Student Feature: Jennifer Cimmarusti

The application deadline for the Paris May Term is Nov. 29. As that date approaches, Professor Janes asked senior history major Jennifer Cimmarusti to share some of her experiences and insights about the trip.

Jennifer in the Hall of Mirrors in Versailles. This room was the sight of many royal gatherings under Louis XIV, Louis XV, and Louis XVI. It was also the sight of the signing of the The Treaty of Versailles on June 28, 1919, formally ending World War I. Photo by Jennifer Cimmarusti.

Professor Janes: What was your favorite place that you visited or activity you did?

Jennifer: The first was the beautiful town of Versailles, which we visited together as a class. While most people are interested in the main palace where the kings lived, I was personally more fascinated by the smaller mansions and the lush gardens that surrounded each building. To see the incredibly detailed designs of the buildings and extravagant furniture was a once in a lifetime opportunity. Along with that the places were full of fascinating history. As someone who absolutely loves the French Revolution, it was a dream come true to see the Jeu de Paume, or tennis courts, where the National Assembly met and planned their revolt. Overall, Versailles was my favorite place that we visited as a group.

Professor Janes: What surprised you about Paris?

Jennifer: I was surprised at how well I was able to communicate with Parisians. As someone who does not speak a lick of French, I was quite nervous about how I was going to get by. However, I found out that most French people do speak English, and I was able to pick up some French phrases. When all else failed, hand gestures worked as well. So what I thought was going to be a major issue was actually one of the easier parts of the trip. It also taught me that it is okay to travel somewhere and not completely understand the language, though a few words or phrases can’t hurt.

Professor Janes: Can you describe an example of how history shapes the city?

The quiet, windy streets of Montmartre, a neighborhood untouched by Haussmann’s redesign of Paris. Photo by Jennifer Cimmarusti.

Jennifer: One of the aspects of Paris I found most intriguing were the subtle hints of history located just about everywhere. It was hard to go anywhere in the city and not be surrounded by centuries of history. Even the streets themselves had a story to tell. In the mid-19th Century under the rule of Napoleon III, Baron Georges-Eugéne Haussmann was instructed to carry out a massive urban renewal plan. Not only did this modernize the city, but it also helped with sanitation and overall cleanliness. One of his most important projects was widening the streets of Paris and to create new apartment buildings. A prime example of his work can be found on the famous Avenue de l’Opéra, the street leading up to the Garnier Opera House. Here one can see the simple architectural style that was used by Haussmann and the wide streets to allow both pedestrians and cars through. So when I say that every aspect of the city is covered in History, I literally mean every part of it.

The Place Charles de Gaulle featuring the The Arc de Triomphe is the very epitome of Haussmann’s Grand Boulevards style of modern Paris. It sits on the the historic axis connecting the Louvre Museum all the way to the La Defense business district. From this view, Jen is looking out to La Defense with Paris behind her as the sun sets on the City of Lights. Photo by Jennifer Cimmarusti.

Professor Janes: Any advice for students considering traveling on May or June terms abroad?

Jennifer: My best advice for those considering studying abroad is do not put it off. While you may be hesitant for one reason or another about traveling abroad, it is also good to consider the reasons you should go. For instance, while I love to travel I was incredibly nervous about going to a foreign country by myself with no friends or family to accompany me. It was not until I talked to you, Dr. Janes, that I began to realize the importance of studying abroad. I remember you told me that not only is it vital to my own education, but also when else in my lifetime will I be able to do something like this? So I want to encourage those students out there who were scared like me to have a little faith and take that step forward. Traveling abroad has been one of my best experiences and I would do it again tomorrow if I could.

Faculty Feature: Marc Baer

Picture of history professor Marc BaerHistorians don’t create information: they read what’s handed to them, or rather what they can discover that was created by people in the past. Often, one bit of information contradicts another, and the historian is forced to compare and then choose between them, or ascertain which data are the truest, or construct a narrative from the disparate, contradictory bits. Beginning with our undergraduate years, we do this over and over until what begins as a method of analysis becomes second nature to us. We use it when we engage in scholarship, but also in our lives as citizens when we read newspapers, listen to speeches or watch television news reports. The world calls it critical thinking; historians call it being a thoughtful historian.

Now, imagine yourself as head of HR in a company, or the owner of a small business, or perhaps a dean employed at a prestigious small college in the Midwest. When you’re not signing forms, most of your time is spent doing precisely what the historian does. Hence my thesis (which, by the way, probably should have appeared in the previous paragraph): the best training for someone who is an administrator is—trumpet flourish here—history!

My argument is rather simple. In any workplace setting where one is called upon to make decisions—involving two people whose stories challenge each other, or two options presented to you either of which, if implemented, will make someone angry—the historian’s method kicks in. It’s not so much that we’re perpetually skeptical—which I would argue is an unhelpful attitude—but perpetually curious, inquisitive and aware that most contexts are characterized by complexity rather than simplicity. Therefore, when we’re in this analytical moment, our minds go to, “Hmmm. I wonder.” We begin to turn things over, to step back from the context, to seek antecedents, and to compare the situation with others we have encountered in the past. Only then are we prepared to decide.

Complimenting curiosity is another attitude engendered by the historian’s habit of thinking—empathy.  This can be understood as looking out at the world through the eyes of the other person. I like this, from Harper Lee’s To Kill a Mockingbird: “You never really understand a person until you consider things from his point of view … Until you climb inside of his skin and walk around in it.” As I recall, other than in the history seminar I never explicitly encouraged students to try to be empathetic. But in an exit interview a colleague and I did with a history major he stated that’s what the history major did for him, which made me realize we had encouraged empathy without ever naming it as such.

In the year I spent as Dean for the Arts and Humanities I relied on my training as an historian almost every day on the job. I had to apply curiosity and empathy to make wise decisions. I had to read documents against each other, likewise with colleagues’ narratives. Being an historian doesn’t guarantee that you’ll get all those decisions right, but I don’t know how administrators without the training historians receive engage the problem-solving process well.

One final takeaway: I hope I’ve exploded the myth that there’s any tight linkage between major and career. Majors such as history that emphasize strong communications skills which follow on strong analytical skills which follow on strong research skills provide the best preparation for solving problems.

Majoring in history is not for the weak of heart. But neither is the world of work, or for that matter, life.

Marc Baer taught in Hope’s History department for 33 years, serving as chair for the last 6. He then served as the college’s interim Dean for Arts and Humanities for 13 months, retiring for good in June 2017.

Alumni Feature: Samantha L. Miller, Ph.D.

Samantha L. Miller, Ph.D., Assistant Professor of the History of Christianity Anderson University, Anderson, IN

After Jeff Tyler’s History of Christianity class, the two courses I am most grateful for in all of my education are Janis Gibbs’s HIST 140 and Marc Baer’s HIST 400, the history major’s introductory and capstone classes, respectively. It was in these classes that I learned the art of research, which served as a foundation for all of the work to come. The classes in between the those two and all the varied experiences and opportunities I had as a history major together formed me as a historian.

I went on from Hope to get my M.Div. at Duke Divinity School and then my Ph.D. in historical theology from Marquette University. Now I teach church history and spiritual formation at Anderson University in Indiana. At every stage, I have been grateful for the formation I received as a Hope College history major.

The classes I took taught me how to research, to write, and to think. All of these skills were essential in graduate school, but the one that graduate school spent little time teaching was research. I was expected to know how to find sources and decide which were worth using. Professors assumed that I knew primary sources from secondary and the purpose of each. Assignments often had few instructions beyond, “15-20 pages, due on December 1.” I was expected to know how to take a paper from idea to final draft. Thanks to the work of Hope’s history faculty, I did.

Dr. Milller’s first graduation at Anderson University

Beyond research as the fundamental skill for papers—then a dissertation, and now conference presentations, articles, and books—the way Hope faculty taught me to research was empowering. They gave me steps to follow but trusted that I would do them and had high expectations. They taught me to do for myself and to try solving problems on my own. I was learning to think and work out the issues in my arguments; professors encouraged me to follow my curiosity. Now I use those same methods and stages of the intro and capstone classes (the annotated bibliographies, outlines, drafts, etc.) as I teach my own students to research in a History of Biblical Interpretation course.

In classes, I learned to speak up and have a voice because the history faculty knew how important discussion was for learning. I tested my ideas and learned to disagree respectfully with classmates. I learned that I was not always going to be the smartest person in the room; that formed humility as well as opened me to learn from classmates. In graduate school, I understood the value of listening to those with whom I disagreed, and now I require such discussions of my own students. (It’s also a skill and a posture much required in faculty meetings).

More than any class or any particular assignment or set of academic skills, however, I am grateful to my professors. They did the most work in preparing me to be a professor myself, and they did it by example. As they invited me into their offices and often their homes, as they worked alongside me on a research project, as they listened to my life and even prayed for me, I thought, “That’s the kind of professor I want to be.” And now as I sit across from students in my own office or as I make decisions about how to be fair in the classroom, I think about what Marc Baer or Janis Gibbs or Jeanine Petit would have done with me. I didn’t just come out of the Hope history department with a degree or with better research skills. I came out a well-rounded human being ready to serve.

Alumni Feature: A Hedge-Fund Lawyer Explains Why You Should Major in History

David Charnin, Class of 1996

“I’m interested in business and finance, so why should I major in history?” or, more bluntly, “Business is about buying and selling things, not writing term papers, so why should I study history?”  I asked myself these same questions before I became a history major, and, today I am an in-house lawyer for a private equity and hedge fund firm.

Answering these questions requires looking at their two parts: first, understanding what it means to be a business person, and second, understanding what it means to study history at Hope–and then seeing the strong relationship between them.  At its core, business is about human interaction: the art of buying and selling goods and services. Of course, numeracy is quite important.  The art of business, however, is not merely about numbers on an Excel spreadsheet (no disrespect to Excel).  Rather, it is about marshaling a team of people to achieve profit in buying from or selling to other people.  Human relationships and communication about ideas, solutions (products and services) and the value proposition of those solutions are key.  There are also whole ecosystems that support the sales organs of business: research and development, marketing, accounting, law, treasury, information technology, and human resources, just to name a few.  History is a gateway to success in business because it focuses one’s thinking and communication and, most importantly, will teach you how to teach yourself new things so that new situations present opportunities and not obstacles.  Let’s take a closer look at business and see the connections between it and the study of history.

First, a successful business career requires the ability to communicate clearly.  Email is the common carrier of written business ideas, and communicating concepts like product value, pricing, quantity, delivery date, and charges, etc. demands clarity of communication.  More than one million dollar deal has been fouled up because the salespeople were talking past each other and the email traffic was unclear as to what the parties really agreed to.  Studying history at Hope College will demand discipline in thought and precision in communication.  With your professors as your guides and classmates as co-venturers, you will learn to refine your ideas in presentations and writing and will learn to engage your colleagues’ ideas with care and candor.  This is exactly the skill set you will need to employ to engage and persuade your colleagues and customers in business, each of whom will have their own ideas about strategy (in the case of colleagues) and value (in the case of customers).

Successful businesses also require leaders who are critical thinkers and can develop a sound strategy and express their ideas in the spoken word.  Developing sound strategy requires clarity of thought while absorbing information from many sources–from colleagues, the media, the Intranet, trade publications and macroeconomic forces–to draw your own conclusions that may make or break your business.  The study of history will give you a framework to sift the wheat from the chaff in the marketplace of ideas.  You will learn which ideas have staying power and which do not.  You will learn to persuade with your speaking in the classroom setting, and you will engage with the ideas of the past that have persuaded others (and perhaps you).  Employing these skills with customers will give you an edge in today’s sales environment where selling a product requires persuading your customer of the value of your product, not just its price.   You may be selling a product, a service, or your idea about how to solve a problem.  Or, you may be evaluating someone else’s pitch to a solution.  By studying history, you will also learn to see the mistakes and failures of others by reading about actions and words and their consequences–without having to make them yourself.  Understanding your customers and your product’s value will permit you to see possible solutions and chart the right strategic course amid the challenges that will face you daily in business.

Lastly, a history degree will reward you with the confidence to make sound decisions for yourself, and the skepticism not to fall in love with your own ideas.  The critical thinking skills of analysis will also permit you to teach yourself how to engage and learn new ideas, a crucial skill in today’s fast-paced, changing workforce.

It’s Course Registration Time!

Take a look at the upper-level courses being taught by our great professors this Spring! If you have questions about them, please contact Dr. Jeanne Petit (petit@hope.edu).

History 200-01A Roman Imperial Women
T 6:30-9:20 pm
Albert Bell

In ancient Rome women could not vote or hold office, but the wives, sisters, and/or mothers of the emperors had enormous influence. We will examine the lives of women such as Livia, Agrippina, and St. Helena to see how they governed the empire from behind the throne.

 

History 200-01B: Travel with Herodotus
T 6:30-9:20 am
Albert Bell

Herodotus, known as “the father of history,” wrote an account of the wars between the Greeks and the Persians in the fifth century BC. He tells how the Persian Empire grew. Much of his work is based on his own travels around the eastern end of the Mediterranean. Some information (and misinformation) he picks up from merchants and travelers who’ve gone beyond the modern Middle East.

History 200-02B: Peace Movements in the 20th-Century U.S
MW 3:00-4:20 pm
Jeanne Petit

Most history classes emphasize the impact of wars. This class will shift the focus of United States history and examine those who tried to prevent war and ensure peace. We will do a survey of peace movements that emerged during different contexts in the 20th-century United States with particular focus on the following: the Women’s Peace Party of the World War I Era, the labor movement of the 1930s, the labor movement of the 1930s, the Civil Rights Movement that emerged in the 1950s, the Vietnam-era peace  protests, and the late 20th-century anti-nuclear movement. Note: instead of a traditional research paper, students in this class will be building a research-based website.

History 242-01: Topics in 20th-Century European History
MWF 11:00-11:50 am
Gloria Tseng

This course surveys the history of twentieth-century Europe from three chronologically overlapping vantage points. These are “the age of catastrophe,” “the age of secular ideological extremes,” and “the limits of secularism.” Implied in the organization of the course is the argument that each of these vantage points in some ways epitomizes the century. The events and developments examined in this course are chosen to reflect these concerns. In addition to mastering the main events and developments that have defined the twentieth century, an important component of the course is to reflect on current events in light of the history of the past century. In other words, we as a class will learn to “think like a historian.”

History 295-01: Russia: Peter I to the USSR
MWF 1:00-1:50 PM
Wayne Tan

Russia is, arguably, one of the most influential nations today on the global stage. With humble beginnings as fragmented principalities, it grew into a vast empire spanning Asia and Europe by the 19th century and, as the core of the Soviet Union, dominated world politics for much of the 20th century. A land of untold riches, it was also a land of enigmas and contradictions. What is Russia’s identity today? What are the origins of Russian imperial traditions and institutions? How did its literature convey the political anxieties of the centuries? How did the 1917 Revolution affect the rest of the world? Why did the Soviet Union emerge and then slowly unravel? What lessons does the story of Russia hold for the future of global diplomacy and conflict resolution? This course explores these questions by surveying Russian history from the time of Peter the Great to the dissolution of the Soviet Union and recent developments in the

History 321-01: The Making of Modern Africa
TR 3:00-4:20 PM
Lauren Janes

MMABATHO, SOUTH AFRICA: South African National Congress (ANC) President Nelson Mandela gives 15 March 1994 in Mmabatho a clenched fist to supporters upon his arrival for his first election rally for 27 April general elections. (Photo credit should read WALTER DHLADHLA/AFP/Getty Images)

How did Africans end colonization on their continent and create new states in the middle of the twentieth century? Focusing on case studies of Algeria, Nigeria, and South Africa, we examine the structure and impact of modern imperialism in Africa, the process of decolonization (including peaceful and violent struggles), and the emergence of  new African states after decolonization. In this 300-level history course, students will also conduct their own research on a topic of twentieth-century African history that interests them.

History 351-01: Slavery & Race
MW 3:00-4:20 PM
Fred Johnson

From its origins as a British colonial society to its dominance as a global superpower, the United States has struggled to resolve conflicts arising from issues of race, ethnicity, and immigration. This course examines how such factors have influenced the overall development of the United States while exploring strategies for reconciling those and related challenges confronting Americans in the 21st century.

 

Student Feature: Kiley Corcoran

Three hours. Two teams. One rope. The Pull is one of the longest running collegiate traditions in America. This year, for the 120th time, Even Year and Odd Year will go head to head, trying to pull as much rope as they can across the river.

In the spring semester of 2017, I researched the tradition of the Pull as part of my Hist 140 class. The first Pull is believed to have been held in 1898 (The Pull), and since then there have only been four known instances of the event being cancelled: 1918, 1943, 1944 (due to both World Wars) and 1957 (flu outbreak on campus). For safety reasons, the Pull can only last three hours before the judges call the results.

All teams are referred to by the last two numbers of their graduating year. For example, this year will be the graduating class of 2020 versus the class of 2021, who are referred to as 2-0 (two-oh) and 2-1 (two-one), respectively. Students who graduate in an odd year are part of the “Odd Year” team, and those who graduate in an even year are considered “Even Year”. The juniors (Class of ‘19) coach the freshmen (Class of ‘21), and the seniors (Class of ‘18) coach the sophomores (Class of ‘20). Each team is made up of 40 freshmen and sophomores respectively: 20 pullers and 20 moralers. The pullers are the ones pulling the rope, and the moralers tell them what to do, give them water, and keep their spirits up throughout the long event.

Kiley Corcoran at the Pull

As a member of the 2-0 Freshman Pull Team last year, I witnessed and experienced the physical and emotional toll of this event firsthand. The Pull puts the participants’ bodies through stress like nothing else. Practices lasts for three weeks in the month of September, preparing everyone’s bodies as much as possible for Pull Day. The rope itself does damage to the pullers: It tears the skin on their hands and they need to wear handmade vests in order to keep the rope from burning their sides as they pull it. An 8-0 Puller, David J. Stevens, recounts shaking an odd-year pullers hand after the event, saying “…all we could do was smile and give each other one of the firmest and most meaningful handshakes that I have ever exchanged (considering that about a quarter of the skin of my hands was still on the rope, it was also one of the most painful)” (Powe).

It’s difficult for people who haven’t participated in the Pull to understand the impact it has on its participants. Shannon Vanderspool, a 9-6 moraler, described her experience of the Pull; “But, oh, when you’re a part of it – the smell of dirt and tape, the grimy feel of the rope, the hoarse voices and blistered hands…you remember how you felt as part of the family, working and laughing and crying together. It’s inimitable” (Powe). The Pull is extremely taxing physically, but the impact it has on the campus and its participants is important. It gives students, particularly in their first year, a place to belong, and people to turn to. They’re a part of something bigger than themselves, and all the insanity and tradition is worth it to them.

If you want to see firsthand what the Pull is, this weekend is your chance. On September 30th, from 3:00-6:00 PM, both banks of the Black River will be alive with cheering, chanting, and screaming. Whether you’re standing on the Even or Odd side, the electricity in the air on Pull Day is something that has to be experienced firsthand. Only one team will get to take the victory swim in the river. We don’t know which team that is, but neither team is going down without a fight.

 

The Pull | Hope College http://www.hope.edu/offices/student-life/pull/ (accessed September 26, 2017).

Powe, Lynne. The Pull, 1898-1997: A Century of Tradition at Hope College. Holland, MI: Hope College, 1997.

The Long Shadow of Vietnam

“Fierce!” Hope College Women with Vietnamese at Buddhist Center

The 2017 Vietnam May Term was the first ever such experience offered to Hope College students. For two weeks, eight fierce young women helped their two gasping male professor chaperones keep up as we traveled across the immense beauty of Vietnam. At the risk of sounding like a cliché, the Vietnam May Term was a life-changing experience. The people of America’s former bitter enemy welcomed us with world-class hospitality, but always hovering and extending a long shadow was the living memory of the war.

Vietnamese Hmong Children

Looking into the faces of Vietnamese Hmong children, one tried to imagine the fear and passion that had cost 58,000 American and countless Vietnamese lives. For young American and Vietnamese soldiers, waging war in a land of such breathtaking scenery, and whose people possessed such a rich history, must have heightened the incongruity.

One of many buildings at the Royal Ancient City of Hue
Artistry and Beauty at the Royal Ancient City of Hue
The Prior Marine Hope History Professor Ponders the Tactical Geography at Dien Bien Phu

When we traveled to Dien Bien Phu, pieces started falling into place. In 1954, French commanders, determined to preserve their nation’s right to dominate as Vietnam’s colonial master, casually ceded the highlands to their opponents. One need not be a military genius to quickly deduce the dangers of surrendering such an advantage. Presumptions of inherent Vietnamese inferiority proved costly. France’s subsequent defeat and withdrawal from Vietnam underscored the extent of French hubris and highlighted the perils of Western racism.

French Trench Line at Dien Bien Phu

France’s defeat, happening so soon after America’s frustrating stalemate against the communists during the Korean War [1950-1953], underscored the urgency to stand firm against global communism’s clear and present danger. With the situation compounded by the reduction of international complexities to simplifications of East vs. West, Communism vs. Capitalism, Good vs. Evil, Us vs. Them, the turmoil in Vietnam became the de facto possession of the United States.

Over forty years later, Americans are still wrestling with the “How” and “Why” of the Vietnam War. The most recent large-scale attempt to uncover answers to those questions happened on September 18, 2017, when PBS aired Episode I of The Vietnam War by documentarians Ken Burns and Lynn Novick.

As I watched the program, memories of the May Term were immediately refreshed. Seeing the actual places where Vietnamese and American soldiers had clashed in bloody combat deepened my comprehension of the conflict while challenging me to understand humanity’s ongoing love affair with war. I recalled the powerful bond between the combat vet Marines who trained me in OCS [Officer Candidates School] and how they’d privileged me, and my fellow officer candidates, with their knowledge. Most importantly, I resolved to fight harder against attempts to dismiss the necessity of history. For as one of my undergraduate professors at Bowie State College once proclaimed: “War is a joke that old men play on the young.”

Knowing history may not ultimately prevent war, but it can serve as a powerful force of mitigation. Because it’s difficult to play such lethal jokes on the young when they know the backstory, nature, and motivations of the joke-tellers. Knowing history makes it harder for chicken-hawk leaders to bamboozle and bedazzle with their blustery talk. Knowing history makes it harder to send other people’s children to war while the senders obscure that they’ll bear little, or none, of the cost. History shouts cautionary reminders that Vietnam vets were also once young, did their duty, and returned home to a nation determined to forget the war, and them. History challenges contemporary Americans to demand the same dedication and self-sacrifice from its leaders that is expected of the young people who are, have been, and will be sent to war.

Brothers and Sisters

Many Vietnamese sincerely told me that, while they’ve forgiven those responsible for the deaths of so many of each nation’s best and brightest, they will not forget. They choose to remember their history. They choose to learn. They choose to have a future that honors the sacrifices of the past. During the 2017 May Term they did so by accepting their American visitors as brothers and sisters.

Photographic Memory: My History Journey to Holland in World War I

Me in front of a wagon at a local museum, ca. 2006. I’ve always loved history and poor hair decisions.

Student Feature: by Aine O’Connor

My history begins with a photo album. The album follows the childhood and adolescence of my mother and her four siblings, tracing their stories. It is a green book overflowing with papers and letters. Everything that you could possibly imagine is stuffed in there. Birth records, First Communion Polaroids, school photos, and high school diplomas line the pages. Creases run through the binding now, and although it is almost five decades older than me, I am convinced the cracks come from the unbelievable number of times I opened it. Long before I knew what a major was, or that Hope College existed—even before I could read—I have clear memories of spending hours poring over that album.

When I finally arrived at Hope College almost exactly a year ago as an undeclared History and English major, my mind floated back to that old photo album. Since I had learned to read, books and literature had taken over my life. All I did was read, taking in unbelievable amounts of information useful to almost no one. I could have told you all of the presidents in order, and I probably would have thrown in a random fact for each one (Millard Fillmore married his schoolteacher!). But as I threw myself into my history methods class and other upper-level courses, I found myself drawn more and more to the photographic evidence. What were they trying to say, I wondered. What were photographs trying to tell me?

Ernest Vanden Bosch in his uniform.

As it turns out, both the photographs you take and the photographs you find say a lot. I learned that most poignantly this summer. Along with my two research colleagues, Avery Lowe and Natalie Fulk, I researched the Holland, Michigan and Hope College experience of World War One. I was shocked at how moving the photographs taken during this time could be, even one hundred years later. For much of the project, I followed the exploits of Hope College soldiers at the front, told mostly through Hope College’s newspaper The Anchor. This was a fascinating experience, but it was not until I started to carefully comb through yearbook photos in the Milestone that their stories became real. These were men my age,who fought and died for my country. One of them, Ernest Vanden Bosch, lost his left leg in battle, returned to Hope, and graduated four years later as president of his class. Remarkable people, leading remarkable lives, reserved for posterity in a yearbook photo.

All of these photos, and more, can be viewed at our website, “We All Must Do Our Utmost: Holland, Michigan in World War I.” While you’re there, I would advise you to take a look at the “Hollander Heroes” page, as well. Many of these men had no yearbook full of easily accessible photos to look back on. Instead, I was lucky enough to go and photograph their graves at Pilgrim Home Cemetery in Holland. Even though their journey here on Earth ended in Holland, their history journey had only just begun. Someday, when my college memories are just pictures in a photo album, I will include these soldiers, part of a history journey that is only just beginning.

 

Welcome Back!

 

 

 

 

 

By Jeanne Petit

Welcome back to a new semester! We are getting the history department blog going again, and we look forward to sharing stories of our students, faculty, and alumni over the course of the academic year. In the meantime, I want to fill you in on how we faculty in the history department spend our summer.

You could find Hope history faculty all of the world this summer. In May, Dr. Janes and students explored art and history on the Paris May Term,

Lauren Janes with Prof. Heidi Kraus and their students in front of the Chateau de Versailles after a full-day bike tour.

and Dr. Johnson taught the history of the Vietnam War as part of the new Hope College Vietnam May Term.

Fred Johnson teaching students in Vietnam-War era bunker.

In June, Dr. Gibbs spent her 19th summer teaching students at the Vienna Summer School, Hope College Vienna Summer School, while Dr. Tseng attended conferences on missionary history in Liverpool, England, and New Haven, Connecticut.

Gloria Tseng a Yale Divinity School for the Yale-Edinburgh Group Meeting on History of Missionary Movement and World Christianity.

Back in Holland, Dr. Hagood led the Faith and Scholarship series while taking the reins as the new Associate Dean of Teaching and Learning. Dr. Albert Bell saw the publication of Fortune’s Fool, the sixth book in his Pliny the Younger mystery novel series.

Dr. Wayne Tan received a book contract from University of Michigan Press for his manuscript titled “Blindness in Japan: The Remarkable Histories of a Disability.” We can’t wait for the book to come out!

I had the privilege to work with a team of Hope history majors examining the history of World War I in Holland Michigan. Three students–Natalie Fulk, Avery Lowe, and Aine O’Connor–spent eight weeks digging into local archives and reading old newspapers, and put together a web exhibit that explores how this major global event transformed this small community on the shores of Lake Michigan. You can see it here: https://sites.google.com/hope.edu/holland-wwi/

There will be many great activities and speakers this year, so check out our colloquium website for upcoming events. Be sure to attend our first colloquium on Tuesday, September 5 in Room 100A in the Bultman Student Center (i.e. the Programming Area). Dr. Johnson and I will team up with colleagues in Art History and Sociology to participate in the  Vox Populi panel: The Confederacy in 2017: The Flag, the Memorials, the Controversy.”

Feel free to contact me if you would like to write a blog post for us!

Having fun at commencement with Bingo!

 

 

 

 

 

By Jonathan Hagood

One of the most important goals for all students who enroll in a college or university is to graduate—and the pomp and circumstance that make up the commencement ceremony. This is an august, solemn, and weighty occasion. It can also, for those of us who attend every year, be quite boring. I’ve seen colleagues grade papers, read journals and books, catch some screen time, nap… we also share stories about students (treasured and not) and cheer on those we knew well as their names are called and they walk across the stage. Still, the gap in time between students that I know can be long. What to do both to pass the time and to stay focused…?

I started playing Commencement Bingo four years ago, and it’s now an expected and cherished tradition at my school. Here are the basics:

  • An 8-1/2” x 11” sheet of cardstock has a grid of sixty squares: the five letters in BINGO multiplied by the twelve letters in COMMENCEMENT.
  • Each square has a randomly selected first name, drawn from the most frequently occurring names in the graduating class.
  • Six of the squares are marked as a FREE SPACE.
  • I do all of this in Excel, and I randomize the squares, making 25 distinct versions of the card (it’s more fun if your neighbor’s card has a different arrangement of names).
  • A sheet of 55 stars—Avery® Assorted Foil Star Labels 6007 (http://www.avery.com/avery/en_us/Products/Labels/Identification-Labels/Foil-Star-Labels_06007.htm)—accompanies each card.
  • When a first name is read aloud, you mark the appropriate square with a star.

It’s relatively simple—and fun! My colleagues and I find that playing Commencement Bingo not only passes the time, but we also pay more attention to the names of students as they are called. In addition, I find myself reflecting on and remembering particular students whose first names I have on my sheet. For example, in the Class of 2017 one of the most frequent names is Elizabeth, and I thought about the many Elizabeths, Lizzes, Beths, etc. that I have taught both recently and over the years. Waiting for a relatively rare name can also lead to cheering from the faculty. For some reason this year it took a while for a Justin to walk across the stage, but when he did several faculty members who had been eagerly awaiting the opportunity to star a Justin-square on their cards cheered. Someone next to me said, “I bet Justin’s wondering why the faculty are so happy for him.”

Over the years I’ve learned some necessary tweaks. The card originally started as a 5×5 grid, but that was not enough to last through our 700+ students. Even expanded to 5×12, many faculty finished “too soon.” So, I added the feature of having two squares with the full names of students I knew would be at the end of the ceremony. At our school, those are students graduating with a Bachelor of Science in Nursing (BSN). That way, every player has to wait until the end of Commencement to finish. This year, I realized that there is still a gap between filling out the first-name squares and waiting for the nurses. So, next year I plan to add squares for full names of students that I know will be in the last third of the ceremony (for us, students receiving Bachelor of Music or Bachelor of Science degrees). I think I might also add some open-ended, but personal squares, like “One of Your Advisees” or “Student You Knew Well.”

I have also added an element of winning prizes. Players who write their names on their cards and turn them in to me are entered into a drawing for a tote bag with swag inside. The bag is labeled “Commencement Bingo,” and my hope is that over the years it becomes a hot commodity.

Because I am a history professor, on the back of the card I provide some interesting data. I list the top 50 names for the graduating class (Class of 2017), the top 15 baby names for the years in which they were born (1994-96), the top 15 baby names for 100 years before (1884-86)—I don’t see a lot of Franks or Ethels in my classrooms these days, and the top 15 baby names for last year (the Class of 2038?). I also included an article from our student newspaper re: the graduating class of 1917: “Seniors on Wild Rampage of Festivities: Celebrate With Two Parties In Last Week of School” (http://digitalcommons.hope.edu/cgi/viewcontent.cgi?article=1021&context=anchor_1917). I’m not sure as many of my colleagues enjoy this side of the card as much I do, and so next year I think I might add a Commencement Crossword Puzzle. Lots of opportunities there.

Does playing bingo take away from the augustness, solemnity, and weight of the commencement ceremony? I don’t think so. I hope not. There are certainly folks who decline to play, but I’ve yet to hear anything negative from administrators above my pay grade—in fact, more than one of them have given me positive feedback. One of my colleagues told me that she shared knowledge of this faculty “tradition” with her students and reported that they all thought it was great fun. That said, I am sensitive to folks who might think otherwise. I know of at least one colleague who has told me that she doesn’t think it is appropriate and therefore does not participate. Returning to where I started, I’d like to think that it helps me to focus and think about the students. I would also argue that playing bingo honors the students and the occasion more than does grading papers, reading, checking social media, or napping. If anything, Commencement Bingo contributes to the merriment and celebration that should rightly accompany the gravity of the situation. Yes, our students have accomplished much, and this is a serious moment. It is also a time to smile, laugh, clap, and cheer.

Bingo!