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                    <text>This is an article published on February 21, 1969 in the Racquette school newspaper, announcing the formation of the Afro-American Society at SUNY Potsdam.</text>
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&#13;
BG: Uhhh, one of the faculty members, Betty Baritaud, I don’t know whether you can spell her name, her husband was a conductor of the orchestra but she was like a female chorus teacher, something like that. One of the most beloved teachers really and beautiful.  Anyway what they did for students who were down here in the New York area who had to audition, they didn’t have us come up there. They would come down here at uh Columbus uh Columbus College, how do you say it, Columbia College, and they would meet us there on certain days to audition and student violinists, trombonists, pianist, whatever, and Betty Baritaud and a couple of other teachers were there. And it was an interesting or exciting audition because they were tired of listening all these kids play the same things, so Betty Baritaud said,  "Well, can you play some other set? Make up a piece.” Something like that she told me and I played some jazz and she liked that and she passed the word up to Potsdam. So they knew about me before I got there. </text>
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              <text>0:00-3:40	Introductions; early life;  early schooling&#13;
3:40-4:50	Interest in music; Student Government; early music training&#13;
4:50- 9:22	Music Education at Crane; going to Potsdam; auditioning for Crane&#13;
9:22-11:37	Attending Potsdam; adjusting to Potsdam; experiences as a black student&#13;
11:37-12:46	Experiences of other minority students&#13;
12:46-16:10	Social life; Jazz Band; popularity at Potsdam; transition to life in Potsdam; interracial dating&#13;
16:10-1744	Martin Luther King Jr.; black faculty; black student population&#13;
17:44-21:20	First day at Potsdam; almost leaving Potsdam; Big Brother program; meeting people&#13;
21:20-24:24	SGA; (Student Government Association)&#13;
24:24-25:05	Potsdam location not attracting minority students&#13;
25:05-30:00	Juggling school and fraternity life; pinning ceremony; social life&#13;
30:00-34:25	The Raquette- The Tatler; looking at pictures; final remarks&#13;
34:25-44:32	Signing consent forms&#13;
44:32- 51:26	Delta Kappa Theta Song; Delta Kappa Pinning Ceremony Song&#13;
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TM:  At the time I went here in the 80s, much as you have now, it was set up a little differently, where they wanted us to be quite well-rounded at the time of graduation.  So, not only did you of course take your major, but they wanted you to have so many, like now you call them electives, but, so many credit hours from all the different departments on campus.  So, I studied Chaucer, I studied Art, I studied Anthropology, so basically I hit every single department on campus except Psychology and Sociology.  Everything else, yep, I took something.  In fact, a counselor here, an advisor, felt I should really pursue Library Science, and at the time I thought very stereotypical of librarians.  The librarians here at the time were elderly, and not extremely user-friendly, and I thought, “Oh, my God, is that how this person sees me?”  because I didn’t really understand the dynamics of a collegiate library, and so I kind of pooh-poohed that idea, but over the years, I have worked in many different types of libraries, and this background that Potsdam gave me, the diversity, really prepared me for work in Library Science.</text>
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2:14-4:50		Field of study&#13;
			Preparation for career&#13;
4:51-7:17		Reasons for returning to Potsdam&#13;
7:18-11:27		Most/least favorite aspects of current job&#13;
11:28-20:12		Potsdam College in the 1980s&#13;
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20:13-26:44		Changes in information technology&#13;
			Challenges that come with those changes&#13;
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26:45-34:17		Preparedness of incoming students for college academics&#13;
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34:18-37:11		Keeping up with changing technology&#13;
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			Northern New York Library Network&#13;
37:12-39:57		Closing thoughts&#13;
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42:42-4620		Wrap-up of interview&#13;
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MV:   They had a campus school that went with SUNY Potsdam, SUNY or State Teachers College, whatever it was called at the time.  So they had a teaching school and that was across, that was on Main Street behind Snell Hall, Old Snell Hall.&#13;
CS:   Oh, okay.&#13;
MV:   Right across the street where we are here.  So, that still stands.  It’s actually the second rendition of it.  At one point it was condemned and torn down.  When Congdon was there, it was called Congdon Campus School and Congdon was the principal and the head of the school.  They had an inspector come.  We just read this online.  We found this historical document about it.  So, Potsdam was a teaching college and so, they had a practice school.  It was called a practice school so all the students would get a chance to teach there.  So, Congdon was in charge of this, Dr. Congdon, Some state inspectors came for the annual inspection of the building and it was a sandstone building and they found these great flaws in the building and said, and they vacated it right then and there that day they closed the school and made everyone go home.  School was closed.  I can’t remember the year.&#13;
CS:   Uh huh.&#13;
MV:   And Congdon, I mean like everyone was just freaked out.  So, Congdon had a lot of political connections.  This just seems so unreal, but he went to the Legislature.  I think Snell, our local Bert Snell was part of Congress at the time.  And he went and he said “We have to tear down this school.  We have to put up a new school.  This needs to happen right away.”  Within so many months they had it torn down and rebuilt.  I mean you could never get anything, and the legislature passed it and gave money for it.  And he begged money for it from the state and federal.  It was quite incredible.&#13;
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03:50-06:16	Typical week as a child, nursery school, ballet classes&#13;
06:17-09:52	Downtown, watching college girls and their crazy clothes, Soda Fountain, Clarkson boys harassing kids riding bikes&#13;
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34:50-39:23	Christmas tree lighting, Cranes students and village singers trying to out-sing each other&#13;
39:24-42:47	The Dairy Bar&#13;
42:48-49:09	Zoonie Boonie Riot&#13;
49:10-51:09	High School years, cutting school to hang out at Crumb Library, first job at Carroll’s Hamburger joint with radical students from SUNY Potsdam&#13;
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62:49-64:08	Reflection on being a parent in a college town&#13;
64:09-66:46	Working at the Dilly Wagon&#13;
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TM:  It’s interesting to go back in the history of Potsdam and I think I’d start by telling a story.   When I came on board in 2000, one of the first events we had was...we used to have a scholarship luncheon, so anyone who had won a scholarship, we would invite the families up to do a luncheon, we’d do it up on the eighth floor,  and it was always nice, it was a nice little event.  So it was the scholarship luncheon, and I’m doing my first speech pretty much, and I’m rockin’ and rollin’, and I’m having fun, talking about why I came to Potsdam, what the staff wanted to do, how we were gonna work with them, and make them feel like a community and how it was really nice to work with the president, and the director of PR was standing behind me.  What I didn’t realize was that I referred to SUNY Potsdam as “Normal School,” I referred to it as “College,”, “Potsdam State,” I did them all, except “SUNY Potsdam.”  At the end of the speech, there were pleasantries, there was a picture thing, and at the end of the speech, the director of PR came and he put his arm around me, and he choked me, and he’s like, “Don’t ever do that again.”  And I said, “What?”  He goes, “We’ve gotta have an identity.”  And I’m like, “Well, what do you want the identity to be?”  Truthfully, you walked around campus, in one room you would see ”Potsdam College,” in another you would see “Normal School,” in another room you’d see “State,”  it was crazy around campus back then, and it was a struggle, what’s our name gonna be?  John Fallon, who was president at the time, really really felt that, because he came from the Midwest, he wanted to be “Potsdam College.”  That was kind of his vision, because all the great schools in the Midwest are “College.”  So we turned around, and we were like, “Really?” and Scott really wanted “SUNY Potsdam,”  and really, there was this whole rigmarole, and I think that for a year we debated it, we went round and round in circles, and I remember there was a picture in the Raquette, it was phenomenal, actually it was in the Watertown Daily Times.  We had just decided on SUNY Potsdam, everyone was supposed to use the colors, you know, maroon, the gray, everything was set, we’d come up with the system of what color was what, and it was a year, so we had just decided this, and there was a picture in the Watertown Daily Times of our first Lacrosse game that year, and all the guys in the picture were wearing black pullover vests, like it was raining out, and they said “State” on the back of it!  It was so funny to see everybody go mad about why we liked that, I mean people in athletics thought we should be “State.”  So really, it took four or five years for everybody to come down on SUNY Potsdam, even John Fallon eventually came down on SUNY Potsdam, and since then, that has been kind of where we’ve been, but still, you speak to alumni all over, “Oh, you work at the Normal School,” you know, “Oh, you work at State.”  That’s fine, you know, and we’re always going to have some of that, but I think our image, in the public, is SUNY Potsdam.</text>
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              <text>00:00-1:50		Changes in SUNY Potsdam Admissions department&#13;
01:51-3:59		Student enrollment, international recruitment&#13;
04:00-06:25		Family and community connection to Potsdam&#13;
06:26-09:00		Development of Admissions department, role of Admissions department&#13;
09:01-11:36	Admissions department staff: changes, hiring policies, idea of “North Country First”&#13;
11:37-14:29	Outreach, where SUNY Potsdam’s students are from, diversity&#13;
14:30-23:26	Advertising, budget, website, social networking, mailings, print marketing&#13;
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31:11-32:57	General Education program changes, advantages of a Liberal Arts education&#13;
32:58-35:39	Personal touch, school visits, campus changes, diversity&#13;
35:40-39:14	Campus security and safety, proactive, not reactive policies&#13;
39:15-42:12	Pride in campus dining, home cooked meals, two executive chefs, special needs diets, Open House&#13;
42:13-47:29	Need for mailings and Admission Book, live person monitoring website, chat systems, cutting-edge technology&#13;
47:30-51:14	“Test Optional” admissions policy, valuing whole person more than test score&#13;
51:15-53:00	Mount Evans Scholarship story, contribute to Potsdam, emphasis on student over test scores&#13;
53:01-56:00	Transfer students, outreach, visibility of Potsdam&#13;
56:01-58:28	Heart of the Admissions department&#13;
58:29-60:01	Student tour guides, how they connect with prospective students, student panel&#13;
60:02-65:15	Parents and Admissions, website designed for three demographics: parents, students and alumni&#13;
65:15-67:16	Parents and Admissions, invest in students, First Saturday, Pride nights, transition services&#13;
67:17-70:06	Admissions teaching and coaching on campus, at graduation&#13;
70:07-70:30	Closing remarks, signing consent forms&#13;
&#13;
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RB: Crane was a challenge, a very significant challenge, they were building the whole new thing all at one time. It was just like Maxcy Hall for health and Phys. Ed, it was one big complex that was going to serve all of the purposes for music education. Two performing areas: the concert hall and music theater, all the practice rooms, all of the special areas, and had to be acoustically treated. As you go in you’ll find so many rooms they did not have parallel walls, you would have one room that looked like this and the next room would look like that. (hand gestures showing oddly angled walls) so if you go into a lot of the faculty offices, because they also served as performance areas, the students would come in one on one with the faculty member and they would be playing. Well they could not have the sound bouncing off the walls the wrong way so they all had to be the same thing as the performance areas.</text>
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              <text>0:00-2:24	Introduction to Potsdam, life after college, work before Potsdam&#13;
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4:56-8:05	Choosing building contents, faculty input on contents, architect input, architects preferences on design&#13;
8:06- 12:40	Mason shortage at SUNY Canton, building constructed before coming to Potsdam, expansion of campus and increase of students, issues with increasing student body&#13;
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26:07-34:42	Dormitory buildings, The Crane complex construction issues, design problems, acoustics problems for concert hall and solution, air conditioning and heating &#13;
34:43-36:00	Contractor issues, change orders, time spent working.&#13;
36:01-36:50	Narrator pauses to get water&#13;
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42:51-47:37	Job title change, equipping the buildings, problems with Brainerd Hall windows, issues with large windows in Kellas and Timerman, opinion of how the newer buildings looked&#13;
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50:39-53:20	Work for the office of Alumni Relations, leaving SUNY Potsdam, Village Administrator &#13;
53:21-58:48	Problems with students, sit-ins and protests on campus, graffiti on the fence around the college  union construction site, rumors about construction &#13;
58:49-1:02:45	Relations between students faculty and the town, Town and Gown Committee, beer blasts, final comment&#13;
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MH:  The best advice I have received was the statement, “Talent alone is not sufficient to be successful in your life.”  Other features of character are very important as well, for example to be persistent, to be able to overcome obstacles, to be able to analyze experimental data in a critical way, and of course, a lot of hard work.&#13;
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Introduction&#13;
High School and early experiences with Chemistry&#13;
Graduate School&#13;
Move to the Unites States from Poland&#13;
Role models&#13;
&#13;
3:07 – 7:08	&#13;
Advice and mentorship for and from faculty and students&#13;
&#13;
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Duties and responsibilities of Chemistry Department chair position&#13;
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Valuable skills and experiences as Department Chair&#13;
&#13;
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Drawbacks of serving as Department Chair&#13;
&#13;
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Discrimination in Chemistry due to status as a woman&#13;
&#13;
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Influence of marriage on career decisions&#13;
&#13;
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&#13;
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Possible improvements to increase female student involvement in the Chemistry Department&#13;
&#13;
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Advice for female students interested in pursuing Chemistry&#13;
&#13;
16:47 – 18:30	&#13;
Accomplishments and what she is proud of in her undergraduate, graduate, and professional careers.&#13;
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 TM:  The span that was the most intriguing to me was my freshman year. And that’s because of all the incidents that were taking place around college campuses dealing with the Vietnam War and the Anti War movement. And protests, as a little ol’ Clayton boy, coming out of a pretty small, rural, area, you know I was a..a big fish here, you know, in a small pond, as they used to say, but  when I went to Potsdam State it was an awakening; my eyes got opened because I saw the evolution back then of a movement on a college campus of .. anti war and protesting and it’s like watching a young child develop, you know what I mean?… and it happened fast. Once there was also another incident called the Chicago Seven and a couple guys, Abbie Hoffman and Jerry Rubin were going around college campuses speaking about not trusting the government and challenging the status quo, at the time, and that it was time for a youth rebellion, time for the youth to stand up, so it was a very unique time in my life because of my eyes being opened to a larger scale and Potsdam certainly isn’t a huge campus, but yet in the Potsdam area you had St Lawrence University, Potsdam State University, Clarkson University, and then you had Canton ATC, so you’ve got four colleges within ten miles and that was a hot bed of back then a very liberal revolution… you know the push for change, and protest.&#13;
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002:21-05:05		remembering meeting his wife&#13;
005:06-11:00		Campus changes and ongoing construction&#13;
011:01-13:22		Living arrangements, home-cooked meals on Grant Street&#13;
013:23-15:15		Psi Phi Delta, move to Bay Street&#13;
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SF:  I think that SUNY Potsdam definitely prepared me in the Community Health field, the Community Health staff are fantastic, everyone over there really took me under their wing. They do not let you slide through the cracks, you have to really want it (laughs). The workload is extremely intense, it’s very involved, you have to do two internship placements and each internship placement is 37 hours a week for seven weeks. That does not go on the college calendar, that is based off of how the agency runs, so when all your classmates might be home for Christmas break or Easter break, you’re still there. You are still doing your stuff in order to be able to graduate. And before you can even get your internship placement you have to take a very difficult program, it’s called Program Evaluation and Program Planning, which are two very involved classes, that you have to create your own community education for health related problems, you have to create your own educational program</text>
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              <text>0:00-0:17	Opening Remarks&#13;
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0:31-1:18	Sara’s hometown and her early education &#13;
1:19-1:44	How that affected her college and professional careers.&#13;
1:45-3:13	How Sara ended up at SUNY Potsdam &#13;
3:14-4:08	Sara’s major and the Community Health department&#13;
4:09-5:56	How Sara decided advocacy and feminism were her passions&#13;
5:57-6:54	Sara’s opinion on the SUNY Potsdam sexual assault policies and education&#13;
6:55-7:56	Classes and professors Sara has worked with while at Renewal House&#13;
7:57-8:30	Renewal House as a nonprofit organization, and community cooperation.&#13;
8:31-9:24	Sara’s favorite classes at SUNY Potsdam and how they affected her perception of social issues&#13;
9:25-11:16	Clubs and extracurricular activities &#13;
11:17-11:40	Sara’s opinion if the campus’s diversity and how it affected her.&#13;
11:41-12:29	Wellness Advocates and Sara’s work with that group&#13;
12:30-13:55 	Sara’s thoughts on possibly continuing her education and SUNY Potsdam’s lasting effect on her.&#13;
13:56-17:09	Sara’s opinions on campus safety, university police and unreported sexual assaults.&#13;
17:10-20:50	Current position at Renewal House and how college prepared Sara for her job.&#13;
20:51-23:19	Sara’s past positions, working with interns and “coming full circle” at Renewal House&#13;
23:20-25:52	SUNY Potsdam professors, staff and students and their support of Renewal House&#13;
25:53-26:50	Student attitude towards domestic violence and sexual assault education&#13;
26:51-29:27	Advocates from St. Lawrence, SUNY Canton, Clarkson University and SUNY Potsdam&#13;
29:28-30:35	Advocacy at SUNY Potsdam residence hall floor meetings&#13;
30:36-34:36	How Renewal House events are organized and the beginning of “Bikers Battle Violence”&#13;
34:37-40:27	Advocate training requirements, hiring process and responsibilities&#13;
40:28-43:17                 Renewal House’’ adaptation to CAVA’s closing and taking on all of the sexual assault cases. &#13;
40:18- 47:37	Male advocates and overcoming stereotypes&#13;
47:38-50:12	SUNY Potsdam as a campus overcoming the stereotypes of gender and how it compared to Sara’s hometown&#13;
50:13-54:32	Sara’s opinion of what makes SUNY Potsdam such a diverse and welcoming community&#13;
54:33-56:47	Sara’s final message “Get Involved”&#13;
56:48-57:28	Closing Remarks&#13;
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&#13;
JH:  Field work was always important in our program, that’s the reason we like setting it locally, we can get students into the field in classes, in field trips, but also when we wrote the major, we wrote the major to include a field component, or an internship component where the  student has to spend a semester or a summer working in the environmental field, usually in the field literally, in the woods, or the desert, or the tundra, or whatever it is, so that’s  very important to us, the field component is absolutely essential.  We haven’t  required it  for the minor, but we do require it for the major.  We start students out from the freshman program, getting them out in the field every week, on field trips, so they can get used to the notion that this has got class, but also it’s in the field so you get some practical experience.</text>
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              <text>00:00-00:34		Permissions and paperwork&#13;
00:35-01:54		Dr. Omohundro’s teaching career at SUNY Potsdam&#13;
01:55-04:10		Interest in and career shift to Environmental Studies&#13;
04:11-04:52		Minor/Major in Environmental Studies began at SUNY Potsdam&#13;
04:53-07:39		Student involvement in Environmental Studies program&#13;
07:40-08:20		Environmental Studies in the Adirondacks&#13;
08:21-10:03		Classes offered and how things changed&#13;
10:04-11:09		Field Work&#13;
11:10-13:39		Middle Grounds/Environmental Clubs&#13;
13:40-15:36		Environmental Studies projects and local influences&#13;
15:37-18:24		What makes SUNY Potsdam’s Environmental Studies program unique&#13;
18:25-20:08		Environmental Studies at SUNY Potsdam is interdisciplinary&#13;
20:09-20:40		Future of the Environmental Studies program&#13;
20:41-23:01		Unique path to becoming a major/department&#13;
23:02-25:46		Signing of consent/ deed forms&#13;
25:47-27:22		Closing comments&#13;
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