Nevada Vista

Stephen Campbell Photo/ photography on line

lake mead sunrise, Copyright Stephen Campbell Fine Art Photographer.


Note: My news home town, Boulder City, is the entry way to the real Lake Mead and the Hoover Dam...-Art Lynch

Why I teach

Teaching Philosophy Statement

How good you are, how skilled, how studied depends entirely on how much you want to put into it.

There is aptitude and there is talent. Both can be developed to meet personal, community, and professional needs.

Opening our minds; agreeing to disagree; positive argumentation; understanding how we all communicate and why are key to citizenship, personal growth, prosperity and education itself.

There is no more important job than teaching, and I am gratified to be a part of this profession. 

I enjoy the opportunity to help students open their eyes, to dream, to flex their muscles, expand their horizons, forge new paths, and reach their goals. 

I hope that students see how much I enjoy being in the classroom, and that this enjoyment (really passion and enthusiasm) creates a positive classroom experience. My philosophy is rooted in passion, engagement, support and flexibility.

I believe every person has potential, perhaps more than they may realize.  The struggle may be great, but we have it in us to get there.  Individual effort is important, but reaching out for help is equally important. Also important is having a quality of curiosity, openness, and persistence, and being willing to experience some discomfort along the way.  

For many students, going to college is scary – taking a lot of determination, with many students being the first ones in their family to take this step.  Coming from a working class Chicago background, I understand that students may want to focus on practical goals. I also continue to appreciate the impressive diversity of the students in my classroom, in terms of age, nationality, and socioeconomic background.

I believe in an open discussion classroom and encourage students to ask questions and learn from each other. I learn from them every term. I also assume that students have different learning styles, coming from different places and backgrounds. 

Students have the opportunity to excel to their personal best through written work, discussion, tests, and assignments. I offer a variety ways to engage students, through lectures, story telling, films, web-assist and online resources.  Occasionally I have students who are surprised (or frustrated) that a speech class would include a range of topics, including current events, history, and social issues.  By covering these issues students are given topic ideas, learn more about different sources and become exposed to conflicting opinion. 

Research and presentation skills are needed for future academic and professional growth. This provides good preparation for developing speeches, and helps to have a learning experience that is more interesting and challenging than a rote series of theory lectures and speech assignments. Plus this helps to encourage a habit of critical thinking.

Teaching communications, particularly public speaking, means that many students are going to be more anxious than in other classes. When you are up there you are vulnerable. An important part of my job is helping students gain confidence through a gradual progression toward goals. Students are often pleasantly surprised that they have achieved (or simply survived) this experience. 

I am currently finishing a dissertation that is focused on the work of John Dewey, and I am reminded why this philosopher impressed during my undergraduate days in Chicago. The notion that learning should be an active process of discovery, and be relevant to student learning [that teaching should not crush curiosity and creativity] and that an education is a social and community project, not merely an individual goal, grounds my philosophy. I will never become complacent about teaching, and hope to continue offering my services as long as I am allowed.



Art Lynchart.lynch@artlynch.org

(702) 454-1067

A decline in who we are?

The news media has picked up on what has been on on-going discussion in the Chronicle for Higher Education and among educators: the decline in education.

Of concern at the college level is the decline of standards in critical thinking and research, the shift from scholar to customer, and from the search for truth to how to make more money and increase your personal lot in life.

Critical thinking means many things, but for this purpose the ability to reason through and understand all sides of an issue or problem and be open to altering your own view or acknowledging the strengths as well a weaknesses of opposing viewpoints.

In other other words: think.

Teaching at the high school, trade school, community college and university level, teachers and faculty observe that students want to go the easy way: to teach to the test, to have their views be heard without any reference or serious consideration of the views of others, to not have to delve into such valuable resources as history, philosophy, psychology, religious studies or anything that may require and understanding of society differing from the one they grew up in and accept as the one true way.

Too many students want it their way...their view and vision of the world to be the one and only acceptable way of doing or seeing things. [This may explain the election of a government that no longer compromises and governs but sticks to black and white constants over a functioning society]. 

Research is an 8 letter 4 letter word, beyond quick Internet searches, Google, Wikipedia and whatever is fastest and easiest to find.

Some schools no longer allow faculty to encourage, much less require, scholarly juried sources of academic material. It has become OK to use pulp magazines and Internet sites that present the misinformation or sales bias material provided by public relations and advertising sources as "fact" (without any indication of the source being anything less than balance and academic). [I have worked in the media and know how these "sources" the students feel should be accepted are generated.] These schools call themselves colleges and/or universities. Even public universities have eroded the standards of research and ability to reason through all point of view and question the authenticity of not only opinion but of facts.

Those same students then complain about getting a B instead of an A, credits not transferring and faculty members who dare to present views or opinions that do not fit with their own.

Education as a customer service institution has grown as state budgets get tight, increasing consumer centered generations take over decision making positions and the model of public-private partnerships and government backed student loans fuel the engines of education.

But can a student be a customer? Are teachers there to help students grow into citizens, decision makers, leaders and excel or to simple train them for the jobs they perceive as allowing them to pay off their student loans and have a better life for themselves and their family. The American Dream as money and not as a concept of democracy, public service and social interdependency may already be so entrenched that the solid liberal arts education of the past, the self thinkers who built this country, may have gone the way of the dinosaurs for most of America.

Can a student be an informed customer if they are not aware of the inaccuracies of thought, of how others think, of a changing work beyond YouTube and Facebook?

While seeking to better yourself, and by extension your families wealth and well being are a key part of American capitalism and most say American democracy, should it be the foundation of how decisions are made, the motivation for our educational standards and actions, the root source of who we are?

That's another debate, one that requires critical thinking skills, research, being open to a wide range of views and the overall needs of society as well as self.

Are we capable of such a discussion? Are we teaching our future generation of leaders to be able to make solid decisions on these and other key issues?

Or are we teaching them to get what they pay for, demand what they want and believe what they already believe?

And what of the educators and administrators?

Are we hiring teachers who read, question, put the pursuit of knowledge first or who are seeking steady jobs working with age groups they like being around? Are we hiring administrators who hire and fire, move chess pieces around and who are more interested in balancing budgets than rewarding employees who push their students to think, funding programs that help students to push the envelope and opening the door to debate and critical thought? Are they setting prohibition and policies or allowing for faculty to stretch and challenge students? And are they bean counters or innovators?

A discussion for another time.

-Dr. Art Lynch

Communication Model Explained and Basic Concepts Related to the Model

The basics of communication can be found several places on the web. A suggested start is the University of Missouri, one of the top communication schools in the nation.

I. Foundation for School and Life Success
A. Introductions to not only the field, but to college and how to survive and prosper.
B. You must use the college requirements and learn the methods utilized at your school.
C. Notes, outlining, references, testing techniques, etc.
D. Assistance available through student services.
E. Use of computer, Angel, Word, Internet and so on.
F. Use of library, outside references, sources, tools.
G. Basic Research skills for life
H. Organizing thoughts
I. Outlining
J. Presenting your ideas effectively

The Shannon and Weaver model

.
 

II. Components of a Speech Transaction
A. Situation and Context
B. Speaker / Transmitter / Source
C. Channels / Media
D. Message
E. Symbols / Semantics
F. Encode
G. Decode
H. Feedback
I. Noise / Interference / Screens / Filters
J. Internal Noise
K. External Noise
L. Cultural Noise

M. All three forms of noise are interconnected and interact

N. Semantic Noise is not one of the three forms of noise, it means the signals or symbols of a transmission are not being understood properly due to outside factors (the other three forms of noise)
O. The components of a speech transaction occur simultaneously and are interdependent

P. All communication is transactional, involves a two-way passage of information, emotion, intent.

III. Intro into basic course concepts
A. Communication Model

1. Transmitter,
- Intent of Transmitter,
- What was meant to be communicated
a. Sender,
b. Source
c. Speaker
2. Channel,
3. Medium. Media
4. Message, intended message
5. Receiver,
6. Listener,
7. T2 (not Arnold!)
8. Feedback
9. Encode
10. Decode

11. Codes
a. Verbal,
- Words, actual language, vocabulary
b. Vocal,
- How you say the words, voice, inflection, etc.
c. Visual,
d. - Everything else, see, hear, smell, touch, etc.

12. Proofs,
- How we prove and argument, why we believe things
f. Ethos, Credibility, Power, Likeability, Trust, Source, Expertise, Position
g. Logos, Logic (some variance by culture)
h. Pathos, Emotion, Emotional Appeal
i. Mythos, Cultural, Cultural shorthand, David v. Goliath, Patriotism. Flag, etc.


12. Noise: Screens, \ Filters, Interference, anything that gets in the way of the message

13. Internal Screens,
- Whatever happens inside your mind or body to interfere with understanding the message as intended, or to interfere with transmitting the message in a way that will be understood
- Internal noise is what is occurring inside the transmitter or receiver. For example an event earlier in the day or in the life of the individual could change the way they interpret or send signals. Physical, psychological, cognitive forms of interference may impact how message is encoded or decoded, interpreted or received. Disabilities, health, fatigue, hunger, external events impact on how you feel or think, and unrelated thoughts are examples of internal noise.

14. External Screens
- Whatever happens outside of your mind or body to interfere with understanding the message as intended, or to interfere with transmitting the message in a way that will be understood.
- External noise is what occurred outside of the sender or receive. This could include sound, smell, lighting, temperature, time of day, events occurring at the same time as the message, other messages conflicting or concurrent with the intended message, environment, etc.

15. Cultural Screens
- Differences in culture (including Demographic, Psychographic differences) that interferes with understanding the message as intended.
- Differences in culture interfere with transmitting the message in a way that will be understood.
- Cultural noise comes from the self-identity, backgrounds, beliefs and culture of the sender and/or the receiver.
- Messages can have differing meanings. Protocol, prolific, etc.

16. Semantic Noise, not understanding the words, not understanding the language
- Not one of the three forms of screens or noise, because semantic can cross internal, external and cultural boundaries and it simply means tat symbols (usually words) are not being transmitted or interpreted the same between parties in the communication transaction.

17. Demographics as way of understanding yourself and your audience
a. Age
b. Gender (Sex)
c. Psychographics and Culture
d. Age and Gender are fixed properties
e. Psychographic is everthing else you can measure or put a number to
f. Psychographic differs as is is self-identified, what you volunteer yourself as


B. The Communication Process
1. Speaker/ Sender/ Transmitter
a. The source of the message
b. Requires technical skills
c. Requires enthusiasm and active stimulation
d. Involves intent
e. Requires understanding the Receiver
f. Requires decisions on how to send message
g. Requires knowledge, processing preparation and understanding

2. Channel/ media
a. How the message is sent
b. Tolls used to send message
c. Media or Medium utilized in encoding and decoding message
d. Means by which the message is communicated
e. One of more channels may be used
f. May involve technical support or intervention
g. Could be as simple as eye contact

3. Message
a. Whatever is being communicated
b. Intended and unintended messages can be transmitted
c. Verbal and non-verbal transmissions
d. May or may not be interpreted properly by receiver

4. Listener/ Receiver/ Audience
a. Every message is filtered through the listeners frame of reference
b. Listeners frame of reference is the sum total of their experiences, goal, knowledge, values, attitudes and beliefs.
c. No source and receiver have the exact frame of reference
d. A message and its transmission must be adapted to the audience
e. Noise gets in the way of the communication

5. Feedback
a. Message sent by listener to the speaker, receiver to the transmitter
b. The receiver becomes the transmitter
c. The transmitter become the receiver
d. Because all communication is transactional (involving a transaction of information, feelings or ideas) feedback operates under the same principals and rules as the original transmission and channel
e. Feedback may be immediate or delayed
f. Noise/ Screens/ Filter interfere with both the original transmission and the feedback
g. Successful speakers adjust their message based on careful studied reception of feedback

6. Interference/ Screens/ Noise / Filters
a. Anything that impeded the communication of a message
b. Can be internal or external
c. May also involve internal and external cultural filters
d. External comes from outside, physical or psychological, of the speaker or listener
e. Internal involves anything, physical or psychological, involving what is inside the sender or receiver, speaker or listener.
f. External may be noise, lighting, major events, size or shape of room, sound, temperature, other speakers and so forth
g. Internal may be poor listening skills, lack of concentration, the other 50-% of what is going on in your brain, physical ailments or disabilities, fatigue and so forth.
h. Successful speakers overcome interference in a wide range of ways, numerous times during their message

7. Encode
a. Selecting symbols to communicate a message
b. Determining how to transmit the message
c. Combination of verbal, vocal, visual and other
d. Anticipating the receiver

8. Decode
a. Understanding symbols uses to communicate a message
b. Understanding the intent of the message
c. Understanding and translating verbal, visual and other codes
d. Anticipating the intent of the sender
9. Codes
a. How a message is encoded
b. Verbal are the words used, the vocabulary
c. Vocal is how the words are said or transmitted, vocal tones, inflections, etc.

d. Visual is everything else, all sight, sound, smell, tactile touch, etc.

10. Proofs
a. Ethos - credibility, real and perceived
b. Logos – logic, common pattern of thought to a group
c. Pathos – emotional appeals
d. Mythos – myths, common stories and shorthand by culture

11. Demographics
a. Explains an individual, group, audience, market or culture
b. Numbers
c. Age
d. Gender or sex
e. Psychographic (anything else you can put a number to)

For additional information please click on "read more" below"

Bloom's Taxonomy: Understanding A Critical Thinking Framework

•  Revised Blooms levels are listed below...APA revision 2001.
• Remembering: Can we recall or remember information from long-term memory?
• Understanding: Can we internalize, recall, and connect with other information?
• Applying: Can we use the information in a new way?
• Analyzing: Can we distinguish between the different parts, meaning the parts and subparts, how components work together?
• Evaluating: Can we justify a stand or decision?
• Creating: Can we create new product or point of view?

There are several critical thinking frameworks available for you to use, such as Maslow’s Hierarchy of Needs, Bloom’s Taxonomy, and the scientific model. All work and all apply to various aspects of critical and creative thinking

We will focus on Bloom’s Taxonomy as it is one of the most widely used frameworks for understanding and enhancing human thinking. By understanding major theoretical frameworks such as Bloom’s Taxonomy, you are in a better position to model and facilitate the growth of critical thinking.

In 1956, Benjamin Bloom and a group of educational psychologists developed a framework for understanding and teaching critical thinking. This framework, which developed into the widely known Bloom’s Taxonomy, provides a method of classification for thinking behaviors that are understood to be pivotal in the learning process. This taxonomy is comprised of three domains, as defined in the following:

• Cognitive learning is composed of remembering, understanding, applying, analyzing, creating and evaluating.
• Affective learning relates to emotion, attitude, appreciation, and value.
• Psychomotor learning relates to physical skills, including coordination, manual dexterity, strength, and speed (Harrow, 1972).

The critical thinking skills diagram, based on recent revisions to Bloom’s theory, provides a similar, but more updated version of this theoretical framework.



The Cognitive Domain 
The cognitive learning domain emphasizes intellectual abilities and outcomes. Bloom’s cognitive learning domain describes a hierarchical progression of learning. The levels include the following:

• Remembering: Can we recall or remember information from long-term memory?
• Understanding: Can we internalize, recall, and connect with other information?
• Applying: Can we use the information in a new way?
• Analyzing: Can we distinguish between the different parts, meaning the parts and subparts, how components work together?
• Evaluating: Can we justify a stand or decision?
• Creating: Can we create new product or point of view?

Each level reflects a level of cognitive complexity achieved in the learning progression, with the prior levels being requisite for advancing to the next level. In other words, a person functioning at the analyzing level has also mastered the material at the remembering, understanding, and applying levels.

Additionally, the revised version of Bloom’s taxonomy provides an expanded two-dimensional perspective on learning that also considers the type of knowledge being learned. The types of knowledge are divided into four main categories: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The Critical Thinking Framework matrix can be referenced for a more complex understanding of how the type of knowledge interplays with the stages of Bloom’s learning progression.

The more deeply a perso synthesizes information, the more critically he or she considers a topic. Not understanding a subject deeply enough may be a barrier to critical thinking.

The work of Bloom, originally relating to education, is easily transferable to most fields. The taxonomy emphasizes more of what we do with knowledge than examining the quality or nature of what we know.

The Affective Domain 
Bloom’s taxonomy, focusing on educational objectives, also examines how the affective domain of the learner is critical to the quality of the learning experience. “Cognitive objectives are satisfied when we obtain an appropriate level of knowledge, and affective objectives are satisfied when we obtain an appropriate level of internalization or value for the content” (Bolin, Khramtsova, & Saarnio, 2005, p. 154). The critical thinking process considers the five affective levels and addresses learner emotions toward learning experiences. Similar to the cognitive learning domain, affective levels are progressive, meaning one is learned before moving on to the next category:

• Receiving is the starting point, which engages a willingness or ability to listen. The learner acknowledges, listens, and replies.
  
  
• Responding involves actively participating in the learning process. A person contributes, questions, reacts, and gains satisfaction from active involvement.
  
  
• Valuing is the process in which learners assign worth to specific activities. A person chooses, joins, shares, and commits to the learning experience.
  
  
• Organizing allows us to develop an internal value system that organizes values in an order of priority. We adapt, modify, explain, and synthesize as we integrate complementary and disparate values; conflict may occur when integrating current values with new and divergent ones.
  
  
• Internalizing values controls behaviors. A person advocates, encourages, exemplifies, influences, and discloses. Once they internalize values related to critical thinking, they have a predictable response to situations.

To become a critical thinker, you must understand the barriers that interfere in your ability to think critically about specific issues. At times, they may experience cognitive barriers, such as limited subject knowledge. At other times, they may not have the proper affective disposition to critically consider a topic because of bias or experience. Understanding barriers that limit student skills is the first step toward improving those skills.

	Remember Retrieve relevant information from long-term memory.	Understand Construct meaning from oral, written, or graphic messages.	Apply Carry out or use a procedure.	Analyze Divide material into constituent parts and determine how they relate to one another and to overall structure.	Evaluate Make judgments based on criteria and standards.	Create Reorganize or put together elements to form a new structure or pattern.
Factual Knowledge Basic elements needed to be acquainted with a discipline	Define, Identify, Label, Name, Order, Outline, Recall, Recognize	Classify, Identify, Indicate, Recognize, Restate, Select, Summarize	Complete, Fill out, Translate	Organize, Arrange	Rank, Grade	Combine, Join, Merge
Conceptual Knowledge Relationships among basic elements that enable them to function together	Describe, Recite	Clarify, Compare, Contrast, Differentiate, Explain, Generalize, Infer, Map, Match	Apply, Choose, Complete, Determine, Interpret, Modify	Debate, Determine, Discriminate, Distinguish, Integrate, Interpret	Assess, Detect, Rate	Arrange, Assemble, Compile, Devise, Hypothesize, Plan, Predict
Procedural Knowledge Use of methods, skills, techniques, and algorithms	Order, Recite	Conclude, Demonstrate, Exemplify	Calculate, Compute, Employ, Formulate, Illustrate, Implement, Perform, Produce, Use	Structure, Revise	Coordinate, Estimate, Measure, Score, Test	Compose, Conclude, Construct, Design, Generate, Modify, Reconstruct
Metacognitive Knowledge Knowledge and awareness of one’s own thinking	Identify, Outline, Order	Compare, Differentiate, Conclude	Determine, Interpret, Illustrate	Organize, Discriminate, Revise	Rank, Assess, Estimate	Combine, Compile, Hypothesize, Predict, Modify

Examples

	Remember Retrieve relevant information from long-term memory.	Understand Construct meaning from oral, written, or graphic messages.	Apply Carry out or use a procedure.	Analyze Divide material into constituent parts and determine how they relate to one another and to overall structure.	Evaluate Make judgments based on criteria and standards.	Create Reorganize or put together elements to form a new structure or pattern.
Factual Knowledge Basic elements needed to be acquainted with a discipline	List the five stages in Tuckman's theory of group development.	Summarize the five stages of Tuckman's theory of group development.	Translate the principles of Tuckman's theory to the act of group formation.	Analyze the five stages of Tuckman's theory.	Evaluate Tuckman's theory based on past group experiences.	Create a plan to implement learning teams using Tuckman's theory.
Conceptual Knowledge Relationships among basic elements that enable them to function together	List challenges to online teamwork.	Explain challenges to online teamwork.	Determine how to overcome challenges to online teamwork.	Analyze the challenges of a past online team.	Evaluate the effectiveness of solutions to online team challenges.	Predict the effect of solutions to online team challenges.
Procedural Knowledge Use of methods, skills, techniques, and algorithms	List each step of the SQ3R reading technique.	Explain the steps of the SQ3R method.	Determine the most appropriate type of reading material for the SQ3R technique.	Distinguish the steps of the SQ3R method.	Assess the overall effectiveness of the SQ3R technique.	Design a learning plan for a student using the SQ3R technique.
Metacognitive Knowledge Knowledge and awareness of one’s own thinking	List personal strengths and weaknesses related to your writing process.	Describe personal strengths and weaknesses related to your writing process.	Compare the personal usefulness of various writing strategies.	Revise your current writing process to increase its effectiveness.	Assess the impact of new strategies on your writing process.	Predict the effect of new strategies on personal strengths and weaknesses.

Wrap-Up 
Having a critical thinking model helps you understand your students’ current functioning and assist in improving their critical thinking skills to reach higher levels of cognitive and affective learning.

References 
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives (Complete ed.). New York, NY: Longman.

Bolin, A. U., Khramstova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains. Teaching of Psychology 32(3), 154–159.

Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York, NY: David McKay. 

The Future History of the Newspaper Industry

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For as long as the newspaper industry has existed, people have been prognosticating about what it would look like in the future. Matt Novak, the author of the Gizmodo's Paleofuture blog, speaks with Bob about these predictions - some of which have been much more accurate than others.

Guests:

Matt Novak

Hosted by:

Bob Garfield

On The Media is funded, in part, by the John D. and Catherine T. MacArthur Foundation, the Overbrook Foundation and the Jane Marcher Foundation.

Maslow's Hierarchy of Needs

You enter the car showroom looking for a vehicle. The first thing the salesperson will do is make sure you have something to drink, perhaps something to eat, and that that you are comfortable (thus the well lit showrooms with seating and tables). They are meeting your basic physiological needs.


The showroom and lot appear safe, good lighting, lots of people around, an island of safety in which to shop for a car or truck. The dealership is meeting your need for safety and security.


The salesperson calls you by name, discussed your family and "theirs", and if appropriate touch (handshake, shoulder and so forth).


The esteem level comes when you get behind the wheel. Their job is to talk you up and get you a vehicle you will love that will also enhance you self esteem and image. Does the vehicle give you confidence, make you feel successful, gain you the respect of others or earn you respect from those you wish to look up to or respect you?


Self Actualization is an issue beyond what anyone else can do for you. The explanation varies by field, by interpretation, by context. In a way if you feel good about yourself and if the vehicle meets your needs at the highest level it may contribute to your self-actualization. A person may feel self actualized with a used car, or a bicycle for that matter.


This in a nutsell is Maslow. A pyramid, not a triangle, built on a foundation that must be strong and with each new level needing to be on a sound foundation for the levels above to be strong and successful.


Most of the world lives at the bottom two levels. Most of the educated industrial world lives in the botom four levels. The top level is very difficult to achieve, if even possible.


The following is from: http://www.envisionsoftware.com/articles/Maslows_Needs_Hierarchy.html

Self-actualization is the summit of Maslow's motivation theory. It is about the quest of reaching one's full potential as a person. Unlike lower level needs, this need is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow.

Self-actualized people tend to have motivators such as:

• Truth
• Justice
• Wisdom
• Meaning

Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization.

http://www.bzzzworks.com/images/infographics/maslow_pyramid.png

Click here for further details, explanation and examples of Maslow's Hierarchy of Needs.

The Media Supernova

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There are more ways than ever to consume media, and more media than ever to consume. But as the landscape becomes ever more fragmented and advertising revenue continues to stall, Bob and Brooke ask the question: is the Golden Age of content sustainable, or just a supernova, a dying star burning exceptionally bright?

Information, Media and Community

http://transition.fcc.gov/osp/inc-report/The_Information_Needs_of_Communities.pdf


Non-profits, Citizens, Journalism Schools, Public Broadcasting and Government


Click here to read on this topic, or click the link above to read the full report on the changing media landscape in the broadband age and the media needs of communities.

Boulder City: A proposed study

Complete 31ers Living History Project Dissertation, click here.

Your suggestions, thoughts, ideas and referrals will be appreciated as I continue the study this article introduces.
-Art Lynch

The generation who live through the Great Depression, more specifically the workers and their families who suffered through extreme condition to build the Boulder Dam (now Hoover Dam) are dying out, and with them the direct history and lineage for the birth of the unique “six companies” town of Boulder City, Nevada.

Massive growth and expansion of the Greater Las Vegas metropolitan are was kept at arms length by direct control or large amounts of unused land by the citizens of Boulder City, and adjacent federal lands. Travels to Boulder City and the Hoover Dam must come through Railroad Pass, creating a clean geographic separation from the cities of Henderson and Las Vegas. The town is not a part of the Las Vegas Valley, as it is located in the sparsely populated El Dorado Valley to the south and east of Las Vegas. Boulder City has limited liquor licenses and continues to ban gaming despite its location a half hour drive from the Las Vegas Strip. Growth is limited and the sale of city land requires a referendum of the citizens. Boulder City’s population is estimated between fourteen thousand and sixteen thousand, despite being one of the largest cities in geography in the nation.

Still, the identity of Boulder City is changing and may be at risk. With consolidation of the school system for Clark County (one of the largest in the nation in both numbers and geography), influx of large numbers of people from other states and the great recession of 2009, local identity may be challenged as what was once its own entity is now referred to as part of ‘suburban Las Vegas’. There was a risk of the erosion of community identity and being absorbed into the “Las Vegas” urban identity. Built as a planned community of green lawns and trees, the southwestern water shortage and county restrictions are contributing to a shift in appearance and change in the very feel of the community. A widening of the highway, the black canyon bridge bypass to the dam, growth on the

One of the decedents of the original settlers, Patty Sullivan, has taken on the task of reversing the trend by preserving history and making it relevant to the children and new citizens of Boulder City. She has extended the annual reunion event for the families of those who settled in the Colorado Basin Project Boulder Dam area in 1931, to include educational outreach, community events and the establishment of a future curriculum for K-12 education at Boulder City Schools.

The approach is challenging students and citizens to become interested and involve in the preservation of the history of their community through interactive narratives.  The “31ers Project” hopes to encourage community engagement and reinforced identity through educational programs and outreach. Her ad hock approach has shown some growth and success but faces major hurdles in the bureaucracy of a countywide school district, teachers who do not live in Boulder City and in a community strapped for cash.

The challenge becomes how to pull the community around a project and then bring the young people into it as a means of enriching their education, while maintaining a greater community identity and historic priority, without relying on large formalized, and therefore expensive, resources.

In 2009 Sullivan, along with volunteers and loose affiliations with specific teachers and individuals working at various organizations, made the first step in expansion from an event for the families of the founders to greater community involvement. The annual luncheon was held at the Boulder City campus satellite of the College of Southern Nevada, preceded by three days of tours, hands on educational events, theater and children’s museum like exhibits toured by select second to fourth grade classrooms. The event itself included living theater reproductions of events by two adults, a second grade class as well as slide shows by the Bureau of Reclamation and scholars. As was the practice in the past, survivors and descendants of the original “31er’s” shared their memories and thoughts.

In her efforts to preserve the history and culture of the community, Sullivan has utilized her position with the city parks and recreation department and her historic ties to the community to engage individuals, groups and organizations in a community based approach to education, rather than an institutional based perspective. In doing so she was free of the restrictions of traditional structured educational hierarchies and organizational structures. Sullivan may, by pursuing her personal belief and dedication to her own family history, be contributing to the democratic base on which education should be based.

The study will examine an Ad Hoc Approach to developing a successful community education outreach program. It will look at the obstacles and best practices in launching a successful school-community outreach partnership. Educational leadership from non-educators who come from a community perspective will be a key part of this study.

The 31ers Community Education Outreach was started organically, but the seeds of the initiative had deep roots in the community. Could this program be used as a model for other communities, or is it unique to the geography, age and position of Boulder City as a community?

Without going through the formal structure, Sullivan and her “team” names and identified a problem in the community, framed the issues, set up and divided into a decision making structure, identified and began outreach to community resources, organized public actions and took the first steps toward crafting a learning community. Her connection in the community led to her active role in gaining needed support from community organizations, official and unofficial leaders, her fellow “31ers” and reaching out to an assortment of individuals in the community with the expertise to help facilitate the 2009 luncheon project, continuation of and future growth of the 31ers project.

The next logical step is movement toward cooperative co-production of educational tools as part of maintaining community identity while also stimulating student involvement, interests and interaction in as wide a variety of fields as possible. Such fields may include history, conservation, engineering, social studies, literature, theater and media. The use of contextual learning through instilling the interactivity of education, as a liberal arts experience in students and faculty alike may be a byproduct of a successful project similar to the “31ers.”

Through a real world contextual approach similar to the 31ers student learn and are reinforced in their understanding of many of the things they also learn in schools: skills and values, science and mathematics, languages and cultures.

School and community partnerships have a lengthy if sometimes ambivalent history.  Of course school is an important part of a community, in fact places a central role in many communities.  John Dewey believed that this collaboration should be active and intentional. 

There are clearly benefits and challenges in developing and encouraging this collaboration. School professionals may be resistant to outsiders with an agenda. Schools have to adhere to curriculum and standards. Community members may come in with their own notions of how to reach goals. In some cases schools may be begging for community participation, while in other cases community agencies or individuals may be inspired by perceived needs.  The process may be through the development of a formal strategic plan, or organically through the enthusiasm and creativity of individuals.  While schools are expert at developing strategy, organic development may be successful if certain characteristics and factors are at play.

This study may raise many questions and bring issues into play including:

The community itself is an educational institution. Should there be a community strategy, based on the local needs, instead of larger school based strategy, to coordinate and make relevant a student’s education?

Is education a one size fits all formula or is it one that varies by and profits from individual communities and circumstances?

What are the values of the community, of groups within the community, of the educators and those directly involved in the 31ers project? How do these values interrelate and interact? Can this be replicated in other communities or projects?

Have the values, priorities and make-up of the community changed sufficiently to make the preservation of history academic instead of a part of their view of their community’s identity?

Can an individual make a difference against larger social structures and ideals?


Arizona side of the river and improved public transportation links lead to an increased perception as a bedroom community to “Sin City.”

A brief review of the 31ers:

What is a 31’er?

Originally, a 31’er was the term used for a person who arrived in the area that would become Boulder City, Nevada back in 1931, prior to serious construction on the Boulder or Black Canyon Dam (later named Hoover Dam). Over time those who worked or lived in the area during the entire time the dam and Boulder City itself were under construction came to known as 31ers. Today, anyone who has lived in Boulder City for at least 31 years or is a descendant of those who worked on the dam or who lived in Boulder city during the building of the dam are eligible to be called a 31er.

What is the Boulder Canyon Project Act?

The Boulder Canyon Project Act is the name the federal government gave to the entire process of building Hoover Dam and Boulder City. The dam remains the largest water and power projects in US History.

The monumental construction effort resulted in the invention of technology and equipment still used today, and a dam considered one of the major wonders of the modern world. Hoover dam provides power and water for six states, created what for most of a century was the largest man made lake in the world, Lake Mead, and allowed for the growth of what are now the major southwestern cities of Las Vegas, Phoenix, Los Angeles and San Diego.

The 31ers and their families who came to Nevada seeking work during the Great Depression weathered extreme conditions, took on dangerous work and added to the legacy of the American West in a key chapter of how man can overcome obsticles and create a lasting legacy.

First Written December 1, 2011

Sources and where to go for additional information and links:

(http://www.kettering.org/foundation_programs/community_politics)

(http://www.pdkintl.org/kappan/k_v89/k0804mat.htm)

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http://art-lynch.blogspot.com/2009/09/com-prof-will-bring-frank-crowe-to-life.html

http://www.youtube.com/watch?v=vKmb8h7UwNU

http://www.lasvegassun.com/news/2008/oct/23/reunion-honors-31ers-tries-bring-bc-history-life/

http://crc.nv.gov/ProjectAct1928.htm

http://www.usbr.gov/lc/hooverdam/service/

http://sagactor.blogspot.com/2009/11/frank-crowe.html

http://sagactor.blogspot.com/2009/10/art-lynch-to-play-frank-crowe-all-week.html

http://www.youtube.com/watch?v=vKmb8h7UwNU

http://www.bcnv.org/

http://www.damshortfilm.org/history/history.htm

http://en.wikipedia.org/wiki/Boulder_City,_Nevada

Linked-In Recommendations for Art Lynch (partial)

Acting coach, Instructor, Voice Coach, 31ers, other

Bouder City Recreation

14 visible recommendations for this position: 

“Art is an extremely talented individual in all of the arts. He is an excellent on air talent, and has a full knowledge of the communications industry. He is fully qualified to teach in any of these areas. DeAnne Sheehan” April 22, 2010

Top qualities: Personable, High Integrity, Creative

1^st DeAnne Sheehan
hired Art as a Media Buyer in 1998, and hired Art more than once

“Art Lynch and I worked on the fundraising component for the Nevada Screen Actors Guild Conservatory. He was facing an uphill climb which he did with determination and strength. When Art makes a commitment he gives 100%. It was good working with you Art. I hope to do it again some day.” August 9, 2009

1^st Kim Russell, Manager, 702 Entertainment LLC
was with another company when working with Art at Boulder City Park and Recreation

“Art is a considerate, caring National Director for Screen Actors Guild. His work and passion in communicating to his fellow officers is exemplary.” July 25, 2009

1^st Rik Deskin, Seattle Branch President, Screen Actors Guild
worked directly with Art at Boulder City Park and Recreation

“Art is a man of principle, integrity and honor. We serve together on the Board of the Screen Actors Guild. Art can not be bullied or intimidated. He ALWAYS does what he feels is best and right as opposed to what's easy and popular.

Art is extremely bright, talented and hard working. I'm honored to know him and work with him.” July 23, 2009

1^st Joe Narciso, Actor, Joe Narciso
was with another company when working with Art at Boulder City Park and Recreation

“Art is patient & looks to nuture & help bring out the best oneself.” June 12, 2009

1^st James D. Weston II, Actor, Screen Actors Guild
was with another company when working with Art at Boulder City Park and Recreation

“Art will be a valuable asset and team member in whatever endeavor he may choose to pursue. An excellent mentor with the uptmost integrity.” May 20, 2009

Top qualities: Great Results, Expert, High Integrity

1^st Gordon Greco
hired Art as a Career Coach in 2007

“Art Lynch is a humanist, dedicated to the Arts and the pursuit of dreams for the young and young at heart. He is an experienced instructor and a champion for all those he mentors. He is a Nevadan through and through and holds "Community " as a cherished core value.” May 18, 2009

1^st Hrair Messerlian, Nevada Branch Executive Director, Screen Actors Guild Nevada Branch
was with another company when working with Art at Boulder City Park and Recreation

“Art is a very smart, driven person and is not afraid of challenges. He is an outstanding citizen and cares about his community and the people in it. He is an honest individual and is respected by many. Art has integrity, loyalty and perseverance and he would be a huge asset to any company or organization. I recommend Art highly, and especially applaud his ability to work under very tight deadlines and schedule.” May 15, 2009

1^st Angela Brooks, Development Assistant, Nevada Public Radio
worked with Art at Boulder City Park and Recreation

“As the president of the Nevada Branch of the Screen Actors Guild and a long time member, I have known and worked with Art Lynch on Screen Actors Guild affairs for over 15 years. I have been impressed with his knowledge and ability to teach, lead and participate in complex government and entertainment industry affairs. Art is a leader who gets things done. He is also a professional writer, journalist and broadcaster. As a professional actor, teacher, business operator, Art Lynch has a sense of the working operations within the entertainment communications industry in general. His character is upright, standing firm to his convictions, and works diligently at his craft. I highly recommend Art for any position.” May 14, 2009

1^st Steve Dressler, President, Screen Actors Guild Nevada Branch
worked directly with Art at Boulder City Park and Recreation

“Art has the ability to lead and direct, both the novice and the experienced theatrical prospect. His quiet demeanor and sensitivity to others results in inviduals reaching greater potential than they could ever imagine. He is professional in every aspect.” May 14, 2009

1^st Jim Austin, Student, Texas A&M University
worked directly with Art at Boulder City Park and Recreation

“Art has a wide variety of talents and skills. In particular he has a passion for teaching and communications. I am confident that he will dedicate his efforts whole-heartedly to every project entrusted to him.” May 13, 2009

1^st Ann Power Smith, Owner, CSO, Write Science Right
was with another company when working with Art at Boulder City Park and Recreation

“I have worked with Art in connection with our work at Nevada Public Radio and in assorted community projects. He works hard and produces great results. I'm glad to recommend him.” May 13, 2009

1^st Michael Green, Contributor, Nevada Public radio
worked directly with Art at Boulder City Park and Recreation

“Art Lynch is as sincere and authentic as they come. His work ethic is steadfast and professional.
I recommend you connect with Art Lynch, you will not regret it!” May 13, 2009

1^st Cece DuBois, Owner, DuBois Design Group
worked directly with Art at Boulder City Park and Recreation

“Art Lynch is passion personified. He cares deeply about core values central to him, and utilizes them in both his personal and professional life. He has an innate sense of fairness balanced with an analytical mind, and is a writer of the old-school, investigative type. Couple this with his interest and experience in new technology, and you have a triple threat. I admire Art and believe whomever he works with, or for, will always get 110% from him.

Mary McDonald-Lewis” May 13, 2009

1^st Mary McDonald-Lewis, National Board Member, Screen Actors Guild
worked directly with Art at Boulder City Park and Recreation

Instructor

College of Southern Nevada

1 visible recommendation for this position:

“I have known Mr. Lynch since 2004. Mr. Lynch has been a part time faculty member in the Department of Communication at the College of Southern Nevada (CSN) for nearly ten years. Arthur has taught Oral Communication and Interpersonal Communication courses at CSN.
I would be happy to talk with you directly about Mr. Lynch’s qualifications and experiences as they relate to his employment at the College of Southern Nevada.

If you have further questions, please e-mail me at james.mccoy@csn.edu” March 18, 2009

Top qualities: Expert, On Time, Creative

1^st James Mccoy
hired Art as a Education in 2000, and hired Art more than once

Announcer / Host

Nevada Public Radio

1 visible recommendation for this position: 

“For me, Art was the voice of KNPR at the weekends, bringing a warm intelligence to his anchoring of syndicated content and reflecting the commitment to community and people that is the hallmark of his work.” December 10, 2008

1^st Fin Keegan, Producer, Nevada Public radio
worked with Art at Nevada Public Radio

National Board Director

Screen Actors Guild

2 visible recommendations for this position: 

“If your looking for a person to cover flack for you or give you some creative respones to use for media related issues for your business or talent career-(PR MAN-spokesperson,editor,writer.media consultant) pick Art. He can cover all your bases in the communication world.
This is a person who knows how to handle media and gets things done.” March 13, 2009

Top qualities: Great Results, Expert, High Integrity

1^st Luke Perry
hired Art as a Writer/Editor in 1994, and hired Art more than once

“Art has been there fighting for SAG .United we stand has always been his idea of the best way He stands up for the right things A man of integrity and good husband and father and actor Glad to have him as a friend for over 20 years Thank you Art Keep up the good work may the lord guide your steps” May 26, 2008

1^st Kim Renee, dealer,stuntwoman, mandalay bay ,warner brothers
worked directly with Art at Screen Actors Guild

President, and co-owner

Creative Communications / A Personal Vision

5 visible recommendations for this position:

“As the president of the Nevada Branch of the Screen Actors Guild and a long time member, I have known and worked with Art Lynch on Screen Actors Guild affairs for 17 years. I have been impressed with his knowledge and ability to teach, lead and participate in complex government and entertainment industry affairs. Art is a leader who gets things done. He is also a professional writer, journalist and broadcaster. I highly recommend Art for any position.” September 27, 2008

1^st Steve Dressler, President, Screen Actors Guild Nevada Branch
worked directly with Art at Creative Communication/ College of Southern Nevada

“Art is a professional communicator of the highest integrity. His work ethic is beyond reproach, even when given difficult assignments. Art is one of the few professionals, with whom I would condsider it a privilege to work with again.” September 27, 2008

1^st Jim Austin, Student, Texas A&M University
worked directly with Art at Creative Communication/ College of Southern Nevada

“Art is committed to providing his students with a quality learning environment. He learns new technologies (such as learning management systems) quickly and easily.” May 27, 2008

1^st Nancy Webb, Instructional Designer, College of Southern Nevada
worked directly with Art at Creative Communication/ College of Southern Nevada

“I have worked with Art over the past 15 years in the advertising and radio business. Art has always been creative, dependable, and easy to work with. I would highly recommend him!
DeAnne Sheehan” May 21, 2008

1^st DeAnne Sheehan, Account Executive, Lotus Broadcasting
was with another company when working with Art at Creative Communication/ College of Southern Nevada

“I have known Art for over 10 years and moreover in a formal capacity as the Nevada Screen Actors Guild Executive Director since 2003.

Art has been a consummate advocate for his constituents, the actors and students he represents and guides. He has demonstrated leadership, mentoring and communication skills during his 13 years within SAG as a National Board Member. Art founded and ran the Nevada SAG Conservatory for almost a decade. Nationally, he is currently Co-Chair of the New Technologies Committee. In addition to his past service as Co-Chair of Communications, he has also worked with the Young Performers, New Media, EEOC, Right-to-Work Committees and has taken part in contract negotiations in Los Angeles.

I would highly recommend Art as a dedicated and tireless employee and asset.” February 28, 2008

1^st Hrair Messerlian, Executive Director, Screen Actors Guild
worked directly with Art at Creative Communication/ College of Southern Nevada

Consultant

ArtLynch.org

7 visible recommendations for this position: 

“Art is very dedicated he follows through with excellence He will fight to the end for what he believes is right He will listen to both sides and stand firm on his decision” February 2, 2009

1^st Kim Renee, dealer,stuntwoman, mandalay bay ,warner brothers
worked directly with Art at Self employed consultant

“I would highly recommend Art Lynch, he is dependable, reliable, capable, and pleasant to work with.” January 27, 2009

1^st DeAnne Sheehan, Account Executive, Lotus Broadcasting
worked with Art at Self employed consultant

“Art is extremely insightful and creative, with good leadership skills. I trusted his judgement and he never missed a step.” October 2, 2008

1^st Kim Russell, Program Director, House of Blues
worked indirectly for Art at Creative Communication

“I have know Art Lynch for many years, both as a good friend and in business. Art Lynch is always very professional in anything he does, whether in business, teaching or acting. Very well spoken and respected by his associates and also his peers. I have always enjoyed working with him and its my pleasure to give him my highest recommendation.” October 1, 2008

1^st Lollo Sievert, Owner, Mr. Gwell Inc
was with another company when working with Art at Creative Communication

“Art is committed to using technology to enhance his students' learning experience. He is focused and passionate about teaching, and is always willing and able to "push the envelope" with technology, especially becoming familar with new learning management systems.” September 29, 2008

1^st Nancy Webb, Instructional Designer, College of Southern Nevada
worked directly with Art at Creative Communication

“I have worked with Art for many years in his capacity as Screen Actors Guild's Nevada National Board Representative. Art is an inidvidual committed to his constituency. He is passionate, articulate and a strong advocate in his endeavors. As an instructor to university, college and acting students he is adaptable and versatile in his approaches.” September 28, 2008

1^st Hrair Messerlian, Executive Director, Screen Actors Guild
was with another company when working with Art at Creative Communication

“I have served with Art Lynch on the National Board of Directors of the Screen Actors Guild for several years. I respect Art as a vigorous defender of all actors. He is out spoken and well versed in the union movement. He is also a teacher of communications passing on his knowledge and experience to his students. I enjoy working with him.
Jim Hutchison” September 27, 2008

1^st James L. Hutchison, National Board member, Screen Actors Guild
worked directly with Art at Creative Communication

News Director, Operations Director, Producer, Reporter, Anchor, Announcer

Broadcaster

2 visible recommendations for this position: 

“Art and I go way back. 1977 to be exact, when Art first began producing public affairs programs for WUIC at the University of Ilinois - Chicago Campus. I later appointed Art as Operations Manager and Program Manager of the station.

We met up again here in Las Vegas when I hired Art to do announcing and production for the Nevada Sports Schedule's audiotext and information services.

Art is the proverbial "Can Do" person. With minimal guidance, he takes on projects, large and small, and completes them efficiently and creatively. He combines his skills as an announcer, editor and producer with a strong, self-motivated entrepreneurial spirit, evidenced by his successful career in Las Vegas in broadcasting, education, advertising and community leadership.

I highly recommend Art for a position of responsibility where you need a job to be completed with high standards of performance.

John Wennstrom
former Vice President of Business Development for Jim Feist Sports

jwdodger8@aol.com” March 13, 2009

1^st John Wennstrom, general manager, wuic
managed Art at Broadcaster

“I have worked with Art Lynch in two occasions over the past years. I have observed him as an instructor and fellow staff-member. Art is a professional broadcaster with an impeccable history of adapting to formats and philosophy of delivery. Were I seeking a broadcaster, I would hire Art Lynch in a minute.” December 1, 2008

1^st Jim Austin, Student, Texas A&M University
worked directly with Art at Broadcaster

Unassigned 

“Art Lynch is and always has been a professional. I have known him personally for over 25 years. In that time he has been a successful marketer, a steadfast supporter of the arts, particularly theater and motion picture arts, an educator, and an announcer. It has been said of great men that when you speak to them you leave feeling that you were the only two people in the room. Art shares some of those talents. Friends and associates great and small can count on his loyalty, and his willingness to work hard on those things that he has committed himself to. If your project requires an honest assessment of it's strengths and it's weaknesses, Art Lynch is someone you want on your team.” March 29, 2010

1^st Mike Chamberlain, Assistant Service Manager, Stone Moutnain Toyota,
worked with Art