked teaching at Skidmore. But I put a lot of work into dealing with student papers and was eager to retire at sixty-five to have more time of my own for my own writing. I’ve written three books since then. Lorrie’s written three ever since she’s �retired. We’re… as much as I like teaching, I only retired from teaching ​not ​from writing. Because the way I taught took a lot of time, and I wanted more time for myself. LD: That’s a great place to end .Thank you so much for taking the time to talk to me today. I really appreciate it! BG: I enjoyed it! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore College Retirees Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Lena Drinkard Interviewee The person(s) being interviewed Barry Goldensohn Location The location of the interview New York City Record Contributor Individual who prepared the item and/or edited it. Lena Drinkard Record Creation Date Day/Month/Year of record creation/edit 4/26/17 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview With Barry Goldensohn Date A point or period of time associated with an event in the lifecycle of the resource April 1, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Retiree Memory Project Language A language of the resource eng Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. "Interview with Barry Goldensohn," Skidmore Saratoga Memory Project, accessed April 26, 2017, http://ssmp.skidmore.edu/admin/items/show/620 Description An account of the resource Barry Goldensohn came to Skidmore in 1981 as professor for poetry in the English department. In this interview, he discusses everything from the diverse Brooklyn community in which he was raised, to his experiences teaching and writing alongside his wife, Lorrie Goldensohn. He also describes his close relationship with his students—many of which went on to find immense success as writers. Despite his love for teaching, Barry left Skidmore so that he could devote all of his time to his true passion—writing. Academic Rigor Campus Culture Curriculum English Department Faculty and Administrative Relations Faculty and Student Relations Salmagundi https://www.ssmp.mdocs.skidmore.edu/files/original/cebc75c0763e4696d1989ba590d0ca57.jpg 608b865f56066cebbbd1d387e005451f https://www.ssmp.mdocs.skidmore.edu/files/original/0cd5b07100cd3d4c80820fdd8df87960.mp3 e55df6db374ed2d8e2c241bea025e143 https://www.ssmp.mdocs.skidmore.edu/files/original/30fe028ce5e2094ee9a34a8ec3501f55.pdf 69c5c72bd1b234c425cefbefb9965fe6 PDF Text Text Interviewee: Ken Hapeman Years at Skidmore: 1981-2005 Location of Interview: Scribner Library, Skidmore College Date of Interview: April 5, 2017 00:00:1:09 Born in Hudson New York, 1944. Grew up in Hudson and went to Hudson High School. Father and grandfather were both from there. 00:00:1:25.00 Upon graduating high school went to RPI College. Brought an artifact from college- a slideroom. Example of how the times have changed. 1962 -no calculators no computers. 00:04:02.00 Graduated from RPI with a degree in psychology. This was unusual, therefore were only seven people in the department. Then went to work in Albany. Got a job right out of RPI at IBM and worked there for 7 years. Then worked at state university of NY then moved onto Skidmore. 00:0:08:05.00 Had the opportunity to go to SUNY to be a technical specialist. Was there for 6 months in this position until the boss left and offered him his job. 60 people were working for him for 7 years. This is where he got management experience. In the end he couldn’t handle this working evirornment so looked at want ads. Skidmore popped up. 00:11:11.00 1981 arrives at Skidmore. As a new employee the college’s endowment was in bad shape. Skidmore received an annual audit saying you might want to consider bankruptcy. Then the campus was given as a donation. At this point everything was basically moved from downtown-few classes maybe still downtown. 00:14:06.00 When coming to Skidmore he was attracted by the thorough interview process. He met everybody and thought it feels like a family. Very easy to make his feelings known and make recommendations. “Closeness is what attracted me to the college.” 00:12:46.00 Thinks Palamountain is a wonderful speaker. “Very commanding and inspiring leader but not sure if he was the best managerial leader.” Extremely likeable which was important to the college at the time. “In the chaos, he was grounded and the right man for the times.” 00:17:22.00 1962-1981.“Times have changed so much.” Only two computers on campus. One supporting academic activities- newly installed in 1980. Data sheets were sent out to Springfield, Mass to be analyzed by consultants. Reports then came back to Skidmore for alumni to look at. �Hapeman controlled both of these computers. 00:21:19.00 The college was in its infancy. “Task was to take all the stuff and put it into a reasonable computing environment for the college” There were computers around the size of a washing machine with 20mg of data – very small amount. At Skidmore there were two small computers and few people had access to them- everyone else had nothing. 00:24:47.00 – His position was director of computer services . It was the first IT position that the college had. 00:27:05.00 Hiring people was important- getting support was helpful. Needed to make it so more students can interact with the computer at the same time. He and others did a thorough investigation to find the right software- in the end they bought a new computer. 00:31:25.00 Everybody was squeezed in. Staff space was in inadequate offices and conditions but eventually things changed. 00:33:20.00 in 1983 AMES came to campus- academic information management system. The administrative system wasn’t perfect but they modified it to fit Skidmore’s needs and hired additional programmers to help out unify the system. 00:36:15.00 David porter- wonderful man – “felt his humanity when you talked to him” “great punner” In the faculty unrest he helped unify them. 00:41:09.00 Interacted with students who worked with him – students who ran the computer system for the high school- amazing kids, used them for lab assistance. Had a “small sampling.” 00:42:29.00 1st half of the 1990s – personal computer started to show up “rocked our boat in many ways.” Everybody wanted a mac but didn’t have the budget. The faculty and staff just began to have their own computers in their offices--- first presence of this technology was in offices. 45:37.00 “Technology was booming of course…” the source of all knowledge resided in the computer center in the 80s and in the 90s that spread to be somewhat of common knowledge. This was a difficult transition psychologically. 48:53.00 By 1995 everything had changed- online registration - nothing is really done by paper �anymore. All automated. 52:52.00 Started with a new system. Banner- works well with an institution like Skidmore – but he doesn’t like banner. It’s successful to be on the same page as other institutions/colleges. 55:47.00 Since leaving Skidmore still converts things from AMES to banner, still has his technical connections here. � https://www.ssmp.mdocs.skidmore.edu/files/original/f95d49ad4072e26b90d757cb9ecfe693.pdf 276b037d8844667a37a3ffc5f0235c0e PDF Text Text Interview with Ken Hapeman by Max McDermott, Skidmore College Retiree Oral History Project, Saratoga Springs, New York, April 5th, 2017. Max McDermott: Hello, this is Max McDermott interviewing for the Skidmore retiree memory project. I am with Ken Hapemen in a study room. Study room 126 in the Scribner library on a Wednesday April 5th 2017. Ken, Hello How are you today? Ken Hapeman: I’m good how about you? MM: Now to begin our interview, I’d ask if you could tell us- just to be able to get a bit of context of where your story began -could you tell us where you were born, a little bit about that and if you don’t mind, when? KH: Sure, (cough) no I was born in Hudson, New York which is about 30 miles south of Albany in 1944. So I’m 72 years old right now. I grew up in Hudson, um I went to Hudson high school and uh my parents had lived there. My father at least had lived there his whole life so we had deep roots in Hudson. I believe his father had lived there as well. Upon graduating high school, I went to RPI to college. And, actually, brought an artifact with me today maybe this is the time to show it. How things have changed. Of course, this won’t show on the interview but I brought a sliderule. Because as a freshman in engineering at RPI we had to all purchase a sliderule. And we look at the high tech equipment today- the equipment I’m sitting here talking to you with which is made available to you. We had to buy these things. They weren’t that expensive. I think it was 50 or 60 dollars but this was as close as you could come to something that would do a lot of complex math. And these things, you could do a lot with these things. You could multiply, divide - you know logarithmic kind of computations and so this thing which I bought for say 50 dollars back in 1962. I haven’t used it in a long, long time. It sits in my room I pull it up just to bring it up as an example as how the times have changed. MM: Wow, looking at this um I’m seeing I mean I am a complete layman in terms of anything mathematical, anything to do with calculations. I’m seeing a ruler. I see a piece in a middle that slides… KH: Right, yup, and different… MM: I can’t even begin to guess how it works. KH: Well let’s do something really simple. Let’s say you want to multiply 3x2…. It can do a lot of stuff. You put the one over the 2. So that’s the kind of thing it can do. It does a lot of computations. (laughs) So this was the tool that all engineering students had to use. There were no calculators, no computers; this was it. And so, we bought this. I was an engineering student for a few years. I changed majors eventually and so this has sat unused. I really never used it beyond a few classes. And now it’s an artifact. (laughs) �MM: Wow KH: So that’s me. I got to school at RPI. I graduated from RPI. I went to work in Albany. So I spent my whole life in the capital district basically. MM: Ok ok. And you always had an interest in mathematics. Sounds like engineering. KH: Right I went to RPI as an electrical engineering major. I decided along the way that engineering was not for me. I actually would have become a math major. I was very interested in math, but as an engineering major we had to take something called engineering drawing. Which is essentially what you can do with a CAD program today, but we had to do a long hand with a big T-square and a giant board which we also had to buy. And because I spent 2 years taking engineering drawing classes I didn’t take what would have been required to be a math major at RPI which was two years of German or two years of Russian. (laughs) And so there was no way to make that up. So, I switched out of engineering and actually graduated from RPI with a degree in psychology. So, I was unusual, I was about one of seven people in the department at that point. Um hmm it was unusual anyways. And so, I got a job right out of RIP with IBM in Albany and worked there for about seven years. Then I went to State University of NY and worked there for about seven years and then I came to Skidmore. MM: Wow. Before we move onto Skidmore I just want to briefly ask. Could you sum up- what did your experience teach you? From IBM from SUNY Albany? KH: SUNY Central actually MM: SUNY Central, right KH: Um right. This is the office that administrates for all the SUNY colleges and all their campuses. MM: Right, right KH: It’s not on a campus; it’s a central hub. It did a number of things- like centralized application processing at that point and probably still today. If you are going to apply to SUNY you filled out a common application and that was sent to SUNY central, the staff at SUNY central, with data entered the common app and send it to the colleges you said you were interested in. So, we did that service along with, you know, a bunch of other stuff. We ran some site contracts we had a contract with a national library in Memphis to run something called the Medline system, which was a very early search and retrieval service for medical information. And a couple of other things. So, we did that. But anyway, my experiences when I graduated from RPI, again, computing was in such an early phase that while I was at RPI I had taken one course in digital computer design and one course in Fortran programming and that was it. That was my total IT exposure. �Most employers at that point in ’67, when I actually graduated, were looking for students in various engineering majors, which I didn’t have, so I agreed to interview anybody who would talk to any student. I really wanted a job I did not want to go to grad school. So, IBM was one of those companies and I interviewed with them and a couple of others, got offers, decided to go with IBM and they immediately sent me off to 16 weeks of training, which really taught me everything that was the base of my knowledge of computing of IT. It was great. We did programming at a machine level which meant we were actually writing machine instructions for the computers at the time, which were IBM system 360s - big refrigerator like boxes - many of them. And 3 months of that I went back to work for IBM. I was assigned to an IBM customer site, where I had to help them install systems and that taught me again a great deal more. After 7 years things had changed in the IBM working environment so an opportunity to go to SUNY came along and I went as sort of a technical specialist. And I had been there maybe three or four maybe 6 months, I don't know, and my boss the person who had hired me left and recommended me to take his job. So, suddenly I was in charge of this computing center in SUNY central without really ample good experience to do it. But I muddled along and I had about 60 people working for me at that point. And I did that for about seven years. So that taught me a lot about management. I had no management experience. I had a good technical background but I didn't have the management background. About 1980 or so I started warning my bosses at SUNY that the National Library of Medicine contract that we were operating was in danger. We were going to lose it, and the computer center that I ran was built on a structure that depended on funding from a variety of sources, one of which was the National Library of Medicine and was a couple hundred thousand dollars. It was a chunk of money, a significant piece so we lost that contract. And despite the fact that I had been warning my bosses about it, that we had to restructure the financing of the computer center, they told me in 1980 when that contract went away that I had to fire 12 people who didn't deserve to be fired. Who were doing good work, but the money was just not there, so I did my job I fired 12 people. and I immediately started looking at the want ads. That was too much. I could not remain in that environment. And I hadn't started looking more than a month when an ad for a position at Skidmore College came up. I made the jump. MM: You made the jump KH: Yeah MM: Alright, so that's how you came to Skidmore. KH: mhm MM: So you arrived at Skidmore this year is 1981 KH:Right, yup �MM: Ok now I want to know exactly the history of Skidmore from your point of view. Now, aside from technology, aside from any computer science, just as new employee - I'm wondering how you saw the college. As I understand that at this time the move from the old campus was still ongoing. The college had put itself in financial danger from that project and when Leo [Geoffrion] was talking to me he remembered President Joseph Palamountain announcing proudly that after an ambitious fundraising campaign the College could boast an endowment of 12 million dollars. Can that be right? I mean today i looked it up. Today we have an endowment of 330 million could we really have been in a state that far away? KH: Well actually, I really don't remember the number but I know the general feeling was that the colleges endowment was grossly inadequate. So, the number’s probably right. It’s certainly in that ballpark. The college was in bad shape before making the move. They had received an annual audit. A what was it called… let me see if I can come up with the terminology… there’s an auditor's term for this… a non…um, uhh gee I'm not going to come up with it. MM: I’m hoping you're not about to say bankruptcy… KH: No, no, but you know it’s..what it is, it’s a letter from the auditors that says you don't really have the structure to be a successful business and you want might consider, you might want to consider bankruptcy. So it was pretty serious stuff. And the college had a few breaks at this point. They got this campus as a donation I believe from J Eric Johnson and his family. And by the time I came here actually the move was really complete. The only thing that remained downtown were a few students and a few dorms but basically everything was…and I guess there were a few classes taught downtown... but everything basically was here, most of the campus was in place and complete. MM: Ok. Could you tell me about your impression of the school when you first arrived as a place to live and work? KH: Yeah its interesting because where I had been at SUNY central; well, let’s go back to IBM. In IBM I worked in an office in a huge corporation and the layers of bureaucracy above me appeared endless. You know, I knew the people in my office but I didn't know anybody else. When I went to SUNY it didn't seem quite so big, but it did seem extremely bureaucratic. Everything had to go through a process; everything kind of ground to a halt every time you tried to do something. Nothing was easy to do. So, when I came to Skidmore one of the things that really attracted me, on the days that I interviewed here, were first of all the thorough interview process. I met virtually everybody including the President, all of the deans, the department heads of significance. I met everybody, and I felt, wow, this is a place which will feel to me more like a family or a unit I can feel close to. In the sense that I’ll have some contact with everybody from the top down and that was really my biggest impression at the time. It’s a smaller, tighter unit than what I had been in and that I would work.… If I wanted to do something I could explain it to my boss who was at the time was the Provost. It was a position that was done �away with but he was a provost; but essentially, he was the Vice President for Academic Affairs. And his boss was the president. I was two layers down from the top, so it was very easy to make my feelings known and get recommendations and put action on it. Not that the recommendations were always accepted, but many of them were, and I always felt I had a say. So, that feeling when I came here of closeness was really what attracted me to the College. MM: Excellent; happy to hear that. I'm wondering for more documentations of landmarks in Skidmore history. As for President Palamountain whether Skidmore was heading in the right direction under his presidency. Did you have an opinion on him? KH: Yeah well, I had some opinions about him. He was a great speaker so he was very commanding when he stood up in front of a group and talked and so that was inspiring. I would say he's an inspirational leader I'm not sure if he was the best managerial leader. If you get my opinion.... He uh spent a lot of time dealing with data and minutia. He was very interested in data, so well we would get calls to his office because he was working on an old electric typewriter- metal electric typewriter a data entry machine and had a problem with a word processing machine. So, you wouldn't think he would be involved with that level of detail but he was. But I liked the man. He was extremely likable and he was extremely inspirational which was important to the College at that point. MM: That’s good, so he kind of kept everyone together as the chaos was going through. It sounds like it took a lot of effort to move that campus KH: Right yeah I think he was the right man for the time. MM: Now I'm gunna move on. Now your first impression of Skidmore as a computer scientist. where did we stand in 1981. Were we up to date? KH: Well, you know up to date is a funny way to think of it because the times have changed so much. You know, as I brought my little slide rule with me from 1962 (when I bought that slide rule) to 1981, there was a lot of change, but computing and information technology was largely main frame systems with terminals tied to them. When I came to Skidmore what I found was there were two computers on campus. and I was going to be in charge of both of those. One supported academic activities; one supported administrative activities. The one supporting academic activities had been newly installed in the past year, I would say, so 1980. It was a Texas Instruments 990 which was a very inappropriate computer for academic activities, unfortunately. So, the choice I think had been influenced by JR Johnson as head of TI who had given the college so much land. I don't know exactly how that happened, but at any rate they had a computer that they had high hopes for - the academic side of the house- and it was not really doing the job. I would say it was pretty inadequate. On the other side of things - in the administrative computing arena there was a Sperry Univac System 3, which was about half the size of this table were sitting at. It was funny-shaped; it �might have been almost as long as the table but not as deep. So, you know, 5 or 6 ft long by 3 ft wide. It had sort of a desk built in and it was being run by a consultant so there were no employees there except a part-time clerk in the business office. There was an IT consultant who ran it for the college, and they had three or four, maybe five, terminals up in the business office in Barrett Center and nothing anywhere else, and the rest of administrative computing like the Alumni Office and Registrar’s Office, all of which have big needs, were relying on external consultants. The Alumni Office would mail data sheets to Springfield, Massachusetts where there were data entered by the consultant on their computers in Springfield, Mass. and then the reports that came out of the computers came back here for the alumni staff to look at. So, it was pretty slow pretty crude. The Registrar’s Office had a similar kind of arrangement with an external consultant arena. So, the administrative computer only served Barrett Center and it only had about 5 or 6 terminals. The academic computer was located on 3rd floor Palamountain Hall. I just walked by it today to see what it looks like up there and it actually looks remarkably similar. There are offices in the area where there were some computer terminals and there’s a closet that has a computer that’s still sitting there, so things don't look that much different up there. The terminals were two four, I believe, CRT display terminals and a couple of typewriters hooked up to this machine that was it. On the wall there were still a couple modems that were used apparently prior to that purchase to connect over to Dartmouth, which is the way they used to get their service. So, the College was in its infancy to say the least. But you know to say that things were so different..., nobody had an iPhone; you know, nobody had a personal computer.Tthere were no such things; they didn't exist. So, my task was to take all that stuff and try to figure out how to grow it into a reasonable computing environment for the College. MM: Ok for the sake of having images. I always loved having images in my head. I'm a very visual person. When I hear computer, I'm picturing a screen with a keyboard and I type and letters appear on the screen no.… were talking heavy bags of chips and wires. a lot of things that would seem pretty incomprehensible to the average person. KH: Right, yup. The TI 990 was sort of a rack monitor machine that looks like a tall version of that thing behind you, and it had a disk drive which was I believe 20 meg of disk, which is an insignificantly small amount, and it was roughly the size of a washing machine. MM: And uh compared to IBM I'm wondering and SUNY Central, or where else you saw, how do they compare? KH: The IBM environment that I left behind at SUNY Central had a huge computer room; it was probably 300 x 300 ft. And it was huge and it was full of large IBM machines each one of which was about the size of a refrigerator and there probably were 20 or 30 boxes the size of a refrigerator that made this up. Some of them were tape drives. They had huge tape drives; some were big disk drives that look like washing machines again and some were the computer itself. The machines back then were huge and they provided time sharing services only. That �was it, if you had a computer terminal hooked to one of these computers with a video display. That’s was the best you were going to get. A lot of people did what was called batch submission. They didn't have a computer terminal if they wanted to do something; they had a program that would do it for them. They would write data that were instructions on a key punch sheet and would give it to a couple of girls in the department I was working at at that point, which was the Department of Motor Vehicles. That’s where IBM had assigned me. They had two women who were full-time key punch operators. All they did was take the sheets from programmers and others and type that stuff up on punch cards which would get fed into the computer through a card reader. So, that environment would also be crude by today’s standards. Very extremely. But it was huge. But with Skidmore the difference was it was tiny. You know it was (laughs) two small computers, um virtually you know there was no key punch operators there was no card reader there was none of that. Few people had access to the computers and everyone else had nothing. MM: So, I’m happy to hear you say when you arrived at Skidmore on the personal side it did feel very welcoming. It did feel very friendly so that’s nice but as for the computer science side you said, well I have a lot of work to do. So, you were head of what is today known as the IT Department and was then known as Computer Services. KH: Right. It was known as Computer Services when I was hired. The position I was hired into was called Director of Computer Services. And, it was new in the sense it was the first IT position that the College had. The academic computer had been operated by two part-time faculty members who probably got a little course relief for doing the work they did. I'm not sure that was it or if they were still teaching too. MM: I’ll interrupt you here. Leo mentioned the name Margeret Riper is that… KH: Guider it was Guider. She was a math professor and the other professor who spent quite a bit of time on the equipment was someone named Robert Jones who may still be here in the Economics Department. He was here last I knew. MM: Ok, ok ok; and just before moving on Leo also… I haven't confirmed with you what Leo said in the basement of Barrett there was a Burrows B800. KH: No, it was a Univak system, 3 system 80, that was the administrative computer. That was the one being run by consultants. There were two full-time people there from the consultant. Really one full-time person who came and went a lot, was there quite a bit in the basement of Barrett. Thats how we started. When I was hired it was just me that was it. I was the first person and I shortly thereafter hired Leo [Geoffrion], who mostly worked with the academic computing side of the house, and another person Sam McGaughey who worked on the administrative side. �MM: Alright excellent that was what my next question was going to be. So what were the first actions you took as head of Computer Services and would you be making those hires? What else comes to mind of the first steps … KH: The hires were important. I realized very quickly that one person wasn't going to be able to do the job, so I worked to hire those guys which helped a great deal. Another thing was looking for where the weaknesses were in the current system and trying to figure out a preliminary plan for moving forward more effectively. Even before hiring the staff, I knew first of all with the academic computer that we needed to have more terminals hooked to it, so that more students could interact with it at the same time. It was four terminals in the first year (I was hiring Leo at the same time), so I don't exactly know the sequence or anything but within a year we had that four up to 12 ,which was helpful. The computer wasn't particularly good for the jobs it was asked to do or could do, but at least people could get at it. That was the best we could do as sort of a first wave and we did do that. On the administrative side, I didn't like the whole plan cause what they were doing was they had spent probably a couple of years by the time I got there developing software for the Business Office, the accounting software. Written it from scratch and their plan was to once they finished that to move on and go to the Registrar’s Office and write a registration system from scratch for the Registrar’s Office then move to the…. The experience I had in software development at that point told me that that was going to take them 20 years. You know it was just not going to get done, and perfectly adequate software was available for purchase and so right away I decided I was going to press for elimination of the contract for the consultants. Scrapping the work they had done which was going to be a hard sell because there were a couple proponents in the Business Office that believed in it. And buying a set of packaged software that would serve the entire administrative college environment. That was a struggle that took a lot of time for the first couple of years. I did convince my boss that continuing on the way you were going was not good. He put together… he had me put together a committee of people to go out and look at software and make a recommendation, and we spent a year maybe traveling around to different colleges talking to people who had package software installed already and doing those investigations. We did a thorough investigation and we terminated the agreement with the consultant, bought a new computer, put system on it, and moved forward from there. MM: Wow sounds like some bold moves. It’s what needed to be done, I guess. KH: It felt like it did. You know and they were fairly bold, I think. MM: Ok, well you had the experience now. Now we know a bit more about your projects. I'm wondering about these first years 1981, 1985, I'm wondering more about what daily life would look like ,...where was your office. �KH: I moved around a fair amount. My office was originally on the end of the little corridor I referred to earlier on the 3d floor Palamountain. Basically, if you took the center steps of Palamountain where you come in the front door facing west, I mean north, I mean you go up the big stairs turn right and go down into the first corridor that goes to the right. My office was down that corridor around a corner. I don't know who’s really now. It’s mostly English Department, I think. MM: Yeah, that’s right. KH: And as you go down that corridor you see some very funny shallow offices.... Those are the area we had our computer terminals in those early years. So, that was that. We were in that location for a few years. I'm not sure quite how many, for a few. The other area was the basement of Barrett center. I never had an office down there but once I hired Stan and we began and transition of system from the consultant to our new software, Stan’s office was down there and he was actually… (LAUGHS) he was in a totally unacceptable space. But he didn’t complain. I mean, literally, you go in the basement of Barrett Center; there was an office there. There was also a step up and a door that led to a totally unfinished basement. That was his office and you know it was unfinished concrete pipes hanging down all kinds of weird stuff. MM: Any windows? KH: But no windows; no windows. It was a total cave. The only window was out in the hall on the door and that was it. MM: It makes me wonder, do you feel like the administration respected the work that you did as a computer scientist? Were you important to them? KH: I never thought of it as a reflection of our importance; it was a reflection of growing pains and lack of space. The college campus in general was very crowded everybody was squeezed in. You know, there were numerous buildings that didn't exist at the time. So, a lot of staff was squeezed into space that was inadequate, so we kept it. We took it and we lived with it. And you know as I said what I don't remember is how many years it was but eventually things changed and we moved along. MM: So, correct me if I'm wrong but it seems like we have a picture of the early 80s. I wonder if it’s time on our timeline now to move onto to around 1986 from what I understand is that when AIMS came to campus? KH: Actually it was 1983 that AIMS came to campus.. MM: Ok..., AIMS, for those listening, Academic Information Management System. This is the computing system that you brought to campus. This is what you brought to campus to have everyone run on. �LH: To replace the UNIVAC that was running the administrative application. It didn't do direct academic support at all. It was all administration stuff, but it was it was a very all-encompassing administration system. It included an alumni development software area, a registrar’s system, a student affairs, business office, pay roll personnel. I mean it really every major administrative area to the college had a module that came with AIMS. They weren't all perfect with Skidmore’s operation. As something general never could be, so we modified it a bit to meet Skidmore’s needs in certain areas. Some areas needed more modification than others, and we added a number of modules on our own. It had a nice tool kit that came with it, so along the way I had hired a couple of additional programmers. I'm not sure I could tell you the years that happened. In administrative computing we had a couple of extra people who began modifying the system and enhancing it to meet Skidmore’s needs. MM: I’m hearing that you gave administrators, department heads they each have their own computer units? KH: Well, it was an integrated software system but there were modules- I guess that’s a better way to put it - AIMS itself was an umbrella that had a dozen modules perhaps. Each module supported a different administrative area. And they were all consistent in terms of the user interface. They all looked the same, operated the same way, shared the same set of data. One of the things that AIMS had that was kind of important back then, that a lot of systems did, was called people files. You entered data if it was an alumni request to enter somebody’s information, it went in the people file. The basic demographic information was kept in a common database and then more sensitive information was attached separately. It was a unified system which was helpful. MM: Ok, ok. We’re going to hit another landmark around here. Around July 1987 we got a new president, President David Porter. KH: Wonderful man. I love David Porter. He was great. He wasn't the sort of stand-up inspirational kind of person that Joseph Palamountain was, but he was a wonderful human person. He was just an average guy, an everyday guy. He was funny. He would sit up in front of the faculty, he punned -he was a great punner. He was important because there was some faculty unrest and the kind of thing that was not unusual in an academic environment and he helped unify the faculty. Made the faculty happier than they were perhaps. I might be overstating it, but David Porter was a wonderful person. I have great respect for him. He was a tremendous intellect and a sad loss actually I… we lost him recently and it’s a great shame. MM: That was one of our first assignments for interviewing class..to practice what a good interview was. This same project interviewing him …sounds like a great guy. Moving on let’s wrap up the 1980s. So, at the end of this decade-I mean when we started this decade-the administration seemed kind of like a mess. You're telling me that the administration and registrar work was contracted outside companies. Campus wasn't doing a lot of its work on its own campus. �KH: No, no - almost none of it. And again, the times were different you have to keep in mind that by installing AIMS we at least started to get around that problem and bring everything in house and by the mid 80s we had accomplished that. We had also Leo and his staff, we had a couple of extra people there by now too. Realized that the TI990 was never going to do the job for academic support that we needed on that end of things and most of our sister institutions were using digital VAX machines. And Leo no doubt talked to you about this, but sometime in the 80’s we managed to jettison the TI990 and replaced it with a couple of digital VAXes that were much more appropriate to academic computing. There was software available that had been developed on other colleges that you could get that did things that our faculty wanted to and students wanted to do. It was a great move going to those digital VAXes. I thought by that point, by probably the late 80’s we were well aligned with where we ought to be. We still might have been behind in sense that we had a lot of catch-up work, but we were going in the right direction. Also, somewhere along the way we moved. You asked about space. We kept the space in the basement of Barrett but, at some point, we moved our operation down to the library walkway area which was rehabbed to hold us. There was a merger with telephone services somewhere along in there too. The dates are really hazy for me. But I took over running the telephone system, which was essentially a computer. There was virtually nobody else who had that experience so we moved in the telephone switch that was down in that basement area. We moved the computer center in there and my office and most of the other offices wound up there as well. MM: Ok, ok KH: That was probably in the 80’s well it might have been 1990 I'm not sure. MM: I don’t know if you were in touch with student body. Student culture was like, what the spirit of campus was, if things were more optimistic than they were? KH: Well, I don't know. The biggest exposure we had to students was the students who worked for us, and we always managed to find a good group of students. There weren't huge numbers interested in technology at that point in time, but there were a few. There were amazing ones, students who had in their high school run a computer system for the high school, and we managed to hire them as they came along and use them as a lab assistants and so forth. So, we had that kind of experience with students, but it was a small sampling. From my perspective, I think there’s always a certain amount of turmoil on a college campus - as there should be. I think a college campus without turmoil wouldn't be a college campus. I don't think it was all that different, but my world was smaller. MM: Ok. I wish we didn't have to go through things so quickly but we do have 20 minutes left till we reach our 1-hour mark. So, I'm going to ask about the first half of the 1990s. What were you working on at this time? �KH: Well somewhere along the line personal computers started to show up and that really rocked our boat in many ways. Everybody wanted one. Everybody wanted a Mac or actually even earlier ones. Because we had established relationship with Digital for our VAX computers, Digital was going to come out with an early IBM PC clone called the Rainbow and we agreed to purchase a bunch of those. And it was a serious error. The Rainbow never sold. It was not successful. And I don't think we purchased more than a dozen or so, but that was not successful at all. So, we backed away from that. We were sort of stumbling and fumbling with what to do with this because we didn't have the budget to get everybody a new Apple 2 or whatever the early technology had been or even a Rainbow. We did what we could. We got some out there; we tried to adapt and bring in new ones. So that was kind of a turmoil for us, getting from a sort of time-shared environment with a central computer and bunch of terminals to one where people had on their desktops personal computers that were a little imitation of what we have today. MM: You were talking about faculty and staff having their own computers in their offices? KH: Right, that was just starting. Students were still probably getting most of their computing time through labs that we had set up. You went to a lab, you used a computer or a terminal that connected to one of our VAXes, and that was your academic support, but faculty were eager to get the micros: Apples, whatever. So I’d say the first presence of that kind of technology on campus was in various offices. The administrative computer stayed kind of a time-shared system too, so we weren't doing that in administrative areas. MM: Ok ok and so first the computer took up a lot of time. What else is going on any updates on AIMS? KH: Well actually have to go back to the 80s to go back to AIMS. The company we purchased AIMS from went out of business, so we committed to continuing with the software and modifying it to meet our needs, so it really satisfied 80-90% of our needs. We figured we could keep it up to date; we could modify it and go forward from there. We modified AIMS we kept it going and in fact it ran through the 80’s, 90’s until 2005, so we got wonderful service out of AIMS and uh yeah what can I say. (laughs) MM: Any other the pace doesn't have to be as aggressive. Are there any special incidents or stories that are coming to mind that you feel like you have to share to give us a good picture of what this time was like? Anything special? KH: Hm that’s a good one. um MM: You don't have to have any stories, but if so they're good to like… KH: Odd things happened. You know, we… MM: what odd things? �KH: We had a…technology was booming of course. And Xerox, I think it was, came out with a wild photographic printer that was; I'm not sure if it was Xerox but I think it was. It was supposed to be wonderful, and we managed to get a grant to get one of those. So, we got it and we opened it up, set it up, and really could not figure how to make any decent use of it. So, we boxed it up put it away and about 2 years later one of the faculty members of the art department came over and asked about it. And they were incensed that we had stuck it away and not used it. We had that kind of stuff that was going on; we were adapting to technology and learning new things just like everybody else and in some cases. What was interesting was the source of all knowledge on both computers resided in the computer center in the 80’s, and then as we got into the 90’s knowledge spread, and so there were people out there in faculty departments who in a particular narrow area knew more about computers than we did. So, it was a difficult transition psychologically for us to do that. MM: I’m curious, what did the arts faculty member want with that computer? LH: He thought we could have done something with it. And didn't really realize we had it. I think it was a question of the thing just got lost in the shuffle. He thought it could have been useful. We couldn’t make anything good out of it but that was the kind of thing that was happening, cause expertise was popping up in faculty areas and usually in a very narrow disciple. But nonetheless, it was expertise, and as computers got more and more capable by definition everybody knew a little bit less about certain areas. So, it was that kind of a conflict. Some of that was going on in that point in time as well. There was a faculty member who was into Next computers. They were kind of a black box. A Steve Jobs company that got kicked out of Apple, and we decided that we didn't think those were in the best interest of the college but there was a faculty member in the music department who did. There was that kind of conflict that happened periodically it was about growing pains and direction and a variety of things of that sort. MM: We’re at 1995 now, when you arrived Skidmore was in the era of doing everything by paper. Course registration you know, you get called, every department has its table, you have an index card to pick which class. You pick them all up hand it to the registrar that was your schedule admissions; everything all the records for all papers. By 1995 how much of this changed? KH: By 1995 it had all changed. I wouldn't say i think they might have still been doing the area registrations even though the software we have was capable of doing online registration. They had a variety of reasons for that. They hold onto things for a long time, but virtually everything else was moving forward with online support. Admission was done greatly in an online application. But , you know, the data entered it when it got here and from that point on was pretty much handled online. The alumni office had all their records online. So, by 1995 everything was really greatly different than it had been in 1981. Running a lot smoother and much more automated. Yeah. �MM: Alright now I'm asking about this particular time 1995 because there is a big change here I want to ask about. As Leo has informed me, his story goes that the school decided that AIMS as a system by mid 90’s the administration, as Leo tells me, our old custom system that’s not really sustainable, We need a standard system that’s more universal. They started talking and decided to phase out AIMS looking for something else. Leo tells me that you approved that and that was as the director of the computer science department. Do you have anything to day about that? KH: No, you know, it wasn't a sudden thing. AIMS, we were supporting AIMS, it was doing the job but technology was changing as technology does, so AIMS at its heart was a time-shared system where terminals provided access to a central computer. To change that so that it fully integrated desktop technology, desktop computers, would have been definitely a major rewrite, and we weren't doing that. What we were doing was supporting it if the registrar needed to be able to have a report of students that was not a standard report, we created one for them. If an office needed to be able to do a process differently this year from the way they did it last year, we would make that change. But the change would always be within the limitations of the technology. Which meant there was time-share with the terminal access. When people started saying I want to put my MAC on my desk, and I want to have it do this and integrate with the system, that was another ball game. It was a really big technology ball game. So, we could see the handwriting was on the wall…you clearly had to...we could keep AIMS doing things that people needed, but in a way that was very old fashioned. So, I agreed that it needed to be done. And we all did what Skidmore does best, form a group, went out and did a lot of time looking at alternatives. Spent quite a bit of time looking at ways to go. At that point in time, we decided to become… affiliate with Oracle on a pilot project, which again was in hindsight a mistake, but Oracle up to Larry Ellison was committed to education as a marketplace and we would on the ground floor helping the software develop. So, we did that; we jumped in and that was actually…the seeds of that may have begun in 1995 but the actual conversion from AIMS to oracle occurred in 2005. MM: And to continue that particular storyline as for computer system…turns out Oracle didn't really do the job because people…? KH: Larry Ellison’s commitment turned out to be not as strong as one would have thought. He basically said he was committed to education no matter what. He bought People Soft and said this is our solution. People Soft at the time and he looked at it thought it’s too big it’s something that’s meant for hugeness … Oracle was, too; I think that’s part of the mistake there. We need to start from scratch we need to take a look. And the system that the college wound up purchasing, Banner at that point was one we had looked at numerous times in the past. It was a system of old. It had been around a long time, but they had a big staff. They set it up to date they modernized it. There are merits to being in an environment where similar institutions are using the same piece of software. �MM: We’re not done yet. I just want to just come to the modern day. We’re still on Banner, aren’t we? KH: Banner is what we’re in. I assume we'll be on Banner for a long time. Now we’re committed to it. Banner is a product that is successful in the marketplace and therefore gets updated. So. I think the College will use Banner for a long time. It’s not a perfect product by any means, but it does seem successful, and one thing I've done since leaving Skidmore is worked on a consulting basis to convert a lot of that old AIMS data into Banner. Especially the student data. So much of the data going back to 1983, and in fact some that was converted earlier back into the 60s, is now in Banner. MM: Have you still been coming to campus? KH: I come up here. I come up to walk my dog up here a lot. I do some consulting as I said. So, I come up periodically to meet with the staff in the IT department. I do some software development, mostly data conversions stuff at this point. I support a couple of systems that I wrote in the days before I left Skidmore. So yeah, I still have technical connections here and i still love the place. I still come up here and walk around. Skidmore was very good to me and I love the place. MM: Ok, so we’re going to be around modern day, so I'm going be asking about some of the reflections you have. One thing, what made you decide to retire when you did? KH: Um one of the things that we had to do in the late 90’s, again we were still supporting AIMS even thought the idea of moving beyond AIMS was there at that point; that was still 5 years out. And as we approach the year 2000 there was tremendous pressure about computer systems failing. A lot of people thought it was going to be a disaster. Many systems only stored a 2-digit year and once you got to the year 2000… It got an amazing amount of press but there were issues there and in AIMS in particular there were some Y2K issues, as they were called att that point. So, my staff and I did a tremendous amount of work in that last year trying to get AIMS ready for Y2K, and it involved changing programs throughout the system, and while we were doing that we also had to keep up with the flow of requests for new things. Everybody always wants something new or different, and one of the things the College wanted was to develop a new purchasing support system. All this was happening at once. So, it was a tremendous amount of work through 1999 and into 2000. I felt burned out quite honestly. I decided i was ready to retire. So, I stepped down and was convinced by my boss to work an extra 5 years on a part-time basis. Which was very nice for me and I helped get some things done for the college. MM: when that time did come to retire, you left the campus a whole college than when you first found it? KH: I do believe so �MM: Alright and you deserve some credit for changing that. KH: i do (laughs, oh yes MM: I’m wondering how you changed over those times. Did your relationship change to the college? Did you remain static the whole time you were here? KH: No, I had different bosses. My unit got moved around a little bit. I inherited some areas. like I mentioned - telephone services and those things. So, my experience grew. I learned a lot of things; I learned to work for different people. When I came I worked for the Provost, who was the Academic Vice President, so i was connected to the academic side of the house, but I always had to balance this administrative computing and academic computing things. Initially I reported to the Academic Dean. Somewhere along the line I was transferred to work for the business operations, so suddenly then my boss was the Vice President for Business Affairs. I had great working relationships with both those people. So, working for an academic dean there was a lot of concern about academic computing issues. Working for the business vice president there was a lot more concern about administrative issues. So, I watched that kind of shift occur and adapted to it as I went. I actually enjoyed it; it gave me some different perspective. You know, an academic institution like any institution has to have a structure to support it to keep it going. The administrative stuff can be mundane. You have to have a human resources department; you’ve got to have an accounting department. Those things are mundane, but without them, they're the structure of the institution, without them you don't have an institution. On the other hand, the main purpose of an institution is an education so the academic side of things is very important. So, I got a nice view of that from different working arrangements with different bosses in different departments. MM: Nice so, sounds like you definitely had to learn a lot. You look back often to think about the things you would have done different knowing what you know now? KH: Well certain things. Might not even have gone with AIMS, given that their company was going out fairly quickly. I mean the product worked; we can’t complain. It worked from 1982 or 3, when we purchased it, up till 2005. That’s a tremendous lifetime for a software product, but we would have committed to something that had ongoing support so that’s a decision. I guess I would say I would do differently in hindsight; I knew what was going on. The other one was going with Oracle. We definitely shouldn't have done that; that was a mistake. So, those two big administrative things were different. In terms of academic computing i don't know that i would have done a lot differently. I mean moving from the TI990 to the digital VAX computers was a good decision, and it was important. And we did the best we could to deliver the onslaught of computer interests and I think we did that fairly well. So, my regrets were few I’d say. I think we did well. �MM:Alright, sounds like an excellent career I mean when you did step down from head of IT, did you meet the next head of IT? Did you have any advice? KH: I did i don't have the feeling he was interested in any advice, but I did meet him and we chatted occasionally. I would go talk to him at least once a week, and he was very different from me. His style was very different and his interests and so forth were very different, so i can’t say I agreed with him but that’s to be expected. Things change when you get a new leadership. MM: Advice in general as a computer scientist do you think there’s things the IT department remembers from your time? KH: Well, I think the biggest thing in an environment like Skidmore is listening to your constituents, go out and talk to them, that would be my advice to today’s IT staff. Get as much input as you can. Meet with people. Set up little groups, perhaps, of people with special interest and commonality. Meet with them. Stay in touch with thinking at the academic department level. uhh and in administrative computing I don't think that…it sort of happens by itself; it’s more of a structured environment. The academic environment can be very unstructured. Faculty departments can be little fiefdoms in a way, so they can kind of go off on their own. You really need to keep in touch and bring people together as much as possible. MM: i just realized, actually, that sounds a little bit familiar. It’s kind of the same you first found when you came to Skidmore. Think you'd help continue that and do you think it’s still around today? KH: It’s a little hard for me to judge, I guess, but i think so. I think the place is hugely different from the way it was. There’s always certain amount of dissent again, but a college environment should have that. I think the place is pretty similar. By the time you're retired you do see some changes, though. The building of the Tang, the building of Tisch and a lot of other … a lot of student body got more diverse, a lot more prestigious. It still pretty much feels the same. From my limited perspective it seems very much the same. A lot of people turnover has been really great, but very few of the people who represent the old Skidmore to me in terms of leadership aren't around anymore. So, it’s all different people, some of whom I don't know. But it still feels the same when I come up here. So, yes, i think it hasn't changed a lot. MM: We’ve reached the end of our hour. Before we go I’d like to ask is there anything in our quest to create a good portrait of your career contributions, Skidmore from your eyes, is there anything we've missed in creating this portrait? KH: I think we really covered it pretty well. I mean, I think i came to Skidmore at a time of great change in the technology industry and in Skidmore, so it was an interesting moment in time. The college needed a lot more computing. Students were expecting it, clamoring for it, and �computers were changing dramatically. So, I came here at the start of something. It’s one of those things that always meant a lot to me. I was able to get in on the true ground floor. I was the first IT, so I participated in hiring. By the time I left here in 2000 I had participated in hiring everybody who worked for IT at Skidmore, and that would be it I’d say. I think we covered it very well. MM: Ken, thank you so much for coming in today. � Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Max McDermott Interviewee The person(s) being interviewed Ken Hapeman Location The location of the interview Scribner Library Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio Recording Record Contributor Individual who prepared the item and/or edited it. Michelle Cohn Record Creation Date Day/Month/Year of record creation/edit April 26, 2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Ken Hapeman Date A point or period of time associated with an event in the lifecycle of the resource April 5, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Retiree Memory Project Language A language of the resource Eng Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. "Interview with Ken Hapeman" Skidmore Saratoga Memory Project, accessed April 26, 2017 Description An account of the resource Ken Hapeman was born in 1944 and grew up in Hudson New York. He went to Hudson High school and RPI College where he graduated with a degree in psychology. At Skidmore College Hapemen was the director of computer services, the first IT position the school ever had. He worked to provide more opportunities for students to use computers as well as updating the software the college used in order to advance its technical processes too. Hapeman worked at Skidmore from 1981 until he retired. AIMS Campus Move Computer Science David Porter Engineering Program faculty relations Information Technology Joseph Palamountain Palamountain Technological Changes https://www.ssmp.mdocs.skidmore.edu/files/original/cdf9dfeb0f729c8b9e9dde50388fe498.jpeg 1142c67b529cc1e284cff6f5d3ffbd81 https://www.ssmp.mdocs.skidmore.edu/files/original/055d13ba36dbe7d4c90813dc4a6fb1ae.mp3 491bae90f41d96840b5a326c549dd208 https://www.ssmp.mdocs.skidmore.edu/files/original/9f4be88a5fee31f2c8d017ee1b34dd05.pdf eaf5469b75cc4b30ad1fd2bcd6167453 https://www.ssmp.mdocs.skidmore.edu/files/original/f0203c88a444d9455a8195fe1238bcc9.pdf 644f2d47ccf5b0671e4cb1eaf401353c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore College Retirees Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Frederick Nelson Interviewee The person(s) being interviewed Steve Otrembiak Location The location of the interview Media Services, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio recording Record Contributor Individual who prepared the item and/or edited it. Frederick Nelson Record Creation Date Day/Month/Year of record creation/edit 4/26/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Steve Otrembiak Date A point or period of time associated with an event in the lifecycle of the resource 4/6/2017 Is Part Of A related resource in which the described resource is physically or logically included. The Skidmore Retiree Memory Project Description An account of the resource Former Skidmore College media technician, Saratoga Native, and second generation Skidmore employee, Steve Otrembiak, recalls his extensive, over 30-year career working in a growing and changing community. As someone who has witnessed the college’s evolution from a number of different perspectives over a long period of time, Steve provides an insightful narrative of Skidmore’s challenges and triumphs and its ability to keep up with a changing world.  Language A language of the resource English Creator An entity primarily responsible for making the resource Frederick Nelson Campus Move Employee Tuition Benefit Program Media Services Staff as Students Tang Museum Technological Changes Transitions in Staff Positions Unionization https://www.ssmp.mdocs.skidmore.edu/files/original/304d387294a9afb608981560bc0cb78f.jpg 195e856df84f1c798ef34b41c5702c15 https://www.ssmp.mdocs.skidmore.edu/files/original/5a95f8598a92c15cfc02e134cf5c3f33.mp3 038e222696e81a336fa8991738e51d1d https://www.ssmp.mdocs.skidmore.edu/files/original/e79692af62e27b8350fb91fb9e687686.pdf e53727de878f873acf60c0c34b98a18f https://www.ssmp.mdocs.skidmore.edu/files/original/7f4ea665237fe2bd85aa7f626d483d7c.pdf d32cd0c33d356de4121dd3b02b28f8f2 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Ethan Reardon (Class of 2020) Interviewee The person(s) being interviewed Mary Ellen Fischer Location The location of the interview Scribner Library, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio Recording Record Contributor Individual who prepared the item and/or edited it. Ethan Reardon Record Creation Date Day/Month/Year of record creation/edit April 26, 2017 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:00:49 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Mary Ellen Fischer Date A point or period of time associated with an event in the lifecycle of the resource April 3, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Retiree Memory Project Language A language of the resource English (en) Description An account of the resource Mary Ellen Fischer came to Skidmore in 1975 as a professor of Soviet politics in what was then the Government department, now Political Science. She would later head the department and chair numerous college committees, leaving behind a legacy of intellectual excellence, commitment to community and an enduring work ethic. In a background interview, former colleague Ronald Seyb praised her for her leadership in their department and at the College. In this interview, Mary Ellen describes her experiences in these positions and her relationships with campus colleagues. She also reflects on the transition between campuses and the introduction of coeducation, as well as her scholarly travels. Subject The topic of the resource Retiree Oral History Project Type The nature or genre of the resource Oral History Campus Move coeducation Departmental Relations Diversity Eric Weller Government Department Intergenerational Faculty Relations Labor Relations/Benefits Town-Gown Relations https://www.ssmp.mdocs.skidmore.edu/files/original/eac1640d183c9ed6e85c94e223866300.jpg d188ca7031115bff01024cd71c700186 https://www.ssmp.mdocs.skidmore.edu/files/original/f29973dfffab1a4e70cdfc3fa4747555.pdf 76f05f74fa7d9de619220030d9688259 PDF Text Text Sixty Years Y oung Stories from the archives of the Adult and Senior Center of Saratoga. Research by Phoebe Radcliffe Eli Ruben Natasha Thaler Rebecca Walker Tracey Wingate with Jordana Dym MDOCS JOHN B. MOORE DOCUMENTARY STUDIES COLLABORATIVE DESIGN BY MICHAEL ZHOU � https://www.ssmp.mdocs.skidmore.edu/files/original/c9a15e00c300845a35d33cb6c31e851a.png 499ed44f88b1213cb3a6aaf5dc4b2980 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Exhibit Poster Date A point or period of time associated with an event in the lifecycle of the resource 2015 Description An account of the resource A poster created by Skidmore student Michael Zhou, '17, for the Sixty Years Young exhibit. Language A language of the resource English Creator An entity primarily responsible for making the resource Zhou, Michael License A legal document giving official permission to do something with the resource. (c) Michael Zhou and MDOCS. Please https://www.ssmp.mdocs.skidmore.edu/files/original/5140f159c8ab8a976e02d4c305222759.png c4ff69b948b2e8c11e855dd0556c6dda https://www.ssmp.mdocs.skidmore.edu/files/original/b35e8c22190640b045f44be7deb09b0e.png 3f71189e701277c8cbdfedae276ad426 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). Adult and Senior Center of Saratoga Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Saratoga Springs (NY) -- Adult and Senior Center Saratoga Springs (NY) -- community organizations Subject - Name Names of individuals associated with the item. Last name first. For Maps: People represented on the map itself. In nearly every case, this field will be used when people are pictured on the map (several maps in this project are decorated with photographs or engravings in the margins). Use authorized versions of the name from the Library of Congress Name Authority File where possible. Celeste, Lois Radcliffe, Phoebe Dym, Jordana Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Civic Life Subject - Organization Names of individuals associated with the item. Please put "Tje" at the end: University of Chicago Press, The Adult and Senior Center of Saratoga -- Saratoga County -- New York URL Article appears at <a title="Skidmore Student Reveals Archive" href="http://issuu.com/saratogapublishing/docs/st051217-web?e=2012074/48618404" target="_blank">http://issuu.com/saratogapublishing/docs/st051217-web?e=2012074/48618404</a> Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 13/05/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore Student Reveals Two Year Archiving Project of Senior Center Date A point or period of time associated with an event in the lifecycle of the resource May 12-18, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Saratoga Today Publisher An entity responsible for making the resource available Saratoga Today Description An account of the resource An article describing Phoebe Radcliffe's presentation of the 60 Years Young archive project and video at the Adult and Senior Center of Saratoga on May 5, 2017. The project is the culmination of a two year collaboration between MDOCS and the Center as part of the Skidmore-Saratoga Memory Project Subject The topic of the resource Adult and Senior Center of Saratoga Type The nature or genre of the resource newspaper article archive exhibit Phoebe Radcliffe Senior Center Sixty Years Young SSMP https://www.ssmp.mdocs.skidmore.edu/files/original/a5fab781dc7a3c1d29e1a1ebe7da073e.jpg 07db1e243b9d9977008bda51412abcf0 https://www.ssmp.mdocs.skidmore.edu/files/original/a0fd2aad76c6cba59087b36adf439923.jpg 0fab5bb1c3a9f84f9a2f6fd63ba2934a https://www.ssmp.mdocs.skidmore.edu/files/original/590ef8db18e7ab03dd32dbef91b277e9.jpg 13cb163fc16126ad96b67edd4f8393b7 https://www.ssmp.mdocs.skidmore.edu/files/original/5ab8fae722c0ffa51c08107bece955ca.jpg c0daf65bf43a1620b6e9092a16a35cd0 https://www.ssmp.mdocs.skidmore.edu/files/original/5dc2f9f418db273188a5684969662f9d.jpg 2af846a39c51994c094f7108979406ac https://www.ssmp.mdocs.skidmore.edu/files/original/e06412c34ac9040a006f4de82f83976d.jpg e25c83dc52b7a531d77d9e9276c36f8e https://www.ssmp.mdocs.skidmore.edu/files/original/2358e00b4ff3b3d5353f47c0bcfec19f.jpg 144fdcf416c1c7066b136806a7e68432 https://www.ssmp.mdocs.skidmore.edu/files/original/fb5bb149246187ec002d24fcf4c5fc02.jpg b039ee78e5b3e5a0b270a52faa50c164 https://www.ssmp.mdocs.skidmore.edu/files/original/a05688903655edeb1168283e0a7cea52.jpg 4a892fd3102c7877b0fcf89d520b195e https://www.ssmp.mdocs.skidmore.edu/files/original/0613edd36b023b313561b674310c3457.jpg 58101f0ed0f1ce0af58a6e7c134f12e2 https://www.ssmp.mdocs.skidmore.edu/files/original/fa450d1e955c9e22eff1b4e836f81552.jpg edec9e05d48ab07f51076e41fb455d07 https://www.ssmp.mdocs.skidmore.edu/files/original/bad897332f1828bb7d46c5a5f7203352.jpg 07db1e243b9d9977008bda51412abcf0 https://www.ssmp.mdocs.skidmore.edu/files/original/d6b234bd9af9bee5302e674e4642843e.jpg 28751a34e75fb0005430a1594e42a384 https://www.ssmp.mdocs.skidmore.edu/files/original/d96cc152c8b5a45aa9f161a9e1b57ff3.png 8ef18dd6bdcdbe08710de763df1217b2 https://www.ssmp.mdocs.skidmore.edu/files/original/6577d14c34400b5148f6d51f7cf1cede.JPG 852e99c6ba7c8e60c5676910cc68d750 https://www.ssmp.mdocs.skidmore.edu/files/original/ff35ae03fadcd770e17b84270e0a6b15.JPG 3b9dd57d5299b8be5e94e577d1d96441 https://www.ssmp.mdocs.skidmore.edu/files/original/4a3c363e08aa29e3a9f1c6b316faa8eb.JPG 41f506f7f872a3f9e80f831de273aef8 https://www.ssmp.mdocs.skidmore.edu/files/original/8db8fa62192b39284aef8818751fa153.JPG 41f14c9c886176dfda3d74834c0f39df https://www.ssmp.mdocs.skidmore.edu/files/original/8a00458f10986f4407beee19f6357aa9.JPG 2bbaa70fc69423d43c5e13a318aca863 https://www.ssmp.mdocs.skidmore.edu/files/original/5c5244f61883548291f2610f273cf958.JPG 1752da94cd910895816d10233098c6bb https://www.ssmp.mdocs.skidmore.edu/files/original/7426e341efcc1e8676c5cc526c6765fb.JPG 29410ca290265191a982dc73848e60e6 https://www.ssmp.mdocs.skidmore.edu/files/original/efe74447b0a5997e94ef37b5c91b90bc.JPG c6d2cd4c4163e7171d794c87cab18ff9 https://www.ssmp.mdocs.skidmore.edu/files/original/8e37e1a8a9f869b157a549563c0275cd.JPG cbecbd017fd3f999077fcf2f4d41d230 https://www.ssmp.mdocs.skidmore.edu/files/original/0bdf62ba07f60de8805c1e5033c131ad.JPG e67a3acf23b87cf3260b773a8160db30 https://www.ssmp.mdocs.skidmore.edu/files/original/0ee9c1897cc08eca9abbbe72cb2aa4ac.JPG 33252656acf7fdcccb1c4553072195fd https://www.ssmp.mdocs.skidmore.edu/files/original/00347f57e72c7101701196ed3a3bbb6e.JPG 4221739ddd7f6cfb43bbe4daf433c101 https://www.ssmp.mdocs.skidmore.edu/files/original/5fc4f978197a47f66ec3b47cd9ced9ee.JPG 67fc9ecad4c5ccbf4af5e9d484af7180 https://www.ssmp.mdocs.skidmore.edu/files/original/90a8d40173da5ddad0deb8d6bd224f64.JPG 69bec8ea18b2edeca387555dc7fc656d https://www.ssmp.mdocs.skidmore.edu/files/original/0c0c91ba7f311181e741877433262659.JPG c5518f9ed1046f32a298a79629ba1195 https://www.ssmp.mdocs.skidmore.edu/files/original/32c983f43671aef06bc5724a0e367809.JPG afab04f4b3f55e2b4730b27acc329a5b https://www.ssmp.mdocs.skidmore.edu/files/original/6b0746aed9cd063c96d06280eb817230.JPG adf6ed6f87a948c6e164ad83fd057695 https://www.ssmp.mdocs.skidmore.edu/files/original/0e38075f64f5d77adf8bd54b5547155e.JPG 4a4d2cdf4a27caeb25817f25368e09d0 https://www.ssmp.mdocs.skidmore.edu/files/original/5954e5afee08d9a121d94b062e5c49ce.JPG 746b1e641f6540b0ee788ecbe9683d6e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Gala Photos Date A point or period of time associated with an event in the lifecycle of the resource November 6, 2015 https://www.ssmp.mdocs.skidmore.edu/files/original/0acfe582d79b4634e88893567d02dd09.pdf b2916709026ca0bb124f7613593c82c7 PDF Text Text     1976   About  the  Exhibit   1964   Notables   Golden  Age  Club  organizers   Minnie  Borneman  &  Edna  Hogan   Board  of  Directors   First  Board  (1955)   Norman  L.  Ritche,  President   Rev.  Paul  Hydon,  Vice-­‐President   Minnie  Borneman,  Secretary     Fred  W .  Dunson,  Treasurer   Claude  van  Wie,  President  (1959-­‐1960)   Robert  Gass,  President  (1976-­‐1988)   Executive  Directors   Marjorie  Vokes  (1961-­‐1970)   Sylvia  Newcomb  (1984-­‐2002)   Bill  Davis  (2002-­‐2010)   Lois  Celeste  (2010-­‐present)   In  its  first  60  years,   the  members  and   staff  of  the  Adult  &   Senior  Center  of   Saratoga  collected   photographs,  news-­‐ paper  articles,   minutes,  news-­‐ letters  and  mementos  of  the  Center’s  rich  life.  Early   member  Sabra  J.  Hook,  perhaps  the  archive’s   original  organizer,  stamped  several  items.   Sixty Years Young Stories  from  the  archives         From  Golden  Age  Club  to     Adult  &  Senior  Center  of  Saratoga     1955-­‐2015   At  the  request  of  Executive  Director  Lois  Celeste,   Skidmore  College’s  MDOCS  program  supported  five   students  –  Phoebe  Radcliffe,  Eli  Ruben,  Natasha   Thaler,  Rebecca  W alker  and  Tracey  Wingate  –  as   they  drew  on  these  materials  to  d evelop  a  history   of  the  Center  and  to  create  materials  for  this  exhibit   and  a  short  film  on  the  Center’s  past,  present  and   future.    Faculty  Crystal  Dea  Moore  (Social  W ork)   and  Jordana  Dym  (MDOCS/  History)  advised  this   part  of  the  Skidmore-­‐Saratoga  Memory  Project,   http://ssmp.skidmore.edu           The  Adult  &  Senior  Center  of  Saratoga   1973   5  Williams  Street   Saratoga  Springs,  NY  12866   �2 1 Timeline   1955   Saratoga  Golden  Age  Club   est.;  48  charter  members   1957     Senior  Center  of  Saratoga   incorporated   1958       162  Circular  Street  bought   1959       Meetings  begin  at  Circular   Street   1960   Saratoga  Senior  Center   officially  joins  Senior   Centers  of  America   1975   Saratoga  Springs  Senior   Services  begin   1978   November,  new  Center   opens,  5  Williams  Street   1979   New  Senior  Center   dedicated  (April  1)   1993   Kilmer  Pavilion,  funded  by   bequest  by  Margaret   Kilmer  of  Greenfield     2012   New  entrance     (Price  Chopper  grant)       New  carport  (Alfred  Z.   Solomon  Trust  grant)     The mission: to empower seniors to achieve and maintain personal independence and individual well-being by providing the program structure and support services necessary for healthy recreation, companionship social involvement, and problem solving. In the 1940’s, the concept of community centers designed for seniors --“Golden Age Clubs”-- in the US. New York State senator Thomas C. Desmond was a leader in this movement, who championed the “Age of the aged” and “oldsters” “ rebelling against idleness, learning new tricks, & changing our economies.” In 1955, Saratoga Springs seniors and community organizations met at the Saratoga Springs Public Library, Veteran’s Home and other locations to plan. Mrs. Minnie Borneman sent a letter to senior citizens inviting them to meet on March 28, 1955 in the office of Saratoga County Health Association to explore forming a Saratoga Golden Age Club. By July, the Club was airborne with 48 charter members, including co-pilots Edna Hogan & Minnie herself. The Club set out to serve seniors 60 years (soon 50) and older because (as she wrote) “we oldsters have a job to do. And do you know, we can be very potent in our community and in our country – for good—if we learn how to work together to achieve that goal.” In 1958, the Senior Center, Inc. incorporated to be able to purchase a home, 162 Circular St. and laid down a mission: ”promote the best interests of the seniors” of Saratoga Springs & Saratoga County. By 1964, its fifth anniversary, the Center was open 5 days a week, 10am - 4pm, offering a “variety of programs… [so] each person is able to find some activity of interest.” The list included ceramics, painting, chair-caning, rughooking, card playing, billiards, singing and sewing. plus events from hobby and flower shows to dinners, picnics, field trips & weekly film screenings. Today many (not all) activities continue, with Tai Chi, dance, and other mental & physical activities. But they do so in a new home. By 1969, with the initial mortgage paid off, and the center – serving around three dozen of its 300 members a day under the leadership of Executive Director Marjorie Vokes, sought a new home. Robert Gass, a lifelong Saratogian and Center Board President, spearheaded funding and building a new Senior Center at 5 Williams Street. Today, the Center supports many activities and over 1200 members. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper brochure Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. An overview history of the Adult and Senior Center of Saratoga, with a timeline. Graphic elements taken from the poster designed by Michael Zhou. Repository Name of the repository that holds the original item. Saratoga Adult and Senior Center (Saratoga Springs, N.Y.) Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 14/05/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young: Stories from the Archives Exhibit Brochure Date A point or period of time associated with an event in the lifecycle of the resource November 2015 https://www.ssmp.mdocs.skidmore.edu/files/original/b1334f91b2f974db3a8fada3bf57ad48.jpg baaf515533d48776e4af5a6332f28efb https://www.ssmp.mdocs.skidmore.edu/files/original/cc3c2b3369aa423f6aceec20e4e8305e.jpg 6d60cd007cf5cabc1c54254f5a511398 https://www.ssmp.mdocs.skidmore.edu/files/original/b99467499816da75a68ce05fb66d1c6b.jpg 68d0b96072bf1047e4fe3bf954958ec9 https://www.ssmp.mdocs.skidmore.edu/files/original/381e06813775bdef27ec6f3d1a479018.jpg 6bfd07341de1311558161df1cd75e0df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Planning Meeting Date A point or period of time associated with an event in the lifecycle of the resource January 26, 2015 Description An account of the resource Adult and Senior Center director Lois Celeste, Dee Sarno, Crystal Moore (Social Work), Jordana Dym (MDOCS/History) and others meet to discuss the memory project and planning for a gala in November 2015. https://www.ssmp.mdocs.skidmore.edu/files/original/0b605e252036c0049649cf6a4c0ef2b8.JPG e753342d458650785ea6f8926a6798dc https://www.ssmp.mdocs.skidmore.edu/files/original/ca6a4d9dfc07c140ee6ed078e2a592ef.JPG 8a8f17f09d4658663b10f167ae14f6fb https://www.ssmp.mdocs.skidmore.edu/files/original/fb1241129c669b22f2a7d924ac5443ea.JPG e2f60117cbe419b05d3a500e312e5abb https://www.ssmp.mdocs.skidmore.edu/files/original/5c4c78c61c2c9e343b5e96a199d89443.JPG c190fa99dae4b22998658b25eaa7112c https://www.ssmp.mdocs.skidmore.edu/files/original/ce9cb99396c64b44eaed85a3936761ad.JPG f2a6edde32f783965bb0c920e1108101 https://www.ssmp.mdocs.skidmore.edu/files/original/20138709dbf62451c51445a0a97029fc.JPG 6e16004d4d66f35759cba6831427495c https://www.ssmp.mdocs.skidmore.edu/files/original/e8f0f96a296deb3b44747d3f0b75e8d7.JPG 3fca34d4d22314f17f2ae71c779275c0 https://www.ssmp.mdocs.skidmore.edu/files/original/1eebef3b4323cc987eead3b935411dbe.JPG 44727b02968c6fe494ebe272c400be95 https://www.ssmp.mdocs.skidmore.edu/files/original/1479f2f5e083e47458930f23cddcb3cb.JPG 58c1766f63c23c90c92672ed6c161932 https://www.ssmp.mdocs.skidmore.edu/files/original/6b399c963c276d0e2a0cc59df8a0806f.JPG 090fc428931222c81cc1872e7f4dd4a0 https://www.ssmp.mdocs.skidmore.edu/files/original/3c363ec054ea4d73f8167ddae8614a35.JPG f9507585527c6a8715fd923cba73c3f7 https://www.ssmp.mdocs.skidmore.edu/files/original/ee4d83a2688a1b880afc6548a172c09d.JPG fe52e7bbf823c34c4b62438d95187cc5 https://www.ssmp.mdocs.skidmore.edu/files/original/0c3c802564316fc516cc1582b6c6eac7.JPG be947eebb4c42f0f81f3001bcf6e5ba6 https://www.ssmp.mdocs.skidmore.edu/files/original/f84a98f1d7334392e7e440a55adf5513.JPG fdf44a3a08e59ce141cb5c0e82c2d634 https://www.ssmp.mdocs.skidmore.edu/files/original/4f5b69e6d0e4fb8d999c019fe28c2695.JPG 3556190e5a50393a4c64a3adffe3fb72 https://www.ssmp.mdocs.skidmore.edu/files/original/8945dea06ae110a9e4635067ae928a83.JPG 26dd6bfc3085fa13abe7e8d6648c22a6 https://www.ssmp.mdocs.skidmore.edu/files/original/f1f1838f5fed612261c2f7bdacdd605c.JPG c2d0fec4035e07b68f4d5835a62b0378 https://www.ssmp.mdocs.skidmore.edu/files/original/d8e7e5275c2186548dcf4e34f68e7f8f.JPG 8bba99cd40224ea277fb9f8cb12403f9 https://www.ssmp.mdocs.skidmore.edu/files/original/6f3b533ac04e877804cc5728a4d138ec.JPG e28fe34bf04cb1ce08adf68f423e901b https://www.ssmp.mdocs.skidmore.edu/files/original/b79c8d7b3083a4637f23f6eb71dd262e.JPG a8e949968711a2088a24be6f0a0e829e https://www.ssmp.mdocs.skidmore.edu/files/original/b5a91ed223eb9e480bebb2c75969228e.JPG db78acb6a0f7c81e1fa50a023d7f712a https://www.ssmp.mdocs.skidmore.edu/files/original/604883fddf3652a254eb39097e90862d.JPG adb5b180bbd990458e6406abaf66452c https://www.ssmp.mdocs.skidmore.edu/files/original/87157a98706d7ca812502aeaa67083cb.JPG 71e0345e346816b9597eb79e358e8c9f https://www.ssmp.mdocs.skidmore.edu/files/original/19127d2c09a55096d4c6cb81f698c27a.JPG 48a4c2ae96fa03a71d136fb0757b9acb https://www.ssmp.mdocs.skidmore.edu/files/original/13a444a1e61a75a4e85188595aa8e788.JPG de5e721c04d8b9b6865bebbf18b4b53b https://www.ssmp.mdocs.skidmore.edu/files/original/40d671e693b0a4f1d5dde3730db0df8b.JPG 852e99c6ba7c8e60c5676910cc68d750 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Class Photos Date A point or period of time associated with an event in the lifecycle of the resource October 2014 - November 2015 Description An account of the resource Photographs of students and faculty in Archival Storytelling preparing the archive, taping an interview with Lois Celeste, and learning the principles of audio recording with Nat Cabrera, '17, who worked as a student assistant in LIB 113. Contributor An entity responsible for making contributions to the resource Dym, Jordana Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1973-60YearsYoung-Cardplaying Title A name given to the resource Concentration Date A point or period of time associated with an event in the lifecycle of the resource 9/16/73 Description An account of the resource A newspaper clipping showing three women playing cards at the center Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper activities cards Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/9aff216255b9fd2804e73fb68c5183ef.jpg ef2cac02da67a3a796065e2c007736a8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1990-60YearsYoung-ComputerClub Title A name given to the resource [Senior Center Computer Club Members, 2005] Date A point or period of time associated with an event in the lifecycle of the resource 06/12/2005 Description An account of the resource A group of seniors who comprise the Computer Club Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph computers Saratoga Springs Senior Center technology https://www.ssmp.mdocs.skidmore.edu/files/original/ccd546135e1eb9eb8534180903cce931.pdf 5603b7a664e2afe1ffe89c383df00a95 PDF Text Text flnt president of the club, 1econd from left, was the ln1talllng officer, who inducted the following, proceeding, left to right, Mn. Edna Hogan, president; Dominick J. Lambert, vlcepresident; Mn. Lam· bert, secretary, and Mn. Anne Dicklon, treuurer. GOLDEN AGE CLUB INSTALLS-Officer1 of the Golden Age Club were Installed at a dinner meeting Wednesday night at the Presby· terian Church. Everett V. Stonequlst, left, of the Skidmore faculty, was the master of .:eremonies. Norman L. Ritchie, a founder and Mrs. Edna Hogan Installed Golden Age Club President Law Day Reminds Citizens Of Rights,Dutie_s,Sherman Say. Mrs. Edna Hogan was installed Joseph Tarantino, whose father is County Judge Richard J. Shent1an In this connect.i<Jn Hid that th he as president or the Golden Age Club a member of the club, and Albert praised the setting aside of May 1 judge and ooherofficers of bhe COIJTI at a dinner meeting Wednesday in K. Braim, local lawyer. Tarantino at Law Day in a statement Thurs· including the jurors share ~he n the serviee rooms of the Presby- and Braim· repre.5ented a group of day at a special term of County ibil't f ' . t tl 1Y terian Churoh. Norman L. Ritchie, local men who made possible C,ooi,t. _ spc_ms o p~ervmg, s reng first president of the club and one program presented at the dinner. Not.mg that it was the first enmg, and passmg on to futu11 of its found«s, inducted he~ for her The special guests congratulated national observance of its kind, generatioos our judicial systen second term. _Second president of the olub on i.t.saccomplishments and Judge Sherman reminded tnat "the which unconditiooally guarantees the club esta:bl~ three years ago wished it ~uocess. pul1)0Se is to~ every citi~'s equal justice under law." He said 1 was Mrs. M!11" B~eman. e . The Rev. Howard R. Foye, Pres- ~warertess 0 ! the r1ghts and pnv- that this was a guarantee of our Other officers mstaMed were. byterian pastor gave the invoca- deges he enJoys by reasoo of our . . .. vicepresident, Dominick J. Lam- f 10 . • system of law and court." He added heritage as Amer1c;m c1Uzens. end that "it is designed to strengthen Urging that all citizens .rededicate bert; secretary, Mrs. Lambert, and :· Cl St k g ctirs_. ar.a Judi~ s~nV selavnds the nation's dedication to the rule themselves to the task of passing on treasurer, Mrs. Anne Dickson. I:!• ist , ohat rman se 1 .. • meedish e ons S ng arm "L • of law to the foundation of our to , .. Ct zens of t omorrow t h . E verett V. ......onequ . . ..,e 'ti of the department of ~iology at ~ 8 w G'ft society." t heritage of liberty under law, h Skidmore, was . the master of cere- B ,,,rd se· ! ~ M ~..... t Remi,ndi""' that "freedom under said that to keep this ideal alive · . mgmg. . t rs. nuuer the 1aw is .,,. of the greatest bless- th'lS era of diet.ators, " we n eed t morues. He was introduced bY Mrs . Hrown Id f' .... and M ooe Hogan, w~ we!corned the guests. st:t: ie s~tc~::15 :.Sweet a~ ings that ean be bestowed u,pon sa~e passi~te love of liber ~:~ said t1fit eve1;;;l~:! Low." Both are members of the mankind," Judge Sherman said, d~tcr~ .to d1~~I. re~pectda l .for .vme gm nee w .ar in 8 sma way ~ club however, "that it is something for ~ . at II m 1 be believes the Golden Age Club 1s · . which we . must continuously msptred our plOlleer forefathers the begimiing-of a great movement. Mrs. Foye played the piano ac- tru 1 .. found this free nation as an exam ~augh- s gg e. to liberty loving people ev< He pointed out that with the i,n. companiments for her Nin:e erease In the average span of life we ters, Betsy, flute; Peggy, violin, and Cites Critical Period where. ere becoming a nation of older Susan, ceHo. Thek numbers were Noting that during this critical --~ pe1'90DS.He said that, while the "Trio Sonata in D minor" by Tele- period of history "when Jaw is -energy and enthusia/m of youth are mann, and "AJilThrough the Night." flaumed or perverted m some of important, $0Ciety needs the judgJames Gosch, principal of the the countries of the world," Judge ment and wisdom CKolder people. Zoller School in Sehe..ectady, pre- Sherman added that "it is particuSpecial guestsincluded Mayor sented a program of magic. Mem- larly appropriate that the people of end Mrs. Addison Mallery, Miss bers of the audience who assisted Amerioa should proclaim anew their Kathryn H. Starbuck of the Spa him were William Owen, Joseph dedieatioo to its great principles." Authority; Mrs. Joseph Lebowich, Christopher, Betsy, Peggy and Susan "This is the first time," he said, executive secretary of the Friendly Foye and another member of the "that the nation has set aside a day Red Door; Mrs. Leland Cooley of club. His program was riimaxed by to honor llhe law and what it has ~. who assisted in the or- a cooking lesson which resulted meant and can mean to Americans, ,anization of the loeal club; Miss in the appearance of Peterkins, a yet Jaw is the intangibte foree that oatherine Keogh, dh'ector of guid- Dutch rabbit. makes freedom and progress posance in the public schools, who rep- The chicken dinner was prepared sible." resented C~ude VanWi~, superin- by a committee of Pre9by1e1"i~ He explained that law brings tendent; MISSBeverly Field CKthe women, Mrs. James Krumal, chair· order into the affairs of men, enM-r~ Harry Bennett, Mrs. ab}ing them to lift t:hei,r sights .. Skidmore facu~y; M_rs.A. V. Des ~; Forges, executive director (ff. the R~x~ G~f1ths and Mrs. James above mere survival. At the same . Sarttoga County Health Assoc18*n: ZeJStng. Grr-lsfrom Y served. wne. oontinued, it giws the inlie dividual citizen security tpat he o'therwise could not obtain and it also protects the family ,and other organized groups. "It is the cement that holds our society together," he said. "The Judges of our court-from the lowest to the highest are subject to conlrol ,ooly by the law of lhe land and are accountable only the1r own consciences and to !mighty God," he said. tw :°~ ..~1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 195x-60YearsYoung-Hogan-InstalledAsPres Title A name given to the resource Hogan Installed as President Date A point or period of time associated with an event in the lifecycle of the resource 195x 1950s Description An account of the resource A newspaper clipping relaying Edna Hogan's installment as President of the Golden Age Club Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper leadership president Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/3526a0b3cdf90d00475f36f617e2aec1.tif 64347434f705181c9b14fbd86978de7b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1988-60YearsYoung-GassSignsBudget Title A name given to the resource Gass Signs Budget Date A point or period of time associated with an event in the lifecycle of the resource 1988 Description An account of the resource A photo of Robert Gass signing a United Way budget Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph funding leadership Saratoga Springs Senior Center