868 24 26018 https://digitalcollections.library.gvsu.edu/files/original/b8620524bada367f63e35ed67ef31ebf.jpg a708ac79523b5b572a355fe628bc60f3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_K035-0029 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1970-02-24 Title A name given to the resource Science Research Association: ECES project Description An account of the resource Black and white photograph of a man working inside a warehouse for the Science Research Association's ECES project in Chicago, Illinois. In the photograph, the employee is writing notes on a clipboard while reviewing the stock of materials stored within the storage facility. Scanned from the negative. Subject The topic of the resource Chicago, IL Storage facilities--Illinois--Chicago Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/442451aceb0af831926901b5e3b4d7b5.jpg 2c86071c0e95d2b6a6b4f54bd00f4b5d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_K036-0003 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1970-02-24 Title A name given to the resource Science Research Association: ECES project Description An account of the resource Black and white photograph of two employees working inside a warehouse for the Science Research Association's ECES project in Chicago, Illinois. In the photograph, the female employee is evaluating paperwork while the male employee is writing notes on a clipboard in the stock room. Scanned from the negative. Subject The topic of the resource Chicago, IL Storage facilities--Illinois--Chicago Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7652ec932e16128593991921b5a35ef1.jpg 1b48dc4bce743f6de8616f7647255439 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 Honors Institute for Young Scientists (HIFYS) Scrapbook Subject The topic of the resource Science--Study and teaching East Grand Rapids (Mich.) Grand Rapids (Mich.) University of Michigan Description An account of the resource The Honors Institute for Young Scientists provided a competitive scholarship to an advanced summer educational program in science and math for high school juniors and seniors in the Grand Rapids, Michigan area. It expanded to include approximately 12 states by 1962. In 1966, Grand Valley State College took over the program, changing its name to the Honors Institute for Young Scholars. The scrapbook includes articles and photographs of the Honors Institute for Young Scientists (HIFYS) in Grand Rapids. Creator An entity primarily responsible for making the resource Honors Institute for Young Scientists Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/465">Honors Institute for Young Scientists (RHC-38)</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 2017-03-28 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 RHC-38 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-1966 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. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/465">Honors Institute for Young Scientists (HIFYS) scrapbook, RHC-38</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 RHC-38_HIFYS55 Title A name given to the resource Scientific vacation Subject The topic of the resource Honors Institute for Young Scholars Honors Institute for Young Scientists East Grand Rapids (Mich.) Grand Rapids (Mich.) Grand Valley State College Science--Study and teaching University of Michigan Science Description An account of the resource Scientific Vacation, newspaper article, June 23, 1959. Creator An entity primarily responsible for making the resource Honors Institute for Young Scientists Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives 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> Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image https://digitalcollections.library.gvsu.edu/files/original/fe1802fb5da996073d7af1313b22ff61.jpg 19cea02ed29c21d2dfae5c819a5a1089 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 1990s 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_000990 Title A name given to the resource Scorekeeper at Grand Valley tennis match Description An account of the resource Scorekeeper at Grand Valley tennis match. Subject The topic of the resource Students Events Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/64447b698f8bb70b6074a87eab839742.jpg a233c23e5dbf4e49897adfb44bf72d8e 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0014 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Scott Eddy and his big catfish Description An account of the resource Photograph of Scott holding a large catfish next to a woman in a white dress and wide-brimmed hat, circa 1920. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Fishing Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</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/4ae9f1e29b0113a3a6dd0967f0f7e173.mp3 15da504d4b3769c702d805f04cd593e3 https://digitalcollections.library.gvsu.edu/files/original/b005b797a646b8ca5e258e4225a2a64a.pdf e69e00e7322d6d569ad4adc974bef305 PDF Text Text GV043-07 Connected Exhibit Interviews Interviewee: Scott Thorbjornsen Interviewers: Gayle Schaub Date: April 26, 2016 Gayle: Scott: Ok, alright whatever you want to tell me about. So, anything. Like, what’s your major? I’ll ask you some questions. 00:09 My major is Allied Health Sciences with an emphasis in speech language pathology. I initially wanted to go into physical therapy, and then after my freshman year and seeing how competitive it was I didn’t have the drive I thought I did for it. So I asked some people around, thought I might do engineering for a little bit but that was I think a too much of a change. And a girl on the team, she was in the SLP program and she told me to do it. She said she was having a lot of fun in it, so I started taking classes for that and got into the undergrad program in my fourth year so now I’m in it and I’ll have a fifth year to finish the undergrad. Gayle: Scott: Speech Pathology 1:12 Gayle: Scott: So is that like, what are you leaning towards? School or? 1:19 Gayle: Scott: I’m not sure yet, I want to coach someday so I think a school would be like more fitting for that but, like right now I just took a course over the brain and the senses and all that stuff and like aphasias and dementia and that stuff was really interesting so I might go that way too, we’ll see. So how did you start rowing? What made you get interested or did somebody rope you into it? 1:53 Gayle: Scott: Yeah, yup. I was a part of sports ever since I was young, my dad coached, and my older sister played sports, my younger sister played sports. I just wanted to try something new and that’s kind of how I went, like when I went to Grand Valley I knew they had a lot of options. You can find anything you want here basically. So I didn’t want to play any sport that I played before, and some kid stopped me on the sidewalk and said “Hey come to this meeting, its rowing” like “Oh I just saw that in the Olympics this past. So.. So you were recruited. 2:40 Yeah, yeah. So yeah, that was 2012 so the summer Olympics had just ended and I was walking around campus and the guy was like, yeah. He said “come to the meeting” and I went to the meeting, it seemed fun. I got farther along, went to some practices and paid my first set of dues and I was like, “Well I guess I’m sticking around” so… �Gayle: Scott: What were your sports before this? 3:06 Gayle: Scott: Wow, but you haven’t done those here? 3:11 Gayle: Scott: I played football, I wrestled, and I played baseball. No. I’d like to get back into wrestling, somehow but… You don’t mind the weather extremes of rowing? 3:23 Sometimes it gets bad but- Gayle: How was the Lubbers regatta? Scott: Lubbers cup this year was cold. I think it was… Gayle: Worse than when there was ice on the river? Scott: 3:37 Gayle: Scott: [Exhales] Yeah, I think so. I Think Saturday morning when we raced it was hovering around thirty degrees, maybe a little bit lower. Yeah it was cold. And then we raced again that day, but later in the afternoon – in the evening – so it was a little warmer. We raced Sunday morning and it wasn’t too bad but Monday morning it started to snow so the rest of it got cancelled. Naturally as Lubbers cup goes. I remember my freshman year, that was really bad. It was a one-day regatta then, so now there’s two days of it, then it was just one day and it was like just down pouring rain, wind, like whitecaps on the lake. We raced, we won, which was awesome, because we beat Michigan which doesn’t happen very often. So, yeah we won, and I remember I was just like, shivering for at least thirty minutes after the race was over. It was cold, but it was a lot of fun too. What’s the best and worst thing about rowing? 5:00 The best thing about rowing…well I guess the first, best thing about rowing is just like the friendships you make. Like I’m close with a lot of people and even if I’m not close with them I’ve met a lot of people through rowing, whether they’ve rowed or not like friends of friends, you make a lot of connections. It’s kind of similar to a fraternity in that way, in like, you just meet a lot of people and you bond over rowing. But it’s not just a fraternity though. Like we’re all competing and we’re all working for a goal at the end of the year. And the second best thing I guess is the types of challenges you face, like keeping everything in perspective. Knowing that what you’re doing now, like the adversity you face is just building you into a better, more prepared person for your future. I know there’s a lot of kids who leave the team because they feel they’re not being productive enough in, like, building for their future, but rowing and there are other club sports where you put in just as much time or a lot of hard work and a lot of dedication like wrestling. And when people see that you’ve done that and dedicated four years to a sport that physically demanding, mentally demanding; it takes up a lot of time. They don’t brush that off, they look at that and they see that and are like “wow that’s impressive, I know that I can rely on you to be her.” And I think a lot of people see the day to day �things they’re missing out on. Or they see what other students are doing to get prepared and they keep comparing themselves and they just don’t look at the bigger picture or… Gayle: It’s difficult though isn’t it? Balancing and- Scott: Oh yeah, it’s really- Gayle: It’s a lot of work Scott: It is a lot of work. Yeah it’s tough. Gayle: So you started rowing though, right after you got here? Scott: Yeah. Gayle: Cause the season is in fall? Scott: Yeah. Gayle: It’s all year long Scott: 7:40 Gayle: Scott: Did you do the England one? 8:25 Gayle: Scott: Its fall, winter, spring, all year. Most people try to stay in shape over the summer, I failed at that. But I mean, it’s a lot of fun, I’ve had a lot of great experiences. But I guess the worst thing about rowing is…is all that stuff. A lot of traveling. I mean, it’s fun to travel, it’s fun to see all these cool places that we’ve been to but it’s a lot of weekends gone, and it’s a lot missed out, where you could have spent with friends or family, but you know, it’s a good time. That’s this summer actually. The last time they went was my freshman year, and this year we’re going again and I will be attending. What’s that called? 8:38 It’s called the Henley Royal Regatta, and that’s on the Thames River, just outside of London Gayle: When? Scott: The women leave…late May or Early June, and they’re there for ten days. Then we leave on the 22nd and get back on July 5th, so it’s a good, about ten days there. So the women must be leaving the 12th. Gayle: Where do you stay, in a hotel? Scott: I think we have a host family, so we stay in someone’s house. Gayle: Cool. Scott: Yeah. Gayle: Where? �Scott: In Henley. Gayle: Oh. Scott: 9:35 Yeah, I couldn’t really tell you much on the location either. Yeah it’s going to be a lot of fun, I’m excited for it. Yeah, it’s a different style of racing too. Instead of a heat, a semi, and a final, and you advance each round, this is single elimination. So you race, it’s one boat, two boat race, and the one who wins moves on and the other is done for the rest. So, that’s… I don’t know… risky. Gayle: But you get to go to England. Scott: You get to go to England, which is going to be a lot of fun. Yeah, I’m excited for it. Gayle: So, if somebody asked you like what… is there… I don’t know… is there a time or something that you can think of in your four years… four years? This is your fourth year? Scott: Yeah, it’s my fourth year. Gayle: That stands out, because of for any reason, either the thrill of victory or the agony of defeat. And not just sports, but anything. Like is there a time where you think “oh God, I’m glad that’s over” or “I wish that would happen again” or something? Do you have a memorable class or a frustrating class, or something that… Scott: 10:54 I mean my freshman year was a lot of fun, just cause everyone who was on the freshman team, guys on the boys side, none of them had rowed before. So we were all just learning this new sport together, and we were all a bunch of goofballs. And our coach, it was his first year being the novice first year coach. Gayle: Hugh? Scott: Yeah, that was Hugh. So yeah, we had a lot of fun just messing around, learning a new sport, and being dudes on the team. I don’t know. Gayle: Do you get nervous? Like for those… I don’t know what they call them. You know those erg (ergometer, or rowing machine) tests or whatever, the timings? Do you ever… does that ever effect you, like your head? Scott: 11:50 I get a little nervous. I do... for like when we have our practices in the winter it’s really, it’s the same thing week in and week out, routine. But then at the end of our winter training, our winter season, we have a 2,000 meter race on the erg, and that’s basically like our last big test before the spring season. So it’s like we build… where all the winter training is like, kind of leads up to this, and so that’s a little nerve-wracking because our coach makes it a big deal. So I think he wants us to get nervous for it. Because he wants us to have – feel that anxiety and get ready for the spring. But it's because alumni show up, some friends show up, and it’s you, and you’re lined up with seven other people, and there’s a screen in front of you that shows like where you’re at compared to the other people. So it’s basically just like a �race. So that’s a little nerve-wracking, but other than that one it’s not. I don’t really… Gayle: Scott: Gayle: Scott: Gayle: Scott: Have you ever like not done the way you wanted? Have you ever wanted something and not gotten it? Or are you one of the more successful physically? 13:17 No… yeah… I’m… As a rower I’m pretty small. Most guys are six foot or taller. I’m 5’10. I’ve put in – I had to work a little more than some guys I think. So height’s an advantage? 13:35 Yeah, yeah. But in… yeah, I don’t know there’s seat racing that we do. Last year when we seat raced I didn’t do so hot, and I was pretty disappointed, but I don’t know. You just got to keep on going I guess. Like you might get discouraged but keeping things in perspective and just knowing that if you keep going, keep working, it’s going to pay off eventually. Like it might not happen now. It could take a year for it to happen. I mean I know there’s… I mean not me personally, I’ve worked my way all four years, and I’ve gotten to this point. I’m in the varsity boat now. But there’s…I know other kids who… they rowed four years at Grand Valley too, but they didn’t get into the eight, or maybe they rowed a pair all four years. But, you know, they still showed up and they still put in the work. Because that’s just how it goes. Yeah. You’d make a lousy coach if you couldn’t do that. You’re a quitter. 14:55 Yeah, so… And there’s kids who put in, you know… They do our practice, and then they put in an extra 20 minutes a day, just on their own. And that’s just like they have a lot more passion for rowing than I do. I mean I like rowing but it’s not… I don’t have like that definite like “this is what I want to do” type thing for it, and I don’t know if that’s something I’m still looking for. I don’t know. I guess I’m competitive out of passion for competing. I don’t know. So I just go out there and do what I can. I guess but… Gayle: Is there wrestling at Grand Valley? Scott: Yeah there’s a club team. Gayle: And you choose not to do that? Scott: Gayle: Scott: 15:46 Yeah I didn’t….Yeah I just wanted to try something different. So I do want to get back into that, and we’ll see how that happens but… I don’t know. So what would be the best, like, recruiting technique? Or, not technique but what did somebody…well you wanted to do it, right? You wanted to do something. But if somebody were kind of like on the fence, “I’m not sure if I want to do a sport. I’m new here and I’m not sure if I want to do that.” What would make a good pitch? 16:24 Well for rowing, I think just selling them on the comradery and the amount of traveling you do. The traveling does get to be a lot, especially after four years of doing it. It’s a lot, and maybe for freshman too, they see that and maybe they’re �maybe a little intimidated. But it’s just a great experience to go see Washington D.C. or San Diego, or Florida… Gayle: Yeah. Scott: Or Philadelphia, Georgia. Gayle: Do you think people should do it if they only want to do it for a year? Scott: Gayle: Scott: Gayle: 16:57 Yeah, I think there’s a lot of kids who come out for their freshman year and don’t come back. Probably more than who stay. 17:08 Yeah, I mean there’s always sixty or seventy freshman in the fall and by the end of the spring season there’s twenty, maybe. And of those twenty, maybe ten come back for the next year. And I think those kids who did it their freshman year are glad they did it their freshman year. I mean I live with two of them… Oh you live with rowers too? Scott: 17:41 Yeah I live with two guys who were on my freshman rowing team, and they’re glad they did it that one year. They loved it but they’re ok with not coming and doing it again and that’s fine. It’s a hard sport, but it’s a lot of fun and you get a lot out of it. You learn a lot about yourself, you learn a lot about other people. You learn how to deal with adversity and… Gayle: There might be some academic programs that don’t mesh well with the demands of the sport though, do you think? Scott: 18:20 I mean there was a girl last year that was in the nursing program, and she would have clinicals and class, and she was able to work around it. And there’s two guys in the engineering program right now, maybe three. Gayle: Scott: That amazes me. 18:36 And they do what they got to do. There was one kid, he did his robot stuff last Saturday, and so I mean we just move practice for him. So he went and did that and he’s been doing a bunch of projects this semester. So it is doable, there’s kids on…there’s been kids who are in business fraternities… Gayle: But you can’t go home every weekend? Scott: No. No you can’t go home every weekend. Gayle: Where are you from? Scott: 19:14 I’m from Bangor, which is between Kalamazoo and South Haven. Gayle: Ok Scott: So like an hour south. �Gayle: Scott: But you don’t get home very often? 19:23 No. That’s just, I don’t know. I get caught up in…the going so I just…I forget sometimes. Just kind of going and going and going and I get a weekend off, and I just kind of don’t do anything and I think “Oh, I could have gone home”. Gayle: Was studying and stuff an adjustment for you when you got to college? Or not? Did you have a pretty grueling high school program? Scott: No, I would say getting… Gayle: Like managing your own time? Scott: Gayle: Scott: 19:59 Yeah, there’s definitely a learning curve to that. And in some programs it’s not very forgiving either. Depending on what you want to do to you got to come in and hit the ground running. Which is not what I did. But I managed fine I think. I haven’t done terrible in school… Any mistakes you learned from that you just say “oh well”? 20:27 Yeah, my freshman year second semester I just kind of, I don’t know, fluffed off on my classes and didn’t really, care as much as I should have… Gayle: What kind of classes? Scott: Writing 150, Bio 120, and… Gayle: You remember? Scott: Yeah, couple other classes, but yeah especially Writing 150. Did the bare minimum in that class and didn’t put enough effort into it. So I definitely was like… Gayle: Well so what did you learn? Like you got a bad grade and went on with it, or did you have to retake it or? Scott: No I didn’t have to retake it, like I didn’t fail it or get below, like I got the credit for it. I think I got a B-… Gayle: (laughs) Scott: (laughs) Yeah it’s not bad but… Gayle: But you could have done better. Scott: Gayle: Scott: 21:42 Yeah I could have definitely done better. Yeah if I just put forth ten percent more effort I could have been a B+ or something, I don’t know. But… Does your program have a secondary admit or something? Was there anything where grades could be an issue along the way or? 22:00 Yeah, I guess for…There’s an application process to get the emphasis in Speech Language Pathology so…I had to apply twice for it cause for the first time I went in, I had an interview and I wasn’t selected. So that was a little rough, like… �Gayle: Scott: Do they tell you why? 22:25 No, not really. I’m thinking though that it was just…they wanted like another year or whatever to get my GPA up but…I don’t know. So that kind of hurt my pride a little bit I think like “Oh yeah I’ll get in at this” and I didn’t and just “oh, that’s, alright…” But I got in the second time and it’s been going well. I like the classes and I’m in the same class, all my classes are with the same group of people. So I’m making some good friends in there, too, which is great. It’s a lot of fun, having more people to relate to in the classes. And to have the support when you’re struggling in the class like, “Hey, does anyone get this?” Gayle: Have you ever used any of the services, like the writing center or the knowledge market? Scott: 23:30 Yeah I’ve used the writing center a lot, but other than that… Well I guess when I had math classes I used the Math Center a few times but… So Math Center and Writing Center I’ve used but other than that. Gayle: Scott: But they were worth it? 23:55 Yeah, they have good feedback and…And sometimes it’s good going there because, they give you a little bit of guidance but they don’t just give you the answer. Gayle: Mhmm. Scott: It’s a little less frustrating. You know you figure it out and you learn it better, and you learn it for yourself and it’ll stick. Gayle: Do you have a favorite professor here? Do you have someone that really stands out? You don’t have to name them (laughs) like if there was like a disaster. Scott: Gayle: Scott: Gayle: 24:32 Yeah. In the course evaluations at the end of the year, one question is always like “did you learn something from this professor?” And I always put yes, no matter like how bad the course went because you can learn something that’s not related to the course. You can learn how a better way to teach something would be, or you can learn how to deal with a pushy person, or someone who doesn’t listen. Or just a personality that doesn’t work with yours. 25:14 Yeah. Or how to deal with a personality, yeah. So you can learn other skills in the course even though you might not have learned much in the class. Teachers that stick out, I don’t know, I’ve had some pretty good professors. I had a good philosophy professor, philosophy 101, Klaskow I think was his name. I enjoyed it. Right now my SLP professors are all really good. Rankinen, this is his first year and he knows his stuff so that’s good. I just did a Student Scholars Day poster with Dr. Macauley; she’s very passionate, very into what she does. Just loves teaching and loves being a part of...She still does some clinical so she just loves that stuff and it’s cool to see how passionate she is. Did you pursue that or did she suggest you do that? �Scott: Gayle: Scott: 26:32 Well my roommate is friends with her daughter, takes a few classes with her daughter. And she said “Hey you should do a Student Scholars Day poster” and he was like, “alright, I don’t know where to start” and she was like “ask my mom.” So her mom gave him a poster to do and figured out I was his roommate and was like “you should do it with him.” And I said “I will.” So that’s how that went. Does that make you think about going to grad school or anything? That process? 27:05 Yeah. For SLP grad school is a requirement so I have to go anyway but yeah. Research is pretty fun I think, maybe not fun but, doing studies and finding correlations is fun. But the actual research can be boring sometimes. *laughs* Gayle: (laughs) But finding out that you can do it. Scott: Yeah. Gayle: Were you thinking about grad school when you started college? Scott: Gayle: Scott: 27:47 Yeah, kind of… You kind of had a big picture in your head. 27:52 Yeah. I wish I didn’t have to go to grad school. I knew I was going towards the medical field, so I knew it was probably going to be a necessity to go, even though I don’t really want to go. But it’s alright, it will just be another stepping stone. Gayle: Two or three years. Scott: Yeah, that will be nice. Grand Valley’s is an accelerated course, so that’s a year and a half. Gayle: So you’re going to do it here? Scott: I’m going to try and get in here. Otherwise I’ll go somewhere else, no big deal. Gayle: Is that something like your family…I don’t want to say encouraged but…I didn’t come from a college-going family. I was the only one in my family to go to college. It wasn’t anything that I really knew that much about and they certainly weren’t saying “hey you should do this”. Scott: 29:01 Yeah I think it was expected to go. I have an older sister and a younger sister and I think for all three of us it was like “you should probably go to college.” I know I was also thinking about joining the military, and my dad who was in the Air Force was like, “go to college first and think about it there.” I was like “alright.” I mean, I still think about joining and getting some grad school money from that and just…but yeah. Going to college was expected. Gayle: I don’t know if I have any other questions. Have you ever done any of the social events? Have you ever done the President’s Ball or? Scott: Yeah I went to the President’s Ball for the first time this year actually. �Gayle: Did you like it? Scott: Yeah it was fun, different. Something different to do in the college. Gayle: I’ve never stayed for the actual music, it’s too much for me. Scott: Yeah, we didn’t go to the dinner either so, we just went to the dance. It was fun, I guess. Gayle: I don’t know what other things there are. Scott: There was a jazz band in the upstairs part of DeVos, some swing dancing. It was fun. Gayle: I mean throughout the year there are other things or do you? Scott: 30:42 Oh, well there’s always those concerts. I don’t think I’ve been to any of those. Gayle: Mostly dedicated to early morning rowing or not. Are there early morning practices? Scott: Sometimes, they’re usually during the evening though. Gayle: When it’s warmer. Scott: 31:08 Yeah. The morning practices are hard when we have them just because you’re half asleep still but that’s alright. Gayle: Ok. I don’t know, anything else? That you can think of. You don’t graduate this year though you graduate next year? Scott: Yeah I graduate next year. Gayle: Are you going to go through the ceremony? Are you going to walk across the stage? Scott: Probably. Yeah, I don’t have a reason not to. Gayle: Kind of exciting. Scott: Yeah. Yeah it’ll be good. I’m sure my parents will probably want me to. Gayle: I’ll be there. Walt’s going across. Scott: Oh yeah? Gayle: And my other son will probably be graduating at the same time. Scott: Henry? Gayle: Yeah. Scott: Cool. Gayle: I’ll be in the audience, weeping (laughs). Scott: (Laughs) Yeah. �Gayle: It’s exciting. Have you ever been to one? Scott: My sister’s. She graduated from Western. Gayle: Here it’s really exciting, and Van Andel. It’s really big. There’s thousands of people, it’s really loud. Scott: 32:16 Yeah I’m excited for it, when it comes. One thing that I’m thinking of, when your parents …Like when we were talking earlier about the weekends off and it’s not much time to go home. I think this year especially I’m finally realizing how much my parents mean to me and how much they’ve supported me and what they’ve done. This year has been eye opening in that how much they’re willing to do and what they do for me and my sisters. Gayle: Scott: Do you tell them this? (Laughs) 33:07 I do thank them a lot but…yeah. I know when I first came to college my freshman year I was like “I can finally go off on my own a little bit and figure out what I can do. Do things on my own and not have a parent over my shoulder every second.” Gayle: Where did you live when you first got here? Scott: I lived on campus, in Frey. Which is next to North C. Gayle: Is it like the suite kind or the dorm room kind? Scott: It was like a one room apartment. So it had a small kitchen and a bathroom. Me and my roommate shared, it was all just like one room with two beds and a small kitchen. Gayle: How was your adjustment? Was it smooth or did you kind of go “ahhh!”? Scott: 34:07 I was fine. I didn’t have any problems, just kind of jumped right into it. Gayle: Did you go through transitions and stuff? Scott: Yeah I went to all the transitions. While all my roommate slept through most of them, all of them. Gayle: Did they make a difference did you think? Were they helpful? Scott: 34:28 If anything it got you out there and talking to your floor mates. You know the people tried to get you pumped up for the year. Which is good I guess. Gayle: But you don’t know what to expect so. Scott: Yeah. Gayle: I think that’s where getting involved in a sport helps. Scott: Yeah. �Gayle: I know that was different for Walt to just getting involved right away and having an immediate, like you said, an immediate group of friends. Scott: Yeah. I mean there were kids who were only on the team for like three, four months. And I still recognize a few of them, say hi and talk to them. You meet a lot of people in any club sport. Gayle: You going to try and maintain these friendships you think? Although if you’re here at grad school you might. Scott: Yeah, there are definitely people here I would like to keep in touch with. Which is although like something I’m not good at. Gayle: Facebook. Scott: Yeah, true. Gayle: It helps a lot. I’ve rediscovered people from thirty years ago. Scott: Yeah so, I don’t know. It’s been, as far as rowing goes, it’s been a good four years. I’m glad it’s over, or it will be over in a couple months. Gayle: Just because of the time commitment or the physical commitment? Scott: Mostly just the time. I mean it’ll be good to just have a three hour chunk of time back in my day. I’ll be twiddling my thumbs for those three hours, but that’s ok. Gayle: You’ll fill them up. Scott: Yeah, I’m sure. Gayle: If anything else you can sleep. Scott: Yeah. End � 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 Connected Exhibit Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource Collection of audio recordings and transcripts of Grand Valley State University students sharing their stories and experiences. The recordings were conducted as part of an exhibit created by the University Libraries in fall semester of 2016 titled "Connected" which featured short audio clips of students. The clips were combined with watercolor portraits of GVSU students by Ellie Lubbers and an interactive watercolor painting activity. Students were encouraged to paint 3" circles of paper to illustrate their current feelings about the college experience and attach them to the gallery wall. The aim of the exhibit was to inspire feelings of community, connectedness, and welcome to new and returning students. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Cadena, Cara; Schaub, Gayle; Frigo, Emily; Lubbers, Ellie; Fisher, Erin Identifier An unambiguous reference to the resource within a given context GV043-07 Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Type The nature or genre of the resource Sound Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2016 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/. Creator An entity primarily responsible for making the resource Thorbjornsen, Scott Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-26 Title A name given to the resource Scott Thorbjornsen interview (audio and transcript) Type The nature or genre of the resource Sound Text Contributor An entity responsible for making contributions to the resource Schaub, Gayle (interviewer) Identifier An unambiguous reference to the resource within a given context GV043-07_ThorbjornsenS_2016-04-26 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/626">University Libraries. Connected exhibit files</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Relation A related resource Grand Valley State University Libraries. Connected Exhibit, September 2016 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Description An account of the resource Interview with Scott Thorbjornsen conducted by Gayle Schaub for the GVSU Libraries' Connected Exhibit, displayed in September 2016. Edited clips of interviews accompanied watercolor portraits of students and an interactive watercolor activity for exhibit visitors. Scott is an allied health science major, emphasizing in speech language pathology. A multi-sport athlete in high school, Scott thought about physical therapy and engineering before deciding on his current major. He became involved in GVSU Crew as soon as he arrived on campus his freshman year. Scott acknowledges that rowing is a physically and mentally demanding, time-consuming sport, but he feels it has given him perspective and taught him the self discipline to face whatever adversity he may encounter. Through rowing, Scott has developed friendships that, hopefully, will continue long after graduation. Scott’s strong athletic ability and keen interest in coaching make working in a school an interesting possibility for him, so that he might combine his academic and personal interests in his profession Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Subject The topic of the resource Universities and colleges Michigan College students Oral histories Education, Higher--United States--Anecdotes https://digitalcollections.library.gvsu.edu/files/original/d768f5135cf27c6f4d086aee582ce985.mp4 ecc27c349767d0c213f88258bfa8b417 https://digitalcollections.library.gvsu.edu/files/original/d85e73d73d9ff5d41c0a94de60583aa8.pdf 661b43aada9cc1c12924a8b4e95dbdf2 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Scott Troost Date: 1984 [Troost] My year was the first year that we still had draft numbers, but it was the first year that it was clear that no one was going to be drafted. The year before me… [Unknown] After the lottery? [Troost] Yeah. Well, we had a lottery. My year had a lottery as a class of seventy-two in high school. We had the lottery but when we had a lottery everyone knew that it was not going to make a difference. By that time Nixon declared the war was going to be pretty much phased out. The class before me there had been people that were drafted. So, when I was in high school, I assumed that I was going to have to face that issue. My brother who was two years older than me had to go through it. Ended up getting a deferral from a friend who was a psychiatrist who just gave him a psychological deferral. And so that really shaped my mind as far as… [Unknown] This goes on a theory that I have and that is that in the later sixties and early seventies there was a greater need for alternative colleges because of all the returning vets and [inaudible], you know, that weren't accepted at traditional colleges at that time. [Troost] Yeah. [Unknown] Do you want to say anything on that? [Troost] I don’t know what… I'm real surprised about the whole anti-nuclear movement, about people I meet that are younger who seem to have a lot of social concerns. And yet they don't have anything like a Vietnam to galvanize them. So, I don't know. Maybe there is still a population out there of kids that grow up that for whatever reason don't accept the standards and need some place where they can go and not feel like they're the odd ball. And because it seems like there is still a significant group out there that have that feeling. [Unknown] Definitely a minority. [Troost] Definitely a minority. Though when you look at the… after the end of the Vietnam War, a lot of people that were protesting ended up going back to the fold. The �fact that the student population became Republican quite quickly, gave some indication that for a lot of those people, it didn't stick. Whatever it was they were feeling in the sixties, once Vietnam was over with, they went back to being pretty much typical students. [Unknown] Yeah, the cause was [inaudible]. [Troost] I remember I couldn't… I remember being so surprised to meet someone my age who was racist. Because I thought to myself, "Well, that was something we figured out." We figured out in the sixties that racism was bad. And so, anyone my age should know that. I mean they went through all that, they should know that they can't tell a racist joke and that's bad to do. And yet here they are doing it. Where were they during that time? How come that didn't have the same effect that it had on me. [Unknown] Yeah. Well and I'm twenty-six, and I'm probably the last generation, or near the last generation that knew what was happening… [Troost] Oh yeah, you’re real close to being at the end of that. [Unknown] Yeah. And I think I’m one of the few “long hairs” that’s still left of that generation. [Troost] Well, now if you have long hair it's more indicative that you're conservative and kind of a redneck. I mean, I'm scared of “long hairs” now. Like, ooh, watch out for that guy, I'm sure he's violent. [Unknown] Okay, well let’s roll video. [Troost] Okay. Now you're going to be… were just going to be conversing? [Unknown] Yeah, it's the same thing. Just roll video. Is video rolling? Alright. I’m going to wait a few seconds to get to the video. [Inaudible] [Troost] Okay. [Unknown] So, you studied Arts and Media also? [Troost] Well, I studied Arts and Media, I took some dance classes, I took one design class. I just, I really literally sat down. All the milestone things they were just phasing in when I was graduating and so I didn't have to do any of that while I was at [William James]. I sat down in the last week and just juggled around all the classes and thought, "Hey, I can get a double major here.” And so that's what I did. �[Unknown] That's funny. You know, I got away with that, too. See, I never graduated. [Troost] So, you didn't have to… [Unknown] Well, I kept on not doing my milestone and they would either not ask me about it or they would change the rules while I was still under it. "Well, you should have done that four terms ago." Well, I didn't do it. "Well, don’t worry about that.” [Troost] Well, the greatest thing about Grand Valley was that because it was cluster colleges, whenever there was a screw up, they always assumed they had screwed up. Whenever I'd go into the records office and they would say, "Well, we don't have that." Or when I was trying to get something, I'd say: "Well, it should be there." They would say, "Well, we probably lost it." The assumed they lost it. I was so shocked when I went to the University of Iowa where it's a monolithic structure and so I went in and said, "Well, I already paid that." And they said, "No, you didn’t." I said, "Well, can I get in anyway?" They said, "No, you’ve got to pay right now." Where at Grand Valley it was, "Oh yeah, go ahead, go ahead, you're in.” [Unknown] Okay, from the top. What drew you into William James College and West Michigan and how did you get to there? [Troost] Well, I grew up in Oklahoma and went through high school and did the whole thing there. I was a child during the sixties and the Vietnam thing. I had a draft number, though I wasn't drafted. By that time the war was coming to a close. And so, when I was out of high school, I was hot for experimental education. Also, the schools I applied to had turned me down because I had been rebellious my senior year and dropped all my grades. So, I wandered around for a while. I was out in California in a small junior college out there. I went overseas on a program called Experiment in International Living in Denmark. And while I was there, I met a woman, Sally Norquist, who said: "Well, I'm going to a small experimental college in West Michigan called 'Thomas Jefferson College.'" This was the first time I heard about it, even though I had looked at literature about experimental colleges. Never- the name of James never came up. But at that point, Thomas Jefferson had a national reputation among a small group of people. It also was attractive that it was a public institution and was quite cheap compared to a lot of the other experimental colleges I investigated. And I said: "Well, that sounds great." So, I followed her to Grand Rapids and set up household with her and some other people and started taking classes at Thomas Jefferson. To find out then that there was a cluster college there, several cluster colleges, one of which was William James College. The first time I heard about William James was one of my housemates, Paulette Rosen, came home and said that she just started taking this class with this professor named Stephen Rowe, Ethical Problems and Perspectives. And she thought it was the best class she had ever taken, that he �was a wonderful professor. She also was in love with one of the other students in the class, which made her even rave more about the class. And that whetted my appetite to see what he was like. At that time, the classes I was taking at Thomas Jefferson weren't that exciting to me. About that time the only thing I did at that point was to sponsor a class myself in how to throw the Frisbee. Which fit in the curriculum about as well as anything else fit in. I also did learn how to deliver a baby in my Pregnancy and Birth class at Thomas Jefferson and if anyone ever needs that help from me, I can perform that. So, there were a few things I learned about how [?] shares in the work of some value but I started taking classes with Stephen and found him just to be a wonderful professor, and loved his ideas, and his conversation, and the way he conducted his class. I eventually got hooked in with Barry Castro and had the same experience with him and I found a little niche there. The thing that I remember when I first got to Grand Valley was that someone said: "Well, you go to Thomas Jefferson College to get your shit together and once you've got your shit together then you go to William James." And that seemed to fit my experience also. [Unknown] So, how was William James different than Thomas Jefferson, in the people and the classes and also from other traditional schools? [Troost] Well, the thing that- the main thing, the difference between Thomas Jefferson and William James that I found was that the people at Thomas Jefferson seem to be… the main mode there seem to be emotional. People were passionate about this, about that, and it worked quite well for things like dance, and theater, and other arts activities. But there was very little thought, there wasn't a lot of respect for conversation, there was a lack of focus at Thomas Jefferson, or there was an attempt to find focus that it never seemed they were able to find. And what I found at William James was a celebration of ideas and thinking, at least in the classes that I took the professors I took classes with. And the students seem to be serious about studying, about thinking, about issues, about broader themes, about being synoptic, to use the word that we all have to use at least once if were William James alumnus. And the other thing I found that was… that the difference between William James and more traditional schools I went to was that I had always felt like an oddball or a rabble at the more traditional colleges. And I didn't like that role. I would play it and I started… I wasn't taking myself as seriously. And William James College was the first place that I could take myself seriously and that other people would, too. And that I wasn't the oddball in the class or the rebel in the class. I usually was probably one of the more conservative people in the class. I could say things on my mind and not have them laughed at or have to be defensive about them. And I love to talk. I love to be in a classroom, and talk, and engage with people and it was a perfect place for that. I found a little niche there. And I was not able to find that at other colleges. And it seemed like William James was set up to allow people to find niches. People that didn't fit in other places, they could come there and find a �niche. And that's how I found it different. [Unknown] Okay. What of the education? Was it a good general education? A good liberal education? How would you rate with other traditional colleges? [Troost] Well, I was a self-motivator. Once I find something that I enjoy, I usually work quite hard at it. And so, I studied very hard at William James. I remember a class I took during the College of Arts and Sciences, this is after a couple of years at William James, and it was an Environmental Studies class, and it was one credit class, and the professor was not going to be there one day, and it was a discussion class. And he, by that point I had been the one that had been talking most the time, and so he suggested that I'd be the moderator for the next class, when he was going to be gone. And I showed up that day and no one else was there. Once when the professor wasn't there that means there wasn't a class, in their minds, even though they knew it was scheduled. And yet for me it was a lost opportunity to talk more about the environment and what the issue was in the class. And I found that kind of thinking and serious study was as rigorous as any other place that I went. And was certainly for helping me to think creatively, it was as good as education as I could find. Because other people that I met that would come through traditional schools didn't do that. All they wanted to know was what was expected of them and then that's what they would do. Now I didn't do that very well, and I found that would be a problem later on as that once I got back and I went to law school after Grand Valley, and it was back in traditional structure that didn't work very well for me. The kind of stuff that I had learned at William James. [Unknown] How is that education regarded at any other traditional? [Troost] Well, most people don't ask you or don't care too much where you've gone to school. I went to University of Iowa Law School and they didn't know Grand Valley from Adam. Or certainly never heard of William James College. So, it was only after I told him, which I told him quite frequently that I had gone to the experimental college, and that I had gone to William James College, that it was a special place, and I wore my T-shirt, and I was having articles written by Stephen and other professors that I was willing to hand out at the least provocation. So, I made sure that people knew that I'd been to a different place, and that it was unique, and that it had given me a whole different view of the world that they should also have. I proselytize quite a bit when I first left William James. But I found that most people didn't have a very clear conception of what that kind of education would be like and it was business as usual for them. They were in law school and there were more pressing matters to be worried about. [Unknown] I'd like you to say a little bit about the role of the educational community out there in the support [inaudible]. A statement on that. �[Troost] In terms of the educational community of William… [Unknown] Of students, and how that was unique. [Troost] Well, I don't… in Grand Rapids it's rare that I don't meet someone that hasn't been to William James. It seems like every time I meet someone in some field either they were at Wayne James, or the person they're married to went to William James. And there's an immediate sense of community there. Even though we might… even though I usually don't know them. And I find that ironic that I went to a school as small as William James and I know very few people from Wayne James. I mentioned when we were talking before the tape started that when I graduated in seventy-seven, I got to graduation and there was the little room full of William James graduates and I didn't know a single student. I had to introduce myself to everybody, and everybody had to introduce themselves… they didn't know me. And here was a school that was, I think, sixhundred people and I had been there for two or three years, and I didn't know a single person I graduated with. And yet there was that sense of then, and when I meet people now, that there is a community of people and a support for, again, for being a little bit different. And accepting that. And certainly, I think there are certain values implied, usually more liberal. Though I'm sure that's not always the case, but you can… you don't have to apologize about not voting for Reagan. Things like that. [Unknown] Can we talk a little bit about… I'm taking off my notes right now. [Troost] Sure. [Unknown] Can you talk a little bit about the language. [Troost] Yeah, well that was one thing when I… a frustration I found when I left the William James community was that we had developed a very specialized language there, especially in the Social Relations group. I don't know… I don't know about the other groups, whether they had their own language. [Unknown] I'm sure they did. [Troost] I'm sure they sure did. It just didn't translate. I remember giving a group of very good friends at law school – who also seemed to share most of the values that I shared - an article by Stephen. They didn't understand. They didn't… I mean they literally couldn't understand what it was about. And for me it was… it summed up my complete experience at William James. I could read that, or I can read that article and it said exactly what I felt about the world. And yet for them it was mishmash. And so, I had to try to figure out ways see to translate what I learned �of William James, or just give it up entirely. I finally stopped talking about it because I couldn't find ways to bridge that language gap. And it was also… the other thing about the language that I learned William James was it was mostly a language of ideas and thinking to the exclusion of emotions and that sort of thing. Now I know that there were some other classes, I know Dick Gottlieb in Social Work paid a lot of attention to that, but I'd never had any classes with Dick. And so, for me, I had a whole language of ideas and I didn't have much language of emotions. And that got me in trouble because I think I started assuming that things that were happening to me had more to do with my thinking than with what was going on emotionally with me. And as I later found out, that wasn't always the case. The decision to going to law had a lot of emotional reasons. My father wanted me to do it, my parents were getting divorced at the time, and I needed some stability. There were lots of emotional things that were happening to me when I made the decision to go to law school that I never talked about. And I was able to, with ideas and thoughts, rationalize why I should go law school, when really that was not the reason I was going. I was going because my father wanted me to go and because I needed some stability in my life. Now I'm going into theater, which seems to get much closer to my heart and what I should be doing. But it took me a long time to realize like that. And I had to… I didn't learn that at William James. I'm of the opinion now, thinking back to that age, that I probably needed a lot more than just William James College at that point in my life. I needed a therapist; I needed a vocational counselor. And I was under the mistaken impression that I could get all of that at William James. And I think that was probably a problem William James had is it held itself out to be more than it should be, or could be. What I needed a teacher to say to me was: “That's something you need to deal with a counselor, and I can't do it here for you." But we had this idea that William James is a community. We could talk and deal with all sorts of intimate issues. And maybe we could… maybe we were a bit more ambitious than we should've been with that. [Unknown] Yeah, I've heard it criticized because of the fact that you develop, you know, a surrogate family, more or less while you're in college. And the four years, and you're out and back into your reality, as you know, is completely shaken up. Your friends are gone, you know, everybody you can relate to. And the language barrier. That kind of closure I think, do you think, perhaps that was one of the things that didn't work for the college? [Troost] Well, the thing is… the thing that worked for me was the challenge to remain alive and remain thinking. And to initiate thought for myself. And that's something that has stayed with me as a strength for me. It sometimes trapped me. Like I said, there were certain emotional things that I didn't have a handle on, and I trap myself by my idea and my thinking. But at least I kept thinking and kept questioning things. And that's something I still hang onto and it's something I think I got from William James or least I got strengthened by William James. To �feel like that was okay to think for myself and not accept what was going on, what the status quo was. I was going to say something else, but I forget now. [Unknown] Why is that… [Troost] Oh! The community of… the community people. There was a whole group of us that ended up moving out to Lake Michigan in Grand Haven for school year and it was a wonderful and horrible experience. It was this whole idealism that we could establish this community for ourselves and be self-sufficient. We even talked, at a point, where maybe we didn't have to go into Grand Valley, we could just do our education there among ourselves. And by the end of the year, we had come apart at the seams. It had gotten quite incestuous. People went from one couple group to another. I mean people… so and so and so and so split up, and then these two people started sleeping together. And people started checking out, emotionally. And it was a… it ended up being a very painful experience. Though when we started it, we were full of idealism and we had some wonderful times together. And it's an experience that still feels strong to me, that it is possible, you know, in moments to find that kind of community among people. And so, I still take that with me. I think in the end, I am still a committed idealist, even though I have longer periods of cynicism now I have to weather. I think deep down, my hunch is for most William James students, they didn't lose that. They got a little more tempered by the society, maybe they’re a little more reluctant to talk about it now, and they're certainly a little more cautious about jumping into things. But deep down there's still that idealism that they have. [Unknown] Looking for things that perhaps didn't work and, you know, perhaps tie that in with the demise of the college. You talked a little bit about early how you felt too much was paid to, perhaps, the pragmatic rational attitudes than not to the emotional attitude. And you also talked about how there's a [inaudible] that's going to be made after the closing because William James… [Troost] Well, I remember when they announced the closing of Thomas Jefferson College it certainly seemed that the trend was going away from a cluster college concept. And that Lubbers, who initially seemed to embrace the idea, had lost his enthusiasm for it and was starting to become convinced that there was a need to make a more university type setting. And if that's the case, then William James would've had to radically change to continue to exist within that university structure. So that if a stand was to be made, it should've been made back when they closed the first cluster college. Even though at that time I think Thomas Jefferson College just had tremendous problems and had no educational philosophy that was working and had not worked. But it also seemed that the die was cast. And I'm sure everyone has their opinion about why they closed William James College and mine is as valid or no more valid than anyone else's. But I don't feel like we have much to do with that, that we had much power over that �decision. I think once the decision was made at the higher levels that it was a political decision that we couldn't have changed. We might've been able to make more of a fuss about it or embarrassed Grand Valley more about it but my hunch is that the trend towards a cluster college at Grand Valley had run its course and was not going to be supporting any longer. [Unknown] We talked about the constitution of the William James student base. Too much idealism, not enough idealism, too much rationalism, too much -isms [Troost] Too many -isms. [Unknown] Yeah. You know, I want to get a good picture of that because I think that was one of the points that led to the demise that people were always reacting [inaudible] perhaps emotional. [Troost] Well, for me, what worked for William James – and I suspect worked for most William James students – is the relationship with the professors and the classroom work they did. It seemed like people that were there found a comfortable niche of two or three professors that they took most of their classes from and of a subject matter that they studied. Beyond that, I'm not sure if the institution worked for the student in any other way. I know they have the council meetings, but I never figured out what they were talking about at council meetings. I didn't go to very many. I was fairly antisocial in terms of the larger structure at William James. I suspect that was the case for most William James students. So that the power structure or what happened beyond the classroom level was really left up, principally, to the administrators and the faculty. I don't know enough about the politics of what happened among the faculty when things were coming apart, to know what happened or didn't happen. Whether the faculty could have taken certain stands or could have pressured certain people, I don't know. It's beyond me. I think for the students, though, I never had a sense that we had much to say about how William James worked, and certainly not about how William James worked in the Grand Valley community… Grand Valley State Colleges as a whole. The student I found there, like me, loved to talk. They were, in some ways, pretty conservative folks. Thomas Jefferson College were just wild. I mean, they were fun; they were wonderful. It was exactly the kind of people you should be around for part of your little liberal education because they really were willing to expand and try things that have never been tried. William James students, on the other hand, though, we're much more willing to talk and to think. And yet there was as basic conservatism, even though most of the values we had and talked about were quite liberal. I think they came from a much more conservative place in us. And certainly, for me I felt that way. I wasn't radical or liberal because I had this expansive view of the world, it was because certain things didn't make sense. I thought about the way our structure was… the way our society was structured, and it didn't work right. And I thought: "Well, �that's not right." I mean they came from thinking about these things. And that's a fairly conservative type of view of the world, where you just see contradiction. It's interesting, I found that in Denmark, which is usually considered a very liberal country and very, you know, socialistic country, that the people there, basically, were very, very conservative people. They just see things that don't make sense and so they change that. And I had a sense in William James that was more the way people thought. I admit that sometimes people seemed a little dull, but I certainly didn't… I certainly liked… that was the place that I found for myself and I liked, even though I kept playing Frisbee, and I had my hair long, and did all those things. And I had… it was like a duality for me. I regretted that TJC didn't work, but certainly found a home for myself at William James. [Unknown] Okay, got some wrap up questions here. We got most of them. Is there anything else you want to throw out? [Troost] I don't think so. [Unknown] Okay. How would you describe William James to another person? [Troost] Oh, God. William James College to another person. [Unknown] Somebody that doesn't know about William James, and you're talking about it. [Troost] I would tell them it was a small college among a cluster of colleges near Grand Rapids, Michigan, that had a very dedicated faculty. And that were dedicated to thinking and liberal education, and that found a student body who are committed, or willing to commit themselves to the same thing. And that attracted students, and I suspect faculty, who have not fit in other places very well. And yet were not radical in fundamental senses, but basically misunderstood or just needed a place where they felt more comfortable and were among peers that they could share things with. And that for a period of time there was created a community of people who could talk and think in the way that they'd always felt. And it was a worthwhile experiment. And it was probably an educational tool but that's still needed. I don't think it was a product of the sixties, I think there was a viable philosophy that was going on there that still can appeal to a certain segment of kids graduating from high school. Kids that don't quite feel accepted, or have different ideas, or want to seriously talk about the world and questions fundamental things in the world. You know, I think William James was the perfect place for that. The whole emphasis at William James about career education was not so much the thing for me. I did an internship, I did all that sort of thing, that was not as important to me as the whole celebration of ideas that I found at William James. [Unknown] Okay, good. Okay, so [inaudible] question. �[Troost] Okay. [Unknown] What is the essence, you know, the bottom-line essence, using, you know, a couple words, bottom line, the essence of William James College? You know, take a minute to think. [Troost] Bottom line essence of William James College? [Unknown] You know, what was it? That's one of the big questions everybody asks. What was William James, really? [Troost] Blue. I don't know I have to make a joke because it's an important question and I can't think of anything to say about it. It, for me… I'm going to say…I'm going to make… I'm going to do an intellectual answer. I wish I could come up with emotional response to that and I can't. And it's unfortunate because I think I could come up with a better answer if it was emotional. The intellectual thing I was going to say was that it was the conversation was the essence. That I found people to converse with for perhaps the first time in my education. And maybe last time in my education. And that was liberating to me. That had a liberating effect on me. The idea that I could converse with faculty and with other students and have a true conversation in the broadest sense of the word was, for me, the essence of William James College. [Unknown] Great. She's been telling everyone the response to the question [inaudible]. [Troost] Yeah, I wish you… like I said, I wish I could come up with something that was more from the heart, an image or something. I can't come up with an image. [Unknown] Well, maybe that wasn't the essence. [Troost] Whatever it is, it's the image, I mean when I think of William James I think of a classroom. I think of either Stephen or Barry talking. A lot. Because they both love to talk. And yet in a way that included the students. And talking about fundamental things. And not being afraid to do that. Not being afraid to spend time talking about very fundamental questions, and speculating about the world, and being able to entertain any question and talk about it in a serious manner. That's the image I have of William James College. I don't… the rest of it seems to be blurry. That's why it's always embarrassing to me when people ask me about William James because I like… I can't tell them about council meetings, I can't tell them about what it was… what was happening in other niches in the in the college. There's not many professors that I know. There's not many other students that I know. I just know I know those classrooms and what happened in those. And that there was something magical, for me, in those moments, in those �classes. And Stephen and Barry and sometimes other professors, seemed to be able to create a magic for me that just was explosive. I was in seventh heaven when I discovered them. I thought: "This is education. I finally found education." And I knew that it was there. I knew, in high school, and in the first colleges I went to, I knew that that was not something that was happening, that could happen. And when I found it, I went: "Aha! I was right all along." I suspected that you could do this, this was possible to have a conversation like this. So that was… [Unknown] Okay. Did you have class with [inaudible]? [Troost] No. Same way? Same kind of feeling? [Unknown] Yeah just real involved. He was the only person I saw… [Troost] He taught music, didn't he? [Unknown] Yeah. He's the only person I ever saw talk to everybody personally, and to the whole class at the same time. Every time he talked, you thought he was talking to you. Not at the blackboard, not at the class as a whole. It was just real good. The instructors, I think that's the essence also. [Troost] Yeah. And maybe that's the best thing a college can offer people is a good core of the professors that you can find one or more that you can use the mentor. And maybe that's all William James really needed to have done. Maybe the other stuff they tried to do was more ambitious than it needed to. I was not unhappy with my education at all at William James, even though I kept suspecting I should be. I kept thinking, you know, I'm not at council meetings, I should be there. I am not really a William James student unless I'm doing all this synoptic stuff. But in fact I was happy with the classes I was taking. And someone said: "That's all you need to do." I was like: "This is great, I don't want to do anything else. I just want to study with these people." [Unknown] Great. Anything else? [Troost] I can't think of anything. [Unknown] Okay. Good. � 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_59_Troost Creator An entity primarily responsible for making the resource Troost, Scott 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 Scott Troost interview (video and transcript) Description An account of the resource Interview with Scott Troost 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. Scott Troost was a Social Relations student of William James College who graduated in 1977. In this interview he discusses what drew him to William James College and West Michigan, how he first learned of Grand Valley while overseas in Denmark, and how he switched from Thomas Jefferson College to William James due to influential professors such as Stephen Rowe and Barry Castro. This interview is part 1 of 1 for Scott Troost. 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 educaton 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/c62be0427d4ffbf98144b8fea8b70cbd.m4v bdb12f9adc05b4d6124695ff22370222 https://digitalcollections.library.gvsu.edu/files/original/0362b2639aafbde9d92cdf8f4cdd7d90.pdf 0118ac57dbf6d8108049286c589e316c PDF Text Text Grand Valley State University Veterans History Project Interview World War II Francis Scott Length of interview (02:02:07) Pre-Enlistment (00:17)        Working at AC Sparkplug in Flint, Michigan. (00:18) Lived with family in Mt. Morris. (00:22) Was a Job Setter, setting up machines to cut threads for aircraft sparkplugs. (00:25) Went to Mt. Morris High School (00:36) Lettered in baseball, track and football. (00:40) Was in class plays and operas. (00:50) Remembers Pearl Harbor o Was at his Grandma‟s house in Genesee eating dinner with his family (01:09) Enlistment (01:14)         Drafted in October of 1942 (01:19) Thinks he was sworn in on October 16th (01:24) Reported on October 30 to Fort Custer, Michigan (01:28) Took away his clothes at Fort Custer, gave him a tetanus shot and a large bag of clothes to carry (01:50) Took a train out west through the northern part of the country, down through the Columbia River Valley (02:04) Got off the train at Corvallis, Oregon, and joined a group called 381st Infantry Regiment (02:16) Took a test for aptitude as a radio operator, passed it and learned to use a radio using Morse Code (02:31) Passed with a high enough score to be sent to Washington State College in June of 1943 to March of 1944 (02:45) Training (02:52)  Did physical education late in the afternoon o Lieutenant‟s name was Craig o Captain‟s name was Francis Mandel, a third string quarterback at Notre Dame (03:15) o Played scrub football  It rained a lot in the winter, didn‟t freeze very much  When they fell out for formation, they had to wear a rifle belt with a raincoat folded over (03:41)  Began learning the alphabet at about three to four words per minute (03:48) � When the alphabet was mastered, the speed was moved up and he learned to copy code with a pencil—the infantry didn‟t carry a typewriter in combat (03:58) o At 14 words per minute, he was classified as a radio operator, also fired a rifle. o Scored „sharp-shooter‟, missed „expert‟ by one point (04:27)  Talks about firing 32 shots inside of a minute with Lieutenant Craig for fun—only missed a couple shots (04:51)  At that point he did not know he would be part of the invasion of Europe (05:02) o 381st Infantry was still fighting in the South Pacific o Remembers getting letters from home about his friends being shot and killed (05:23) o Did not know where he was going to go, but the 381st Infantry, part of the 86th division, went to the South Pacific and Philippines (05:41)  Turned 21, had to go to the captain to get a permission slip to go to a liquor store to buy a bottle of „booze‟ (05:57) o Talks about the celebration, dancing with the girls in Eugene, Oregon o Learned to eat salads, “because I was broke” (07:14)  Remembers not having a lot of money o Remembers a man who used to play banjo to get money for beer and cigarettes (07:43)  Remembers a friend named Elmer Reagan (08:30) o Remembers a “quizzical look on his face, like he wasn‟t the brightest bulb on the Christmas Tree” (08:35) o Remembers Elmer getting poison oak (11:23) o Talks about married men in the division. (12:47)  Began hiking, first six, then twelve miles (13:08) o At twenty-six miles, Elmer was dropping behind o Discovered Elmer had a heart problem and Elmer was discharged (13:26) o Lost contact with Elmer Fort Lewis, Washington (15:10)  Remembers “Rosie the Riveter” o A girl he took out to the movies who was named Rosie, she was a riveter at a shipyard (15:36)  Was called down to the army personnel office division headquarters, he was asked if he wanted to go to college o He was told the army was selecting people to learn engineering o He was eligible to go because he passed his “Army General Certification Test” high enough (16:27) o He accepted, he was told it was Idaho University—he was there for a week before being shipped to Washington State College (17:03) o Spent forty hours a week in class  Was determined to stay out of the infantry—Lieutenant Craig wanted him to be in Intelligence and Reconnaissance, there was a two-hundred percent casualty rate in the first month (18:06)  Remembers a very strict Captain (19:11) � Describes his dormitory o Eight men, with four double bunks and two desks (19:51) o Was a Cadet Lieutenant, marched his section of twenty men to and from classes  Describes his comrades (21:16)  In September of 1943, he returned home (22:05) o Describes the rationing of food and gas, cars weren‟t being made o Manufacturing plants made machine guns and tank parts instead o Liked to go back to AC Sparkplugs and flirt with the girls (23:18)  Remembers other soldiers from his high school (25:19) o “They did a good job turning civilians into soldiers” o Everyone knew someone in the war effort o Tells a story about “Dirty George” (28:40) o Tells a story about the romance of another friend (31:20) **break in the video** Washington State College (34:04)  “Future Officers” o Would end up doing civil engineering  In winter of 1944, there was a buildup in England about D-day (34:52) o The end of March, the program he was in would be terminated o A few were persuaded to go to medical school  “Field Expedience” is how you survive (36:05)  Tells about a roadblock he once helped set up (37:45) o Were testing Artillery Camp Cook (39:25)     Joined the Radio Division of Camp Cook, California Tells a story about his trip to Los Angeles (41:13) Was always very foggy Tells a story about driving friends home in very dense fog while stationed at Camp Cook (43:51)  Went on Furlough in June (44:40) o Fourteen days o “The smell of the foliage and the hay, it‟s different than California, you know you‟re home” (45:17) o Shortly after D-day o Visited his friends, no dates, was writing a girl already (46:57) o Did not have the self-confidence to court seriously o Tells about his sisters and their love interests (48:17)  Returns back and receives a letter telling him of his sisters‟ double wedding (49:37)  Takes a trip through San Francisco, Denver and the Rio Grande o Would do exercises when the train was stopped or delayed (50:28) � Went to New Jersey o There were German prisoners of war (50:51) o Regiment was marched out at night for a lesson on how sound will travel at night—learned to be cautious at night (52:27) o Left Brooklyn at night on the HMS Cimmeria (53:43) HMS Cimmeria (53:43)      Off the coast of Cape Cod there were ships as far as the eye could see (53:47) September 30, 1944 1one of the largest convoys to leave Didn‟t like smoked fish, so bought cookies and Ginger Ale (54:24) There were Baby Flattops, Destroyer Escorts, Destroyers (54:55) Had a sense of how the war was going in Europe o “We knew by then that they had busted through in St. Lo and they were in the eastern part of France.” (55:49)  Knew they had liberated Paris, knew about the casualties of D-Day (56:03)  Had to decide on career, relationships, so when the army took over, they felt free, postponing their decisions (56:54)  Arrived in England October 12th England (58:02)  Left December 9th or 20th  Remembers that Machine Guns and Sub Machine Guns were packed in a heavy grease, had to wash them off now that they would not be corroded by the salt in the air (59:12)  Remembers a Lieutenant whose jeep was so loaded with armor plate, “it was a wonder it could even move” (1:00:28)  The army called jeeps “peeps”  Remembers going to see Stonehenge, Salisbury, went to see Bath, talked to the girls in Bristol at the cigarette factories, danced the hokey-pokey with the English girls (1:01:01) **tape switches** Active Duty (1:01:24)  Well aware of the Germans being in disguise in American uniforms, they had found a weak point in the Allied lines in the Ardennes Forest (1:01:28)  Loaded up and drove to Weymouth, England (1:01:31)  Boarded an LST 510, sailed across the channel to Cherbourg Bay o Was down on the tank deck, when General Quarters Alarm sounded (1:02:27) o Before the alarm they heard a “horrible screeching, wrenching sound of metal on metal” (1:02:36) o Was high tide, and there was a sunken super-structure there which tore out some armor from the bottom of the boat (1:03:07) o The damage was near the engine room, compartments in the bottom of the ship �stopped the spread of water, but the lights went out and they were on auxiliary batteries (1:03:25) o They were ordered to the top deck, and told to go over the side of the ship, remembers that no one broke their leg on the long drop (1:04:59)  The Germans were concentrating on the Bulge, back in England they had worried about Buzz Bombs  There was another LST, which they boarded for the night. In the morning the 510 was next to them (1:06:05)  Drove off to a Gasoline dump, where they were told to stay until told otherwise (1:06:36) o Remembers being stationed near the farm house nearby o A large car comes up, with a woman and man in it who request to talk to the commander, remembers being told to help the man load gasoline into his car (1:07:32) o The man tells them he was in the Maquis (1:08:07)  Went to Paris, stayed the night in a small French city o Remembers being freezing (1:08:26) o Another soldier, Sparta, rigged a jeep for warmth (1:09:56)  Tells a story about two French men who share a drink with the soldiers (1:11:18)  Was in Paris the 22nd or 23rd of December, was going to help out the Americans in the Battle of the Bulge (1:12:39)  Celebrated Christmas in France  While staying in Belgian barracks, they persuaded other soldiers to give them extra blankets (1:14:32)  Went into a radio park, were monitoring the 4th Armored Division, had mortar shells dropped on them (1:15:29)  Remembers getting reports that the Germans were getting pushed back (1:15:47)  Was up in a pine tree for the night, they dug a trench and put rocks in the bottom, covered the rocks with dead branches and made a fire (1:16:38)  Was about 4-5 miles from the front at that point  Describes in great detail formation and their orders (1:18:01) o Were supposed to send and receive messages  Was in a 5 man crew, names the members of the group (1:19:53) o Describes his shift, from 12 am to 3 am o Never ran out of battery power or gas (1:21:04) o Had to be there in case a general needed something done  Describes the chain of communication with wires and radios (1:22:17)  Busiest day: (1:22:04) o In a valley, a butte nearby, enemy on the high side o Pulled tanks up and fired from where they couldn‟t be seen o Problems with communication, signal strength minimal (1:23:09) o Put up extra antennas, kept working on it for 3-4 hours  Describes wiring communications through a house (1:24:58)  Tells a story about his friend, Sparta o Sparta broke out a window of a house they found, put a lard can in the broken window (1:25:50) �o Rigged the stove, built a fire to make themselves more comfortable  January or February of 1945 (1:27:26) Route to the Battle of the Bulge (1:28:07)  Reads statistics about the Battle of the Bulge o Germans had 550 thousand troops, lost 120 thousand (1:28:30) o 50 thousand English, 50 thousand US troops; 19 thousand killed (1:29:19) o Movement of troops to Europe largest migration of humans in history  Went to a small town in Belgium for about 10 days  Didn‟t have hot water until 3-4 weeks in combat (1:30:57) o Didn‟t do anything on the radio for a week  Went to another small town o One soldier fixed up an old accordion (1:32:47)  Scott stands and begins pointing to a map (1:33:19) o In 6 days, went over 50 miles o Describes a Pontoon Bridge (1:34:31) o Describes going to a warehouse and getting wine  Normal Rations (1:36:00) o GI food o Breakfast: Cooked eggs, toast, coffee, sometimes powdered eggs, or French toast o Supper: various meals o Describes going through a usual supper routine (1:36:42)  Scott moves back to the map (1:37:17) o Captured about 10 thousand troops near where Scott points at o Points at Worms, captured 17 thousand there o Scott traces route further o Discovered “slave laborers” for the first time, but not surprised (1:39:00)  Worms: o One night a German convoy went alongside their position, Americans opened fire and killed them all. Took some supplies and traded them (1:40:33) o The supplies were traded to a baker; they received pies back, and the baker gave the bread made with the supplies to the starving German people Battle of the Bulge (1:41:09)  Would wake up early and start heading towards the area (1:42:01)  Sometimes would stop and wait for 2-3 days before intelligence decided where to go next, or for gasoline  Was shot at, got up in the turret of the halftrack, shot into the woods and told his comrades to go tell the commander what had taken place (1:43:33)  Later learned that a Red Cross worker had been shot and injured  Scott‟s gun jammed, picked up the driver‟s 45 and kept firing (1:44:30)  Started seeing dead bodies along the road, in civilian clothes, some were Jewish � Several days later, found emaciated people walking back down the road o So thin that when the wind blew “you could see the triangle of their femurs” (1:45:28)  Near an open field, there was counter intelligence and 13 German prisoners. o Saw a pile of bodies about 30 ft long and 3 to 4 ft high (1:45:19) o 3 “Political Prisoners” grabbed machine guns, marched by 6 to 9 Nazi soldiers to a gully and shot them(1:46:56) o “Death March” started out with around 50 thousand prisoners, many were killed  He was disgusted and angry (1:48:17)  Events took place in April, 1945  Tells another story about Sparta, and how he found ways to get a hot meal o Doesn‟t know what happened to him after the war (1:50:28) After the War (1:51:12)  Captured Linz, Austria: found two concentration camps (1:51:18) o German civilians were made to pick up the bodies in the concentration camp and bury them (1:52:06)  Was the furthest East of any unit  Contacted Russians in May  Scott‟s unit, 11th Armed Division, captured 79,299 prisoners  Tells about his “unique experience” with prisoners (1:53:14) o War was almost over, April 23rd o Scott changes the map o Outside of a small town o It was late in the afternoon, and he had stomach cramps, went to use the bathroom behind a bush. He spots 5 Hungarian soldiers coming over the ridge o They had 3 white flags, a Hungarian National Flag and a Regimental Flag (1:54:52) o Directs the soldiers back to his unit, and tells his commanding officers he believes they want to surrender o Decided to go back and get his shovel afterwards, his friends tell him he should have gotten the Hungarian‟s pistols, they sold for 100 dollars apiece (1:57:34)  Scott points out on the map, tells that the Hungarians surrendered 2000 men. Final Thoughts (1:58:48)  Believes there is not enough recognition of D-Day, Pearl Harbor, VE-day, Battle of the Bulge and other important events in World War II (1:59:03)  Believes these events should never be forgotten, and is proud of his division  Tells about a website for the 11th Armored Division (1:59:47) o Submits articles to them and keeps in touch � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottF Title A name given to the resource Scott, Francis (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Scott, Francis Description An account of the resource Francis Scott was drafted in October of 1942. He was trained to be a radio operator and attended college at Washington State from June of 1943 to March of 1944. He was stationed in California for a short while before he was sent to Europe, where he served in England, the Battle of the Bulge and the invasion of Germany as a radio operator in the 11th Armored Division. At the end of the war he saw many refugees, helped liberate two concentration camps, and participated in the capture of 2,000 Hungarian soldiers in Austria. Contributor An entity responsible for making contributions to the resource Montagna, Douglas (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-11-16 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f7fa83a2cb9bd3ac847b9b6a44468fec.jpg 72048a4903ae562c90ef9596a009c351 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJacqueline_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, Jacqueline Description An account of the resource Jacqueline Scott, Housing Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/77a317861f49ed536b60b98994b0682e.jpg fdb3a0f6560349125cad569750695bfa 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJacqueline_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, Jacqueline Description An account of the resource Jacqueline Scott, Housing Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/11918883ddd022ed61c7b1abbf2bac12.jpg d485ddac7d21a004d3625e248e46626d 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJamesR_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, James R. Description An account of the resource James R. Scott, Physical Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/38e683b99f25876afba41f029107e232.jpg c6d89b43a8802e8c10dbf3d5c8709f4f 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJamesR_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, James R. Description An account of the resource James R. Scott, Physical Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/7467d7426f88f1777f45df4744a8bcaa.jpg 61d62c18b3241d20becfba0990ef7738 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJamesR_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1992 Title A name given to the resource Scott, James R. Description An account of the resource James R. Scott, Physical Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng 1992s https://digitalcollections.library.gvsu.edu/files/original/8e34b3277aa9e1217d026e6a57e75b5d.jpg cfb2c7cc88e5895c3820a22e13c8c455 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJamesR_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, James R. Description An account of the resource James R. Scott, Physical Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/8eca483bfad9eb778f29492184a3f37c.jpg 84c007f4027b6635295e59ae98b975ed 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJamesR_Photo05 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1981 Title A name given to the resource Scott, James R. Description An account of the resource James R. Scott, Physical Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng 1981s https://digitalcollections.library.gvsu.edu/files/original/931bb8e36c547170a36b0897f4bcf030.jpg be9d36f88938357c926c91949b5ddb6a 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJamesR_Photo06 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, James R. Description An account of the resource James R. Scott, Physical Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/f623e9afbf90aecd7dd27044a813b380.mp4 6debabf88394325e029d81bef2767d6d https://digitalcollections.library.gvsu.edu/files/original/9636e672851f2982e3519aba2526833a.pdf 180fb1696b37008008b3bc22ccaa1af7 PDF Text Text Grand Valley State University Veterans History Project Joseph Scott Vietnam War Interview Length: (00:58:46:00) Training / National Guard (00:00:42:00)  When Scott first joined the military, he joined the Michigan National Guard and he was still a junior in high school (00:00:42:00) o Scott’s father thought it would be a good idea for Scott to join the National Guard as a way to get out of the draft (00:00:53:00)  The week after Scott’s graduation from high school, he began the active-duty requirement for his enlistment, which was supposed to last six months and include both basic training and Advanced Infantry Training (AIT) (00:01:04:00) o Once Scott began his active-duty portion, he took a train ride to Fort Jackson, Mississippi (00:01:23:00) o By the time Scott arrived at Fort Jackson, it was around four o’clock in the morning and he received his first taste of being in the military when he and the other recruits were ordered to get off the train and stand in a line (00:01:42:00) o Once off the train, Scott and the other recruits were marched onto buses, which then took them into Fort Jackson (00:01:55:00)  The recruits were allowed a couple of hours rest before being woken to receive their haircuts and uniforms (00:02:05:00)  Soon after, the recruits were split up to the specific bases where they would go through training; Scott ended up going to Fort Gordon, Georgia for his basic training (00:02:22:00) o Scott arrived at Fort Gordon in the middle of summer and during the summer of 1965, it was rather hot (00:02:32:00)  Scott and the other recruits had to line up every morning before breakfast for physical training, which consisted of calisthenics and a run, which was originally only a mile long but soon increased in length, eventually topping out at fourteen miles per day (00:02:43:00)  After the physical training, the recruits had breakfast, returned to their barracks, and went to the training sessions for the day, which ranged anywhere from firing weapons to marching to learning the do’s and don’ts of military life (00:03:12:00) o The training at Fort Gordon lasted for eight weeks, after which Scott traveled to Fort Ord, California (00:03:52:00)  When he first went to Fort Ord, Scott flew into San Francisco following a thirty-day leave and took a bus down to Fort Ord, which was situated on the Monterey Peninsula (00:04:11:00)  Fort Ord looked nothing like a traditional military facility; in Scott’s opinion, it was the nicest military facility he ever served at (00:04:20:00)  It was at Fort Ord that Scott and the other recruits learned about specific military tactics, as well as continued physical training (00:04:34:00) �  During their final physical proficiency test, Scott remembers that he and the other recruits had to get past a number of obstacles, including monkey bars and doing the low-crawl, all of which had to be done in a certain amount of time (00:04:46:00) o As well, the men also had to run a mile on a track that had been built on the side of a hill (00:05:12:00) o After he completed the AIT at Fort Ord, Scott was released from active-duty to join the Michigan National Guard (00:05:36:00) When Scott first joined his National Guard unit after training, he only had to go to the monthly meetings (00:05:49:00) o At the time, Scott’s National Guard was not a “ready reactive unit”, which meant they were not in the queue for deployment to Vietnam and did not have the most up-to-date and modern equipment (00:05:51:00)  Nevertheless, Scott and the other men in the unit still had to “play soldier”, which involved going to Camp Grayling to act as “aggressor forces” and train against those National Guard units who had been activated for deployment to Vietnam (00:06:03:00)  Scott remembers that one time, he ended up being captured; however, the soldiers who captured him and some of the other soldiers in his unit were not paying too much attention to them, so Scott hopped into the driver’s seat of the deuce-and-a-half truck they were in and took off down the road (00:06:32:00)  Another time, Scott and the other soldiers had regrouped and were told to do an assault during the night (00:07:02:00) o Scott and the soldiers were supposed to wait for the other unit to come through the area but ended up falling asleep and the other unit went right by the men (00:07:17:00) o In the morning, the men heard gunshots coming towards them, so they got up and one of the men in Scott’s squad made an improvised Molotov cocktail, which he then threw at the tank; as the tank burned, the men ran in the other direction, straight into the “enemy” unit that had snuck through during the night (00:07:34:00) o Even though they ran straight into the other unit, Scott and the other soldiers in his unit managed to capture all the soldiers in the other unit (00:08:01:00) o At the time, Scott had a job working in Grand Haven and was taking classes at the local community college (00:08:12:00)  However, it all seemed sort of a drag for Scott, so he thought about going onto active duty, if for nothing else than to receive the GI Bill; initially, Scott’s enlistment in the National Guard was supposed to last for six years, which was not too bad (00:08:25:00) o Nevertheless, Scott eventually made the decision to go onto active-duty in the regular Army (00:08:54:00)  Scott remembers that when he went to the local recruiting office to go in the regular Army, he had a couple of choices about what his job in the �    Army would be; of the choices, Scott remembers two specifically: microwave technician and aircraft engine repairman (00:08:57:00)  Although Scott had already been trained as an infantryman, he did not want to go into that (00:09:30:00)  Eventually, Scott chose aircraft engine repair, which was what he had scored highest in for his aptitude tests (00:09:34:00) Within a matter of weeks, Scott was off to Fort Knox, Kentucky and then on to Fort Eustis, Virginia for training (00:09:45:00) o Initially, Scott was “put back into the system”; he received his haircut and uniforms (00:09:56:00) o The reasons why Scott decided to go onto active duty were equal parts getting money to pay for his education and curiosity about what was happening in Vietnam (00:10:05:00) Prior to actually doing so, Scott had psychologically prepared himself to deploy to Vietnam; he had signed the paperwork and whatever came afterwards, he was going to accept it (00:10:25:00) o Scott’s first recollection of hearing about the Vietnam War was in 1963; although the nightly news occasionally showed videos of anti-war protestors, the coverage of the war had not yet grown to what it would eventually be (00:11:01:00)  In 1964, Scott recalls an incident happening in Vietnam where several Americans were killed and it was after that incident that Scott remembers actual American combat units being sent to Vietnam (00:11:37:00)  For the most part, Scott did not pay too much attention to news about Vietnam but he still knew about the conflict (00:12:02:00) o Scott’s uncle had died fighting in Korea during the Korean War and that hung in the back of his mind; in a way, Scott believed he should serve in the active duty to “bring back” the Scott family name (00:12:15:00)  Both Scott’s father and grandfather served in the Army, so there was a tradition of military service within Scott’s family (00:12:44:00) When Scott arrived at Fort Eustis, he went through all the training for aircraft engine repair, after which he and the other soldiers received their assignments, with Scott’s being to deploy to Vietnam (00:13:03:00) o When Scott was at Fort Knox, he was asked point-blank where he wanted to serve and he said “Vietnam” (00:13:23:00)  When the officer instead offered Scott an assignment in Belgium, Scott declined and said he wanted to deploy to Vietnam, which surprised the officer (00:13:28:00)  The officer tried to convince Scott to take the assignment in Belgium because Scott had relatives living in Belgium at the time, which would have been good PR for the Army (00:13:41:00) There was about a year-and-a-half between when Scott finished his National Guard training at Fort Ord and began his active-duty enlistment (00:14:06:00) o During that time, Scott was working and attempting to take classes; however, working twelve hours a day and trying to take even a single class was a tough proposition (00:14:23:00) �   Scott was working in the shipping department of a company, crating up refrigeration units for the PXs (Post Exchanges) on military bases in Vietnam; however, when Scott got over to Vietnam, he saw that apart from being used in the PXs, those refrigeration units were being used to store dead bodies for Graves Registration (00:14:33:00) After he training finished at Fort Eustis, Scott was told to report to Fort Lewis, Washington en-route to Vietnam (00:15:16:00) o After leaving Fort Lewis, Scott first flew to Fairbanks, Alaska, then to Tokyo, Japan and finally to Cam Ranh Bay, Vietnam (00:15:33:00)  Scott liked his brief stay in Tokyo so much that he ended up going back there later on an R&R (Rest and Recuperation) (00:15:51:00)  The flight(s) over to Vietnam were aboard a jetliner owned by an airliner named Braniff; Scott remembers the airliner’s name because they had chosen the oddest color to paint their jetliners, a “baby poop yellow” (00:16:03:00) o The flight landed at Cam Ranh Bay in the early morning hours and Scott remembers walking up to the doorway and feeling a huge blast of heat; to Scott, it was like walking next to a blast furnace (00:16:53:00) o Once they were off the jetliner, Scott and the other soldiers went through processing, updating their paperwork and checking their shot records; if someone lost their shot records, they had to go through all the shots again (00:17:10:00)  Once the soldiers were through processing, they received a small book that gave a brief history of Vietnam and information about the various locations the soldiers would be assigned to (00:17:35:00)  Scott had always been raised to treat people how he wanted to be treated, so he became friends with several Vietnamese who worked on the base where he was stationed (00:17:58:00) o Cam Ranh Bay was only a temporary stop for Scott to just go through processing and eventually, he and the other soldiers were broken down into battalions; once in battalions, the men were assigned to companies (00:18:25:00)  Scott ended up being assigned 34th Battalion, 14th Transportation Division, which was headquartered in the city of Nha Trang (00:18:44:00)  Once in Nha Trang, Scott was informed that he would be joining a unit stationed in Qui Nhơn, which meant he would either joined the 540th Transportation Company or the 79th Transportation Company; Scott ended up joined the 540th Transportation (00:18:56:00)  Apart from aircraft maintenance, the 540th also did General Support, which meant they could do anything up to completely rebuilding a destroyed aircraft (00:19:22:00) Scott was with the 540th Transportation for about a month before he was assigned to airfield security; the security force for the airfield where the company was stationed drew soldiers from all the units stationed on the airfield (00:19:34:00) o Scott and the other soldiers had always been taught that above all else, they were infantrymen; it did not matter if their assignment was to be a cook, or mechanic, or something else, they were infantrymen first (00:19:59:00) � o Although Scott did not want to be a spit-and-shine soldier, he would still keep his brass polished and his shoes shined in attempts to get out of having to go on guard duty for the night (00:20:16:00)  However, there were other soldiers in the security force who would go above and beyond, polishing their shoes until they could see their face in the reflection (00:20:37:00)  When the commander of the security force asked why Scott did not shine his shoes and do all the extra stuff, Scott explained that if something happened, he wanted to be out there (00:20:45:00) The area around Qui Nhơn was oddly shaped; it started out wide and then narrowed down into a peninsula into the South China Sea, with the airfield built near the base of the peninsula (00:21:19:00) o Beyond the airfield was a line of what Scott labeled as hills, although others labeled them as mountains (00:21:40:00) o In between the hills was what the soldiers had labeled “the Valley”, which was where the majority of the fighting in the area took place; the Valley was about three miles away from the airfield (00:21:55:00) o The Vietnamese people living in the area felt more secure near the American forces, so they built their houses right up to the security fences for the airfield (00:22:19:00)  Although having the houses close to the airfield made the Vietnamese feel safe, it did not allow for a killing zone for the security force (00:22:29:00)  One end of the airfield’s runway jutted up to the South China Sea with a road going around it while the other end was surrounded by the tin shanties and houses of the Vietnamese civilians (00:22:39:00)  One time, a C-130 transport coming in for a landing lost its brakes, slid off the end of the runway, and destroyed all of the shanties and houses built there (00:22:54:00)  The Vietnamese had a small bicycle-like device called a cyclo that they would use as a quasi-taxi and once, when Scott was assigned to a guard tower near the South China Sea, a cyclo was going past with a GI sitting inside (00:23:17:00)  A C-130 was reviving up for a takeover on the runway, so the GI quickly got out before the cyclo was blown down the road; the Vietnamese pedaling the cyclo never let go and went tumbling right along with it down the road (00:23:28:00) o Stationed in an area next to the airfield was a South Korean military unit (00:23:51:00) o Eventually, Scott was assigned to work in the guard tower for his company area, although he was still considered part of the airfield security force (00:24:14:00)  Around Christmas, a couple of Scott’s friends in the company, who knew he had been assigned to the guard tower, brought him dinner (00:24:22:00) o Scott trusted the local Vietnamese who he interacted with (00:24:41:00) �   However, there was one younger Vietnamese living in the area and the soldiers could tell that he was Viet Cong, just by reading his mannerism and the way he acted (00:24:47:00)  One night, when Scott was again assigned to the guard tower, he saw Vietnamese with rifles strapped on their backs riding bicycles out in the open and naturally assumed they were Viet Cong (00:25:21:00)  Scott called into the security force to report what he had seen and the ask if he had permission to fire on them; however, he was told not to fire until he was fired upon (00:25:39:00) o Although Scott acknowledged the order, he did not feel comfortable just letting what might have been Viet Cong just slip away because he knew they were going to cause some damage somewhere (00:25:57:00)  There was a detachment of U.S. Navy personnel also stationed on the airfield and the Viet Cong Scott had seen ended up attacking the area where Navy personnel were located (00:26:09:00) Once Scott completed his first assignment with airfield security, he was sent back to his original company (00:26:34:00) o At the time Scott rejoined it, the company had a large backlog of aircraft that either needed to be repaired or rebuilt (00:26:49:00)  In the cases where an aircraft was too badly damaged for the men to repair, they sent it back to Oakland, California for repair (00:26:55:00)  At the time, there was a “lull” in the fighting and the soldiers were rebuilding aircraft just so they would have something to do (00:27:03:00) o When Scott first joined his company in Vietnam, the company was working with old piston-driven helicopters; however, those were being phased out and replaced with newer helicopters, the ubiquitous Huey (00:27:15:00) o Apart from repairing and rebuilding aircraft, there was also a facility set up on the airfield to test repaired and rebuilt aircraft engines (00:27:32:00) o One day, after Scott had returned to the company, he was working during the second shift when all of a sudden, he and the other soldiers heard gunfire hitting the side of their hanger (00:27:39:00) o When Scott first arrived in Qui Nhơn, the company’s power came from a generator set-up in the company area (00:27:59:00)  However, the Viet Cong eventually snuck into the company area, threw a satchel charge under the generator, destroying the generator and knocking out the company’s power (00:28:07:00)  A couple of months later, the Navy sailed a ship into Qui Nhơn harbor and parked it next to the airfield; from the ship, the personnel on the airfield were able to draw a steady supply of power (00:28:13:00)  However, every once in a while, the Viet Cong would destroy the power lines leading from the ship to the airfield (00:28:39:00) In Scott’s opinion, if he or someone else did not have at least a little bit of fear in them, they were going to do something stupid; that was something his father had told him and it was something Scott followed for his entire tour (00:29:06:00) o Usually, Scott would write two letters a week to his parents (00:29:29:00) � At one point, Scott was sent to Tân Sơn Nhứt Air Base near Saigon gone to go through a training program, both as a refresher course and to update him on any new techniques that had been developed (00:29:43:00) o The first day Scott was at Tân Sơn Nhứt, the base came under the first major enemy mortar and rocket attack Scott had ever been in; according to what Scott heard later, the enemy launched one hundred and seventy-two rockets that night alone (00:30:21:00) o Tân Sơn Nhứt was just a stop-over for Scott; the actual school was located in a town named Vũng Tàu, which was supposedly a safe area manned by Australian and American soldiers (00:31:17:00)  The school at Vũng Tàu was a training facility for all Army aircraft personnel (00:31:31:00)  While Scott was waiting at Tân Sơn Nhứt for a helicopter to take him to Vũng Tàu, the rocket attack happened; as soon as the attack happened, Scott woke up, grabbed a corner of the mattress he had been sleeping on, and rolled onto the floor (00:31:41:00)  A lieutenant who was sleeping nearby asked what Scott was doing and Scott said if there was debris, it would have to go through that mattress first; the lieutenant then did the same thing (00:32:09:00) o The day after the enemy mortar and rocket attack, Scott and the other personnel could see where the incoming rounds had hit; luckily, nothing hit the building where Scott was sleeping, although they were close (00:32:21:00) o The whole time Scott was in the safe area at Vũng Tàu, he could not sleep because he was so used to a commotion happening during the night, such as the enemy sending up flares (00:32:49:00)  Scott finished the training at Vũng Tàu, returned to Qui Nhơn, and slept like a baby that first night (00:33:01:00) Tet Offensive / Misc. Stories (00:33:23:00)  By February 1968, Scott and the other personnel on the airfield had heard whispers about an offensive during the upcoming Tet holiday; although the airfield had already gone through one Tet offensive, it had not been too bad (00:33:23:00) o Tet was the start of the Vietnamese New Year’s celebration and during the first offensive, although the area around the airfield was hit, it was not bad and most of the fighting was confined to the Valley (00:33:37:00) o According to what the men had been hearing, the Tet offensive in 1968 was supposed to begin February 1st; however, Scott did not believe that and told a friend that he (Scott) thought the Viet Cong were going to attack them on February 22nd at two o’clock in the morning (00:34:01:00)  Just as Scott somehow predicted, the Viet Cong ended up attacking the airfield on February 22nd at two o’clock in the morning (00:34:17:00) o Once the attack on February 22nd happened, “all hell broke loose”; apart from lobbing mortar and rocket rounds onto the airfield, the Viet Cong were also trying to get through the various gates around the airfield, although the personnel manning the gates managed to stop them (00:34:20:00) � When the gates closed at night, the personnel defending the gates would pull spools of concertina razor wire across the entrance (00:35:17:00)  The security force for the airfield was unable to booby-trap outside the perimeter fence because the Vietnamese housing butted directly up to the fence (00:36:02:00)  Whenever a soldier was assigned to tower guard duty, he was given three flares; one flare was illumination, one flare was red to signal the tower was under attack, and one flare was green, although Scott cannot remember what it signaled (00:36:34:00)  When the Tet offensive began, one of the men in the security force was in a guard tower built on an area where the airfield’s perimeter suddenly jutted out and that was surrounded on three sides by Vietnamese houses (00:36:57:00) o As the Vietnamese started coming through the houses, the man in the tower tried to set off one of his flares; when one of the flares finally did go off, it nearly took the man’s helmet off, shot through the guard tower and floated into the airfield (00:37:08:00) o The man in the guard tower was lucky that there was a reactionary force that was able to come in and give him support (00:37:25:00) o By the time the Tet offensive began, Scott was back on guard duty, although he was on the other side of the airfield from where the incident with the flare occurred (00:37:35:00)  When Scott was on guard duty, officers would occasionally come by to check and make sure Scott and the other guards were alert (00:37:54:00)  Once, one of the officers making the rounds was wearing an Army raincoat; however, the way the lights were set up and the color of the raincoat made it hard to see the officer (00:38:01:00)  Scott “captured” the officer and held him until the sergeant-of-theguard came out to verify that who the officer was; because the officer was not wearing any symbols of his rank, Scott was within his right to hold the officer (00:38:28:00) o In the end, the airfield ended up being under siege for four days during the Tet Offensive (00:39:52:00)  The personnel on the airfield were told to hold the airfield for those four days and they would then be relieved by soldiers from the 1st Cavalry Division (00:39:56:00)  For the most part, the personnel were taking enemy fire and were not sending much back (00:40:11:00)  If the 1st Cavalry had not shown up, there was a ready-reactionary force on the airfield that was going to go into the town of Qui Nhơn itself and clear the town out house-to-house (00:40:24:00)  However, the soldiers in the ready-reactionary force had not been trained in fighting house-to-house and the houses in Qui Nhơn �     were especially treacherous because there were so many different nooks and crannies (00:40:38:00)  Scott was the only soldier on the ready-reactionary force who had any sort of infantry training; although all the personnel had gone through basic training, Scott was the only one who had gone through advanced infantry training (00:41:01:00)  Nevertheless, the 1st Cavalry did come in after four days and cleared the town out (00:41:15:00)  During the siege was the first time the personnel on the airfield had to eat C-Rations because the airfield’s cooks had been re-assigned to help guard the perimeter (00:41:28:00)  At one point during the siege, Scott was located in a bunker that took a direct hit from an enemy mortar round (00:41:38:00)  The “bunker” consisted of a metal shipping containers topped with three or four layers of sandbags and surrounded by another layer of sandbags; occasionally, two shipping containers were placed sideby-side to make the bunker bigger (00:41:53:00)  To this day, the low-end of Scott’s hearing is not normal as a result of the concussion from when mortar round impacted (00:42:25:00)  None of the soldiers in the bunker were wounded, although if the bunker had been hit by multiple mortar rounds, it might have been a different story (00:42:38:00) The personnel on the airfield had Mama-sans who would come onto the airfield to do the men’s laundry, with the men paying them each week; as well, there was also Vietnamese kitchen-help and carpenters who worked on the base (00:43:02:00) o One day, Scott came out of his hooch and saw one of the Vietnamese workers counting off steps (00:43:25:00)  Scott told his platoon sergeant what he had seen and when the Vietnamese worker left for the day, they stopped him at the gate and found he had marked down the distances for everything on the airfield (00:43:46:00) Scott eventually took an extension of his tour and part of the extension was a thirty-day leave, so Scott ended up coming home for Christmas (00:44:35:00) o Scott’s family had a space-heater in their house and Scott spent most of his time home sitting next to it; his body was so used to be being in 130°s and midsummer weather (00:44:56:00) During his tour, Scott knew he was witnessing history, which served as incentive for him to take as many pictures as he could of what he saw and to try to obtain as much materials as he could (00:45:27:00) Whenever he received a promotion, Scott had to fly from Qui Nhơn back to Tân Sơn Nhứt and during the flight, the helicopter would fly out over the ocean (00:46:07:00) At one point, Scott received an R&R to go to Japan, which was seven days being out of enemy gunfire and harm’s way (00:46:19:00) o Scott looked at the R&R partially as an educational opportunity, where he could learn about yet another culture (00:46:35:00)  Scott liked going to Japan, especially because the Japanese people were very friendly (00:46:41:00) �      o During the R&R, Scott ended up riding on a Japanese bullet train and hydrofoil, visiting the Olympic village in Tokyo, visiting a religious temple, and seeing Mt. Fuji from a distancing (00:46:47:00) o Scott ended up staying in a place labeled “the Japanese Riviera”, which was centered around the town of Atami (00:47:12:00) While working in his company, one of the jobs Scott really got involved in was ordering parts for the company’s engine shop; the personnel working in the engine shop always wanted spare parts on-hand so they never had to wait for parts to come in (00:47:25:00) o Over time, Scott impressed the others with how organized his work was in regards to making sure there were always spare parts (00:47:45:00)  At one point, a warrant officer in a Cobra attack helicopter unit came in looking for spare parts (00:47:52:00)  Scott asked what the warrant officer was looking for and when the officer told him, Scott gave him the parts; after the officer left, Scott’s platoon sergeant asked why Scott had given the officer the parts and Scott said it was a good thing if the other unit wanted to make the repairs (00:48:11:00)  A couple of days later, the warrant officer came back and asked if Scott would like to take a ride in one of the Cobras; Scott asked for just a minute so he could go and grab his camera (00:48:32:00) During one night, Scott was able to watch an attack by an Air Force gunship named “Puff, the Magic Dragon” (00:48:53:00) o The gunships consisted of three mini-guns all pointed out of one side of the aircraft; the aircraft would fly in a circle with that side pointed towards the ground and each mini-gun would fire in 30sec bursts (00:49:06:00) o The personnel who worked on the gunship told the other men that a single 30sec burst could cover every square inch of a football field (00:49:22:00) o Another time, Scott watched gun strafing runs made by F-4 Phantom jet fighters (00:49:43:00) Scott was only injured once during his tour, when he jumped out of a helicopter, twisted his ankle, and tore some of his ligaments (00:49:54:00) o Although the Army was willing to give him a Purple Heart for the injury, Scott declined (00:50:05:00) Scott spent the majority of his tour at Qui Nhơn, although couple of times he went into the Valley to help dispose of old sheet metal at a dumpsite (00:50:28:00) o When the soldiers got to the dumpsite, they were swarmed by Vietnamese; although the men were initially suspicious, they talked it over and decided to let the Vietnamese had the sheet metal to use in their homes (00:51:05:00) A couple of the tricks the Viet Cong used were booby-trapping left-over American supplies and wrapping a grenade in electrical tape and throwing it into the fuel reservoir of a downed aircraft; when the Americans came to pick up the aircraft, it was a readymade bomb (00:51:35:00) Given the location of the airfield, the personnel had access to a beach right on the South China Sea and Scott went there a couple of times (00:52:05:00) �    o At the time, there was a branch of the Army called Special Services and it was their job to take care of all recreational facilities for the soldiers, such as a the beach at Qui Nhơn (00:52:18:00) During his tour, Scott happened to run into a girl who he had gone to grade school with in Michigan and who was working as a nurse (00:52:56:00) From his experiences, Scott and the other soldiers kept the same attitude throughout their entire tour (00:53:15:00) o However, Scott did not realize how unpopular the war had become in the United States until he returned home (00:53:29:00)  On his way home, Scott had to go through Seattle-Tacoma International Airport and as he was walking through the airport, someone walked up to him, spit on him, and called him a “baby-killer” (00:53:44:00)  After the incident in the airport, Scott’s attitude changed and he became more resentful of the anti-war protestors (00:54:01:00) o Most of the soldiers Scott served with did a good job in their assignments but above all else, they just wanted to get home (00:54:30:00) Some of the other veterans Scott knows have mental problems as a result of their time in the service and when Scott himself came home, he had nightmares at first (00:54:56:00) o One night, Scott ran out of his house scream that they were under attack and he threw a punch at his father, who was already up and getting ready to go to work; Scott’s father replied by punching Scott and knocking him out before putting him back in his bed (00:55:28:00)  Scott’s father knew what Scott was going through, have served in combat himself (00:55:41:00) o When he started going to community college, Scott had a psychology professor and one night, Scott and the professor sat and just talked; it was the professor who suggested Scott talk about what he had gone through (00:56:00:00)  The professor rationalized Scott’s experiences in that he had been put into a situation where either Scott had to kill the enemy or the enemy was going to kill him (00:56:30:00)  Although the professor said Scott did not need to talk about everything that happened, he should at least bring out enough to ease the anxiety built up inside him (00:56:41:00) Scott has not really stayed in contact with the other men he served with; for the most part, once the men got home, it was just the fact that they had made it through and were happy to be home (00:56:52:00) o One of the constant things the men talked about was wanting to go home and what they were going to do when they got there; one of Scott’s biggest cravings was to have a McDonald’s hamburger (00:57:12:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottJ1477V Title A name given to the resource Scott, Joseph (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Scott, Joseph Description An account of the resource In order to avoid the draft, while still a junior in high school, Joseph Scott elected to join the Michigan National Guard in 1965. After about a year and a half in the guard, he decided to go on active duty and trained as an aircraft mechanic at Fort Eustis, Virginia. He volunteered for Vietnam, and was assigned to the 540th Transportation Company, 34th Battalion, 14th Transportation Division stationed at an airfield in Qui Nhơn. While at the Qui Nhơn airfield, Scott split his time between working as a mechanic and as part of the base security force. He also spent some time Tan Son Nhut and Vung Tau. During Scott's tour, which he extended to a second year, he experienced the 1968 Tet offensive, during which the Viet Cong placed the Qui Nhơn airfield under a four-day siege. Contributor An entity responsible for making contributions to the resource Montagna, Douglas (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2013-01-22 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/708c52f62a0f4273633b405299ef5c20.mp4 32f9943c6fb5d3f394e4eb9220d22e37 https://digitalcollections.library.gvsu.edu/files/original/0c4ac5150b2112f36d0f21bc64061935.pdf 548654c5b7c1b9cf041041dc9f47dc36 PDF Text Text Grand Valley State University Veterans History Project Ken Scott (01:25:32) (00:01) Background Information • • • Ken was born in Alma, MI in 1937 His parents were teachers He went to Central Michigan University in 1955 and graduated in 1960 (01:06) Training • • • ROTC training was mandatory for the first 2 years of collage Ken went to Fort Eustis, VA as an obligated volunteer for 2 years after college His first duty was to go to Korea (06:50) Deployment • • • • • • • • • • Ken was sent to Camp Casey, Korea with the 7th infantry 17th transportation battalion and was assigned to the C Company, an armored carrier company He got on a 707 jet and flew from San Francisco to Hawaii, Wake Island, Japan, and then landed in Korea Korea smelt bad because of the open sewers and there were bullet holes in buildings Ken moved to Camp Casey and his duties were to do special assignment jobs and be the platoon leader They were some of the first troops to get the M-113 armored personnel carrier Their job was to support the battle groups Ken was there in from 1961 through 1962 The 1st Cavalry and the 7th Infantry divisions were still in Korea He was extended for 90 more days because of the assassination of JFK Ken was the company commander of C company (16:35) After Korea • • • • • • Ken went to Fort Leonard Wood, Missouri He was put in charge of the motor pool as lieutenant Ken was then sent to Fort Carson, CO He was part of the 4th Squadron, 12th Cavalry Regiment in the 5th Mechanized Division Ken made senior first lieutenant They set up loading plans at Fort Carson from 1962 until 1964 �(18:40) Germany • • • • • • • Ken made captain and was sent to Mannheim, Germany with the 28th transportation battalion of the 37th transportation group He commanded a heavy truck company that carried tanks They moved tanks from the Nancy depot in France to the Mainz depot in Germany when Charles De Gaulle kicked the US out of France The GIs put French wine and bread in the tanks’ gun barrels so they could smuggle them through the border check The Germans didn’t want much truck traffic on the Autobahn so they had to get special permission to drive on it Ken was in charge of the company for a year In the fall of 1965 they pulled out of Germany (22:30) Training for Vietnam Ken was sent to Fort Campbell, Kentucky He activated the 592nd transportation company They were at Fort Campbell from June 19, 1966 until March of 1967 Ken received new troops from South Carolina and found out that most of them were from New York City and didn’t know how to drive • They flew to Oakland, CA and boarded a ship to Vietnam • • • • (25:40) Vietnam • • • • • • • • • • • • • After 17 days at sea they landed at Okinawa, Japan There were 10 truck companies; Ken’s company had 188 men They went to Vung Tau and then to Cam Ranh Bay Cam Ranh was a very deep port Ken got on a LCU and went to shore He had 30 days to get the camp ready for the trucks that were coming in They built floors for the tents and sand bagged around the whole area for wind protection When they went out in a convoy they would occasionally get shot at by snipers Their camp was near a Vietnamese village and some of the village people worked in their camp There were a lot of geckoes around and some of the soldiers would feed them On one convoy they went almost all the way to Cambodia Most of the time they stayed on the beach Cam Ranh Bay was secured so they didn’t have any resistance at their camp �• • They never had to put armor plating on their trucks There wasn’t any support for the convoy (47:12) Back to the US • • • • • Ken went to Fort Riley, KS; the 9th and 1st divisions had gone to Vietnam He went to work with the 23rd forward air support command Ken made battalion commander and then major They had to get the camp ready for the ROTC summer camp Then he was sent to Fort Eustis, VA for an advanced course (48:50) Saigon • Ken was sent to Saigon in 1969 and 1970 • He was assigned to be a vessel movements officer and went to work for the first lieutenant • In Long Binh, a city east of Saigon, he had to move the 48th transport truck division to the 4th command • Ken became the highway operations commander • He was playing volleyball and injured his knee, so he had to go to Japan for surgery • Ken was at Camp Drake, Japan for 10 days after his surgery • He got sent to Valley Forge, PA for rehabilitation • His tour wasn’t completed in Vietnam and he wanted to go back to finish it • Ken went back to his unit and finished his tour • They sent him to Fort Eustis to work with a new heavy truck • He went to Japan with his family for 3 years and got to visit Hong Kong and Korea (58:24) Teaching • • • • • • • • • • Ken moved to Leavenworth, KS He then became a staff officer in Hawaii While in Hawaii he received his masters degree from Central Michigan University In 1980 he went to Western Illinois University to become their professor of Military Science His son went through the ROTC program and then went into the Army for 5 years Ken’s son and daughter both graduated from WIU He moved a total of 26 times while he was in the Military Ken got a job at Fort Sheridan, IL He put in for retirement and bought a house in Grand Rapids, MI Ken taught at Union and Creston for 8 years in Grand Rapids �• • • • • He spent 14 years in the ROTC program In 1999 he retired Ken is now a member of the VFW, the American Legion, the Vietnam Veterans Association, and the Army Navy Club of Grand Rapids Ken thinks the Army has changed a lot recently mostly because of technology In 1967 he was told by the head of graduate programs at Central Michigan University that he was not welcome on campus because he was in the Vietnam War �BIOGRAPHY KENNETH G. SCOTT LIEUTENANT COLONEL, UNITED STATES ARMY, RETIRED Born in Michigan in 1937, Colonel Scott graduated from Sheridan Rural Agricultural High School in 1955. He attended Central Michigan University where he enrolled in the Senior ROTC Program. He graduated in 1960 with a B.S. Degree and was commissioned a Second Lieutenant. Colonel Scott earned a M.A. Degree in Management from Central Michigan University in 1978. He attended the Transportation Officer Basic (1961) , Advanced (1969), courses and the United States Army Command and General Staff (1977). He has served stateside at Fort Eustis, Virginia, Fort Leonard Wood, Missouri; Fort Carson , Colorado; Fort Riley, Kansas; Fort Leavenworth, Kansas; Fort Campbell, Kentucky; and Fort Sheridan, Illinois. His overseas assignments include tours in Korea, Germany, Vietnam (2), Japan and Hawaii. Command assignments were in Korea as a Company commander of an Armored Carrier Company with the 7th Infantry Division, company Commander of a Heavy Truck Company in Germany, Company Commander of a Light Truck Company in Vietnam, and Battalion commander of a Transportation Battalion at Fort Riley, Kansas. Major Staff Assignments were S-3 Truck Transportation Battalion in Germany and Vietnam ; Highway Operations Officer Transportation Group in Vietnam; Project Officer Combat Development command; Staff Transportation Officer G-4 US Army Japan; Chief Transportation, Energy and Troop Support Division DCSLOG ,WESTCOM Hawaii; Director Industrial Operations, Fort Sheridan, Illinois. In 1980, he became the Professor of Military Science at Northern Illinois University. Colonel Scott retired from the United States Army in October 1985, from Fort Sheridan, Illinois, where he was the Director of Logistics . He joined the Grand Rapids Public Schools Junior ROTC Department as an instructor in 1985. He assumed the position of Facilitator of Army Instruction in August 1991. He retired from the Grand Rapids Public Schools on 31 July 1999. Decorations awarded to Colonel Scott include the Bronze Star Medal (1 OLC), Meritorious Service Medal (1 OLC), Army commendation Medal (2 OLC), Meritorious Unit Commendation (1 OLC), National Defense Service Medal, Republic of Korea Presidential Unit citation , Vietnam Service Medal, Vietnam Campaign Medal with 60 Device, Vietnam Cross of Gallantry with Palm, Army Service Ribbon , and Overseas service Ribbon with numeral 3 , Korea Defense Service Medal. He also was awarded the Outstanding Civilian Service Medal for his JROTC Service. Colonel Scott was inducted into the Central Michigan �University ROTC Hall of Fame in February 2000. Colonel Scott is a life member of The Military Officers Association of America , The Veterans of Foreign Wars , The American Legion And the Vietnam Veterans of America. He is also a member of the Army and Navy Club of Grand Rapids and Kiwanis Club of Grand Rapids North . Colonel Scott is married to the former Carol F. Jenks of Sheridan, Michigan . They have a son , Mark O. Scott who has q·children . He is an Emergency Room Doctor in Kansas City , Mo. They also have a daughter, Laura M. Hamacher, who is married to an attorney , has two children. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottK Title A name given to the resource Scott, Ken (Interview outline, video, and papers), 2008 Creator An entity primarily responsible for making the resource Scott, Ken Description An account of the resource Ken Scott was born in Alma, Michigan in 1937. Ken graduated from Central Michigan University in 1960 and then went into the Army. His first duty was in Korea with the 7th infantry 17th transportation battalion as their platoon leader. In 1962 he came back to the US and then was sent to Germany from 1962 to 1964 where he commanded a heavy truck company. After Germany he activated a transportation company and went with them to Vietnam in March of 1967. He did one tour in Vietnam and then after being home for a short while did another. Ken then went to work as a professor of Military science working in Illinois and then Grand Rapids, Michigan until he retired in 1999. Personal account of military service is appended to interview outline. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army Korean War, 1950-1953--Personal narratives, American Vietnam War, 1961-1975--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-08 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/abbf83c50799bc62891642563aa85d42.jpg 9a6ed751b8059b3b20b98a7f66168cf1 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context ScottLinda Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Scott, Linda Description An account of the resource Linda Scott Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/54e17ffed81be372b32f0f9fc7543cb4.pdf e5858ac32c6d49a908d0540b71b3dbcd PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Scripta super quattuor libros Sententiarum Petri Lombardi [folium 157] Identifier An unambiguous reference to the resource within a given context DC-03_157Argentina1490 Creator An entity primarily responsible for making the resource Thomaas, de Argentina, -1357 Description An account of the resource One leaf from Scripta super quattuor libros Sententiarum Petri Lombardi by Thomas de Argentina and edited by Pallas Spangel. Printed in Strassburg by Martin Flach (Printer of Strassburg) in 1490. [GW M46615; ISTC it00343000] Publisher An entity responsible for making the resource available Strassburg: Martin Flach Subject The topic of the resource Incunabula Printing 1450-1500 Language A language of the resource la Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1490 Source A related resource from which the described resource is derived Seidman Rare Books Collection Contributor An entity responsible for making contributions to the resource Spangel, Pallas (editor) Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/ba9ee6c6290fb668ec54dfebfdf83a5e.jpg f2ce272d369d927570583f9209fe4786 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 Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SctipperSonja Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Sctipper, Sonja Description An account of the resource Sonja Sctipper Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/f928aba2fdcb69ae9337c3fbdbcae32c.jpg fa0949358a69d486e902d6005076143e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_N015-0018 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1973-01-27 Title A name given to the resource Sculptor Alan Hadfield, London, England Description An account of the resource Black and white photograph of sculptor Alan Hadfield, the artist and creator of a C.S. Lewis bust in London, England. Scanned from the negative. Subject The topic of the resource Sculptors--England--London London (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4cfd6032762429f1f68898a873820491.jpg 8443bd19ba77f14725046a648c348a50 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_000930 Title A name given to the resource Sculptor Dale Eldred Description An account of the resource Sculptor Dale Eldred. Subject The topic of the resource Events Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/a32aadfff31ff4788ac189ad2351159c.jpg bdee9d5ec6b0a0d3c9f7e3f6f4724e46 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_I146-0010 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-08-07 Title A name given to the resource Sculpture in Karlsruhe City Park, Germany Description An account of the resource Black and white photograph of an outdoor owl sculpture located in a wooded area in the Karlsruhe Schlossgarten, or Palace Garden, the landscape park situated north of the Karlsruhe Palace in Germany. Scanned from the negative. Subject The topic of the resource Karlsruhe (Germany) Gardens--Germany--Karlsruhe Parks--Germany--Karlsruhe Sculptures--Germany--Karlsruhe Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives