18 24 26018 https://digitalcollections.library.gvsu.edu/files/original/e56e5fcd302c7449c174724993da7d6d.jpg 5ba045d5df3b4ef27c593a3295e7a74b 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 GVSU Concert & Event Posters Subject The topic of the resource Posters Events Michigan Universities & colleges--Michigan Description An account of the resource Division of Student Services provides programs, services, and environments that enhance the personal, social, and intellectual growth of undergraduate and graduate students at the University. Events including concerts were managed by the office of Student Life. Posters for music, speakers, poetry readings and other campuswide events are included. Creator An entity primarily responsible for making the resource Grand Valley State University. Division of Student Services Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</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 2017-07-17 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 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 GV028-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1963 – 1981 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 GV028-06_GVSCposter_03 Title A name given to the resource Admissions poster for Grand Valley State College vocal music program Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges--Michigan Events Posters Description An account of the resource Admissions poster for Grand Valley State College vocal music program. Format The file format, physical medium, or dimensions of the resource image/jpeg 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> Date A point or period of time associated with an event in the lifecycle of the resource 1972 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</a> 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 https://digitalcollections.library.gvsu.edu/files/original/a5ebf586a38a740256eb61c049b22f66.mp4 d85f0b989c29931c790ad3bd782d7669 https://digitalcollections.library.gvsu.edu/files/original/5fefd6df044f016e68be5bede9225881.pdf e60d6081691d0d5440a0935d4297cb6b PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 1 of 8 [Barbara] Hit the light. Okay, now I actually am running. [Tinsley] Okay. [Barbara] When you came to James – you know, it would be nice of you to mention when that was, when you actually came as Dean – what did the administration tell you about what was expected at the college? [Tinsley] I came in the summer of nineteen seventy-two. The college had completed one year of operation when I came. I can't say that the administration of Grand Valley told me anything about what they wanted the college today. Let me just start this again. It’s going to take me a little... [Barbara] Well, I'll adjust the shot. [Tinsley] Okay, it's going to take me a little bit to kind of warm up. [Barbara] I know, it always does. [Tinsley] It's like doing a practice interview. [Barbara] It is, so start again and take as many times as you want. I have an entire case of tapes. [Tinsley] Okay. [Barbara] What was it like? What did the administration tell you? "Hi Adrian, here's what you're supposed to do." [Tinsley] Well, I came to the college in nineteen seventy-two. And I can't say that the administration told me anything about what they wanted the college to be. The college had completed its first year of operation. I knew that Grand Valley was beginning a cluster college operation and that William James was the third college and that Grand Valley anticipated that there would be more colleges. That the decision had been taken early in Grand Valley's life – in fact, it had been a plan George Potter's, I believe – that instead of just growing bigger, because �Grand Valley expected to grow significantly. Instead of just growing large, they would develop a whole series of colleges and each would have its own mission and its own curriculum. So, William James… I understood William James was to be part of that. And I understood that there had been a task force to set up William James chaired by Tom Cunningham. And I understood that what was written in the task force document was what the administration wanted the college to be and that was a career-oriented college. What I did not understand was that even at the point at which I arrived at William James – in its second year – there was some significant concern in the Grand Valley administration about the direction that the two cluster colleges, Thomas Jefferson and William James, were taking. [Tinsley] And, in fact, after I had been the Dean of William James for a year, the Vice President to whom I reported, Bruce Loessin, said to me with a big smile: "Well you've really done a good job – the college has survived! Most of us didn't think that was going to happen!" And that was my first indication that there was any question in anybody's mind that the college would survive. [Barbara] Two things about that I didn't understand. I don't understand who Potter is… you made a reference. [Tinsley] Potter was, I believe, a Vice President for Academic Affairs at Grand Valley and the first president of Grand Valley, James Zumberge… I don't know if it was Potter or Zumberge that had the notion of developing a cluster of colleges. They had that idea but didn't implement it. Don Lubbers was the president who caused that to be implemented. [Barbara] Why… I mean, when Loessin said that to you, you must have said whatever [Inaudible]. Why start a college and presume it's going to fail? I don't understand it. [Tinsley] And reasonably enough you don't understand it. William James was supposed to be a career-oriented college. When the first faculty were hired by Bruce Loessin, he took pains to hire a faculty that came from the traditional liberal arts disciplines and were very – not traditional – but very good faculty in the traditional sense. They had good academic degrees. They were not interested in doing career education in the sense that I think Grand Valley had in mind. I think Grand Valley had in mind that William James would be what they later had to start Kirkhof in order to get. So, there was a sense right from the beginning that they were looking for a technical college and William James was becoming something quite different from what they had in mind. But what can they expect, given the faculty that they had hired to found the college? [Barbara] Turn this off for a second. Make sure this thing is running right. I get a certain �amount of neuroses… paranoia, that's the word I'm looking for. Tell me… Ah! Tell me… let’s get you in the shot. [Tinsley] Tell me, whoever you are. [Barbara] Okay. Tell me what the administration said… what did you observe? What was it in total, you know, really meshing all kinds of things? What was going on when you arrived? What kind of place was it? [Tinsley] It was struggling to be born when I arrived. It had been in operation for you a year. It had had no planning time. It had been started just immediately, crack off the bat. After that, the task force report had been completed; an acting dean had been put in; the faculty had been brought in. [Tinsely] And they had no lead time, they were just told that you are open in September and get your curriculum together. So, they were struggling that whole first year to put together a first curriculum and hire a new staff. There was not much opportunity to do anything other than run very hard to accomplish those tasks. But my belief about the college… and I knew it pretty well because I interviewed for its deanship before it started and then did not come at that time…had other commitments and then came a year later. So, I had a chance to talk to Robert Mayberry and Bruce Loessin that very first summer, and then again in the interview process for the second year. What I observed were that the faculty that were at the college took that planning document – the Cunningham Task Force Report – very seriously. And they were about the business of trying to make that happen. And I observed that the most compelling part of it – it certainly was to me and I believe it was to the faculty – was the notion of good work. We had a lot of words for that, you know. Vocation with a "V," career-oriented, the notion of doing something useful in the world. And we struggled a lot because we didn't want this college to be simply career-oriented, but we wanted to have utility to do something useful in the world – to make social change – and there were a whole bunch of ways of talking about that. But that's what I saw when I came… that people were looking at the college to be and that people wanted the college to be. Everybody came to the college with a critique of their own graduate education because we were all young. So, we were very clear about what we wanted the college not to be and, in fact, that was kind of a problem early on. We kept defining ourselves in terms of what we didn't want to be. We didn't want to have grades. We didn't want to have majors and disciplines. We didn't want to have a sterile kind of research focus. So, everybody had their own critique and everybody, I think, also had their own dream of what the perfect college would be, what the perfect society would be. The piece of it that was in the public space right from the beginning was making a difference in the world and that's what I thought people wanted to do in the world. �[Barbara] Change the shot here. [Tinsley] Does the tape pick up your questions? [Barbara] Yes, but what I'll do is redub them because I'm off mic. [Tinsley] Okay, okay. [Barbara] You can hear them, but you have to strain to hear them. [Tinsley] Okay. [Barbara] So I get a chance to clean up my act. [Barbara] James operated as a sovereign state. You would agree? [Tinsley] Yes. [Barbara] Did we seize that sovereignty or was it given to us? [Tinsley] Neither really. We didn't seize it. Seizing implies some kind of resistance. I think in the early years, the Grand Valley administration did not have a particular plan as to how they thought the college should develop or indeed what they wanted from it. We took a lot of freedom, but we didn't really have to fight them for it. [Barbara] If we can just stay in this shot. How did feminism infuse the college? [Tinsley] Well, feminism was extraordinarily important in the college. I think… you obviously are going to have to edit this because I will get rolling in a little bit but I'm not yet. I think feminism was probably one of the most important social forces that operated in the college. It's an interesting mystery why the initial first eight male faculty turned around and hired a number of strong women faculty and the women dean. But that's in fact what happened. I said earlier that everybody brought their own dream to the college. I think the women, in particular, brought a feminist dream and you have to remember this was nineteen seventy-two, so feminism was just really becoming a significant social force. And feminism embraced both notions of, you know, gender equity and also notions about organizational structure. There was a lot of talk in the feminist community at that time about non-hierarchical decision making. About rotating authority. About everybody taking turns doing the job so that everybody got a chance to do all the jobs. A lot of talk about how you didn't want to specialize into male roles and female roles or faculty roles and administrative roles, you know, to go by extension. So, the whole philosophic context of radical feminism came into the college as in many ways as the dream – or at least the strong interest – of a lot of �the women faculty that came. And particularly as it related to, you know, malefemale relations and organizational structures. The men were coming in with the same kind of a dream. They may have come to it through feminism per say or they may have come to it through some other kind of social analysis. But there was general agreement on what our politics and then for the social structure of the college. So, I guess I would say feminism affected the college because there were a lot of women there. I mean we were very unusual in that there were so many women and that the women really were in positions of a good deal of authority, respect, and influence – both formally and informally. Whether they were program coordinates, or the Dean, or whether they were just strong faculty who were “Weighty Friends” in the Quaker sense in the design of the curriculum. Feminism, I think, influenced a lot of our early attempts and organizational structures. [Tinsely] The whole governing structure, the coordinator's temporum, or the notion that we would take turns doing the college's jobs. And I think it influenced the way we treated each other. It influenced what kinds of interactions were acceptable in the public space of college and, indeed, in people's home lives. And I think it was interesting in that regard the ways they interacted with each other – the men and women in college. We never fell into sex roles – or the kinds of gender-based, sex-based teasing – that is real frequent in other situations. The place that feminism didn't affect the college terribly strong was we never developed a very strong Women's Studies program. I often felt as Dean, you know, I was really remiss in the kinds of formal curricular or extracurricular things we could offer our women students. I often saw women students come in, you know, if they’re first in their family going to college, with very conventional aspirations and it was possible for women students to go through this structure that was a college and be a little untouched about what was going on. And I thought that was a real weakness. And I think it came from the fact that the women were so busy in their nontraditional roles - sort of running the college, developing the curriculum – that there really weren't people to spare for developing the more usual Women's Resource Center, Women's Studies program, and the like. [Barbara] I think to me, a question that follows that when we were interviewing faculty, we went through these long interview processes – forty-eight-hour things – and we always knew what we were looking for. What were we looking for? [Tinsley] Well, I think the easy answer to that is we were looking for people like ourselves. But what did it mean to be like us? I think we were looking for some sort of real evidence of commitment to social change. We were looking at people's politics. We had political litmus tests and I think there's… you know, we shouldn't blink that fact. I can remember interviewing a candidate for psychologist at one point – a woman – and she was asked something that had to do with feminism and then she responded that she didn't care to define herself; she didn't care to take on a �label. It was very important to us that people we label that they have politics. So, I think we were looking for that. I think we were looking for breadth. I think we were looking for people that were interested in a lot of things. And I think we were looking for people that weren't interested in sort of narrow, discipline based, traditional academic interest. I think we found them kind of pompous and kind of boring. We could know us when we saw us. But how you'd write that down on paper it isn't really clear. Except we did know us when we saw us, and we were anti-pomposity and we were pro-politics. But our politics had a very broad definition. We were pretty inclusive in our politics, but we demanded that people have politics, I believe. [Barbara] It’s coming up to the… conveniently this blinks at me when we’re running out of tape. [Tinsley] Okay, okay. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_26_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (1 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses her arrival at William James College during its second year of operation, in addition to how feminism infused the college. This interview is part 1 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories College administrators Women college administrators Women in higher education Feminism Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/354f3ad1f96b741ab62276b0aeb34e68.mp4 baa701d267c1fb3b7ffeb14aacdcabc3 https://digitalcollections.library.gvsu.edu/files/original/ddd97b05c966bf3ee59f9b5f4e0e1cdb.pdf a1814268b269c8fe86f32b0836c9badf PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 2 of 8 [Barbara] And I'm rolling. [Tinsley] Okay. [Barbara] And I wanted to ask you: we refer to some mysterious beast called a “real William James student.” What's a real William James student? [Tinsley] Well, again, you know, a real William James student – you knew one when you saw one. We wanted students to take responsibility for their own education; we painted it up on the walls in Lake Superior Hall… that wonderful cartoon of the student we didn't want which was somebody having knowledge poured into his head through a funnel. We wanted students to do it themselves. And so, a real William James student was a person who knew what he or she wanted to learn and took their own route in getting there. [Barbara] I just screwed up, Adrian; I just pulled the panhandle. Can you repeat the last part? [Tinsley] Sure. [Barbara] I’m sorry. [Tinsley] A real William James student was a student who knew what he or she wanted to learn and desired to take responsibility for learning it. Wanted to use the faculty as resource people. Wanted to figure out how to learn and was willing to hustle to, you know, really move their butt to get what they needed. Willing to go to a lot of sources and use a lot of resources. Had some drive and motivation. I think in the early days, the real William James student was somebody who was specifically seeking an alternative education, who shared the views of the faculty. In the areas, for example, of grading. That letter grading was at the root of all evil. Who wanted the freedom to design their own way of studying things, who wanted to do independent studies. And as those students became fewer and fewer in number because we had many more those of in the early days of the college, you know, then I think the real William James student became simply the one with energy. The one who was self-initiating. �[Barbara] How did we teach them this? [Tinsley] I don't think we taught them to it, they came with us. They came with us. [Barbara] But there was a phenomenon of students who were lost for a year and then turned it on. [Tinsley] Well, that's true. But I don't know how that happened. But you have to remember, I was not in the classroom teaching the students so that I got to know the good students and I got to know the problem students. [Tinsely] But I could not explain how that mystery actually happened in the classroom because I wasn't there. [Barbara] Let me grab my notepad out of here. Oh, the rocking adds a nice comfortable touch. We were profoundly egalitarian, and yet you were in a leadership role. How does one lead a commune? [Tinsley] That is a very good question, and I must say what I learned about leadership in that situation… that's probably the most important learning I took from the college actually. I guess I'd answer that by saying I didn't go to William James; I didn't set out to be the leader. I didn't know enough to know I was supposed to set out to be the leader. And I think one of the things that is important about William James and my contribution to it is that not only were all the faculty very young, I was very young. I have never been a dean before. I didn't know, really, what deans we're supposed to do. All of us made this college up out of we what we knew. And all of us had a critique, but none of us really knew how to make the college happen. I think it's important for the college that I did not arrived with an agenda. I arrived responsive to the same social climate that everyone else was responsive to. We had a variety of ideologies, a variety of critiques, but I didn't go there saying "I am the Dean and this is my vision of alternative education". I think that the role that I played… and I don't want to give the impression that I was the colleges facilitator, because I don't view what I did in that way. But I think what I did I think I had the gift of being able to understand what kind of vision for the college motivated most of the people who were there. And they were very different visions and I think my gift was to be able to find some common ground among those visions that we could agree to and put that in the public space and affirm it. And I think that – as I thought about in later years - I think that is probably the quintessential quality of leadership. Pat Labone used to say to me that what the dean should do is read the litany. She had a Catholic childhood and there was some real truth to that. I often used to long to have a chapel and William James that everyone was required to attend so the little inspirational speeches could be made. I think it's important that an institution have that and I think that I brought that to the college. And I think that I had the ability to bridge �among the various kinds of faculty at the college. I think it was extraordinarily important to success of the college that I could talk to heavy male synoptic types, that I could talk that language and that I valued that. I think it was important that I could talk to the women. And I think it was important that I could talk to the people who brought professional skills into the college but more scared, frustrated, and sometimes irritated at the quality of intellectual discourse that went on because they felt insecure about participating in it. And I truly believed there was room for everybody. And I think that I kind of could embody that. And I think I also – in terms of leadership – was able to work with the college's peerpressure structure. [Tinsely] Because you can't tell people to do things and you can't make people do things, and an administrator has to work with what's there. You can say "no" but you can't make it happen. And so, the trick to it is to be able to mobilize the energy that's there, give it some focus, and get people on the same wavelength. And the college had very strong norms of behavior. I mean there was a lot of peer pressure in the college that said, I believe, what faculty were supposed to do and what they were not supposed to do. And I think I was able to work with that and I think I was able to find some constructive channels for using people's energy. Not always, but if there was a trick to operating as a leader in that kind of setting, that's how I would describe it. [Barbara] But surely what you just described at the end of your answer would be true of being an administrator at any college. [Tinsley] Yeah, it is, but it was more so at William James because we had a rhetoric about – and said and really meant – that we were non-hierarchical. I think that's how the whole critical issue format developed, which I think was a very healthy one for the college. As inexperienced as I was – and I really was absolutely green when I came to William James as Dean – and I remember, practically, the first week that I was there we were drafting the governance document for the college. And that was drafted by Robert and Inge and it was very elaborate, and it was really a model for participatory form of governance that worked neither on hierarchy nor Roberts Rules of Order, which was what we wanted. But even though I was I very green and I looked at that and I said: "Wait a minute, the Dean has responsibility beyond, simply in a consensus fashion, gathering the will of the faculty and implementing it.” There are probably issues at the college that I am responsible for and there are issues that the faculty is responsible for, and yet we’re all responsible for all of this together – how can we sort that out? And out of that came the notion of a critical issue. That most of the times we would all be on the same wavelength about what we wanted to have happen. But because we had different responsibilities and sat, in a sense, in different chairs, there might be times when the college would want to do X, but I would know it couldn't. It absolutely couldn't. And thus, was born, you know, the critical issue and the �veto. An elaborate way of saying: "But the college says this and the Dean said that, the Dean would say 'no.'" And then you'd go back and discuss it some more. And you might still come out with yes and no but their would be ways so… I didn't abrogate what was my real responsibility to make sure that in matters of relating to the structure at Grand Valley, the college didn't harm itself. And that the college at some basic level operated in the way it ought to: in trust from the people of Michigan, through the Board of Control, you know, through the President, and down to me. I had real, legal, responsibilities there. [Tinsley] And yet at the same time I was a member of the community and wanted to be involved in the process of working out what the college was going to be and do. Because I didn't know. So, I was both part of the process and outside of the process. [Barbara] Presuming that some people are going to see this tape that have no direct experience with James, would you care to give an example of a critical issue that actually came up? [Tinsley] Yes. The critical issues came up around hiring issues and around money. And two examples were: at one point the council voted to hire a faculty member and I felt the decision was untenable, that it was made not because the person was the best candidate, but because there were a great many…the person was known to us, there were many personal feelings involved. And I felt it would be irresponsible of me to let that decision go forward, so I vetoed it. Another issue came when we had a very elaborate, as you will recall, salary administration policy. And which I did not like, but never really interfered in because I felt that was the faculty's business to determine. I did not approve of it. In one particular year, it works to really the detriment of an older member of the faculty who was going to end up with a less than a cost of living raises as a result of the operation of this policy and I said "No, that would not be acceptable." There may have been others that were more, you know, policy issues but I don't recall them. One of the interesting things was that these issues arose very rarely because we have did most of our work by persuading one another. It was very interesting; we were frequently compared with Thomas Jefferson College because we were both alternative colleges of sort of different kinds of stripes. I thought, and I think many people agree, that there were very different leadership styles at the two colleges. Thomas Jefferson was run by guru, a bearded, alternative education dean who put his picture on the front of all the colleges brochures. And then, in fact, the early brochures, you know, showed his face with his beard and the little legend was: "This man runs a college." The faculty at Thomas Jefferson seem to be very pleased to have a dean who would be their guru and who would not tell them what to do exactly but would take care of them. That was basically what it amounted to, would take care of them. And we had a model that was much more political. Our model was: everybody had to understand how this works, �everybody has to have an operator manual because we all have to understand the political context we're working in order for to work, I guess. I don't want to say, "We won't survive," because we didn't sit around thinking "Well, maybe it won't survive." But we all had to understand it. [Tinsely] And I felt really strongly about that and I think most of the faculty felt strongly about that. And I was not there to, you know, be there to take care of them, and they were not there to be, you know, recipients of somebody's guruism. I think that was real important as to how we worked. It was like a marriage, it really was. People called me Adrian, but if they were really angry at me, they referred to me as the Dean and I didn't like that, you know. I can recall saying: "I am not the Dean!" or "I am Dean, but my name is Adrian!" So, there was, you know… I don't quite know where I'm going with the rest of that answer but… [Barbara] Let me check on the tape. Ah, look there! See, I have this sixth sense. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_27_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (2 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses what makes a "real William James student" and her experience as a first-time dean of William James College. This interview is part 2 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories College administrators Women college administrators Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/87ae057bb80134a199788b0801fac231.mp4 9b6d9cb5256e7ae095f44fae10bcfb88 https://digitalcollections.library.gvsu.edu/files/original/d532358870b38f47b104952ec650a917.pdf 44e7f725305ce13c81a99d6004dfe4b3 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 3 of 8 [Barbara] There you go. There’s a good tape… [inaudible]. Okay, we’re a go. Just tell me, just [inaudible] about the beginning. [Tinsley] Well, what I really remember about the beginning – although, of course, I didn't realize it at the time – was we were all so young. I sometimes think about the three older faculty who are in their fifties, who were hired because the initial core faculty had some sense that we ought to have a spread of age and experience in the college, which was an absolutely right instinct. But I wonder what it must have felt like to Willard and Doris and Phyllis to arrive with this entire college that was so very, very, very young. And I look at the pictures of us from those days, and it's kind of interesting to see us. We were very concerned to build a sense of community in the college and that expressed itself in a lot of ways. The first year, I recall, the first fall that I was there we decided to go on a retreat together. And we all packed up our camping gear and we went off. I can't even remember where – somewhere on a river. I remember being out on a rowboat with Pat and Inge and Romano. I remember that Robert wouldn't go because he didn't believe in going camping. And I remember that Richard expressed the sentiments that he would not know how to pack the right food and he was hooted down for the sentiment and told that he would have to work like everyone else. We had the phrase – which I'm sure many people have referred to – we wanted to integrate our work and our lives. We wanted to be an intentional community. In some ways, as the years went on, that wore a little thin as we realize that the integrating our work and our lives meant basically abolishing our private lives. And spouses were not always thrilled to be part this of intimate, intentional community. But I remember the first fall… our way of doing business was typified by the first fall. We had a confrontation. One of the students, a black student, whose name I have forgotten… I may be putting two or three incidents together. But there was some real criticism of how we were doing business. I believe it came from a black student, although I have forgotten his name at the moment. And to deal with that, we simply shut college down for a day and all got together to talk about it. And that seemed to be the most reasonable thing in the world to do. Toni Cena wrote a very moving statement which she read. I can remember us all sitting around on the floor, talking earnestly about whatever these charges were that had been brought, and how we can do better as a college, and how students could take more of a hand in the college. And that seemed the most natural way in the world to do business and very, very good. And we did a lot of �that. I remember the first year we painted the walls of Lake Superior together and that was very nice. And I can remember – or maybe it was the second year – Rhonda was the Assistant Dean, and I can remember people painting mustaches on me and Rhonda and taking pictures of us. [Tinsley] I had a good friend that I worked with in the Modern Language Association who visited me in the first year and I brought her out to the college and showed her around and she turned to me and says: "You can't fool me, Adrian. I know what a college is; this is not a college; this is a summer camp." I always remembered that because I took that as a compliment. There was a real attention to community. [Barbara] Where did that attention come from? Where did that ethic come from? [Tinsley] Well, I think Robert, as he did so many things and gave it articulation. We were – this is not Robert 's formulation – we were not to be alienated from our labor. That's not Robert 's formulation; Robert would have talked about not being cynical. Robert would have talked about, you know, controlling the conditions of your work life so that they were human and met your human needs. They came from the whole movement in the sixties to make work life more responsive to human needs. And I think most of us had felt very alienated in our graduate kind of experiences… had felt we were part of big faceless bureaucracies. It was also a time in American history where there were an awful lot of communes. It was right in the middle of the “back to the commune” movement. So, I think it came from those places. And then once we were all there, is when it kind of took on a life of its own. And I think was, probably for me, it was one of the very, very appealing parts of the college. That it was not only a workplace, but it was a place where you really were yourself, and you know, in a sort of a whole human way. [Barbara] Some people I have talked to acted as though there were two William James Colleges: the early one and the late one. Would you comment on that? With the kinds of things you're talking about, how much of that persists? Or why did it change if it changed to something other? [Tinsley] Yeah. Well, I like to like think it persisted. And for me, of course it persisted. [Barbara] Me, too. [Tinsley] So I don't have the sense of their being two colleges. The college changed in its externals. The college change in some of the externals of its organization to reflect demands that came about as Grand Valley put them on William James, and as the State of Michigan put them on Grand Valley. I learned as I'd gotten older a lot more about the kind of demands that come from the outside that mean �you don't operate as free agent, if you're looking to the state for your money. And as Grand Valley began to get its act together. You asked me earlier what Grand Valley wanted from William James. Grand Valley didn't have its act together, they didn't know how they were going to develop. As they began to get their act together, they wanted William James to fit into their structure. [Tinsely] And so we began to have to do some things to suit Grand Valley. For example, we always had a great deal of flack around the title of the course, "Uptight About Writing" – it became symbolic of kind of conflict we were always in. The faculty thought that the title absolutely expressed with that course was about. The Grand Valley administration thought that that course title made William James look silly and made Grand Valley look silly. We did a lot of changing of external things so that Grand Valley didn't feel it was looking silly. Some of that was legitimate, I think. So, my view was that what changed a lot was our way of fitting into the bureaucracy. The student body changed, you know. That seemed very real to me even though I was not, myself, in the classroom often. I taught maybe once a year. I could tell the students were changing. And the students wanted different things. And I think that's where the sense that there were two William James' comes from. The later students came because we had an Arts and Media program. They just wanted to learn what they, you know, were supposed to learn so they can get jobs in arts and media. The kind of students that really wanted to direct their own education, we had very few of them towards the end. So, I think that was a real change. But for me the other stuff was superficial. [Barbara] I would argue, being in Arts and Media, some of the guys that just graduated and the last people to graduate… I interviewed one of them, and he's typical, okay? And pissed off because they took James away. And he articulates and personifies something that is far more than just a hard nose, "I now have my professional stuff and I'm going out in the world." He talks about being in Steven's class before William James was closed and afterwards and the difference in the other student. You know what I mean? [Tinsley] Yeah, oh yeah. [Barbara] I'm still not convinced it's just the students changed. [Tinsley] Well, it may not be. But my first answer to the question: I didn't feel there was an early William James and a late William James. Perhaps there was in a sense that we were younger earlier and it was fresher. We believed it was a good idea to all go camping with one another. Probably after ten years, we didn't think it was a good idea to all go camping with one another. But that's just sort of time passes and, you know, life happens to you. I didn't think what was at the center of the college changed much. I really didn't. �[Barbara] That makes two of us. [Tinsley] [Laughter] [Barbara] Where did the seminal ideas come from? We talk about feminism – and that's really important – but how did William James actually… it seems like a miracle. I don't understand how James suddenly, genuinely, infused the college… something that had been dead for X number of years, you know. [Tinsley] I think it came from a really happy confluence of a lot of streams of thought and a lot of things that were happening. I think we all acknowledge we were awfully lucky to get the name "William James" and I don't think we thought that up. I believe Tom Cunningham named the college, so we had that to work with. We also had that very thoughtful document that the task force had put together, which embodied a lot of the ideas of the late sixties but pointed forward in his emphasis on careers. So, it gave us something we could kind of sink our teeth into. I think we came from a lot of different intellectual places. We were just Godgiven lucky that it just worked together. Robert, for example, whom I knew the best of anyone because I had known Robert – we had been graduate students together at Cornell. Robert was very interested in the philosophic base the college was working off. He cared passionately about not making what he used to call invidious distinctions between the liberal arts and practical subjects. Roberts was a person… it was very important to Robert to view himself as, simultaneously, a philosopher and a practical man. From his philosophic side came many of the ideas that carried the college forward. And then in the next year also from Stephen. For me, I didn't come to it by reading philosophy. I came to it by teaching at the University of Maryland in the English department. The University of Maryland had, like, fifty thousand students on the College Park campus. There were over one hundred faculty in the English department. And I couldn't figure out what anyone was doing there. I used to look out over the rows of parking lots and say: "I know why I'm here; I'm getting paid to be here. But why are the students here?" I really didn't understand that. It was the late sixties and early seventies. All of the students who were majoring in English were paralyzed, they didn't know what to do with the lives, their degrees we're not going to fit them to do anything, the Vietnam War was going on. The students I knew spent most of their time smoking dope and being very scared. And really not knowing how to interact with the world that was going to greet them when they left the University of Maryland with a kind of a third-rate degree in English literature. For me to come to a college that was going to put some emphasis on being able to do in the world was really important. I mean I cared passionately about that and when I was interviewed, the Grand Valley administration said to me: "Well you have a PhD in English literature, what makes you think you can be the Dean of a college that is practical?" And I said: "You just don't know how much I desire this. This is the desire of my heart." And then I think feminism came in also, with its �stress on theory and practice. I think a lot of people came to the college from an ideologically feminist perspective wanting to combine those two. [Tinsley] So all that came together. And I don't want to say we were just lucky, but we were living at a historic moment where it could come together. [Barbara] This comes from another question that I forgot to ask you. What is a male synoptic heavy? [Tinsley] Oh, a male synoptic heavy? Well, that's the men in the college and it was interesting how it did tend to divide on gender line. [Barbara] Oh damn. Adrian, I just moved the damn thing again. [Tinsley] Oh well, we'll do it again. [Barbara] Keep going anyway. [Tinsley] One of the tensions in the college was that a compelling interest in discussing the philosophical base of the college seemed to divide along gender lines. It divided, to some extent, on professionals versus the liberal arts line, but really it was on gender lines. And there were a group of men that were perceived as the male synoptic heavies, and they carried the flame of the sort of philosophic base of the college. The women saw themselves, in many ways, more as the doers and tended to rely, in many ways, more with the professional faculty. And yet those two had to talk to one another. One of the tensions in the college had to do with one's synoptic credentials. Only on a tape about William James College could one talk with a straight face about one's synoptic credentials. But I can remember at faculty retreat, prior to one of our years, in which we had facilitators come in to get us going for the year. And that's what came out – that there seemed to be a distinction between the philosophers, the synoptians – those who were seen as guarding the flame of those who were appropriately liberal artsy and the others. It was an interesting tension in the college and people felt very insecure about it. The man who did not see themselves as the liberal arts heavies felt very insecure about it, as did some of the women. The women in the college who have those credentials to be synoptic heavies were sometimes impatient with it. I felt that I could really relate to both sides, and those were the strengths. And that the college needed both… because one of the things that gave the college power was that it did have a concept – it really did – and that gave it enormous power. [Barbara] Concept of? [Tinsley] Theory and practice. And using theory and practice to make a difference in the world. �[Tinsely] And we spread out from there – the concept got broader from there. But it had that core concept. [Barbara] End of tape. Good answer. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_28_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (3 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses her memories of the early years at William James College and the importance of community, in addition to how the college developed over time and the role of feminism in theory and practice. This interview is part 3 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories College administrators Women college administrators Women in higher education Feminism Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/14658cb13005e4c207bd82efbcb54138.mp4 ec8e601ad6311d86c6027e320ed57869 https://digitalcollections.library.gvsu.edu/files/original/b14e73f4cd28bbe0f70381f282ef762a.pdf c143e2bb8723b3c16a980e7665f3bef3 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 4 of 8 [Tinsley] Yeah, test at the end. [Barbara] Question will be: [inaudible] the administration at Grand Valley, at various times, would give you, sort of, “We're not completely happy – shape up” or “You're doing very well – this is going to go on forever.” Did you get that kind of feedback from [inaudible]? [Tinsley] Yeah. [Barbara] That's not phrased very well, is it? Do you know what I mean? [Tinsley] Yeah. It's another version of "What did the administration think was happening." [Barbara] Yeah. Okay, anytime you feel comfortable. Let me just double-check that we’re rolling. Yeah, we are. What kind of feedback were you getting from the administration? [Tinsley] It's interesting that I'm having a difficult time answering questions about feedback from the administration at Grand Valley and there were really two parts to the administration at Grand Valley. The first phase was during the period that I reported to Bruce Loessin. And I might just say, parenthetically, that one of wonderful things about being totally greenhorn, an inexperienced dean, and being a woman and never having served in the army, I was told I reported to Bruce Loessin. I guess the first year I reported to Harold Colbert; I had no clue what it meant to report to somebody. I had no notion what the term meant or that I was supposed to tell them what was going on in the college and that was what it meant. But from the college’s second year, up until about nineteen seventyseven, I would guess, Grand Valley had a structure which differentiated where the colleges reported. And William James and Thomas Jefferson reported to Bruce Loessin and the other colleges reported to Glenn Niemeyer. That function was split. In seventy-seven, or whenever the reorganization took place… it may be seventy-seven, maybe seventy-eight. Let me start this answer again Barbara. Okay. [Barbara] No harm. �[Tinsley] Let me think about it for a minute first. Okay, the question that you asked is what kind of feedback, criticism, encouragement, direction that you got from the administration of Grand Valley. There were really two administrations at Grand Valley during the time that William James existed. During the first administration, I reported – William James reported – to Bruce Loessin. Grand Valley had a structure in which the vice presidents were all equal and they were all called the Vice President of the College. [Tinsley] Bruce was, at that time, the vice president of the college William James and also Thomas Jefferson reported to him. This is not just a bureaucratic thing of interest to administrators. Bruce was responsible for William James and for Thomas Jefferson and so he wanted us to do well, as well as he wanted us to do good and fight evil. And he bent his fairly considerable energies to helping us do that and to fighting our battles. You didn't ask if I had any mentor at Grand Valley; if I ever did, it was Bruce. He was a kind of funny mentor, you know, a little short guy. People used to laugh about little, short Bruce and his high heels. But he looked out for William James because it was his – it reported to him. What I got from him was: "You’ve got to make it so it looks like the other colleges. You can't be out there looking weird. I don't want to change anything you're doing; I don't want to change you. I think William James is great and I think you have the finest faculty at Grand Valley, but you have to not look weird." And that was really, to tell you the truth, that was right. Bruce was right about that. He would give me a little pep talk about not looking weird. I'd go back; try to get us not to look weird. But he helped us, you know? He would fight for us when we had clashes about who was going to offer what or were we going to be able to get our name out in advertising brochures. Bruce was there fighting for us. So, he had an interest in us. And seventy-seven or seventy-eight… this was a bizarre structure at Grand Valley with these deans, the vice presidents at the college and the academic units reporting lines split. Don changed the reporting structure and Glenn became the Vice President for Academic Affairs and all of the collegiate units reported to Glenn. Now, you have to understand I'm not saying anything about Glenn or Bruce personally; I'm talking about structure. The day that reorganization came down, Bruce took me to lunch at the Matterhorn and he said: "I just want you to know, that I've always been on your side, always before, and I have really busted my ass to make sure William James got its fair share and survived, and I've been your friend, but you need to know that I'm on the other side now." And I said: "Right. I understand that. I appreciate your just saying that upfront, you know? Thanks for everything Bruce." And in some ways, I mean, you could say that was the beginning of the end. When the college is reported to a different vice president, what it felt like was you had your very own knight. When I needed something, I went to Bruce; CAS needed something, they went to Glenn. Then Bruce and Glenn got into their suits of armor and rode out to go like this to one another. And, you know, sometimes one won, sometimes the other, but the Dean just kind of sat back, you know, and waited to see who was �going to triumph. When all the units reported to Glenn, we had entered the era of rational planning and the emphasis went to program. When the units reported up different lines the emphasis was on, not program distinctiveness, but distinctiveness of mission, distinctiveness of student body, distinctiveness ethos. [Tinsley] When all the students reported to the same vice president – and maybe this would have been true whoever the vice president was. I'm suggesting that I think a lot of the issues were structural; the issue then was which college will do what? We'll have a rational plan, and programmatically, we'll differentiate programmatically, you know. And I think people do have to understand that this was not an individual decision that Glenn made because he was an individual; it had to do with rational planning with the kind of accountability that he had placed on him. Because we were entering a time of much tighter money and Grand Valley couldn't really afford to have computer science programs in both places. It was confusing, it was messy, and it was expensive. So that's the apologia. What actually happened when we started reporting to Glenn was that the whole emphasis went on programs and on new programs. What Glenn wanted from Williams James was that it would develop new, sexy new programs that would attract new students and that could give us a niche that we could occupy. And we fiddled with a lot of things there, at one point, I mean, computers was our thing. At another point it was going to be environmental science and planning; at another point it was going to be social work. The problem that happened there… rational planning might've worked as a model, but the units were of such a different size and political power. We could make all the bargains we liked, we can say "We'll do social work and you do nursing. We'll do arts and media and you do fine arts." But every time a decision was made, we do this and they'll do that, and what we were doing looked interesting or looked like it was drawing students, then the other unit wanted to do it. And we didn't have it – I don't think it was the political clout – we didn't have the size. There were too many faculty angry that little William James got to do this and they didn't get to do it. And so those faculty would go to Glenn or they would go to Don. And Grand Valley was governed in a political way. It was and probably still is on the political model. There are books written about styles of academic governance and you can have the bureaucratic model, and you can have the hierarchical model, and you can have the political model. And Grand Valley was governed in the political and that meant that we couldn't keep our gains. So, the problem for us was that Glenn would say: "Develop some new programs." And our tongues would hang out and we'd say: "My god, we developed a whole new college. We've got zillions of programs. We've got three programs per faculty member." You know? We need to consolidate some programs; we need to grow some programs; we need to develop; you know, we need to let some programs get bigger and stronger. When we got good stuff, we'd lose it. We couldn't hang on to it. �[Barbara] Like what? [Tinsley] Like computers. I suppose that was a real good example. [Tinsley] The deal was, initially, when I went to the college that the math department wanted to do computer science. Right at the beginning, the math department had an opportunity to hire Ken Hunter and had refused to do it. And William James had hired Ken Hunter. Ken had a genius for understanding how to teach the use of computers in business and applied context. And that's what our students wanted to learn. And he built a super program in that area. It was called Administration and Information Management. Very strong in information management. And it was very clear where the lines were. It was rational planning. Mathematics Department did computer science and students who did that went to graduate school and they became computer scientist and if you wanted to be an information managing specialist and work in business in an applied way, you went to William James. Along about the middle or end of the seventies, it became clear that we were in a gold mine; we were sitting on a gold mine. We were sitting on top and what everybody wanted to do. And the math department began to want to do it. And the math department had a lot of political power at Grand Valley. The lines were clear, you know, there was no question about what the agreements were. But there was a lot of political issues, so Don Lubbers set up a task force to look into the matter. And he hired a consultant who came and spent a couple of months on the campus one summer looking into the matter. And then he called a meeting and we all trooped into the President's office to have the meeting at which we were going to decide what was going to happen with computer science. And Don VanderJagt went in from the College of Arts and Sciences; Bruce Klein at that point was already in the College of Arts and Sciences or maybe he was with us, I can't remember this. The punchline of the story was VanderJagt trooped with the Dutch guys from Holland and this area and William James trooped in with the woman, the Jew, and the Martian. And I thought: "I think I know how this is going to turn out." In the end, you know, I suppose I should be careful putting that statement on this tape. [Barbara] Maybe you need to say that again. [Tinsley] Yes, probably… I will say that again. [Barbara] Why don't I change the shot… it's accurate, but I don't think you're really… [Inaudible]. [Tinsley] Yeah. [Barbara] Okay, let’s see. So, then William James trooped in. You can go from there. �[Tinsley] Yeah, so then William James trooped in with a fine program, but we didn't have the political clout of the people that had been at Grand Valley for a very long time and we're very close friends of Niemeyer and of Lubbers. [Tinsley] We were a smaller unit; we didn't have nearly the potential to make trouble for Lubbers that CAS had to make trouble for Lubbers. So, somehow we ended up losing out. Now the way in which we lost out was not that Don said: "I've thought about this and on the face of it the College of Arts and Sciences is a bigger unit, it has more students, it makes more sense for the program to be there." Don said: "I've thought about it and it doesn't make sense for me to prevent the College of Arts and Sciences from doing it. I'm not going to prevent them from doing it. I certainly want you to keep doing it; you're doing a wonderful job. Let many flowers bloom." And when you broke down the trade agreements and let many flowers bloom, it was very hard for William James to compete. So that's why it was very hard for us to hang onto students, because we were a smaller unit. Now you might ask me, it might be good question to say: "Why was it hard for William James to compete, you know, in an atmosphere that said 'let many flowers bloom.'" And that's the real question. Because we were smaller, because we were viewed as an alternative, because as the decade began to draw to a close, people in large numbers began to be a little afraid. Maybe they always were, but it was a little closer to the surface of their mind, they didn't want to go to a school that was weird. So, if you wanted a real straight-line thing, like computers in relation to business, and you had your choice of taking it at CAS or in William James, chances were unless you were an unusual student, you would take it at CAS. Because we really were an alternative to that. And yet it meant it was hard for us to hold onto our programs if they took equipment because we couldn't develop enough students. That was a rambling answer, but you can maybe use parts of it. [Barbara] It's blinking at me anyway. [Tinsley] Okay. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_29_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (4 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses the two administrations at Grand Valley during the time of William James College and how the college developed over time. This interview is part 4 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories College administrators Women college administrators Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/21006ae57ddf7f3e23506b884642356e.mp4 f37ac2cb1e5e843082adab1b0311588d https://digitalcollections.library.gvsu.edu/files/original/7e428a4e09dbdc4c76a863dedfae8083.pdf 558a57f961c0488dfb7f959fe7009be4 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 5 of 8 [Barbara] It’s meant to warm up [the camera]. [Tinsley] Okay. [Barbara] Okay. We are balanced. [Tinsley] Okay. [Barbara] When you left… [Tinsley] When I left… [Barbara] Yeah. Did you think that we would…how long did you think we would survive? [Tinsley] When I left, I didn't think the college would not survive, but I thought it was problematic. And the reason I thought that is that the college was getting smaller. We were finding it more difficult to hold onto programs. I started thinking about leaving in seventy-nine, actually the end of seventy-eight, and left in the summer of nineteen eighty. And I left for two reasons. The compelling reason was I needed a rest. I needed to find out who I was when I wasn't being the Dean. If I could've gotten a year’s sabbatical, I probably would have stayed. And I discussed that with Glenn and while he was not opposed to a sabbatical, he felt that he couldn't spare the Dean for more than three months. And there was some reason to that. In any case, I decided I would simply move it on. Another thing in my thinking about that was that I did not see how Grand Valley could continue to put the kind of money into administrative salaries it was putting into to run the collegiate structure. I thought that the collegiate structure was getting marginal from a financial perspective. If you think about what it cost to have at William James, a Dean. We had – for most of our time – an Assistant Dean at least part time. We ran the Records Office – Hank Mei's operation. We put money, you know, modest amounts of money into Student Services – that was a lot of overhead. If you counted that up that was probably a hundred thousand dollars a year in the administration of William James College. We were smaller than many departments. I mean, we were twenty-two, twenty-four faculty. If I looked at Grand Valley – and you remember at Grand Valley at its peak was at six collegiate units and by the time it ended was at four – that’s a lot of salaries and �administrative overhead and that made me nervous. So, I thought that was problematic about the college's survival and I was just tired. I thought I needed to do something else. It's, you know, it was a long… I was Dean, what, eight years, I guess. And that's a number of years of working very hard and cheerleading so I needed a rest. When I left, I said to myself: "This is a window in the college’s history. Right at this moment, I perceive us as very secure, nothing is threatening us. It is time for me to leave and this is a good moment to leave," because I didn't want to close the college – that was last thing I wanted to do. And so that’s kind of why I decided to leave and when I decided to leave. [Tinsley] And at the time I decided to leave, I did not think we were in any danger, though I was well aware of what the administration of those collegiate units was costing. And I was also, by the way, well aware - and I haven't said this on this tape - you know, if you think about it, the Deans of the two alternative colleges were women. Women were pretty well represented at Grand Valley during the time I was there. But we were running the alternative colleges and I said, and I remember saying this, you know: "When we choose the next Dean, we have to choose someone who's more like them. We have to try to get this embedded in Grand Valley." So, I was not, you know, looking for another woman. I was hoping that the college would get someone who could maybe do a better job than I had of getting the college really embedded in the Grand Valley social structure. And those were my thoughts as I left. [Barbara] It occurs to me that it in your last answer, you said there were two levels of administration and you talked about Bruce Loessin. What kind of feedback did you get from the other level? [Tinsley] You mean from Glenn or from Don. [Barbara] I don't know. [Tinsley] Oh, the second… once we started reporting to Glenn, I talked about getting feedback about programs. Glenn certainly never said anything to me to suggest anything other than he supported William James and he was working very hard to understand William James. He found a lot of it incomprehensible, but I believe he did work to understand it. And I believe as long as he thought it was supportable, he worked to support it. That's not a very good answer. [Barbara] Okay, I understand. I was envisioning Lubbers. [Tinsley] Yeah. Let me talk a little bit about… you know, some question like: were there any major threats to the college or… [Barbara] Yeah, what were they? �[Tinsley] You’ll remember that towards the end of the seventies, things starting to get – financially – really tough in Michigan. And Grand Valley had to go through a retrenchment and reallocation, and I believe that happened in seventy-nine. And that was the first serious and significant threat to the college. And that one, we came out of okay. And I guess I'd like to talk a little bit about that because I don't think many colleges could handle that situation the way that we did. [Tinsley] The deans were not involved in making the decision to reduce and reallocate; that was done at the level above us. We were simply brought together and told Grand Valley was going to reduce and reallocate; that it was probably going to cut Thomas Jefferson and that we had to prepare budgets. Well let me go back because I want to get this accurate. I'm going to pick that up again. The deans were brought together and told that Grand Valley was looking at a shortfall of money that we were going to reduce and reallocate. And we were given targets. We were given, I think, three levels of targets for cutting: the deepest, the middle, and the lightest. And we were told to go home and figure out how to do that. To go home to our college. Go home, it sounds like home, we go home and figure out how we do that and come back prepared to meet those three levels of cuts. And also, to figure out where the new money would be reallocated. The family obviously didn't want to do that. I mean that is a very painful thing to do. But when I went back to William James, and I remember that afternoon because I went back on a Friday afternoon to say: "The news is we’re going to have to reduce and reallocate; here are the levels we have to shoot for." I said, "How do you want to do this? If you like, I'll just do it. If you like, you can. I am open to suggestions; we'll do this any way you want to." And the faculty… it wasn't a council meeting; it was just the faculty. We didn't take any votes, people just said: "Look Adrian, let's make a committee of people that we all agree we trust and then you guys just do it and come back and tell us what you've done, and we'll tell you if it's okay." So, a committee was made of Robert and Barry and Kathleen. The next morning at five in morning, the phone rang and my father was dead. So, he died literally the next morning. And that committee came over and we sat around my dining room table before I flew off to my father's funeral, figuring out how to do this. And then that committee just sat down and figured out, you know, what we could do and what they could live with. And we brought it back to the college and nobody fetched, and nobody screamed, nobody said: "Kill the administration." Everybody just said: "Well, you folks have done the best you could, thanks." I was really amazed. [Barbara] What percentage cut did we lose? [Tinsley] I can't remember, but it was deep. It required a retrenching. I think in the end three faculty. It was not clear if it was going to be five, four, or three, and my memory is it in the end was three now. It wasn't clear, at that point, whether the �cuts in Thomas Jefferson were going to be so deep that the college was going to die as a result. And we had one meeting that was sort of the last critical incident of my watch, as it were. We were all given to these nautical and military metaphors. But I do think of it as my watch, and it was the last critical incident, and I'm rather proud of it so I guess I want to tell it on this case. [Tinsley] The deans were all brought together in the Dean’s conference room and we simply were to go around the table and talk about how we'd like to meet the budget shortfall, and so I presented our plan, everybody did. It was very clear that the senior administrators wanted to deal with the problem by merging Thomas Jefferson and William James. And they thought that would take two units, both of whom we're getting so small that they might be marginal, and perhaps give them enough substance to be able to survive as a joint unit. I thought that would be an absolute disaster. Just an absolute disaster. I thought that although, indeed, the two of us we're both alternative colleges, and we both had women deans, that didn't mean our operating philosophy is… our ideologies as colleges were just so different. I could not see anything positive would come of that. And I knew that it rested on me to prevent that from happening right that moment. And I can remember taking a deep breath and remembering, and knowing I had to get on my feet. I had to somehow get some height in the room and to be able to speak with the kind of authority I wanted to speak with. And there was a folding blackboard in that conference room which was closed and I can remember getting up and very slowly walking to that thing, opening it up and getting a piece of chalk and beginning to draw diagrams on the blackboard. And I have no idea what I drew, but I was trying to get myself, you know, organized, to make the pitch to show how different we were. So, I drew these diagrams and delivered a little lecture about the differences between the two colleges. And maybe talked for ten minutes, you know, as compellingly as I remember going about anything. And when I finished there was a long silence. Nobody said anything for about a minute and then Doug Kindschi – and I will be grateful to him for this to this day – said: "You know, that's right. William James and Thomas Jefferson are very different and if we put them together, we'll likely lose what's good in William James." And that was it, you know, and then they passed on to other topics. So things were tense during that last… that reduction. And then, of course, there were further reductions to be had after Forrest had come on board as Dean. So [Inaudible] started getting really tough in seventy-eight and seventynine. [Barbara] And that's the… you said, plural, the threats, buts that's what they did? [Tinsley] That was the most compelling one that I had to deal with. [Barbara] What about hostility from CAS all along, did we feel it? Did you feel it? �[Tinsley] Oh sure, sure, it was a real pain. I didn't feel it from my colleagues because, you know, they weren't allowed to for one thing. And also, it was simply we were at a level where we were kind of above that. But for the faculty it was very tough because there was that constant grinding: "You're different, you're not as good. We won't play with you. We don't have to. We're traditional, we're good." And it was so ironic because our faculty was one of the finest in the country. I mean, we didn't come from Michigan, we came from all over the United States. And we had superb degrees from superb schools. And we had to put up with this kind of "Well you're not good enough for us to let you, you know." We took all of CAS's courses for credit. But CAS was always very picky. "Well, we might not take that, it might not be up to our high standards." And so that was a constant problem for us; and it's too bad. And it happens in all kinds of places that try to do this kind of thing. [Barbara] That's true. What would it have taken for us to survive? [Tinsley] Well, I don't think we could've survived. And I have really given that a lot of thought, obviously, because I've had to think: "Is there something I could have done that would've made a difference for us." And here's why I don't think we could've survived. It wasn't financial; although, as I indicated earlier, it was very expensive to have four, or five, or six different deans. That was a problem, but the reason we didn't survive wasn't because of money. And I think that was clear when Grand Valley reorganized itself into schools or colleges. They didn't leave faculty off, at that point, because the issue wasn't financial. The issue was twofold. One, and they're both important, but the first issue was Grand Valley was always fighting with itself. The problem could never be solved that the units were competitive with one another. There was no way to make them stop fighting each other. And particularly not if you're working in a political model. I often thought, if the presidential just said: "There will be no more fighting. I won't have it. The next complaint, the person will be fired." Maybe it would have stopped, although I doubt it, because it is human nature. But it would have put the central administration at a very autocratic position, saying: "CAS will do this, William James will do that, and that's the end of it. I don't want to hear any more about it.” And they didn't want to that do that. And I can't blame them. They would've come off as tyrants, and they would not have won any friends with CAS, which was much larger and more powerful a unit, just to kind of save us. But because they didn't do that, everything was in a constant state of turmoil. And Grand Valley, in the end, just couldn't afford that. We needed to pull together and put our energies outside the institution, not with constant battles inside. And I believe that's the reason that it couldn't work and that cluster colleges, in general, have a very hard time working. I think, also, and I never used to believe Bruce Loessin about this, but I think it gave Grand Valley a kind of weird image in the community. It's a very conservative community. We always used to say that William James is really lucky to be embedded in a community this conservative because it kind of… that �Grand Valley protected this, really quite radical unit, in a very conservative community. But even having the different collegiate units, in the end, was pretty hard for Grand Valley. [Tinsley] It gave it a weird reputation and it couldn't afford that. And in the end, it needed to get rid of it. So that's where I think we couldn't survive. [Barbara] Can you see that light? You're doing a good job knowing right when it ends. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_30_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (5 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses her experience transitioning away from William James College, the conversations surrounding combining WJC with Thomas Jefferson College, and her perspective on the college's future. This interview is part 5 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories College administrators Women college administrators Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/bb6b0043b473fdc2973378dc4ed2ac99.mp4 5f271fddab80448de0ebc486388ae64a https://digitalcollections.library.gvsu.edu/files/original/a00bd1f1e28160b998aaa9f5aeb65626.pdf d016e24b77f01d78e6d14cf11831bdeb PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 6 of 8 [Barbara] Come on, camera! There you go. Nope, not yet. Sorry. I’m still getting in there, so I don’t have your finger [in the shot] and you have an incorrect white balance. Hey, you didn’t do it! There it goes. Alright. We’re actually rolling. We can go any time. [Tinsley] Okay. [Barbara] We were talking about the legacy of the college as a partially conservative... [Tinsley] Okay. The legacy of the college… that's a really broad question. And I guess what I'd say about that is that we were very early strugglers with some things that now need to be struggled with less and are just a very normal part of the college scene. The whole issue of professional programs, for example, we struggled hard over that, both intellectually and personally within our college community. And we were dealing with professional programs, I think, long before they became such a very important feature of collegiate life. Nowadays it's a very rare student who majors in anything other than a professional program. I think we struggled with some issues around how you do liberal education in a professional program context. I think we came to some really good solutions to that issue. And that, you know, probably that hasn't filtered out as much into the larger community as I wish it would. I think there are a lot of articles to be written there, if everybody's looking for articles to write about the college. Because ninety percent of the students who go to college major in professional programs now. So, I think that's important. I think, for students, a lot of the things that we wanted to do for students and with students exist in very mainstream colleges. You know, all the way from independent study, to at least some credit no credit grading, to certainly internships, to stress on projects related to community needs. A lot of stuff that was very innovative when we did it is not particularly innovative now and is pretty much an accepted thing now. So, I think we were sort of the first wave of a lot of new stuff that was coming into higher education. That kind of legacy certainly remains; what doesn't remain is a space, you know, a local habitation in the name; a place where you can go to get something. I'm not sure I how want to put this. Where you can go, where you don't have to worry about what the meaning… I'm literally going to take this answer again. Let me think about it a second. I've talked to some of the William James faculty the last year or so, talked to Richard, to Margaret Proctor, to Barry. Barry, I think it was, �has talked in an interesting way about what it means that the William James faculty are mainstreamed now and they're part of the ordinary units at Grand Valley. And they haven't just disappeared into those units. I mean, they have begun, maybe this is grandiose, but they have begun a little bit to transform the settings that they're in. I know, you know, some of the William James faculty are doing that in the places where they are at Grand Valley. And what Barry said about that was: "Well, you know, as long as we had each other to talk to you, we didn't really have to talk to the other faculty." And we didn't very much. But the place was poorer because we didn't. And that's right. So, there is some sense in which I think Grand Valley as a whole is enriched by having William James faculty in the mainstream. It's the same argument you might have if you were talking about women's studies, you know. [Tinsley] To what extent do you want to have a special place that women can go and totally deal with their own issues and one another, and deal with women's courses? And to what extent do you want to say every course in the university should contain topics of particular relevance to women and should address its subject matter from the perspective of the new scholarship on women. What's missing is that there is no place you can go to now where you go there, and you know that all the people there share your values, and care about the same kinds of things that you care about, and want to… [Barbara] Okay, [inaudible] we'll use the rest but [inaudible]. Okay? [Tinsley] Okay. No place you can really go where you know that everybody shares your values and cares about what you care about. And I think having that space is really important to our students and to our faculty. [Barbara] Why? [Tinsley] One answer is because it was there, and it was safe, and we didn't have to create it every day. You had it. It gave you some identity. You didn't have to always be creating it at all the time. It was a place where you could go, and it gave you some identity because you shape it and it shapes you. [Barbara] But Barry said, in his interview, that… you know, he very much believes in this notion of moving out into the mainstream, and that its working, and that in his classes that he is still teaching in a Jamesian way. But he said: "Of course, I don't know how long it's going to last. I don't know how long my energy can last since it's not being infused anymore." [Tinsley] Yeah. [Barbara] Because that's what the places does. �[Tinsley] Yeah. If you concentrate the energy there and concentrate the people there, you can go deeper, and you can replenish it. And that's what's missing because the space isn't there. And I suppose all of us are looking to find some other similar kinds of space out in our lives. [Barbara] Including the students? [Tinsley] Yeah. [Barbara] Would you put this in personal terms now. What does it mean to personally spend the eight years you did, working very hard? [Tinsley] Well, I suppose… let me say what it meant to me professionally really first, rather than talking first about what it meant personally. I went from William James to the state… stop. Let me think about this another minute. I don't want to, you know, falsely romanticize the period at William James; although, I personally do believe it was a kind of Camelot. I do know that when I did go back and do administrative work, I felt very strongly that I wasn't ready to go back to another campus. I couldn't give my heart to another campus in the same way. And so, I took a job in the central office of the state university system. And two things seem important to me that I want to say. In Minnesota, I've been in a very mainstream administrative situation. I work with seven separate state universities, with their vice presidents, with their presidents, with strategic planning, with academic policy. The people in that system are very good. They are very competent, professionally. Minnesota, I would guess, is one of the very advanced states in the union, in terms of not only its support for higher education, but the professionalism with which their system is managed. And what I've learned is that, although I work with an incredibly competent professional people, professional values are not enough. The change for me was growing from a place where, I mean heaven knows we did want to be competent, but there was a real value beyond competence. There was a reason you wanted to be competent. There was a reason you were doing what you were doing. So, by the contrast that existed at William James, simply, the value of professional competence is not enough. It doesn't keep you warm at night. It's too thin. I'm on my way to go to Glassboro State College in New Jersey and I 'm now ready to be back on the campus, and I am just really excited about going back to campus, and, you know, and having a substantial leadership and management role on a new campus now. But here's what I asked myself: I say, at William James, everybody knew the meaning of what they were doing, so you could stand up and so recite the litany, or you could have an external person to come in and recite the litany and say this is what's important about what we're doing, this is why it's important to work this hard, and this is why we're not cynical. Because here's why we're doing what we're doing, and we really care about it. I go to �Glassboro and I say, you know, what does the vice president do? The vice president has got to find that thing that the institution is doing that's important and put that in the public space and say: "This is what we're doing, and this is important, and it's important that we're doing it and we're doing it well." And I don't find it really easy to look at a Glassboro or at the state colleges in Minnesota and say: "Here's what I can say about that. Here's why it's important in the mid nineteen-eighties to be doing this." And I think that's a problem that we are dealing with in higher education. It's hard to talk about why we're doing what we're doing and why it's so important. And it's hard to get that into the public space. [Tinsley] I remember when the colleges were about to be dissolved, and Robert said: "The problem is that it's not that I don't want to work in CAS, I mean all those people are fine, but I've got to have something I can believe in. I just can't work with people who are cynical or who are apathetic." And so, what I'm saying is there was no cynicism, or very little, or little apathy at William James. And how do you find in a mainstream institution… how do you find, sort of, what you hang your hat on for the meaning of it. And I think that's the question that we answered at William James. And that's the question I want to try to answer now at a more mainstream institution. I don't think finding that answers is going to be just real, real easy. [Barbara] This is going off from that answer what we thought was important in James and the reason that we would be energizing and uniting the kind of notions that we had. Were they specific to the time? Are they not specific now? Why can't you just take those notions to your new job? [Tinsley] No, they're not; they are specific to the time and let me talk a little bit about that because I have thought a lot about this and I really believe it. In the midseventies, the agenda of the society was access and new opportunities. And it was very important to open higher education up to women, and black people, and minorities of all kinds, and older students, and people that hadn't been to college before. And we put a lot of stress on that. And William James came out of that milieu and that was very important to us. That is not a value in nineteen eighty-five. In nineteen eighty-five, we talk about quality which is – depending on how you look at it – is either a positive or negative from my perspective. I think there is some genuinely good work being done under the rubric of upgrading quality, but there's also some genuinely reactionary stuff being done under that rubric. And the agenda for the institution is the economic development of its region, science, and technology. The issues that the institutions are dealing with are very different. In the mid-seventies, we had the federal government really pushing access, really putting money into social services. Now we have science, and math, and technology. I think there's no reason that we can't relate to this �new agenda. But we haven't really thought about what it means for the values we had in the seventies. So, I think the times are very, very different. And I think that's why it's hard to find the spine of the institution in the eighties. I mean that's what I learned from dealing with seven mainstream institutions in Minnesota and the state legislature. [Barbara] Because my experience… I'm blinking again. My experience… � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_31_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (6 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses the legacy of William James College and the importance of having a community with shared values, in addition to the importance of keeping the William James philosophy alive. This interview is part 6 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education College administrators Women college administrators Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/4082a53062701be1ef0f139a40d64be7.mp4 6bf51067c429ce5698da83268a6142b9 https://digitalcollections.library.gvsu.edu/files/original/2126441a7c7ddbae8e0ccd5ab59d2336.pdf 3bf07d5bad3b1264044f6441d7f2d581 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 7 of 8 [Barbara] Oh, I always ask you to do it when the cameras are warming up. [Tinsley] Alright. Okay, let’s see a piece of white paper in front of my… [Barbara] Okay, it’s all wound up. It's not in really great shape, truth be told. I kept it, though, for some reason… must have something I'm supposed to do. [Tinsley] Yeah, you’re supposed to tell them how to allocate your TIAA and your CREF. [Barbara] Oh yes, I think I'll just let it set. Thank you. I didn't really plan on that saving me anyway. Alright, we are almost good. Best thing about your experience at James? Is that a meaningful question? [Tinsley] Oh, I think it is. It's like a psych quiz question, but, yeah, the best thing about it is that it had meaning – it really had meaning – and it was important. You felt like you were using your life for something useful. I've always liked Marge Piercy's poem "To Be of Use." And you felt like, at James, you weren't just treading water, you were doing something very, very useful. And that was the best thing about it. And you were also doing it in the company of like-minded people who were friends, and intimates, and you really had a family that you were doing it with. So, I think those two things were the best. We weren't the only institution that was doing this; there were other colleges like us. FIPSE, the grantmaking agency in Washington, was very much like us. A lot of little enclaves of people doing this kind of work and it seemed real and important. [Barbara] If you… [Tinsley] And it was! Sorry. [Barbara] I'm being a bad interviewer. I'm really listening to you. I am listening to you, but I was thinking of the next question. Which is: if you had to sum up the nature of William James College in just one sentence, what would it be? [Tinsley] Well, I actually frequently did have to sum up the nature of William James College in just one sentence for a variety of public relations and mission definition purposes. But I don't remember any of the sentences and I'm sure �none of them were very real. William James was a place where people talked about real things and did real work, and really loved each other. [Barbara] No two people have said anything resembling the same thing. They just go with the strength of the college and its weakness. And no one has said “synoptic” either. [Laughter] [Barbara] Okay, there is one question around in my head and it’s something that I wrote down in the beginning. It has to do with power, and you sort of talked about it when you talked about CAS and all that sort of stuff. Couldn't have we been more political? Even though we were small, dammit, some small things survive because they are so political, because they do their own PR so as well. Do you have any feelings about that? [Tinsley] Well, let me think about it. I am myself a structuralist, and I believe the structure of Grand Valley – not the structure of William James – worked against us. In the back of my head is the nagging thought: "Suppose we really had been more like them?" Because I don't think you can fudge that, because you can't go around pretending to be like somebody when you're really not. Suppose we're really more like them, and our values, and what we want to do, but our values were sort of more like theirs, would it have helped? My honest answer is no, it probably wouldn't have. Because, structurally, we just had a very difficult situation to deal with. But that's from my perspective. I sure did everything I could. And so, you know, maybe it's in my interest to not be able to think of anything else that could have happened. [Barbara] Richard talks about a siege mentality being very useful to us, energizing us. To go out more would have destroyed some of the energy that helped us work as well together as we did. [Tinsley] Yeah, I don't think going out more on the Grand Valley campus would've helped us a lot. I really don't. Because it would've been that painful work of trying to make friends with CAS. And they didn't really want… it takes two to make friends, it really does. If we would've been able to get outside into the local community even more than we did – and we did a lot – that might have helped. [Barbara] Do you want to do it again, quickly, the story about… the story happened because you were talking about how we could not… how this could not work, how we were at a disadvantage. One example was losing computers, and you made that bit by the anecdote of the day we lost computers. And if you want to retell it using euphemisms, fine by me. [Laughter] [Tinsley] [Laughter] I don't think so, the point of the story comes from the cast of �characters. But I will trust you not to use it on the tape. [Barbara] What about first part, when you talk about them being from Holland? Is that okay? [Tinsley] I think. [Barbara] I think so, too. [Tinsley] I think it’s okay. [Barbara] Is there anything to say here? [Inaudible] [Tinsley] Oh golly, well there probably is, but I can't think of it at moment. [Barbara] It’s tiring at this point. [Tinsley] It is, it is tiring. No, I mean I would like to talk on about it for another ten hours, but I don't have anything in particular at the moment. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_32_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (7 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses the highlights of her experience at William James College and the overall nature of the college consisting of community and conversation. This interview is part 7 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education College administrators Women college administrators Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/eaf285fef8bbaaa63efe8e2f5de2cc8e.mp4 f65a858fd0951d1719f16ccf0f662757 https://digitalcollections.library.gvsu.edu/files/original/7f3e58bdae16743c8c0999882c013395.pdf 81d5000bf6060fa85b01d69f5c221445 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Adrian Tinsley Date: 1984 Part: 8 of 8 [Barbara] The question is: what is the quality of the education that we were giving students? [Tinsley] Okay, ready for me to go on that? [Barbara] Yep, anytime. [Tinsley] Okay. The issue of quality was a real one during the life of the college. I think looking back, I would have to say that the quality of what we did was variable. For the good students, what we gave them was breathtakingly good, I think. We gave them access to superb faculty. We gave them access to sort of a panoply of resources that they would not have gotten in a conventional undergraduate education. The students that were less good could skate and that was a problem – and I think we did have some students skate. It seems to me that the issue of quality was very tied into the real ethos in the college on individual energy and individual rights. I think the college always leaned towards wanting the individual to express himself or herself. It was difficult in the college to get a clear sense of institutional norms; at least, those norms could not be imposed easily by administrators. They needed to develop in kind of a more organic fashion and I think that was a problem sometimes. For example, in terms of our beliefs about appropriate curriculum, appropriate grading standards, and the like. As the years went on, I think we had a lot more homogeneity about those things. But part of what I did as Dean was endlessly negotiate with faculty. There was no sense that I had any divine right to set standards or, indeed, to set policy. It was a matter of endless negotiation in a milieu where, as I said earlier, the ethos was on the individual's right rather than the institution’s necessity. Looking back, I guess, as Dean of the College, if there is an area where I should have paid more attention, it is… no, let me stop that and you come back to this, okay. [Barbara] Let me change the shot, then you can do it. That's fine. [Tinsley] As the college matured, we began to get a curriculum we were pretty comfortable with. I think there were still, probably, some issues around supervision of internships and independent studies. There were still some course titles that remained as symbolic battles between the faculty and the administration. I think in another two, three, four years we would probably have been on a cycle of �independent curricular reviews with outside consultants. In the end, in terms of the curriculum itself, I felt very good about it. I felt it was a strong curriculum. In terms of the standards of the college, in terms of what happened to individual students, I think we probably always let students skate a bit too much. I think we paid for that very heavily. [Barbara] Say that last sentence again because I screwed up. So just the last sentence: "In the end..." is a good time to start. [Tinsley] In the end… about the curriculum? [Barbara] No, just in the end about individual students. [Tinsley] In the end, I think we always erred a bit on the side of putting out a hand to individual students to help them through. And sometimes, in some places in the college, we did that too much; we weren't tough enough. We paid for that, I think, very, very heavily. That's something I won't do again; it was too costly for the college. [Barbara] Finito? [Tinsley] Finito. [Barbara] Good. [Tinsley] I guess the last thing I'd like to say about the college – after having done some thinking about it in connection with this taping – seems to me that most of us, or all of us, brought to the college a desire that our work have real meaning; that our work bring meaning into our lives; that our work perhaps be the significant source of meaning in our lives. We wanted a kind of a texture in our work; a kind of depth in our work. Clearly not some kind of situation where we did our work and did home in our real lives outside of work. Our real lives – our most important lives – were in our work in the college. Sometimes this provided some stress and strain. We made demands that our work give meaning that I think aren't very unusual in American work life. And I think for most of us, the experience of having the college no longer present is that it's forced us to say: "In whatever work life I'm in now, how can I make it have that kind of meaning for me?" That's certainly true for me. One of the things that is very interesting to me as I look at what the faculty are doing now – and because of my position, I knew the faculty better than I knew most students – it seems to me that there's almost a little explosion of good work going on: research, writing, work products coming out of people that were on the William James faculty or interesting jobs. Almost as if some of our energy that was being used to make the college work is going right into creative work products. And I see that as coming out of this desire to find �meaning in one's work that I think is so important and that I think was really critical to us at the college. Sorry I trailed off on that. [Barbara] [Laughter] I'm tempted, I won't do it, I'm tempted… � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text 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 GV016-16_GVSU_33_Tinsley Creator An entity primarily responsible for making the resource Tinsley, Adrian Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Adrian Tinsley interview (8 of 8, video and transcript) Description An account of the resource Interview with Adrian Tinsley by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Adrian Tinsley was Dean of William James College from 1972 until 1980. In this interview, Adrian discusses the quality of education at William James College and how the experience brought meaning to the lives of those involved. This interview is part 8 of 8 for Adrian Tinsley. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education College administrators Women college administrators Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> 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 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/f680b6818ab1a30e0aaffe164e397e87.jpg c23c5c602fe793165750eb79a225d05c 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 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 1975 Title A name given to the resource Adrian Tinsley, Dean of William James College Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001508 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 Dean of William James College, Adrian Tinsley, sitting in office near typwriter. 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 College administrators 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/31b3f5e99bbb33bddf3d0557aea364cd.jpg 2ed350b793849cd0f0b2dfc145da2c83 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_000713 Title A name given to the resource Adrian Tinsley, Director of William James College Description An account of the resource Adrian Tinsley, Director of William James College, 1972-1980. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Faculty 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/3eeac435c106e78d25cc5f555af9c3e7.jpg 29292dcec1c210284aa6121dda811459 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1987-Avenue-of-Righteous_img255 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1987 Title A name given to the resource Adriana and Peter Termaat tree on the Avenue of the Righteous Among Nations Description An account of the resource Photograph of Adriana and Peter Termaat's tree, planted on the Avenue of the Righteous Among Nations at Yad Vashem. Subject The topic of the resource Dutch Americans Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 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/619ed46b09110fd8dcb4e6f91ae94fe6.jpg 600d71a455d1555dd01cc1db5b8ee2cf https://digitalcollections.library.gvsu.edu/files/original/791578d1ee61d0f44854d9a090928692.jpg 74def4c55b73240e8768472a20f7b7ab 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1988_ABT-PNT-Grand-Rapids-01-recto-img017 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1988-06-04 Title A name given to the resource Adriana B. and Peter Termaat at a picnic Description An account of the resource Photograph of Adriana B. and Peter N. Termaat at outdoor anniversary party for Doug and Louise McGregor. Subject The topic of the resource Dutch Americans Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 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/8fb1bfddfbf51729932db91c6898576a.jpg 267f99f99fb0844d682c3c6f88ef2a6f https://digitalcollections.library.gvsu.edu/files/original/8f5d6a749a537907395cbe09b37408be.jpg 815c9f44a8927078cf34fd4a1de40659 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1988_ABT-PNT-Grand-Rapids-02-recto-img019 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1988-06-04 Title A name given to the resource Adriana B. and Peter Termaat at a picnic Description An account of the resource Photograph of Adriana B. and Peter N. Termaat at outdoor anniversary party for Doug and Louise McGregor. Subject The topic of the resource Dutch Americans Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 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/c08c4d768a224515179ff90a13f20beb.jpg 4708ef13a5420dd16deb9f14099508e1 https://digitalcollections.library.gvsu.edu/files/original/e99d6f70ea2de3cfab97920262c3f8df.jpg 6f13e4fd006c5b9711b2a347e60b441d 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1975-PNT-ABT-Hawaii-recto_img051 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1975 Title A name given to the resource Adriana B. and Peter Termaat in Hawaii, 1975 Description An account of the resource Partial photograph of Adriana B. and Peter Termaat in Hawaii. The couple are pictured outdoors in front of a large yellow striped tent next to another couple. Subject The topic of the resource Dutch Americans Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 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/36c642aae95d958782ead93de2f87d02.jpg ad0a49f95d3d4db08e08bddc6261ecbd https://digitalcollections.library.gvsu.edu/files/original/adcec6e5ad3c77cc2706cfb7c7fef030.jpg 8212722dc5860ccff1953b956320ed5a 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1974-ABT-PNT-recto_img087 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1989-08 Title A name given to the resource Adriana B. and Peter Termaat, 1989 Description An account of the resource Portrait photograph of Adriana B. Termaat and Peter N. Termaat, smiling broadly. Subject The topic of the resource Dutch Americans Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 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/9602df70b236395aa6703d595565c6ed.jpg cd45529a8188593fc88e5dc7ad5e2da4 https://digitalcollections.library.gvsu.edu/files/original/42753d1533104d7e7d740382986e09ad.jpg b87ca1095f2b6fc29c6bce4733e51ee1 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1932-Adriana-Schuurman-recto-img472 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1934 Title A name given to the resource Adriana B. Schuurman and Grietje Cornelia Schuurman, 1934 Subject The topic of the resource Dutch Netherlands Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Description An account of the resource Photograph of Adriana Schuurman (b. 1916) kneeling in the grass, holding Grietje Cornelia Schuurman (b. 1934) as a baby. Adriana is wearing a white dress with flowers and glasses. 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/fa411ab742c0f8a87037924d30e0a5c9.jpg a7e1e9f7fde3f856cbd3d0df9dd69b87 https://digitalcollections.library.gvsu.edu/files/original/5448fba317c999b267a58d559b37da9e.jpg bb161c800356daa1a50b1677cfd198be 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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 Adriana B. Schuurman at the beach, 1932 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1932 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Dutch Netherlands Identifier An unambiguous reference to the resource within a given context RHC-144_Termaat_PHOT_1932-Adriana-Schuurman-recto-img470 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Description An account of the resource Photograph of Adriana Schuurman at the beach with a woman and girl, 1932. Adriana is wearing a white dress with dots, a white hat, and glasses. 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/048964a119bfe2b5009e10aaf6c55aaa.jpg 3e07ac76813418f97fcc85acedff028f https://digitalcollections.library.gvsu.edu/files/original/d9e21cfc550ec215f4d3f1ff79c1ace0.jpg baa98ecc3e2241594bb050ae9b173de9 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1933-Adriana-Schuurman-recto-img476 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1933-04-02 Title A name given to the resource Adriana B. Schuurman in a tree, 1933 Subject The topic of the resource Dutch Netherlands Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Description An account of the resource Photograph of Adriana B. Schuurman (b. 1916) in the bare branches of a tree. 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/eadf44039893f5c5c7fedf457a28e803.jpg d86b806aa06b99d76b91dd082bc8eccc https://digitalcollections.library.gvsu.edu/files/original/608035aa5897f00a2b1a8085bfa1f6e9.jpg f62f5b8c6dd43658cd37aa5db75458c2 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1917-Adriana-Schuurman-recto-img482 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1917 Title A name given to the resource Adriana B. Schuurman, 1917 Subject The topic of the resource Dutch Netherlands Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">No Known Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Description An account of the resource Photograph of Adriana B. Schuurman (b. 1916) in a white dress and hat. Above her head is a sign reading "Hillegom 45." 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/a7c8072a3fa9b9e226365ba4925fa10e.jpg 686bc4eb56a23ee2fe85ac10b441ae03 https://digitalcollections.library.gvsu.edu/files/original/1f5fad7e236b4c2e63c744d4a963b5f8.jpg 2a219a603d625efde3c48189b1d08263 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1934-Adriana-Schuurman-Alkmaar-recto-img490 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1934 Title A name given to the resource Adriana B. Schuurman, 1934 Subject The topic of the resource Dutch Alkmaar (Netherlands) Netherlands Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Description An account of the resource Photograph of Adriana B. Schuurman (b. 1916) walking on a sidewalk on Lange Straat in Alkmaar. She is wearing a plaid dress, overcoat, and hat and carrying a can in one hand and a bouquet of flowers in the other. Behind her on the sidewalk are a man and a woman. 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/7c7b38ec8adda5c78aa0bb729fa6c0c4.jpg 07d1d489031bd53720d9df897a88bab1 https://digitalcollections.library.gvsu.edu/files/original/07bb4b8529838c7cf62dd77c417492a8.jpg 265f5906917bad5106ce7cc82510c0c8 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1934-Adriana-Schuurman-recto-img478 Creator An entity primarily responsible for making the resource The Extreme Radio Foto (photographer) Date A point or period of time associated with an event in the lifecycle of the resource 1934 Title A name given to the resource Adriana B. Schuurman, 1934 Subject The topic of the resource Dutch Netherlands Portrait photographs Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Description An account of the resource Portrait photograph of Adriana B. Schuurman (b. 1916). Adriana is photographed in profile, and is wearing a dark dress, necklace, and glasses. 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/a2e204c70a692cb051ba2f9e13ef072f.jpg 586fa5e5b240923c8540ba4d2cef9b68 https://digitalcollections.library.gvsu.edu/files/original/d13da2a9d5199579ea703394f7b698b2.jpg c32e8d6c726bbae5794bde0d4c2bcf60 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1935-Adriana-Schuurman-recto-img480 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1935-07-20 Title A name given to the resource Adriana B. Schuurman, 1935 Subject The topic of the resource Dutch Netherlands Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Description An account of the resource Photograph of Adriana B. Schuurman (b. 1916) standing in front of foliage wearing a striped dress and necklace. 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/86dba24dc581a682f65b0d6c03d01af4.jpg 022efdc0d7e40ee88b49e4e8125d2b14 https://digitalcollections.library.gvsu.edu/files/original/f3b547e101b7b43a9151518f280cbcef.jpg 126bf9a4d85c86e9a80d52a5847a4c58 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans 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 RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1940-ABT-Keith-Termaat-recto-img127 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1940 Title A name given to the resource Adriana B. Termaat and Keith Termaat, 1940 Description An account of the resource Portrait photograph of Adriana B. Termaat and her son Cornelis Barend (Keith) Termaat. Subject The topic of the resource Dutch Group portraits Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives