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6

Many people, at first even myself, wondered how a woman who was a professor of art history was suited to mentor a football team. In this role, two of the repeated refrains that I have heard coaches say to the players are "Do your job!" and"Don't Give Up!"  Over the course of two years, I am seeing that I share these two characteristics: I do my job - and try always do it well - and I don't give up.

This last is particularly on my mind today because I plan to write a book for higher education institutions, mainly for administrators and faculty, about student athletes and how to engage them successfully inside and outside the classroom. It's meant to be a holistic approach that examines active learning, navigating college systems, and goal-setting for their post-college lives. My experience in those three areas, research from two focus groups, and interviews with students led to a book proposal that I wrote over the summer.

It was rejected this past week.

Now it's my turn to look to the next publisher in the same way that every Monday the team would turn their back on the previous game, win or lose, and focus on the next team they would face. I need to do the same. They have a resiliency that a ten-game season of winning - and possibly more importantly losing - teaches them. Having the book proposal rejected didn't feel that great and I know from being close to the players that losing a game definitely does not feel great.

In this book proposal rejection, I see parallels between me and the players on the team. I don't give up; I am tenacious not only with my work, but with helping them. Some of them have learned that first hand; I will not give up if they need an answer or need help! While I have never played a team sport and miss a lot on the field when the game is going on, I think I am well-suited to this role. It's time to learn from them.

So for all the members of the McDaniel College Green Terror Football Team, as you turn to your last three weeks of the semester, I will be turning to the next publisher. Because as members of the Green Terror Football Team, we do not give up.

Another season is in the record books for the McDaniel College Green Terror Football Team. It was not the record that we were all hoping for, and I was not able to travel to the last game, which was away. But I watched it on the livestream, and once again I marveled at the grit, resilience, and indefatigable spirit of the players, the coaches, and the fans - parents - who I knew were in the stands. I've come to love all aspects of the culture of this game, but it's the people who make it the best.

First, appreciation must go to the coaches, chief among them Head Coach Michael Dailey, who said yes from the start when approached to have a female art history professor as the first faculty mentor to the team. We reminisce now often about how we were going to "figure it out," and we have. I'm grateful for his patience, his answering of my thousands of questions (I am an academic!), and his embrace of just about every one of my ideas. I have made it a point to get to know the other coaches a bit better this year, though I could have done more on that score. Yet, I know how busy they are.

Second, the parents have been fun to get to know, too. What a hardy bunch! And these people know how to party! I can't name names, but I have been gifted with more sausage, sweets, and alcoholic shots than I have ever in my life. At first, it was overwhelming and I did not know what to say or do, which makes professors as a rule uncomfortable. But as I try to tell my students: lean into what makes you uneasy and take a risk. I am glad that I did so because interacting with the parents has been a joy I did not anticipate when I took on this role.

And finally, but certainly not last, is my appreciation for the students. Among the graduating bunch this year are some of the first players who sought me out when I did not know what I was doing. I don't know why they trusted me, as I hardly think I gave off an attitude of confidence about my role. All I can think is that my desire to help and to support somehow came through. And I listened. By listening I learned so much. Because many people read this blog and because it's public, I will not name their names. However, they will always be among the most important students in my twenty-year teaching career in higher ed. They (hopefully) know who they are. They made me a better professor, by helping me see how they came alive in debates, games, and other active learning in the classroom. Several of them taught me about what it is like to be a black young man navigating today's society and some first-generation students shared with me the angst at the costs they were incurring. They taught me about grit and resilience, which I have blogged about here before. They taught me collectively about teamwork and why that is important.

In the end they have offered me a new way to express my creativity as a professor, a (sometimes) administrator, and a speaker on student athletes and teaching and learning. I've been given a new outlet for the next few years to help guide and shape higher education, specifically on how institutions can better support student athletes holistically at the (NCAA) Division III level. I've spoken at a few institutions, have a book proposal in about my experiences, and will be speaking at the NCAA's Annual Convention in January.

To the entire McDaniel College Football Team: a huge thank you from the faculty mentor. Thanks for making me a member of the team. And when is Spring Ball?!?!

The 2018 Team (photo: Katie Ogorzalek)

To my faculty colleagues: do you remember what it was like when you really did not understand something? Because we have mastered so much to be able to teach in higher education and to produce new scholarly contributions to our disciplines, it may be a long time - in some cases a very long time - since we were literally bewildered by an experience.

I had that experience last week. I went to the preparation meetings for our college football team's planning for their opponent today, Ursinus College. And I was pretty much bewildered. Because I am sick in bed with congestion and cough, I am posting this tribute to what the coaches and players do when readying for a game.

I remember reading a book called How Learning Works and how important it is to ground new information with students' previous experience or content knowledge. Well, now I know how it must feel to come into a class  - a new discipline - with very little previous content knowledge. I mean, I do watch football games. I know the basic rules. But that is nothing like the preparation meetings, where film is analyzed, new plays are created, and old plays modified. While in these meetings, I realized that I really did not have anything concrete, any specific previous experience, on which to "hang" this current information. I don't know the names of the plays or the formations. I could not tell a right hash from a left, without really thinking about it.

Another realization I had from attending that meeting is this: we have great coaches. And coaches teach. I consistently learn a lot from the coaches, even when I am limping along with hardly any background information on which to hang the new material. But the coaches know that the players know the plays. The students know the formations, and so the coaches take them, step by step, building on that previous knowledge, getting them to see the new areas that they need to see and understand. And then, after those meetings, they go out onto the field and practice, combining the physical to the mental images that they just saw on film and in diagrams.

My hat is off to the coaches and the players for all that they do for their sport. It is a lot. And I want every student on our team to know: if you ever go into a class and feel bewildered, that was me today. I'm not too proud to say it or admit it. But it is in not knowing that we learn. And you know I'm gonna be asking questions of the coaches because like I tell the players, "Talk to your professors when you do not understand!" I am living that truth!

Now go out there and beat the Bears!

 

1

How did I get from professor, teaching art history, to a consultant, speaking about supporting student athletes? This fall in particular I have been looking back over the steps that got me here. I'm trying to figure out what it is that links them together. And I think I know what it is: curiosity.

I wanted to engage the five football players that I had in my class in Roman Art in the fall of 2015 after I saw them play in a home game. I was curious and wanted to know: what made them tick? What would engage them in my course material in the classroom? I did research, asked questions, took a few risks in the classroom and followed up a year later with them to assess what they learned and what had "stuck." That led to a conference presentation and a published chapter in a book on active learning. All because I was curious.

In the fall of 2016, I went to an away game of the football team in Gettysburg. I had a few more students in my classes and I wanted to see them play after winning at home the week before. So I went. And the next Monday, I was invited to be the faculty mentor to the team. I had no idea what that would entail, but I was curious. So, I said yes. And I had an eager and willing Head Coach, who said he'd figure it out with me.

That was two years ago. I have figured out some of it. What I have figured out so far has led to a book proposal about how faculty and institutions can support student athletes better. Student athletes make up about 40% of our study body, so finding ways to engage them and support them only makes financial sense, if no other reason (like simply wanting to support them because they are our students) comes to mind. And it has led to workshops on supporting student athletes, like my conversations at the Maine Maritime Academy this past March (2018). And later this fall I will consult with Barton College in Wilson, NC, where they plan to add a football team next year.

Most of all, I'm remaining curious. I think that the true mark of intelligence is to realize what you do not know and to be brave enough to ask questions to learn. Right now my curiosity centers around how *exactly* a game plan for the opponent is constructed. I know as I write this on a Sunday morning that the coaches are watching tape. I know from asking players that they will watch and analyze film throughout the week. I know that the game this past Saturday will be analyzed for what went well (shut-out!) and what did not (penalties!).

I hope that the coaches, the players, and the parents (yes, I'm coming at you next!) are ready for my questions. As the students (and coaches) likely know, I ask a lot of questions. As I told the students at one of their summer camp meetings, your curiosity has to be bigger than your fear of looking dumb. And my desire to know outweighs that fear, even if it might be there. So I will keep on asking questions, and keep being curious. Because there is so much more to know!

 

This Saturday the McDaniel College Green Terror Football Team had their home opener. In the rain. In the pouring rain. As in I don't think it stopped raining for one play. I admit that I took shelter, thanks to my colleagues, in our Skybox. One of my colleagues was kind enough to give me a guest pass; I think she felt sorry for me, seeing me shivering in my wet clothes.

It was also the first loss of the season. As the mentor to the team, I talk with the students, get to know them, help them craft dreams and goals, teach them in classes. I love doing all of that. But it also makes it much harder when they lose. And even worse to see them get hurt. There were at least three injuries that I saw this past Saturday and each was like a gut punch. I don't know how parents do it.

But once again I was reminded as I sat in the luxury of the dry warmth of the box seat (I feel like such a wuss) and watched them: they love the game so much. They play with SUCH heart. They simply never give up. Even in the relentless rain and a sputtering offense, the defense came up big, again and again. One of the players I have gotten to know very well over two years in my role on the team had a huge sack and made the highlight real of "Play of the Day," which you can see in a link here.  Look at that speed!

They make me a bigger fan every time I watch them. And not that I want them to do it, but I think it is when they lose that I gain even more respect for them. One of my thoughts as I watch them all standing on the sidelines is that they are so devoted to each other. When I think about the strife and conflict in our society right now, a lot of it over race, and then see a team that is very diverse link arms together at the start of every game, work together to achieve a goal, and not give up on each other ever, well, it just makes me think that maybe there is hope for the world after all.

I'll be back at out there next Saturday, win or lose, sun or rain. They've got one fan in their corner always.

4

It has been a roller coaster ride this past week, which was also my last week before the start of classes. It started with a fantastic gathering of former football players of McDaniel College. Nearly 30 alumni football players returned to The Hill to meet with current players and to talk to them about planning for their futures. Nearly every member of the current squad was there and I did not see a phone come out of a pocket or bag for the two hour event. Some stayed afterwards for another half an hour. Here are some scenes from the event:

        

The next day we had the first faculty meeting of the academic year, in which I was awarded a book award for the publication of Modernism vs. Traditionalism: Art in Paris, 1888-89, my Reacting to the Past game that came out in March. But we also heard from our college president that this year we will collectively need to make some hard choices when it comes to programs to continue to support - and not. That makes everyone a bit on edge, but it's a necessary step for the institution to keep thriving.

At the end of the week I traveled to Schreiner Universityto address their Convocation for new students. I had a great time there in the Texas Hill Country. Having read the first year book, The Which Way Tree, by Elizabeth Crook, I got a feel for the ways in which the landscape affected the founding of the towns in that area. The convocation itself was fun, with a championship ring given to the Basketball shooting team for their first place win at their conference - I got to hear their fight song and see their mascot: the mountain lion.

I talked a lot in my address about being curious, and today my week starts with a phone call with an official from the NCAA about possibly participating on a panel at their annual conference in January. If you had told me a few years ago that I would be doing this, I would have scoffed. But my curiosity has led me here, mentoring a football team and learning lots from it. I'm sure that this journey will continue to have many ups and downs, but I'm excited to see where all of this leads me.

Good luck to all who have started, or are starting, their academic year!

I just got back from my eleventh Reacting to the Past conference. I had a great time as usual. I saw wonderful teachers learning a pedagogy that can transform their teaching, and even their life, as it has mine. I made new friends and met up with ones I have made over the years. And ran my now -published game Modernism vs. Traditionalism: Art in Paris, 1888-89, which was published by North Carolina University Press. After that, I played the artist Paolo Uccello in my friend Paula Lazrus' game about the building of the Duomo in Florence when a competition was announced on how the work would be completed in 1418. Here I am in the game, leading a procession with a palio that represents my guild of painters and sculptors: And later, Uccello gives a lesson on the newly discovered linear perspective, which I did in the game:

And yet even though I come back from this conference more convinced than ever that Reacting is a powerful teaching tool and I hope I encouraged many to use it, I had the odd feeling the entire weekend that this "run" had come to an end. I will always use Reacting and have posted here many times about how it has worked in my classroom. I served on the Reacting Consortium board for six years, I chaired the board for about a year. I co-authored a game. I use a game in nearly every class.

But I am called to put energies elsewhere now, and it seemed somehow important to note this as a sort of ending, so that I could take in, enjoy, and appreciate every minute of the conference experience. And I did.

Now I feel a real urge to do more with the student athletes, specifically those on the Green Terror Football team, for whom I act as a faculty mentor. The creativity embedded in Reacting I will take with me to this new endeavor. I am clearing the decks mentally, physically, and even emotionally to make room for this new work and this new "calling." I am excited to meet new student athletes and help them to become their best selves both as players on the field and students in the classroom. While sometimes I am not sure how it will all work out, I didn't know how to write a Reacting game, either, and I figured that out.

With the help of the Green Terror football team (and the great coaches!) I'm betting I figure out how to mentor a team to the best of my ability, too.

Among the issues I hear from both students and faculty across institutions, including my own, is a statement faculty often make to student athletes who take their classes: “You are not here to play football” (or fill in whatever sport). Faculty say it when players have to miss their class for sports games. Students say they hear it from faculty often. But the truth is, to say they are “not here to play [insert sport here]” is not fully true.

Coaches play an important role in recruiting every incoming class. I knew that intellectually, but I really did not understand how the coaches play an integral role in the recruitment of an incoming class. Until I began to mentor the football team and took a front row seat to the academic cycle of the team and a coach’s life, I did not realize how vital they are to the admissions enterprise. For a college like mine, which is dependent on tuition revenue, student recruitment is key. While we have lots of outreach and marketing, it is often through a coach that a student first learns about an institution and has his or her “first touch.” Coaches want talent for their teams, and they spend a lot of time in high schools recruiting top students. Thus, many times the student’s first interaction with a college institution is through the coach.

In a focus group a few months ago, football players at my institution from a range of years and ethnicity, were asked about why they are at college. They all emphasized that they wanted to get an education. That was the first answer to the question, “Why are you here/Why did you come to college?” Yes, they were first recruited to play their sport by the coaching staff. But they understand what is at stake. They emphasized that they very much love their sport, and to play, but they also want an education.

"Playing football" was not among the answers. Not one single student answered the question “Why are you here/Why did you come to college?” with “to play football” as their first answer. While football may be the reason they looked at this particular college, and while the sport may offer them opportunities through alumni connections, each of these students had their eyes on a larger prize: a college education and a pathway to a job and career. A follow up question about where they might be in five years, students answered by saying “I want to be a spokesman for a company” or “have a steady income.” Other students answered, “having independence financially,” and “finding a career and maybe starting a family.”

Thus, by their own answers, football was not the primary reason that they were in school, and yet, as the book I am currently writing will hopefully demonstrate, playing football is an important identity marker for them, and it is often their ticket to college. Without the team in high school, a coach’s interest, they may not have found a path to college as easily as they did through their sport.

Faculty, perhaps we should be a bit more reflective and interested in our students' sports identity and be more willing to help them make the most out of their four years, in the classroom and on the field.

2

It began with five students from the McDaniel College Green Terror Football Team in Roman Art and Architecture in the fall semester of 2015. I went to the home game on Saturday, September 12, 2015 - even invited as a guest to the suite (box) at Kenneth R. Gill stadium:

During the game, I grabbed a program and circled all the student players' names I had in that class. I watched their enthusiasm, passion, and dedication on the field. I made the decision that day that I would include active learning in every single class meeting period. To assess how well I had managed to achieve actual learning through that decision, I collaborated with my colleague in Communication, Dr. Robert Trader. He ran a focus group a year later and I was *amazed* at the amount of material they remembered. This led to a conference presentation and THEN a chapter published in Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity from Emerald Publishers, 2018. I titled my chapter "Engaging the Non-Art History Student: A Tale of Five Football Players (and Others) in Roman Art." Because they influenced my teaching so much, I asked them to take a picture with me after one of their games in the fall of 2016. So, here we are:

This led to many opportunities that I would never have imagined could happen from five football players taking an elective: becoming the faculty mentor to the football team (that story was written about in this NCAA Champion magazine feature), publishing in the book noted above, and developing a speaking series on supporting student athletes. I gave my first keynote presentation at Texas Lutheran University last week at their annual engaging pedagogy conference.

The image above comes directly from the focus group, when they talked about how my class allowed them to try out interpretations, to risk, to be creative, and, to be wrong. In this exercise they had time to work on their own in pairs, and then lead discussion about an abstract Roman image like the one I am showing in the slide in the image above.

This past Saturday (May 18, 2018), four of the Original Football Romans graduated. Here they are:

Just like I grabbed the football program that September day in 2015, I grabbed the Commencement program this past Saturday.

But this time I did not have to circle their names.

Because they have helped me become a better professor. Because they have made me a mentor to an entire team. Because they have made me a better person, and I have learned so much from their teammates, as well as from them.

Congratulations, Original Football Romans!

 

 

I am currently using a game set in 1148 at the War Council of Acre, at which knights, kings, and the church hierarchy gathered to decide if there should be a Second Crusade and if so, where it should be aimed. I have thirty students in this class, and twenty of them are on the football team at McDaniel College. Their engagement has been profound and at times frankly astounding. One such moment of their utter engagement is captured here in this photograph I took during the class debate about where the Crusade should be targeted:

In this picture, the student is an offensive lineman for the Green Terror. In the game, however, he is playing Patriarch Fulcher, the individual who found the True Cross in the first crusade, and is credited with having won back Jerusalem for the Latin Crusaders. In this image he is standing in front of a projected image of the different cities in the region. For two days, as he says here, they talked about how their war was just because the city of Edessa being taken by Zengi in 1144. But moments before I took this picture, King Louis suggested they attack Damascus instead. The Patriarch was confused, baffled and even outraged.

This was a moment when the class ceased to be at McDaniel in 2018 and was clearly in the city of Acre in 1148. They had left the building. They were experiencing flow. They were so in the moment that, as I talked to some of them afterwards, they forgot about practice. They forgot about their other classes. I am attempting to get a certain general education tag for my Reacting courses and asked them for some help answering questions. Some of their quotations can say better than I can how much they experience in a Reacting game:

"It's immersive. Because you have to put your all into your role. You have to dive in and see how you are going to argue these points of view for this person, how to back it up with research. You have to research in a way you may not typically do so, focus on your role vs personal feelings on the role."

"You can't just BS your way through it. You have to find enough material for your role in the game and be able to rebut anything anyone else throws at you. You need to understand their roles too and how they might come at you."

"When you get stuck into this game, you are here and you are your character. You call each other by your character role names, you are that person and their beliefs (not you and your own personal beliefs)."

"When you are arguing it is super easy to get caught up, and you forget 'oh i have to go to practice today'. Taking on the persona makes you argue better and focus on the game."

"When you go up to the podium, you have to convince yourself/faction and rest of room of what you are arguing. You have to embody the role and its unlike any other class activity. It gives you more skills as a student rather than just looking at a PowerPoint and taking notes. It helps you experience the class differently and take on roles you normally wouldn't."

Reacting is great for every student, but I would argue that for student athletes, these immersive role-playing games make them enjoy the class more than at other times in their education. They see research as a means to a win. They see a role as a chance to argue and help their team (or faction). But they also note that it is work. It takes time. They all laughed when I asked them if a Reacting game would count for the 15 hours required for this tag. They said that they had all put that much time in already and the game was not over.

Faculty: try Reacting to the Past. It is often said that athletes care more about their sport than their classes. But if they have a chance to win in a classroom as well as the playing field, you will see a different student performance entirely. The Annual Institute for Reacting to the Past games will be held this year at Barnard College from June 14-17 and I urge faculty to check it out.

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