135 24 26018 https://digitalcollections.library.gvsu.edu/files/original/b0a895bc12cf1a007103876bba868175.pdf cc0ae45125a1e0df6fb7bf7e94603247 PDF Text Text . .._ ~ FOIPA COVER SHEET -~-- ~ FREEDOM OF INFORMATION AND PRIVACY ACTS SUBJECTf (COINTELPRO) PUERTO J1cAN GROUPS VOL. ~-. EBF 222 I 105-93124 ·- '"\i'.f-1, l FEDERAL BUREAU OF INVESTIGATION . I �I NOTICE ' I . THE BEST COPIES OBTAINABLE ARE INCLUDED IN THE REPRODUCTION OF THE FILE. PAµEs INCLUDED THAT ARE BLURRED, LIGHT OR OTHERWISE DIFFICULT TO READ I ARE THE RESULT OF THE CONDITION . . I AND OR COLOR OF THE ORIGINALS I PROVIDED. THESE ARE THE BEST COPIES AVAILAB'LE. . . I I 1 I • . • I I I �,.,,,,,.,,~~~~WJd&L-41 I I �Jenaro, Tienes Dos Semana.s para. Comprobar o Echar k3.~a P.tras Tu. Oecfe.racio'n de que Corretjer Es u.n f!4', 1J,. at"-' U n ,.; V(.,4. r d,., \.:;4' �. j I . J i_J l ' I 1111 ! i ' . . ' 1 I .t I; !I I i: i; I! I I I .i iI I" l. I !; I ; l·~ i I ! ;I i' ? ' ; , I ' l '. : 'I II ' "., : ; I ' I I I ; . 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 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. 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 RHC-65_COINTELPRO_PRGroups_011 Creator An entity primarily responsible for making the resource United States. Federal Bureau of Investigation Title A name given to the resource COINTELPRO Puerto Rican Groups, Vol. 5- EBF 222 105-93124 Description An account of the resource FBI Counterintelligence Program (COINTELPRO) files on Puerto Rican Groups, Vol. 5- EBF 222 105-93124. Obtained under the Freedom of Information and Privacy Acts. Subject The topic of the resource Cointelpro Political persecution Political crimes and offenses--Investigation Puerto Ricans Community activists Civil rights Source A related resource from which the described resource is derived Young Lords in Lincoln Park collection (RHC-65) Relation A related resource Young Lords in Lincoln Park interviews Rights Information about rights held in and over the resource Copyright Undetermined Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng spa Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s https://digitalcollections.library.gvsu.edu/files/original/b54dfe85c031bfe6a3da822b57b4bc6d.m4v 4b63da329409c6cc5756d271708eba4d https://digitalcollections.library.gvsu.edu/files/original/f261a58cede3377f99188d3275e13c9d.pdf 4e70dc35fdd1d98a2b159abd0c8e9c62 PDF Text Text Grand Valley State University Veterans History Project Jack Cole (40:16) (00:12) Background Information • • • • Jack was born August 23, 1948 in Grand Rapids, MI He went to reformed school until he was 16 Was the first of 3 brothers to go to the service; his brothers went into the Marines He wanted to be in the Airborne like his dad but couldn’t because of his hearing, so he went in for trucking (4:25) Training • • • Jack first went to Fort Knox, Kentucky for 8 weeks of basic in June of 1966 He then went to Fort Dix, New Jersey for 6 weeks of light vehicle drivers school He was deployed to the VII Corps in Germany and drove officers around Europe in a car company (6:03) Vietnam • • • • Jack landed at Cam Ranh Bay and drove a truck in a convoy that was brining supplies to a battle in Dac Tho, near the Laotian boarder Entering Dac Tho was like “running a gauntlet” If a truck got hit they would push it off the road to keep the convoy moving out of the kill zone They also drove with gun trucks to protect the convoy (8:25) Relationships • • • • • Jack became desensitized to people dying around him and was not interested in making good friends with the men he was working with The only way to keep in touch with friends and family back home was to write He could send photos and tapes with the letters He felt that they “were never off duty”; they worked from 4:30 am to 8:00 pm and then had to do maintenance on their vehicle They did get 5 days R+R in Da Nang and then Dong Ha which was the 3rd Marine Division base, where he was also able to visit his brother on his time off (14:47) Gun Trucks �• Jack was officially a driver but occasionally he had to ride on a gun truck with a M-60 machine gun or an M-79 grenade launcher, also known as a blooper • The gun trucks had to guard the ammo dump at night (18:15) Injured in an Ambush • • • • Jack hit a trip wire from a bomb in a tree while driving and was hit by shrapnel in his flak jacket and nose He was bleeding all over, but couldn’t stop the truck so he went down the road a ways He went to a Special Forces base for first aid then to the hospital the next day to have the shrapnel removed, then “back to work the next day” The gun trucks improved as the war went on with .50 calibers and mini guns (26:05) War Ends • • • • • • • • Jack returned to the US in November of 1968 They landed in Seattle and were told to take off their uniforms so they wouldn’t get hassled He had to drive a jeep for the army for 6 more months before he was discharged With one month left to go he got in trouble for attempting to elude the police When he returned to the base he got a Article 15, was fined one month pay, and had to pull KPs for the remainder of the time After his discharge Jack became a welder Jack took advantage of the GI bill and retired at 55 He advises people to go into the military because the training will help to earn a higher salary in civilian positions � 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 Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> 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/. Identifier An unambiguous reference to the resource within a given context RHC-27_ColeJ Title A name given to the resource Cole, Jack (Interview outline and video), 2008 Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-22 Description An account of the resource Jack Cole was born on August 23, 1948. He joined the Army as a light vehicle driver and drove trucks in a convoy that traveled and brought supplies to the battle at Dac Tho. Jack occasionally drove the gun trucks while traveling in the convoy. While in Viet Nam, Jack was injured. Creator An entity primarily responsible for making the resource Cole, Jack Contributor An entity responsible for making contributions to the resource Abraham, Blake (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army Vietnam War, 1961-1975--Personal narratives, American Video recordings Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/69c213ef8e9727353f366e691c884014.mp4 0610a18580a3e306a38bba85ad044b67 https://digitalcollections.library.gvsu.edu/files/original/ea307eb6abf0b12ebe1302bd33630ccf.pdf d7792ddac78383c4f7fedbdb72f73647 PDF Text Text Grand Valley State University Veterans History Project Keith Cole (1:08:48) Background Information (00:06) • • • • • • • He was born in Muskegon, Michigan, on October 4th 1924 but was raised in Grand Rapids, Michigan. (00:07) Graduated high school in 1942. (00:42) Keith’s father owned a business downtown that sold appliances. (00:50) After Pearl Harbor, his father began selling phonograph records. (1:36) He attended Michigan State University to pursue a degree in the chemical engineering. (2:31) Keith enlisted in the Navy. But he was drafted into the army in fall of 1942 before he could join the Navy. (3:00) He served in the ROTC at college. He was in the coast artillery. (3:50) Basic training (4:43) • • • • • • • • • Keith was first sent to Camp Grant, Illinois, for a short period and then sent by train to Miami Beach in the Army Air Corps. (4:39) The men stayed in overhauled hotels. All amenities were taken out of the hotels. (5:15) There was a lot of marching, physical exercises, and drills. (5:50) His experience in chemical engineering did not lead Keith to be placed in a particular position. (8:00) The men were in Miami Beach for only 21 days. He was then sent to Rantoul, Illinois, where they spent 3 months training. (9:44) Keith was now being trained as an engineer. He was taught sheet metal repair and other mechanical tasks. (10:05) The men worked in shops in hangars for 6 hours a day. The men were on the base all the time. Keith visited Chicago once. (11:00) Next Keith was sent to Kelly Field in Texas and an overseas replacement depot. (11:34) He was then sent to Camp Kilmer New Jersey in September of 1943. (12:39) Voyage Overseas (13:40) • • • • • • • The men sailed to Europe in a convoy. The weather was very poor. Many men were sick. (13:41) The convoy sailed for 11 days. It stormed for all 11. (15:07) The convoy landed in Greenoch, Scotland. (16:40) Keith was then sent to England. There the men had to build their own startle trenches, and get their own water. The men lived in tents. (17:27) He was assigned to the 22nd Anti Submarine Group at this time. But the task was taken over by the Navy so Keith had no job to do. (18:25) There were some aircraft in the field but they were used for training. (19:46) Keith served on the first base for approx. 4 months. There was very little activity there. (20:57) �• • • • He was then transferred to Watton England. The men were waiting for the contraction of the Herington Air Base where the men began functioning as a bomb crew. (22:14) Keith did go into England when he had time or was able. (23:00) The English treated the GIs fairly well. (24:22) Most British men were more sophisticated than the average American GI. (25:46) Service at Herington Air Field (26:42) • • • • • • • • • • • • • • • • • • • • • • His outfit was assigned to the OSS. They were to provide the transportation of their agents as well as supplies. (26:53) Keith served as a dispatcher on a few drops. He ensured that the supplies or men were released from the plane properly. Most of the time he was on the ground doing repairs. (28:38) The men knew very little about what they were doing. (29:05) Communications to the pilots on where to fly was done by handing an envelope to the pilots just before takeoff. (29:45) Supplies were dropped to resistance fighters via canisters which resembled bombs. (30:20) Aircraft coming back with damage was common. 208 crewmen were lost over the course of Keith’s service. (31:35) Before a flight the men were briefed. Once the men were in the air there was no talking. (32:58) Most flights left at 6 PM. (34:00) Keith substituted on his first flight in the spring of 1944. He had no idea where he went or what the mission was for. (34:54) As the 3rd Army moved through Europe Keith’s unit had a decrease in activity and need. (35:55) Keith flew 8 missions. The aircraft did take antiaircraft fire. (36:55) One mission involved dropping prostitutes to sleep with German officers and pick up intelligence. (39:10) Because he was based in England, Keith was able to follow the war closely. (40:00) During late spring of 1944, the unit’s operations did not change despite operations building up for D-day that were occurring. (41:21) Men were not allowed to speak of what they did on base. They were constantly asked why their planes were black. (43:13) After Normandy, when the 3rd Army moved into Belgium [actually northern France] they had outrun their supply line. Keith’s unit was then assigned to drop supplies or the army. (43:55) Lots of planes were lost as a result of the supply run, not because of enemy fire, but because of corrosive gasoline wrecking the gas tanks. (46:50) He recalls when the spies started using a direct line radio wave that made it harder for the spies to be caught from radio on the ground. (49:00) His unit was selected to send a crew to retrieve a dud bomb that was captured. Many of Keith’s stories he found out happened after the war was finished. (52:18) Because he was sent to land mine and booby trap school, Keith was placed in charge of clearing these objects if ever encountered. (53:58) Keith was sent back to the U.S. in the fall of 1945. (55:06) When the men returned from Europe they wanted to be sure that the planes had very well working engines on them. This responsibility fell on Keith. (56:54) Surrender and Voyage Home (57:20) �• • • • • • • • When VE Day occurred, Keith was restricted to his base while the other solders off base were allowed to go around and have fun. (57:21) Keith and his unit were ordered to fly over Europe during the day and see what it looked like. He could tell there was hardly anything left standing. (58:28) He left England in July of 1945. He had stayed there for approx. 2 years. (1:00:05)] The men were scheduled to pick up B-29s and then go to the Pacific. (1:00:20) Keith returned on a plane rather than by boat. It was very cold. (1:00:47) The men were ordered not to take any souvenirs home. (1:01:54) After landing he was given a 30 day leave. When he returned home he was given a month’s pay (400 dollars). During his leave the war in Japan ended. When he returned to service he was then given another 30 days of leave before being discharged. (1:02:36) He was discharged in Carolina. In late summer of 1945. (1:04:06) Life after Service (1:04:37) • • • • • On his way home he stopped in Michigan State University where he began classes. (1:04:50) Keith then began a degree in business. (1:05:45) He had difficulty finding a job after returning from service. (1:06:24) He worked on constructing Michigan’s Medicaid program starting in 1972. (1:07:07) Keith enjoyed his military service and was thankful that he was only 18 at the time of his enlistment. (1:08:00) � 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 Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> 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 Cole, Keith (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Cole, Keith Description An account of the resource Keith Cole, born in Muskegon, Michigan, in 1924, served in the U.S. Army Air Corps from 1942-1945 in England during World War II. After completing his training at Miami Beach, Keith was sent to England in 1943 where he was assigned to the 22nd Anti Submarine Group. Keith was then sent to Herington Air Field where he served as an Engineer on B-24 bombers utilized by the OSS. These aircraft dropped operatives and supplies for the Resistance in France, and were also pressed into service to ferry supplies to American units that had outrun the ground supply system. Keith was sent home soon after VE Day and was discharged in late summer of 1945. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Air Corps World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-07-31 Identifier An unambiguous reference to the resource within a given context ColeK1431V Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/94599a5c1500f05223ff9ddca2dc4845.pdf c7a8e305c0b04edab163e0a90eca2014 PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Grand Valley State University Special Collections Interviewee: Colette Seguin Beighley Interviewers: John Deork, Kaylee Niemiec, Justin Vanportfliet and Leah Anderson. Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 3/16/2012 Biography and Description Colette Seguin Beighley was born in Oakland, California. She attended California State University, Haworth. She is a liscensed counsoler in California and Michigan. She discusses her activism with the Grand Valley State University LGBT Resource Center. Transcript VANPORTFLIET: Ok, why don’t we go around and say our names of the group first. I’m John Deork, Kaylee Niemiec, Justin Vanportfliet, and Leah Anderson. Ok so the date today is March 16th its 12 o’clock noon, at Grand Valley State University, in Allendale, in Michigan. were here today to talk about the subject of Civil rights here in West Michigan. Can you please state your name for the recorder? SEGUIN BEIGHLEY: Colette Seguin Beighley VANPORTFLIET: Thank you, Ok so where you born? SEGUIN BEIGHLEY: I was born in Oakland, California. VANPORTFLIET: Ok, and then so what was life like, Life growing up in California. SEGUIN BEIGHLEY: Well let’s see, I was born in the projects, which people are usually surprised about. I think that when you’re in such a privileged spot like the university people always think that you come from that type of space, but I did not. I had the great opportunity of being in the bay area during a time in which there was so much civil rights work going on. It started with the free speech movement at Berkley, and then it went to the Civil rights movement, the women’s movement, Indians of all tribes, occupy Alcatraz, the gay rights movement, all that was happening in that space that I grew up in, so that was very influential. VANPORTFLIET: O yea I bet, so did you go to college? SEGUIN BEIGHLEY: Yes, Page 1 �VANPORTFLIET: Ok where did you go? SEGUIN BEIGHLEY: I went to California State University, Haworth. VANPORTFLIET: Ok, so what was life like there? Like what was the kind of atmosphere at the college because you already referenced some of the big civil rights movements going on there, so what kind of atmosphere like with a bunch of that kinda going on? SEGUIN BEIGHLEY: Yea there was a lot happening in Central America, and there was a lot happening with apartheid in South Africa during that time, so a lot of that stuff was really on the radar, but that particular campus was not as much of an activist campus as Berkley was. but still we had education around those issues and they were on the radar. VANPORTFLIET: Did you have any personal involvement during your college years? SEGUIN BEIGHLEY: In college? VANPORTFLIET: Yeah. SEGUIN BEIGHLEY: No not really, when I was in high school I was involved in a few things against nuclear power plants, but that was about it. VANPORTFLIET: Ok and after college, what was your life kinda like, just a quick background? SEGUIN BEIGHLEY: Well I got a masters degree in counseling and I am a licensed marriage and family therapist in both California and Michigan. So I had 25 years of private practice experience before I started this new chapter of my life, so that was very much what I did. I did a lot of advocating for youth in particular; I worked with beyond control youth, run away youth, homeless youth. And so I had some experience with that and those were all great experiences that lead me to this point. And I think that having a degree in counseling is really great preparation for doing student services work. VANPORTFLIET: Right, so you already referenced your daughter, who I know, but what is your family like? SEGUIN BEIGHLEY: What is my family like? Hahaha well I have some great kids, I have 2 stepsons from my former marriage, and they both live in Grand Haven. One of them is married to my daughter in law of course, who is a very good friend of mine. The other one just got engaged, and then I have a biological son Ari who is currently living in Amherst, Massachusetts, and then my daughter Chloe who is a junior here and is just a Princess after three boys. VANPORTFLIET: Ok, so does anyone else have any questions before I keep going? NIEMIEC: I was just wondering, when you were growing up like with your family, what was your family like when you were a child, were you very religious, were your parents strict at all? SEGUIN BEIGHLEY: Well let’s see, my mom had been married before so there were two siblings but they didn’t grow up with me they lived with their dad, so I was really an only child. I remember when we were living in the projects and it was really rough, what’s always below the surface is your safety. We Page 2 �moved out of there when I was eight years old, but that’s definitely that way that I learned to navigate the world. And I remember being really afraid, like terrified, you know a couple of bad things happened so that was kinda a rough way to enter the world. But my mom was super, super, super loving and supportive and my dad was fairly absent, alcoholic. That’s probably too much information hahaha. Then when I was eight we moved to a suburb of the east bay, Dublin. And it was, it went from a very diverse living situation to really an all white neighborhood. And I went to elementary, middle school, and high school in that environment. It was fine but you know as I really appreciate diversity, so I was kind of sad that I lost that but my family valued diversity and always looked at people who were different them ourselves as an opportunity to step back and learn more about the world. I think they did some things wrong, I can remember some things that were probably pretty offensive to especially African American people, but it was not, it was just out of their own ignorance. But we weren’t even talking about things like White privilege at the time so people would step all over their whiteness without even knowing it. But we had friends who were from the deaf community; we had friends that were from the gay and lesbian community. And every time my parent would prepare me for ‘were going to meet this family and this is what their like, you may have questions and we will talk about it afterwards’, really open in that way. And I was raised catholic, but I won’t say that it was a very religious family, my parents, because my mom was divorced before my mom could never really become catholic but they had this idea that, that is what they should raise me as. I went to church with a lot of different family, and did first communion and catechism and all that. It provides a sort of structure well your growing up so I appreciated that. VANPORTFLIET: So what kind of drew you to initially counseling, you said you graduated with a masters in family counseling, what initially drew you to that? Was it your diversity in your childhood? SEGUIN BEIGHLEY: No, no my family is very crazy hahaha and I just wanted to figure out, what the heck happened here? And how can I possibly go on and create a healthy family. And I cant do that unless I know, how do you do a healthy family and what the hell happened here? And that was really it, in fact I even went on to a year of my PHD program and then I sort of came to terms, actually trough my work there that I was kinda done. I just wanted to figure out a few things and I had figured it out. Now I wished I had finished hahaha just my desire to get into counseling was just to figure out the world, to get some of what I didn’t get growing up. A skill set to go out. VANPORTFLIET: So how long did you do the counseling? SEGUIN BEIGHLEY: For about 25 years. VANPORTFLIET: Wow, so was that in California? SEGUIN BEIGHLEY: No I was in California for only about 3 years, the rest was in Michigan. VANPORTFLIET: So you moved to Michigan for your Job? SEGUIN BEIGHLEY: Nope, I moved to Michigan because my then husband’s family was from Michigan and we thought it would be a good environment to raise kids because the cousins were here. And it is a good place to raise kids, unless one of your kids turns out to be gay then maybe not so much, which we found out. Page 3 �VANPORTFLIET: So you said Ari, who is gay, who I know. He is actually a good friend, I am sad he moved away, but what was it like raising Ari or maybe you can broaden the spectrum a little bit like raising a gay or lesbian son in west Michigan? SEGUIN BEIGHLEY: Ari was really set apart from all the other kids because he was profoundly gifted. He got into a Johns Hoppkins program when he was in 8th grade that was reserved for students in the United States for students who scored the top half of one percent in the nation. So that was really a challenge, it was always a challenge for him. To keep him stimulated, to have his needs meet, to keep him grounded. And that always made him different, from any of the other kids, different in the way he related; but he was always different from the other kids. He was extremely demonstrative and that worked till he was about 6 then his male relatives wanted him to man up a bit. He never really did, he’s just who he is. And I didn’t raise him thinking that he was gay, I raised him thinking that he was a unique individual who didn’t really fit, kinda a square peg in a round hole. But I do remember when he was maybe 2 and a half. I was sitting on his bedroom floor he was playing, playing dress up and he dressed up and he was like spinning around and he was working it. And I remember thinking, ‘oh this kid might be gay, I wonder if I’m going to be returning to this conversation in 10 years or so’ and then I put it out of my head. Until he was about 13 or 14. By the time he was about 14, he was really questioning and I was really questioning him too. Then he eventually came out when he was 16. VANPORTFLIET: From your perspective, what was that like for him? You said he was always so different, always set apart what was that like for him, like at school? Because at 16 that is such a rough time for everyone, having that kind of revelation and kind of life change. SEGUIN BEIGHLEY: I think it was incredible rough, he was not getting along with his sister, and his sister is his best friend in the whole world! He was just irascible and when he did come out, we ended up doing this retreat together as a family. Six of us got on a plane and went to Santé Fe and did this. The experience coming out powerfully, and at this retreat like all retreats, you have to write a letter. And then they make you read the letter. VANPORTFLIET: Yeah. SEGUIN BEIGHLEY: It lame but whatever. He read the letter and he read it to his dad and I. And he said, you know, mom and dad you are such good parents. And I’m thinking, okay there’s something; let’s cut to the chase here. . And then he said but there’s something I have to tell you. And then it was so tremendous moment. My adrenaline just shot to my head. And I remember just going through the rolodex like in split seconds of how did I screw up? How did I not protect him from getting hurt? And then he talked about how when he was in middle school, he had been……well a few boys had thought he was gay. And they targeted him. And they would wait for him in the stairwell of the school and beat him up every day. But they wouldn’t beat him on his face or on his arms, only on the lower body. But they would beat him until the point that he would vomit blood. And I hyperventilated when he said that. I never hyperventilated in my life, but it was just so awful. It was so awful to know that he had been going through that and we had no idea. And you know, two therapists as parents you’d think we would have a clue, but we didn’t have any idea. So I just felt so awful that he had to go through that alone. And it Page 4 �really it explained so much about how he was irascible during those years and just so difficult to live with. and also how he was so much freer and comfortable with himself after he came out. VANPORTFLIET: Right. SEGUIN BEIGHLEY: Yeah. VANPORTFLIET: Do you guys have anything questions? (Looking at group) DEORK: Have you always had a good relationship with him? SEGUIN BEIGHLEY: Yes. Not that I don’t drive him crazy. I do of course. But yes. (Laughter) ANDERSON: Do you think that has helped him in this experience with this? SEGUIN BEIGHLEY: . I don’t know. I would think so but I’m the last person to…you should talk to him. Call him up. (Laughter) SEGUIN BEIGHLEY: ask him what he thinks. I’m sure at times it’s been annoying as how to have a mom that is so out there. You know. (Laughter) SEGUIN BEIGHLEY: It’s like, can you please tone it down a bit? You know. But he’s never said that. He’s always a big cheerleader too, so. VANPORTFLIET: . So, what is your title here at the college? SEGUIN BEIGHLEY: I am director of the lesbian, gay, bisexual, and transgender resource center. LGBT resource center. VANPORTFLIET: Right. and then kind of take us through like what is your job description. Like, what kind of things do you do as the director of the LGBT center? SEGUIN BEIGHLEY: Okay well, let me tell you about the LGBT resource center then ill break it down. VANPORTFLIET: Yeah of course. SEGUIN BEIGHLEY: So, our mission is to empower students to lead …if I didn’t have a cold. (Laughter) (Pause) Okay, to empower students to lead authentic lives to challenge gender and sexuality stereotypes and to work for social justice. So, we look to our center as serving 25,000 members of the community, not just the LGBTQ community. Because all of our students live in a world with gross inequality and part of their education needs to be coming to terms with their place in that world. Understanding what’s happening Page 5 �with marginalized communities. And then what, how does that fit with their lives and with what they are going to do. so we, we serve the entire student body and then specifically we serve LGBTQ students. So we have our Freshmen Queer Alliance which is for first year students and it really is to operate a safety net for them. A place to connect, many students don’t come out until they get to college when they can finally separate from their families of origin and trying a new identity. it’s a social group but we also take them on bus trips so that they can learn the bus system and go downtown a bit, and learn where the food places are on campus, and where resources are if they need help with writing or something like that. and then they do fun things like bowling and watch movies and that sort of things. So our Freshmen Queer Alliance is really to just give them a place to be here on campus. And then we also have our Pipeline Leadership Group which is for second year students and above. And that’s a yearlong leadership program that really focuses on advocacy and activism. And it is also open to our allies as well. This year we have our first ally student in the leadership group and it really has been a lot of fun. And then we have our LGBT ambassadors. And they help us out in many ways; whether it is at a social event, our ice cream social at the beginning of the year. They come in their rainbow, GVSU shirts. And look for those students who may be sitting alone or may be trying to find out, find a way to get connected. And they also go into classrooms and do presentations. For our allies and advocate training they tell their stories of coming out, and just wherever we need help our LGBT ambassadors are right there. We also have our monthly on-going LGBT conference, which looks at LGBT and leadership, gender, culture, race, spirituality, and one other thing. (Laughter) And that’s a monthly event that’s LIB100 approved and US201 approved. That really introduces LGBT issues and ideas on campus. We have our lavender graduation; this will be our sixth year. For lavender graduation, it is actually older than the center. This is the fourth year for the center. And it is a time to celebrate the scholastic achievements of our LBGT and ally students. And it is a lot of fun. It’s a big deal. So, we really, really put a lot of effort into lavender graduation. We also have open door discussions where students can come up with their own topic and do their own program in the center. And that is really fascinating to see what kind of things students come up with. We just had one on gay stereotypes. and what else do we do? Oh we have our change and training for social justice, which is semester long program that’s grant funded. And it looks at systems, intersecting systems, of oppression, racism sexism, homophobia, and how they are interdependent and need one another to survive. And we have a 1.0 and a 2.0. And so our students learn the framework in the 1.0 and then they really dig into strategies and tactics for activism in the second one. So, that’s really a very dynamic program. So just to give you, and then our allies and advocate training we do that for the Greek community and then we do it for the general community as well. So I’m not sure if I hit all of our programs but that the smorgasbord of what we do. VANPORTFLIET: That is a lot of involvement. ANDERSON: Yeah, that’s a lot. SEGUIN BEIGHLEY: Yes. So then my role is to work with the students to develop that program that meets their needs. To really help cast a vision for the center. And to be involved in the greater LGBT Page 6 �community, to keep us tied to current events. So I’m on the board of our state wide Antiviolence and Advocacy Organization Equality Michigan. And I work with the national consourcion of LGBT resource professionals in higher education. And I go to the national gay and lesbian test force conference on creating change every year. And I present at conferences on specifically of expanding the circle which is LGBTQ’s studies and services in higher education. So it’s the only conference that’s really devoted specifically to the issues that we serve. And I’m presenting at two workshops this summer at that conference. So all of that helps me to have a broad sense of the movement. And being able to connect our students to what’s happening in the community and understand nationally. I just like the first week I was here when I was assistant director, I remember a student getting fired. And I remember him saying, “You can’t fire me. I have my rights.” That’s what he said, he was going to say it to the person who fired him. And no you can be fired for being gay in Michigan. There are no protections; there are absolutely no protections in Michigan. Sexual orientation and gender identity is not included in Elliot Larson’s Civil Rights Act. It’s not included in our hate crimes on law. We don’t have second parent adoption. We just recently, after ten years of work, finally passed an anti-bullying bill. But it’s completely toothless and ineffective. There were only two states in the nation left who hadn’t passed an anti-bullying bill and Michigan was one of them. We did it because we were ashamed into it, but it is completely not powerful. And then, our constitution rewritten inequality into our constitution by saying that marriage is between one man and one woman. So it’s rough here. And our students need to understand, yet I don’t want to paint a black picture of their future for them. But I really want to help them to build allies and collisions to go out and change the inequity that excess; not only for the LGBT community, but the immigrant community as a target. A huge islamophobia around the country now. So, all those issues are important and they all impact LGBT lives as well, because our community goes throughout. We have Muslim LGBT people; we have LGBT people who are immigrants. So all those issues are our issues as well. So back to being director. I do all those things and help the programming move forward, to cast division for the center, to keep connected with local state and national movement s. And then also to work within the university to move us forward in being more equitable. In the summer of 2008, we added gender identity and expression to our antidiscrimination policy. But yet, four years later, we do not have policies in place for a staff or faculty member who is looking to transition. So if somebody is identifying as transgender and wants to start transitioning, they want to see a policy in place. They don’t want to have to go into human resources and be the first person to do that. So the vice president of inclusion and equity, Gene Arnold, has formed the Gender Identity and Expression Committee. And I serve on that committee. And we are looking at policies throughout the university, whether it’s developing gender neutral locker room space. Creating health, or adding healthcare coverage that is trans inclusive. Working with banner, we’re going to be an experimental university to work with banner so that they can, students, can choose a preferred name, and not, if somebody is transitioning and they are going by Jane, but their banner says John and their professor outs them in class it’s public safety issue to them. You know? And it’s also so difficult for them to go to every single professor before class begins and tell the story and see if they can get you know they can get by in, and most of the time the professors want to do the right thing but certainly there have been professors who have refused to call them by their preferred name. So then when that happens we get involved, and also I’m on the university’s team against bias, so I’ve worked with bias incidents on campus along with other members of the team, so working with policy and our campus climate is really an important piece of the work we Page 7 �do cause we want all students to feel safe and we want to retain our students once they come here, all students, not just LGBT students but all students. That’s a very long answer. VANPORTFLIET: Aw, that’s okay. so how do you feel that Grand Valley is compared to other schools maybe in Michigan, cause it’s here in West Michigan thats traditionally very religious a religious part of the state, very conservative, so but my opinion I feel like with this center we’re making good steps toward being very proactive, but what’s your opinion? SEGUIN BEIGHLEY: Well I think compared to other public universities we’re doing really well. We have a 4.5 out of 5 star rating on the campus LGBT friendly campus climate index, and that’s the highest any school has. At one point the University of Michigan had a 5, but they have moved down to a 4.5 because they have raised the bar a bit to meet the needs of transgender students – VANPORTFLIET: Mmhm SEGUIN BEIGHLEY: More thoroughly, and lets see there are 4 universities, one, two, three, four, five, lets see, maybe not, theres University of Michigan, MSU, Eastern, Tech, Grand Valley, all have 4.5 ratings, so we feel good about that but University of Michigan had the first LGBT resource center in the country but it was four decades before we got ours at Grand Valley. And that said only 7% of campuses in the United States have LGBT resource centers. So we are still ahead of the curve there. And with our implementation of gender neutral housing this past fall we’ve moved even further ahead because I think that after the loss of Tyler Clementi at Rutgers last fall, universities are understanding that they need to listen to the housing needs of their LGBT students more closely. And right after that tragedy Rutgers implemented gender neutral housing. So other universities want to be pro-active so that they are not responding to a negative event, but really doing you know, being ahead of that. so I think that Grand Valley has a long way to go, there are lots of ways we do not meet the needs of our LGBTQ students, faculty, and staff. But we have also come a long way, and we have a tremendous amount of support here, so, I give us high marks. VANPORTFLIET: So, what is, what is maybe the biggest thing here at Grand Valley that we could do to improve, like the, whats the next step that would be like huge in your opinion? For the LGBT center or for the women’s center anything like that? SEGUIN BEIGHLEY: So like a wish list? VANPORTFLIET: Yeah! SEGUIN BEIGHLEY: Well a big wish list would be if I could wish away, I would say that I wish we would have a social justice center and our other centers were under it, including disabilities support services which is not under the brella right now, there, in a different unit, but, the purpose of the social justice center would be to not look at just one ‘ism’,not just look at racism, but look at sexism and to see, to educate our students about the dependency of these dynamics on one another to move forward. And also to, we have students who are mostly white and mostly come from at least a middle class background, so they come with lots of privilege and I would really love to educate the entire student body about that privilege so that they can look at other people more realistically. And also understand Page 8 �that with privilege comes responsibility. so that would be my big view. But then specifically for our center, bigger budget, more staff, *laughing* that’s my Christmas wish list. so that we could do all the things that we want to do. VANPORTFLIET: okay, so we talked about proposition 8 in our class, so how, it was passed and then overturned, and brought back, so how do you think Michigan did on that, I think, I think you already touched on, it just wasn’t there, it kinda dropped the ball, and what do you think, can happen to kind of help push that along, you know? SEGUIN BEIGHLEY: Mmhm, Well marriage equality certainly is, at the top of the list of items that the LGBT, what we call Gay Inc. which is the human rights campaign, and the national gay and lesbian task force what they are moving forward, and I have some problems with that, so I’ll say that and then I’ll go back to it, but as far as marriage, yes, Michigan was an epic fail. It passed, we passed a constitutional amendment to ban marriage equality in our state. I’m happy to say I didn’t vote for it even before I was so out. and I think there are over 30 states that have those kinds of constitutional amendments, but we are seeing state by state, it’s flipping, so that’s helpful. There are 8 states and the District Colombia right now that marriage equality, I just can’t wait for 2 more flip and I can say 20% of the states in the nation have marriage equality, so, and that doesn’t count states that allow civil unions, so and let me just clarify that that’s still separate but not equal because even our own household member benefits on our university, our unmarried partners get the same health coverage, but they don’t pay the same for it, because they have to pay for their coverage with post-tax dollars. Where as married couples pay with pre-tax dollars so they actually end up spending about 25% less if you’re married. So if Michigan were to flip marriage equality it would still be inequitable for gay and lesbian couples because at the federal level we have the defensive marriage act, which Obama currently is not enforcing, but it’s, thats a federal mandate, it’s not something that Grand Valley can control at all. The 1,138 benefits that come with marriage still do not, are not enjoyed by the LGBTQ community. Even in states where marriage equality has passed. VANPORTFLIET: Do you think that, that marriage equality, is like the nber one thing that we should be pushing for, like or, theres another issue we kind of touched on in class, with gays being able to adopt and having that two parent adoption, and that was, especially powerful for me because one of my friends has two lesbian Moms, and so I’m kinda close to that and we watched a video on it and the person who was kind of thrown into that situation, was totally against it and was very close-minded I thought. and they, they even showed her with different situations with kids and adoption centers and rundown with really no place to go and then they showed this happy family with two dads, and she was still like no, that’s not right. And so I was just wondering which is that the nber one, er like what’s the nber one thing that if you again had like a wish, that you would pass. SEGUIN BEIGHLEY: Well, I mean realistically, as we did strategic planning for the state wide organization we did focus groups all around the state to see what constitutions wanted and they all wanted marriage equality. But that can’t be the first thing that you go for, especially in this state so getting the antibullying bill passed had to be the first thing, so we got that passed, and it was not as we liked it but, but we got it passed. and part of the reason that it did pass was because it served Michigan well not to be the leftover state that is not passing it. So, right now we’re working on our Elliot Larson civil rights act to Page 9 �see if we can expand that. And that will give immediate relief to families, and that will directly translate to the lived experience of LGBT people to have protections and housing and on the job. And for straight people as well because you can be fired for being perceived as being gay, right. So, so working on that so as far as second parent adoption will probably be next after that, because those are some of the things that people can relate to, research shows that the happiest healthiest kids grow up with two Moms. You know, what can you say, you have two Moms your doing pretty well, and research backs it up, so I think that on the road to marriage equality there are these other markers that can really impact quality of life for LGBT people are also more obtainable and that’s how we are working it in the state. Justin to group: Okay, and questions? NIEMIEC: Not really, it was more focused on like your son but I mean, we were talking about something different. SEGUIN BEIGHLEY: Well, I am happy to go back to that. Do you have anything in particular. VANPORTFLIET: Yeah, go ahead and ask it! NIEMIEC: Okay I was just wondering when you said that he was bullied in school and like when he came out to you, did you feel you guys got closer or did he like kind of back away, or like went kind of went on with that, did your relationship grow? SEGUIN BEIGHLEY: Yeah, I really feel, I don’t feel like we got closer, because he’s also you know 16 years old and a guy and was needing to be like separating from his Mom a bit too. I think we’ve always been close certainly he became closer with his sister and his sister-in-law who’s like a sister to him, yeah, but it didn’t impact our relationship negatively in any way. NIEMIEC: Okay, and like did your other, like your parents or like any other family members, did, how did they react, or did they see it all along, like, like how you did, did they see the signs, or, you know? SEGUIN BEIGHLEY: That was a disaster... NIEMIEC: It was? SEGUIN BEIGHLEY: Well my Mom had passed away a few years earlier, which was for me sort of a cosmic crisis like, like why isn’t she here? Because she would have just not missed a beat and she and Ari were just like this. but on the paternal side that family is very, very, very religious and so that’s their lens of seeing the world and they did not have any space for Ari being gay…Period. So, it was a difficult time. We actually wrote them a letter so that they could sort of process, not in the moment with us, but just sort of like reorganize and then come to us and have a conversation, and try to like do damage control a bit. And, we said we know you have this way of understanding it, but there is other information too, we really want to go on this journey with you duh-duh-duh-duh-dah. And I thought for sure that you know I was keeping the living room clean thinking that they were gonna be showing up to have the conversation. 8 months of silence. And then at the end of 8 months, Ari’s grandpa sent a letter that was so scathing. Saying that Ari’s being gay was the biggest disappointment of his entire life. And he copied everyone in the family. And so that just gave, opened the flood gates for the other people to Page 10 �send their own letters, and I got 7 page, single spaced, margin-less typed letters from the family saying that we had turned our children over to Satan, and that, you know all of this really extreme, extreme stuff. So, its pretty hard to heal from that. You know, it’s pretty hard to move forward from that. I feel like, and this is a mom genetic coding thing, I feel like I can never get passed that. That that was so hurtful and so unnecessary. That I just really can’t get passed that. But Ari is more generous, and he has a relationship with those family members now. you know he could not bring his partner to their house but I think some of them have even started asking him if he has a boyfriend. I know that his grandma has started asking him. His grandfather never will. So, you know it has been, 7 years now, so. VANPORTFLIET: It’s a work in progress… SEGUIN BEIGHLEY: Yeah. NIEMIEC: Is there still tension between you and the… SEGUIN BEIGHLEY: Well I am divorced now (laughter). But you know between my in-laws, no. (She paused) I know that they still love Ari. And I know that in their worldview they were doing the best they can. I still think that it was unnecessary and hearts that will never heal so I just have a really hard time understanding why someone would put that thing in writing and then send it to everybody else. But I know also that they feel the same way about the work that I have done. That my being public about Ari’s coming out has injured them in the same ways. That they have felt like I have publicly shamed the family in doing that. So it depends on which lens you work through. There were times when I felt like I was losing my mind, that I would actually drive to Detroit to Triangle Foundation which was a State-wide organization at the time now it’s Equality Michigan. And just say, I know I am doing the right thing, but I’ve got nothing here. I’ve got no support. I just need to hear that I’m doing the right thing. Supporting my son, you know, how crazy is that. But yeah, I think I’m hopeful that the cousins, some of the cousins, some of the cousins that my children will be able to have relationships with them. Some of them they won’t I know because they also are really pulling this hard line. VANPORTFLIET: What do you think the big problem is between the religious community, and the LGBT center? Because, I am religious but I don’t see it so cut and dry as some other like obviously some of those people who wrote those letters. I don’t believe that at all. So what do you think? Do you think that they are exclusive? Like in some parts or like I believe that they don’t have to be, but what’s kinda your take on that. SEGUIN BEIGHLEY: I left out the part where my ex-husband was a minister and he lost his minister license because he supported Ari. But you know, I have spent a lot of time thinking about it. And I think that people build their self-esteem based on their religious beliefs that for a lot of people it’s a journey, like I said my journey out of a difficult situation was really education. To try to figure out, oh my, gosh, how does this work? But for some people its finding religion and building a whole identity around that. And that’s how they are okay in the world. So when you start to mess with that, it becomes a situation where there’s a lot at stake. And if you pull this brick out of the wall, that’s a big brick. Because if they are feeling that homosexuality is a sin, which is their bi-line you know. Then if you pull that brick out of the wall and they change that, what else do they have to question? That’s a lot of work and that’s scary. Page 11 �So I came to understand, this is my way that I made sense of it, is that Ari’s coming out, and then my being so vocal about inequality, created a lot on anxiety in people especially in who held these fundamental beliefs. And they wanted me to not make them anxious. And if I did not stop making them anxious, then there was a consequence to that. So I understand the anxiety and the organization of a personality. In that kind of way where there’s just a lot at stake, in their being okay. And I’m sure other people see it differently and disagree with me on that. VANPORTFLIET: Well we are almost done with the hour so is there one thing you wanna leave with, it could be about the LGBT community or something you think is a big problem that we still need to overcome, maybe something we haven’t touched on yet? SEGUIN BEIGHLEY: Well I talked about how I would love for all students to be able to have a chance to examine their own privilege and to be able to come to terms with that. So that they could understand how they could leverage that in the future to create change. And so, and that just reminds me of this quote by Anias Nin and it says, we see the world not as it is, but as we are. We see people not as they are but as we are. I think I probably just butchered that but the point being that we, unless we do work to make it explicit, we only see through our own lens. And it takes some discomfort and some really being intentional to be able to see things from a point of view from a marginalized community. Or from the very complex identities that some of our students carry, like being black, disabled, and lesbian. Being able to see through that lens. And I would hope that we would focus on giving students an opportunity to challenge themselves in that way. VANPORTFLIET: Well thank you very much. I know for me it’s been very enlightening and it’s been very nice to talk to you. END OF INTERVIEW Page 12 � https://digitalcollections.library.gvsu.edu/files/original/a049e8e9144046e155a8d3276b6dc17e.mp3 bfa891d04f60aacf97e21248be6169d5 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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/. Identifier An unambiguous reference to the resource within a given context GV248-01_Seguin-Beighley_Colette Title A name given to the resource Colette Seguin Beighley audio interview and transcript, interview 2 Creator An entity primarily responsible for making the resource Seguin Beighley, Colette Contributor An entity responsible for making contributions to the resource Deork, John Niemiec, Kaylee Vanportfliet, Justin Anderson, Leah Description An account of the resource Colette Seguin-Beighley was born in Oakland, California. She attended California State University, Haworth. She is a liscensed counsoler in California and Michigan. She discusses her activism with the Grand Valley State University LGBT Resource Center. Subject The topic of the resource Civil rights--Michigan--History Women--Personal narratives Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2012-03-16 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b46579ea044f2e0b721591fee6c367e9.pdf 862b72d3d1660f926977ac83efe112fe PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Grand Valley State University Special Collections Interviewee: Sequin-Beighley, Colette Interviewers: James Smith, martin Feenstra and Jacob Bouwman Supervising Faculty: Liberal Arts Department Location: Grand Valley State University Special Collections Date: 12/12/2011 Runtime: 00:32:29 Biography and Description Colette Seguin-Beighley is director of the LGBT resource center at Grand Valley State University. She compares her experiences growing up in San Francisco during the civil rights movement with her experiences in West Michigan. Transcript J: My name is Jacob Bouwman, and I’m here today, Tuesday the 29th at 2 p.m. with Colette at the LGBT center in Allendale Michigan, and we are here today to talk about her experience with civil rights in West Michigan. Could you give some basic information about yourself, like your name, date of birth, religion, life partner, child, children? C: (Laughter), wow, date of birth! All right, (Laughter). Colette Seguin Beighley, April 10th 1957, long before you guys were even thought of! I currently do not have a life partner, although that’s up for debate, that could be conversation, negotiating that, I have two biological children, two stepchildren and a daughter-in law, and my oldest biological child is my son Arie, and he is gay. J: And then where did you grow up? C: I grew up in the San Francisco Bay area, Berkeley, in the 60’s, so that was a very tumultuous time when lots of civil rights movements were being born, beginning with the free speech movement on the Campus of UC Berkley and going onto the civil rights movement, the black panther party in Oakland was developed and very much in the forefront during that time, and then Indians of all tribes, which is how they wanted to be named, occupied Alcatraz and demanded civil rights federally and then also during that time there was the gay rights movement in San Francisco and the women’s movement happened during that time as well, and then in my early adulthood I was living in the San Francisco bay area when AIDS hit so there was a lot going on during my growing up years. J: Yeah, that’s pretty much a discussion of what it was like growing up, but obviously it was pretty crazy. Page 1 �C: Yeah, I feel like I have that, those civil rights movements are really sort of imprinted in my DNA, and looking at the world through the lens of marginalized communities as well, questioning the status quo, and making sure not to be a guardian of the status quo is also part of what I was left with. J: Then how did you get to West Michigan, what brought you to West Michigan? C: Let’s see, when I was married to Arie and Chloe’s dad, he was from Muskegon, and so we thought this would be a great place to raise a family, and it probably is, unless you have a gay kid, then not so much. J: Then how did that make you feel about being in West Michigan? C: I was really in culture shock; obviously I didn’t do my homework to know that there were places that were so different from the San Francisco Bay area. The first thing that I noticed was that I felt as though the women’s movement had never come here. So I moved in 1989 and the way that men talked about their partners was just so patriarchal, so misogynistic, and also I saw a lot of bigotry and just tremendous homophobia, so it was a really difficult move for me and I handled that by sort of going underground, and my friends, we would always say, “we’re not from around here,” and it was people like from a different country or a different state, who had also relocated to West Michigan who brought through difference, and a different world view and I just sort of was under the radar until Arie came out and that was really a turning point for me, and I felt like I had to give voice, I couldn’t be silent anymore. Ji: Do you have any specific experiences, or like crazy examples of how you found out that this area was really homophobic and stuff like that, do you have an examples? C: Well, I remember some friends of ours who were really our best friends, we thought lets go to Saugatuck for the weekend, you know, lets just go hang out, a great little town on the lake, fun little cottagey sort of town, and they were like, noooooo! We cannot go down there; there are queers down there! And then I was like *incredulous face*. At that point I had, had many dear friends whom I loved so much die of AIDS, so that was not only so offensive, it was just shocking, it was really like water being thrown in my face, and then also, I had seen probably three or four families have family members who had come out, and they were never integrated into the family, it was always problematic, and they were ejected, they never stayed around in the area. This was on the lakeshore now, I was living in the Spring Lake, Grand Haven area, so that was my experience before Arie came out. I knew that was the culture that I was living in. And plus, this is very personal, but my ex-husband was also a minister in the Wesleyan Church, and he has a PhD in marriage and family therapy, so he had a private practice, but he worked within that denomination, so I’m not really a church person, I wasn’t, I didn’t grow up in that world but you know, I would go, and until the homophobia from the pulpit became so much that I would blow out of there, and I think we landed in 3 different churches and I remember one time him saying to me you make it very hard for me to be a pastor. I am like this so it is very hard for me to hear this kind of hate I can’t sit there through that! So yeah, there was a lot of dissonance. J: And then you said that was your husband? C: Yes Page 2 �J: Were there any books or films or speeches or newspapers that influenced your thinking about gender relations at all? C: Well, gender relations, that’s an interesting way of to put it. Ok, so let me go down that very sort of generic gender relations thing. So in the early 80’s when I met my soon to be husband, I was coming from a place where the world, in the world that I lived in, people didn’t really feel the need to get married, they were really challenging that institution and saying that it was based on patriarchy and was institutionally oppressive, so I knew lots of families where the kids had two last names, and they were never married but they were happy families who were growing up together, so then I began a relationship with someone from the Midwest who had a very traditional upbringing, very church-based as well and that was not something he could really tolerate, so what he could tolerate was getting married and so I went down that road, so that challenged me in lots of ways, you know I think that initially I did not believe in the institution, then I bought into the institution, and not in any way to villainify my ex-husband because I have a great relationship with him, but the institution I think, is founded on a wrong premise and I just don’t see that its necessary, it’s the state valuing some relationships over other relationships and we get lots of benefits if we buy into that right? We get 1138 federal benefits that come with marriage, that unmarried partners do not have so why does the state get to say which relationships are valid and which aren’t? J: And then, you answered the next question kind of, but it was do you remember any family friends or individuals in the community that were discriminated against either formally or informally, but were there any examples in education or in employment, and you said socially, made one, but like in education or employment at all, did you see any discrimination at all? C: In California when I was growing up or here? J: Either one. C: Ok, well, I moved to, I grew up in the projects, and then when I was in 2nd grade we moved to a suburban neighborhood, a low income neighborhood, but it was a suburban neighborhood out of the projects and the first kid I met his name was Bruce, so im in 2nd grade at this point, and we grew up together, and he was sort of small in stature and he had the misfortune of the fact that his mom had remarried. He was a child from her previous marriage so his stepdad was also a retired marine and Bruce was not his biological child so Bruce was fairly effeminate and there was tremendous gender policing that went on with his dad and his dad would beat him. It was so traumatizing. He would just yank him out of the room and just start beating him. So I’d maybe be 10 feet away, just a wall separating us and I can still just hear blood-curdling screams in my head. It was so awful. It was so awful. So then my relationship with Bruce of course continued and we would walk to school together and he was often the victim of bullies, and I was like painfully shy when I was growing up so I wasn’t someone who would like jump in and break things up because I was just overwhelmed by the whole experience, and I remember one time he actually even had a broken leg, and just always being bullied, but just him looking up from the ground at me and saying Colette go for help. And there is something about that that has become sort of a life mission for me like I’m still trying to go for help for Bruce and then to bring that to your question of education, the principal would always blame Bruce for the fact Page 3 �that he was getting bullied. “Well if you’d just man up, if you would just you know act more like you’re supposed to then this wouldn’t be happening to you” so Bruce dropped out of school when we were, before our junior year in high school and he was the very first, and he lived on the street, totally on the street in San Francisco, just you know how survival, just trying to survive, he was the first person I ever knew who died of AIDS, it was at a time when the disease was very, very new and we were actually whispering it, you would not even talk about it, you’d just whisper it, it was so scary and so much shame was around it, just a horrible horrible, horrible time, so I feel like that really was my experience of knowing Bruce has impacted me in many ways. Ji: And then, what about like education and your employment here? I assume that it’s not as bad obviously, but are there any examples that influenced you more? C: Discrimination at Grand Valley specifically you’re talking about? Yeah, there are certainly examples of discrimination at Grand Valley that are part of Grand Valley’s history. Grand Valley has quite a history, I’m going to give you a DVD of the history, there’s one chapter in there about Grand Valley, I think we have finally come to a place where we are on the road to being great allies to the LGBT community, but still trying to figure out what that means. But the university has had a lot of bumps along the way and a lot of people have been hurt. It’s been a long process. Now the university is very committed to the community and we’re always trying to figure out more what that means. J: I definitely feel like if anybody here like talked about saying queer or saying anything bad like automatically I know a lot of people from Grand Valley are against like they view that they’re against them like it’s so out of the ordinary not to be ok with it, like I’m kind of happy that Grand Valley’s that ways now, like I don’t know it’s just like in high school, you saw, I always saw like bullying and stuff like that, but here if anybody were to say something, it would be like you can’t say that here. That’s why I’m kind of happy to be at a place like this, because people know that it’s not right and like they’re the ones that are shunned, not the ones that are coming out that are gay or bi or anything. C: That’s good to hear. You’re a member of the Greek community right? J: Yeah. C: Yeah, my daughter Chloe, she’s… J: Oh yeah! C: Are you a member of the Greek community? Ji: No I am not. C: Well a couple years ago the Greek community came to us and asked if we would do Greek ally training, so we’ve been doing Greek allies and advocates now, and we have nearly 300 Greeks who are trained to be allies and that’s so different from other college campuses where the Greek community is not friendly to the LGBT communities so I think that’s a wonderful thing about Grand Valley. Page 4 �J: I mean, I can’t get too involved just because of like rowing and everything, but I mean, I know a lot of Greeks are trying to work toward that too. But anyways, who are your civil rights heroes locally? C: Locally? You know, ok, I do have a hero locally. Doug VanDoren, who is the pastor of Plymouth Congregational United Church of Christ, is a wonderful civil rights leader in our area. He is a great champion of marginalized communities whether its refugees whether its women and he was one of the first people to come out for the LGBT community and that’s in this DVD that I just gave you as well. He’s in there. But he talks about how there was a Byron Center teacher who was outed. There’s a whole chapter about Jerry Crane, and that’s the name of the instructor, the Byron Center teacher, he was outed, and it created this firestorm throughout Byron Center, there was a school board meeting where 800 people attended and pretty much Jerry Crane was on trial, he’d had a commitment ceremony, and his students got wind of it, and then it got to the parents, and then the American Family Society stepped in, and started handing out letters and videos to every mailbox of parents and they were just really sensationalized videos of like gay pride parades and they take the most extreme pictures and it was really horrible experience so they did not fire Jerry because the risk of litigation was too high, but he did quit at the end of the year. That next year he died of a stress related heart attack at 32 years old. So during that time when there was this pastor who you’ll see in this video because that story made 20-20 so there’s a clip of the 20-20 story on this DVD. This pastor from Byron Center was just so hateful toward the gay community, so Doug VanDoren stepped up and stood in solidarity with Jerry Crane’s pastor who was supportive of him and got other pastors on board so they had like, I don’t know, 50 or 100 pastors who had signed on in support of Jerry Crane and his church so you know Doug just came out of nowhere and did this organizing, and then around prop 2 which said, which is our anti-marriage equality constitutional amendment here in Michigan, he also organized a group called the “Concerned Clergy” which is, you know, local pastors who did not want discrimination written into our constitution. So he’s a great organizer, he’s a wonderful speaker, he’s very very very articulate and just has this great heart, and his congregation is extremely welcoming and affirming of the LGBT community. J: What about nationally? C: Nationally, well let’s see. I’m going to try to think of one that isn’t just the basic one. Hmmm. Currently I just really admire the work of Incite! Its women of color who are doing organizing work around police brutality and they’re doing it outside of the non-profit world. They’re doing grassroots organizing that isn’t tied to professionalizing their work by becoming non-profit. It’s not tied to funders in any way. They can speak their truth and not worry about losing funding and they’re really amazing heroes. I’ve recently this year been reading feminist literature by women of color so Angela Davis, Belle Hookes, reading those works, and I think they’re amazing heroes of mine. It’s the women’s movement was erroneously framed from a white perspective. White middle class perspective and it left out women of color, women of lower socio-economic classes and so these women developed their own voices and that’s been really instructional for me this year. Of course all the basics, you know, MLK, but I’m trying to talk about some other voices as well. J: You kind of talked about how, like how did your thinking about your identity change growing up? You said your son was a big factor, but was there anything else? Was there any other major factors or experiences or anything? Page 5 �C: *pause* hmmm…Interesting question. I’m a first generation college student from my family and as I said, grew up in the projects, so come from a background where going to college was just frowned upon because it would make you snooty, and so then I went on the get an advanced degree which is even more sort of an act of betrayal actually and I think that growing up in those roots has been impactful because I don’t have an elite upbringing. People never think I grew up in the projects. They always think I had a privileged upbringing. I don’t know why but that’s what they think and so I’m happy that I have had that experience even though at times it was harrowing, it just widens my view of the world a little bit more. J: What kind of work do you do now? C: Well I’m the director of the LGBT Resource Center. I also sit on the board for Equality Michigan, which is our state anti-violence and advocacy organization serving the LGBT community. I also am involved with the National Consortium of Higher Education Resource Center Professionals. Way to long in name, I know *laughs* but it’s all the LGBT campus resource centers and a regional representative with that, and what else? Read the question again. J: It was just what do you do? What is your work that you do? C: So now my work changes every day. The mission of the LGBT resource center is to educate and empower students to lead authentic lives, to challenge gender and sexuality stereotypes and to work for social justice, so all our work is framed around that, and I always think of that in terms of pushing out a space to create the greater visibility for the LGBT community, but also to mainstream their issues. I think of our office as serving 25,000 students on campus, not just the LGBT community because these students who are from the dominant group live in a society where a whole group of people don’t have their rights so that is their issue as well, this is not just an LGBT issue, this is everybody’s issue. So we work with students and help them along their developmental journey. We work with faculty and staff as well, we support them, we work with the institution to make sure our policies and practices are supportive of the community, we work in the community, probably more so than other offices, because our students, faculty, staff, alums all go out into the community to work and live and that’s a community where they don’t have their rights so our work expands in that direction as well. J: And then, it asks if you could tell like a story, about how like, one of the specific ways the organizations that you’re part of, is there a story you can just tell about one of them, just anything like that? C: Well I’ll tell you a couple different student experiences, I don’t know if these are going to fit, but we had one student bounce into campus at 9 o’clock move-in morning, and he had moved in at 8 o’clock and then had made a beeline for the LGBT resource center, and he walked in and was just like exploding, so happy, and I went “Hi, I’m Colette” and he goes “I know, I know all of your names because I’ve been studying the website, I’m just so happy to be here” and I was just like “wow this is so great, you know”. The next day I get into work, and Carrie tells me that student is here, he’s very, very, very distressed, he’s out in Kirkhof somewhere, and I’m like oh my gosh did something happen to him. I find him and he says “I’ve made a terrible mistake, I should never have come here, this is not a safe place, and I just need Page 6 �to leave.” I go “Oh my gosh did something happen?” “No I just know this is not a safe place. Inside your office is safe, but not out here” I go “So nothing happened?” “No.” “I don’t think you’ve had any experience of being safe in different places. Why don’t you just come into the center and hang out with us today and do some work for us?” So he happily stuffed envelopes for faculty members with our programming in it and was happy as a clam, but it was interesting because at that time we had our little barrier up here to create a cubby space and it felt like we just placed him inside a cocoon for about 4 hours and he just stuffed his envelopes and we were chatting and doing our stuff and students were coming in and out and he was a part of that too. After 4 hours the student that I met the first day, came to my door and just said “I’m completely over it, I don’t know what happened. I have my feet back on the ground; I’m ready to go out again, thank you for letting me stay here.” I think that’s a good example of the resource center, you know, from that perspective of being a safety net for students who have high risk, we’ve had students walk into our center who’ve had bandaged wrists from attempted suicide. We have students who have to walk over to the counseling center because they’re in such distress. Another story is, we had a freshmen come in. On our balcony there’s a big 16 foot banner during the first weeks of school that says “The LGBT resource center welcomes you to campus.” Then it says “Lesbian, Gay, Bisexual, Transgender” because so many students don’t know what LGBT is. So he came in and said “I saw the banner and I stopped and I took a picture of it, and I couldn’t believe that I was in a place that had that kind of banner” So it was very sweet. And then we had a straight student come in at the beginning of the school year and she said “I came here because of this center, and I don’t identify as being a member of the community, but when I came on my campus tour, and I saw that Grand Valley had an LGBT resource center, I thought this is the kind of place I want to go to school at. It was just really a sweet story, also again of how our presence is educational to all the student body not just, it sends a clear message, that no matter where straight students are on their journey of being an ally or not being an ally, the message is clear that Grand Valley supports this community. There are a few stories. Ji: Can you describe exactly what an ally is when you describe that? I’m not really sure what that is. C: An ally is someone who is supportive of the Lesbian, Gay, Bisexual, Transgender, Queer community and that is on the continuum, right, so it’s not just, you’ve passed over the threshold, now you’re an ally. It’s a developmental journey, that you’re really always on, so it could be that the journey started like this: You used to tell homophobic jokes, but now you don’t tell homophobic jokes anymore, because you’re moving along the journey, so now, you don’t say anything though when the homophobic jokes go on, so then you’re moving along in the journey, and now maybe you feel like, I’m just not ok with that anymore, I’m going to say something, and then maybe you move along farther and you start to incorporate friendships with people from the community. Then move along a little farther, and you include language that does not exclude the community in the way you live your life, like maybe you start saying partner instead of husband or wife because you’re aware that not everybody is heterosexual, but we live in a heterosexist society, so we’re taught to think that way, and then just to being an all-out radical ally at the other end of the continuum who is advocating for LGBT rights on campus, off campus, you know, making the commitment to the community as really part of your life. Make sense? Ji: Yeah, that makes sense Page 7 �C: So it’s not just like… and then as, I think that as you’re going on, you can’t ever say that you’ve really arrived, because you’re always becoming more and more aware of the ways that people are oppressed, you know once you’re an ally to one community it opens your eyes to the ways that other communities experience discrimination. J: What, are there any specific ways that you think Grand Valley needs to improve? C: You’re going to make me say it on tape huh? *laughs* J: *laughs* Have they improved? C: I think Grand Valley has improved tremendously, and I think Grand Valley wants to continue to improve and the intent is to make the needs of students, not just LGBT students, but straight students in educating them to be critical thinkers who can address injustice and create change and I think that is what a liberal education is about, so I think that Grand Valley is very committed to the process, it doesn’t mean that we’re perfect, it doesn’t mean that we’re there. There’s always, always more work to be done. J: Yeah. Were you involved… you said you went to college and further than that. Were you involved in any organizations in college at all? I don’t remember if you ever said. C: No, I really didn’t become an advocate until after college. I had lots of friends who were involved in Central American politics. Lots of friends who were involved in pro-choice efforts, but I think my son coming out and learning about the violence that he suffered before he came out really radicalized me. Ji: I think we learned a lot. Thank you so much. END OF INTERVIEW Page 8 � https://digitalcollections.library.gvsu.edu/files/original/59d568b21439bc197183beab094f0fdb.mp3 fd5212fe749809ca0e65f17d61748bb6 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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/. Identifier An unambiguous reference to the resource within a given context GV248-01_Seguin-Beighley_Colette_1 Title A name given to the resource Colette Seguin-Beighley audio interview and transcript, interview 1 Creator An entity primarily responsible for making the resource Seguin-Beighley, Colette Contributor An entity responsible for making contributions to the resource Smith, James Feenstra, Martin Bouwman, Jacob Description An account of the resource Colette Seguin-Beighley is director of the LGBT resource center at Grand Valley State University. She compares her experiences growing up in San Francisco during the civil rights movement with her experiences in West Michigan. Subject The topic of the resource Civil rights--Michigan--History Discrimination Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2011-12-12 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2c6e1fd958ce0a82e14104109f0567fe.jpg 45597527b2893b21c4b704cf6049fed9 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 Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng 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. 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 RHC-183_M131-0011a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Colin Hardie, University of Oxford Description An account of the resource Black and white photograph featuring an indoor portrait of British classicist and academic, Colin Hardie, who was a Fellow of Magdalen College and the Public Orator of the University of Oxford in Oxford, England, from 1967 to 1973. Hardie was also a member of the Inklings literary society at Oxford, with noteable members including beloved authors, C.S. Lewis and J.R.R. Tolkien. Scanned from the negative. Subject The topic of the resource Hardie, Colin, 1906- Inklings (Group of writers) University of Oxford Oxford (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c0a9bcf0fb342042a24487791ad1011c.jpg 337bd97cce2ffbb8c61739e6c93975d1 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 Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng 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. 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 RHC-183_M131-0018a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Colin Hardie, University of Oxford Description An account of the resource Black and white photograph featuring an outdoor portrait of British classicist and academic, Colin Hardie, who was a Fellow of Magdalen College and the Public Orator of the University of Oxford in Oxford, England, from 1967 to 1973. Hardie was also a member of the Inklings literary society at Oxford, with noteable members including beloved authors, C.S. Lewis and J.R.R. Tolkien. Scanned from the negative. Subject The topic of the resource Hardie, Colin, 1906- Inklings (Group of writers) University of Oxford Oxford (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e230547f6bd9a87426558f3d8c211785.jpg 9d42c5a621d34111e34c453cc67ebb68 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection Winter Carnival 1970s 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1971 Title A name given to the resource Collage of dog sled race Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001697 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource Collage of dog sled race for Grand Valley's Winter Carnival 1971. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Events Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives 1970s black and white photo https://digitalcollections.library.gvsu.edu/files/original/b5c54c29d9bd0dde27d330f89d732d07.mp4 9adc279610ce2a47a044b44769a8783e https://digitalcollections.library.gvsu.edu/files/original/0ae3455606e94ca69f92985f702e6989.pdf a5c8375ec745f4152b9b1b19aa6e8887 PDF Text Text Living with PFAS Interviewee: Colleen Linn Interviewer: Dani DeVasto Date: April 30, 2025 Dani DeVasto (DD): I'm Dani DeVasto, and today, April 30th, 2025, I have the pleasure of chatting with Colleen Linn. Hi, Colleen. CL: Hey, how's it going? DD: Great. I'm so glad to have you here and talk with you today. CL: Yeah, thanks for having me. DD: Colleen, can you tell me about where you're from and where you currently live? CL: Yeah, I grew up in the Upper Peninsula, Michigan, in the Houghton-Hancock area, so that's in the left thumb of the state, if you will. And I'm currently in the metro Detroit area, southeast Michigan, attending Wayne State University in Detroit. DD: And how long have you been in the metro Detroit area? CL: Since about 2016. That's when I started the master's in anthropology program that year. So I've been in graduate school the entire time I've been in the Detroit area. (0:52) All right. DD (00:58): Colleen, can you tell me a story about your experience with PFAS or with PFAS in your community? CL: (01:01) So I really got into looking at PFAS from the perspective of a researcher. It became a huge topic in Michigan at the same time that I was trying to figure out what to do in my dissertation research specifically. And I was originally interested in drinking water issues. And so when everything started coming out about PFAS, those two very much so overlapped. And it was a topic that the state kind of took in full, especially after the Flint water crisis, which is a place, which is an issue that I also had been doing research on. So it was really curious to me that there's this other drinking water crisis that kind of came out in the state. And at the same time, I was working with some folks at Wayne State, working on an interdisciplinary research project. And one of my colleagues in that capacity was interested in groundwater issues. So we were trying to figure out an interdisciplinary project to work on together that combined all of our expertises between engineering, pharmacology, and anthropology. And groundwater contamination kind of is able to capture a lot of those, all of those together at once. So when I started formulating my dissertation research plan, it seemed kind of like the natural progression. �But since starting it, I've been thinking about it in the context of like other chemical issues. Because once you start talking about PFAS with other researchers, they constantly refer to the other types of chemical issues that they've worked on before too, like PCBs and mercury and VOCs and microplastics, things like that. So as I started my dissertation research, I was kind of approaching PFAS as like a way to think about how we deal with chemical exposure in general, and also how it relates to these other kinds of chemical problems. So I don't know if that's a story specifically, but that's how I got into the dissertation research and what I wanted to do, to do my work on and kind of how I started thinking about it, but yeah. DD: One follow-up question, were you aware then of PFAS before you started your dissertation or much before you started your dissertation research? (3:16) CL: Barely. Yeah. Just barely before I started that. Um, yeah. DD: But just it coming up in the news was kind of how you started learning about it? CL: Yeah. Because I heard the stories from West Michigan specifically that there was, and it was so quickly after Flint, it was like, well, what is this happening all of a sudden? I think it was the idea that, or a strange idea to have so many drinking water crisis in a state, with so much freshwater resources, that really, that issue really does not compute with me, especially having grown up in the Keweenaw next to Lake Superior. So my perception of water is just like everlasting and never ending and always accessible and always there, always present. So the idea that people wouldn't have access to clean water, like it just does not compute. It does not work in my head. DD: And then you moved down to Detroit and you're hearing all these new stories. CL: Yeah. All these different stories. And Flint was such a specific case. And then of course, the Detroit water shutoffs too, which came, which kind of like escalated, was escalating in the early 2010s and had continued up until the pandemic as well. So all these different ways that we were managing water just became clear that, you know, it's not about the presence of water, but how water is managed, you know, from a political standpoint and a social standpoint that really contributes to how people are able to access it and use it and the safety and affordability of that and at that too. DD (04:49) : Yeah. Would you be willing to tell us more about your research? CL: Yeah. So I, what did I do? I traveled to three different sites in Michigan and my goal was to connect with private well users who were impacted by PFAS specifically and talk to them about their kind of household experiences with having, you know, basically a letter from the state saying that they're drinking, their well water is unsafe. You know, how do people �process that and how do people adapt to that? And then I also wanted to connect with those kind of working in the state governance capacity to kind of work on the issue. And that includes local government officials and state government officials. You know, how are they helping households and how are they also like in the community and environmental context to try and fix the issue if there are solutions possible for these different parts of groundwater contamination. And then also the community activism, because that includes folks who weren't directly impacted by a well water, but they were still concerned about this issue in their community broadly. So it works to connect with all those different stakeholders in three different sites across Michigan and conducted interviews, did some door to door canvassing to get kind of like a neighborhood perspective. I did these in Rockford and Grayling and then in Hawley, Michigan, which have very different experiences with PFAS. And that was another part of what I wanted to understand was how the state approaches different pollution scenarios. And so Rockford represented a corporate polluter, Grayling represented a military polluter, and then Hawley represented a kind of an quote unquote orphaned site who didn't have a direct owner. And they had less people directly impacted by the PFAS contamination, but still like this like historical dump site that just hadn't been cleaned up. And so that affected social land orders and land owners in the immediate vicinity, their experiences with their environment. So all this was done for a comparative context to see just like kind of like the energy and the work that it takes for a community to be able to like effectively respond to groundwater contamination, which not only affects drinking water, but like recreational, environmental resources and just the idea of water resources into the future. Because there's always this concern with groundwater that maybe it's not affecting you now, but it's going to affect you soon if, you know, things travel a certain way. It's such a difficult substance to predict and track because everything is underground. And so anthropologists love that kind of stuff. Like, how can we know what we what we can't necessarily physically see? How do we how do we map that? How do we model that? And how do how do kind of different social groups make sense of it when they when they can't know certain things? Because that's where that, you know, our cultural ideas come in is when we the gap between our ability to know and what we what we know. DD: So I know that the research is still sort of in progress and we should all go read your dissertation and anything that gets published from it once that's done. Do you have any, like, initial findings or conclusions that you're drawing from your research that you'd be willing to share with us or lessons learned or? �CL (8:14): Yeah, I think the uncertainty that comes with folks having to deal with this was really prominent throughout everything, but then also just the I think what what I was noticing specifically was just the the complications that it came up with, like health care, like conversations with health care professionals and just the need to focus on health care access in general. When we're talking about not just PFAS, but just all kinds of chemical exposures, it became very difficult to not understand PFAS in relation to other types of of chemical issues. But having that like health care access seemed like a way to kind of address it like the end point instead of focusing on the prevention and exposure, which is which is super important. But since there's like already all these exposures, how are we, you know, how are people able to access those resources? And then also just the necessity of having multiple actors across scales, like in alliance of values to make anything happen. You know, you can have support from the state and you can have support from local officials. But if you don't have that citizen component, things don't go as far as they could. And then also, if you have that citizen component and that state component, but not that local governance component, there's also going to be like a, you know, kind of a break in the road and how things are able to kind of get done. And that's really tricky to do. And that's really dependent on the capacity of municipalities, of water treatment departments and also just cost. You know, there's a lot of stuff, environmental pollution issues that get tied up in legal stuff. And that is dealt with in a very like case by case basis. And hopefully, you know, those cases set precedent for other communities. But it's really hard to have like one community’s success expand to to other areas as well, if that makes sense. So that alliance of values, I think, is a specific one that I'm working on fleshing out at the moment. DD: Wow. CL: Yeah. DD: It's a lot. CL: Yeah. It’s a…yeah. DD: Tell me about any concerns, if any, that you have about PFAS contamination moving forward, either for you personally or like as a researcher thinking about these questions about, you know, how states approach and communicate these kinds of issues? Do you have any concerns about PFAS contamination moving forward? CL (10:55): I do. Alongside kind of the other major global issues, I think my biggest concern is things like this not receiving the attention that it was, you know, a couple of years ago. Changes in administration affect how certain issues are dealt with, including PFAS. So because it's such a big problem, such an expensive problem, I worry about it being �normalized, the exposure being normalized and people not taking it seriously over time because they don't feel that they can escape, you know, not just being exposed to PFAS, but other other types of chemical issues as well. So like VOCs especially. So that's so I think awareness and communication like public health education and just general community awareness is is a big concern of mine. But I think Michigan has been setting a lot of precedent for that. So and then I think it's just the funding thing again, municipal water departments are, you know, without, you know, staff funding expertise in a lot of places to to to retrofit their infrastructures. So it's kind of like we have to go back to, you know, when we first initial initially built our our water infrastructure kind of like system and we're in this place where we need to to update everything that was done, you know, 80 years ago, 100 years ago. And that's a huge task. So but and I, you know, once people know about it, they they want to be able to find the tools to to fix it. But when there's an absence of those resources, you know, I just worry it gets it like slips through the cracks, if you will. I hope that made sense. DD: Yes, I mean, funding is funding is a huge component of addressing this and being able to address it. And when you don't have it or you have other issues, it is easy for something like this to become normalized and fall through the cracks, especially when it's, you know, showing up as being everywhere. CL (13:03): Yeah, yeah. And I think something that should always be said is, you know, how are we using chemicals and, you know, in our society in general? I think that was the hardest thing to really get answers about was just like the manufacturing use of it and kind of like it's used in the corporate corporate industries. So I think transparency there, like, I don't know. That was the one thing like I just don't know how to like I can talk about the governance side of things and like, you know, critique it to, you know, whatever ends. But that there's a lot of like corporate obfuscation, if you will, and just opaqueness and how it's used. And I don't know how to address that. But I have a feeling that's going to continue. And that's where a lot of these exposure possibilities kind of remain. DD: I just had another question that kind of goes back a little bit more to your research. Speaking of, you know, not always remembering the questions right away. You mentioned that, you know, a big part of the research was thinking about (14:05) the process or like trying to better understand people's reactions when they get these kinds (14:10) of water notices and just like that, that process, that reaction, like, like just looking at kind of that whole scenario. Am I understanding that correctly? CL: Yeah. �DD: So I just was curious if you would say more about that. Like, what did you I'm just curious, what did like what did you find? Like, how did how are people responding to that? And how, you know, I don't know anything around like what did you notice about that part of it? CL (14:35): Yeah, I think they were very individualized responses, which kind of tracks against kind of the individualized nature of well water management in the first place. From my my sample size, it wasn't enough to kind of understand like a very specific pattern. But, you know, a lot of people, people who were, you know, they were, you know, they were there were certain people who could be very pragmatic and they could just, you know, call the call the county and get the water filter that they needed to to get to reduce PFAS exposure. And they got it installed and they just never really thought about it again. For others, that process was a lot trickier. And so it became, you know, a question of of procuring enough like bottled water resources in the meantime until they could figure out how to implement that. And for others, they just it was just like another piece of paper on their counter that they never really looked at again or were concerned about, or it was just, you know, the thing on the list of to do on a person's to do list that you just couldn't really like get around, get around to because everyone is is working and overloaded and, you know, in many different capacities. So the range of reactions was kind of surprising because it was very clear that the toxicity issue, like the the the risk of being exposed, I felt like that that part of it wasn't always communicated the most clearly. I think there was a there was a gap in that specifically. And it became more challenging, especially when I met, you know, I met people who were not affected. You know, they had a slight detection in their well. They didn't do anything to their water. A lot of people had like the habit of drinking bottled water anyway, so they weren't necessarily concerned about the water coming out of their faucets. They weren't using that for their personal consumption anyways. But there are some people who are very severely affected to, I think, an unimaginable degree to the folks that, you know, weren't affected in the same capacity. And so it was just it was just so much a lot of up and down, if you will. And so it's like, how do you take the person's experience who, you know, lost a loved one who's dealing with a very serious health effect and then have somebody be so apathetic about it? That was that was difficult to kind of make sense of, but it really was a wide range of experiences. (17:01) And I think it kind of reflects that that individual nature of well water use where you're not always talking to someone else about it because your well is your well. And so somebody else's well is a different context. You know, stories about people who their well water was testing very high price for trillion and their neighbors were not detected. You know, that was there's just such a variance of pattern. That's why I think the original testing that was done in Rockford in 2017, those folks who were who had �contamination very early on had a point of connection because, you know, we didn't necessarily know what to do about it. I think as the kind of response became a little bit more standardized and regulated, those points of connections weren't as prominent because they had that intermediary of the state. And so they were just it became a very one directional transaction instead of understanding what it was like at a community level. And of course, there's, you know, variances of this. But, yeah. DD: Well, it's so interesting to be able to think about it like over time and as because PFAS is kind of still in some ways an unfolding, emerging situation, right? To think about how that response was handled and received in the beginning versus, you know, like, as you said, once the once the kind of state response became more codified, perhaps, or like the process for handling and responding to it. It's so interesting. CL: Yeah. Yeah. There's a huge difference there between 2017 because I talked to a few folks who were (18:44) part of that. But then the newer identification in Rockford area in 2023 was tied back to Wolverine headquarters. And so just much different. Those are the same two neighborhoods of multiple people in those neighborhoods and very different experiences and kind of levels of engagement with it. And more limited options because the lawsuit had already been filed and settled. And so Wolverine's responsibility was, you know, kind of already decided upon. And then another instance kind of came up and they couldn't quite directly prove. And just the ability to not quite directly prove something and not having the reasons for the lawsuit results in a different household experience of this. DD: That's fascinating. Wow. I was just thinking about how many how many variables there are. Right? As you said, the resources, finances, you know, time, people's own knowledge and just…Wow. CL: It’s one chemical. (19:52) And we think like, I think one chemical class, you know, should maybe experiences are more uniform. But no, it's it's it's it's very, varied DD: Yeah. Wow. Before we wrap up today, do you is there anything else that you'd like to add that we haven't touched on or anything that you want to go back to and say more about? CL: Um, there is a specific thing. It's, um. I think that this idea of chemical exposure and how people are affected by it. Actually, the experience with this helped me reflect more on what happened to my grandfather specifically. (20:35) He passed away by senior year of high school from mesothelioma, which is from asbestos exposure. And just on a personal level, it was interesting to kind of revisit and rethink about what happened to him, because I think at the time being like a senior in high school and not really understanding, just understanding that, you know, your grandparents get, you know, they age and they get �older. But I think the the randomness of the PFAS experience and hearing people, you know, what happened to their loved ones, I kind of re-reflected on on what happened to other people that I knew, basically, to understand, you know, why certain why or how different health health issues are managed later in life. So it became a very personal, self-reflective project because of that as well. DD: I can imagine. (21:28) I mean, as you said in the beginning, conversations about PFAS were naturally kind of lending themselves to also conversations about other kinds of chemical exposures and certainly water-based ones like lead. But I can definitely see how like something like asbestos would again kind of fit into that and allow for that kind of reflection and comparison. CL (21:53): Yeah, yeah. It's made me wonder how we how we how we approach all these issues. They're so segmented by type, but I'm just wondering how do we how do we approach them not necessarily by type, but just by by experience and by like health outcome, if you will, instead. DD: Yeah, I often hear people talking about how, you know, pulling lessons from other ways that we've we've handled lead or PCBs or things like that. Like, can we pull lessons from those in order to think about how we deal with exposures moving forward or the defenses of like, well, this is that's this and this is that and they don't compute. (22:42) CL: Yeah, yeah. DD: Well, thank you so much, Colleen, for taking the time to share your story and your research today. I really appreciate it. Yeah, thanks so much for having me. It was great talking with you. � 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 Living with PFAS Interviews Creator An entity primarily responsible for making the resource Devasto, Danielle Description An account of the resource Beginning in 2021, the Living with PFAS interviews were recorded to gather the personal stories of individuals impacted by PFAS contamination. PFAS, or per- and polyflourinated substances, are a large group of human-made chemicals used widely since the 1940s to make coatings and products resistant to heat, oil, stains, grease, and water. They can be found in countless household items, including food packaging, non-stick cookware, stain-resistant furniture, and water-resistant clothing. These chemicals are often called “forever chemicals” because they do not break down easily, can move through soils and contaminate drinking water sources, and build up in animals, plants, and people. PFAS have been linked to increased incidences of various cancers, increased cholesterol, decreased fertility, birth defects, kidney and liver disease, and immune system suppression, and thyroid dysfunction. It is estimated that PFAS are in the drinking water of more than 200 million Americans (Andrews & Naidenko, 2020). In Michigan alone, over 280 sites have PFAS contamination exceeding maximum contamination levels for groundwater (MPART, 2024). Date A point or period of time associated with an event in the lifecycle of the resource 2021 Source A related resource from which the described resource is derived Living with PFAS (project) Rights Information about rights held in and over the resource In copyright Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-11 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf audio/mp3 Type The nature or genre of the resource Motion Picture Text Sound Language A language of the resource eng 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/. Identifier An unambiguous reference to the resource within a given context PFAS0039 Creator An entity primarily responsible for making the resource Linn, Colleen Date A point or period of time associated with an event in the lifecycle of the resource 2025-04-30 Title A name given to the resource Colleen Linn, 2025 (Interview video and transcript) Description An account of the resource In this interview, Dani and Colleen discussed Colleen's research on PFAS in Michigan, focusing on how private well users and communities respond to water safety issues. Colleen's research also led her to reconsider her grandfather's experience with asbestos exposure, highlighting the broader implications of chemical exposure studies. Contributor An entity responsible for making contributions to the resource DeVasto, Danielle (interviewer) Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Source A related resource from which the described resource is derived Living with PFAS (project) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/1e775e3b8bc349d046d036ae14c662ee.jpg 2ecd354f67cd4218e41f4059c9ec8ca9 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000517 Title A name given to the resource College administrators and board visiting Allendale site Description An account of the resource President Zumberge, Icie Macy Hoobler, Grace O. Kistler, William Kirkpatrick, and Phil Buchen visit Allendale site. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges College administrators Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/332a9472a716345a3b0b48ea5ed85053.jpg 5f76cd369c2c39377daf914bf975bc47 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000332 Title A name given to the resource College administrators discuss plans for a series of tele-lectures Description An account of the resource Grand Valley State College president James Zumberge, head of the Dyer-Ives Foundation John Hunting, and GVSC academic vice-president George Potter (left to right) discuss plans for a series of tele-lectures to begin March 5, 1968. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges College administrators Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1968 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/8c497d997cf52c720fdbab41f3c03bc9.jpg 1cc55c6cf7804e60105581701c3de134 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1964 Title A name given to the resource College administrators holding a racing shell Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001644 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource College administrators pose with a racing shell, alongside the official Grand Valley State College bus. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Sports Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/e470f2edea23c042d12c6e94b96109ad.mp4 70b354b9eda9ac1c7088f28c8a116726 https://digitalcollections.library.gvsu.edu/files/original/dff25e6822c40769bd867da5b7fefdab.srt 83697ba4f0e3ceb12bc4a4c3b0223d09 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 Grand Valley Media Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Collection of digitized audio and video from the Grand Valley State University Archives. The collection includes ceremonies, speeches, sports, promotional, and instructional media. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/637">Grand Valley State audiovisual media collection, (GV000-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan Rites and ceremonies Speeches Sports Promotional films Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context GV000-04 Format The file format, physical medium, or dimensions of the resource video/mp4; audio/mp3 Type The nature or genre of the resource Moving Image; Sound Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 1960-2017 Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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 GV000-04_PR_GVSU_1974_College-admissions-1 Creator An entity primarily responsible for making the resource Grand Valley State University Date A point or period of time associated with an event in the lifecycle of the resource 1974 Title A name given to the resource College Admissions Video (Part 1), 1974 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/637">Grand Valley State audiovisual media collection, (GV000-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource College Admissions Video Part 1. This is a promotional video in black and white with audio, produced for the admissions office in 1974. The visual is distorted throughout, and also has some audio distortion. The video covers a broad range of topics about Grand Valley State Colleges. There is an explanation of the college system, with further descriptions of each of the colleges (College of Arts and Science, Thomas Jefferson College, William James College, and College IV) interspersed throughout the video. It also showcases the various amenities and services on campus, including the video studio, computer center, the Loutit Hall of Science, Zumberge Library, and the foreign language lab. There are interviews with different offices on campus, including campus police, student housing, the Dean of Student Services, the Educational Studies Institute, and admissions. The video also includes information on physical education and athletics, health services, and general campus information. The video was produced by Karen Ronsully and Jeff Goldberg, students at William James College. Format The file format, physical medium, or dimensions of the resource video/mp4 Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College publicity Educational films Type The nature or genre of the resource Moving Image Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0872fd0116b589bb35dc99dca0a3c167.mp4 449b0fb222d2249410646a23f2b4ac73 https://digitalcollections.library.gvsu.edu/files/original/847f440a2bdd0b357ae8840e8357ceb5.srt 05bceb5d79d14df08dfd7b20716d90df 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 Grand Valley Media Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Collection of digitized audio and video from the Grand Valley State University Archives. The collection includes ceremonies, speeches, sports, promotional, and instructional media. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/637">Grand Valley State audiovisual media collection, (GV000-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan Rites and ceremonies Speeches Sports Promotional films Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context GV000-04 Format The file format, physical medium, or dimensions of the resource video/mp4; audio/mp3 Type The nature or genre of the resource Moving Image; Sound Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 1960-2017 Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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 GV000-04_PR_GVSU_1974_College-admissions-2 Creator An entity primarily responsible for making the resource Grand Valley State University Date A point or period of time associated with an event in the lifecycle of the resource 1974 Title A name given to the resource College Admissions Video (Part 2), 1974 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/637">Grand Valley State audiovisual media collection, (GV000-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource College Admissions Video Part 2. This is a promotional video in black and white with audio, produced for the admissions office in 1974. The visual is distorted throughout, and also has some audio distortion. This continues in the style of College Admissions Video Part 1. It begins with information about the Alexander Calder Fine Arts Buidling and a jazz ensemble performance. The video then focuses on the amenities of the new student center on campus. There are interviews with the radio station and a political science class. The video finishes with a discussion of housing options on and off campus, and an interview with a resident assistant. The video was produced by Karen Ronsully and Jeff Goldberg, students at William James College. Format The file format, physical medium, or dimensions of the resource video/mp4 Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College publicity Educational films Type The nature or genre of the resource Moving Image Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a3535f111c4166b8640717508a0e8f3c.jpg b0ccf361ce79f6d4a69f3b8a075a77a7 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000876 Title A name given to the resource College fair display Description An account of the resource College fair display. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/0410409417d00d7534a65fa2e0188ffc.jpg 82882f66e6946b50a3c2b41ec474e9b1 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000528 Title A name given to the resource College founders examine map of possible locations for Grand Valley Description An account of the resource Founders Dave Dutcher (left) and Dick Gillett (right) examine map of possible locations for Grand Valley. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges College administrators Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/ad5bbbf902b03676159f2bc2757cbad9.jpg d6391b221ccb817255326ab63ad1333d 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000529 Title A name given to the resource College gifts Description An account of the resource College gifts. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/11342e6ab07388fe5b970b42c6e8e38f.mp4 13c8703a934eeba73c88e367fa737611 https://digitalcollections.library.gvsu.edu/files/original/aed91fc459afbf017b986e32a7a787d0.srt 059050f28c837501cd5ac1df93b90d88 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 Grand Valley Media Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Collection of digitized audio and video from the Grand Valley State University Archives. The collection includes ceremonies, speeches, sports, promotional, and instructional media. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/637">Grand Valley State audiovisual media collection, (GV000-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan Rites and ceremonies Speeches Sports Promotional films Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context GV000-04 Format The file format, physical medium, or dimensions of the resource video/mp4; audio/mp3 Type The nature or genre of the resource Moving Image; Sound Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 1960-2017 Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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 GV000-04_DED_GVSU_1962-08-28_Groundbreaking Creator An entity primarily responsible for making the resource Grand Valley State University Date A point or period of time associated with an event in the lifecycle of the resource 1962-08-28 Title A name given to the resource College Groundbreaking Ceremony, 1962 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/637">Grand Valley State audiovisual media collection, (GV000-04)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource Groundbreaking. This video shows the groundbreaking ceremony on August 28, 1962. The video is in black and white, including overlaid images and newspapers. The clip shows President James Zumberge at the podium as he announces the groundbreaking. The dynamite charge intended to serve as the groundbreaking does not go off as planned. This clip is part of a longer video on The Life and Times of James H. Zumberge. Format The file format, physical medium, or dimensions of the resource video/mp4 Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College publicity Rites and ceremonies Type The nature or genre of the resource Moving Image Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/26cb0f8afd178ff8e04dfe68eea9e143.jpg 02de470905eeae593e4cc2645b1f6fb6 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection College IV Kirkhof College 1980s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000059 Title A name given to the resource College IV (Kirkhof College) mobile classroom Description An account of the resource College IV (Kirkhof College) mobile classroom, ca. 1980. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1980 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/2da79f1e4c7eb33c4897a1b8332a3a94.jpg 82b2a523f849a21e18e431a38fb7e24b 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000282 Title A name given to the resource College IV faculty on balcony of Lake Superior Hall Creator An entity primarily responsible for making the resource Van der Lende, Craig Description An account of the resource Faculty of College IV on the balcony of Lake Superior Hall. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/105c3c07546aea9cde33eb2270c28067.jpg 1e940656aa78ce71d20d26977347f653 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_001273 Title A name given to the resource College IV logo Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource College IV logo Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Signs (Notices) Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/1e848e2bc6361472bffe54f7fdf1eb43.jpg 39532e680bc773df72c9742c552ed9e9 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_000917 Title A name given to the resource College IV mobile classroom Description An account of the resource College IV (Kirkhof College) mobile classroom. Subject The topic of the resource Facilities Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/0dd2d8a0ac8013140f7099ff69975e05.jpg 588648a99104daea2bbe48a70f866779 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_001168 Title A name given to the resource College IV program module catalogs Description An account of the resource College IV program module catalogs. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/28f3045500058db13f87431161f5a0b3.jpg 4020f7c69632946a0af90ffec81db600 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> 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 GV012-01_UAPhotos_001424 Title A name given to the resource College IV student working on module Description An account of the resource College IV student working on module, ca. 1973 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo