Is there a Happily Ever After, Daddy?

One night while putting my kids to bed I opted to tell them a story, rather than read them a story. The difference is subtle. When I read them a story, I read the words on the page and show them the pictures illustrating the narration.

When I tell them a story, I put into my own words a given story, usually a fairy tale or bible story, from my own memory. No pictures illustrate the narration, but for some reason they love it. Maybe it is the sound effects I add or the fact that every time I tell a given story it is a little different from the last.

Whatever the case, they now prefer stories I tell more than stories out of a book. Just between you and me, I am beginning to run out of stories.

three bears

One of our favorites is “Goldilocks and the Three Bears.”  I admit, my version probably does not remain entirely faithful to the classic tale—Goldilocks eats pancakes or oatmeal, not porridge (What is porridge anyway?).

Yet, just like the original, in the end the Bear family discovers Goldilocks asleep in their home.

I honestly don’t know what is supposed to come after that, but to contemporize the story I used to say that the Bears call the police and have her arrested for trespassing. Perhaps that is not the best ending for small children, so now I narrate that the Bears unite Goldilocks with her parents who have been desperately looking for their daughter lost in the woods.

In order to capture the meaning of a story about a lost girl who finds safety and aid under the hospitality of strangers, I end the story with something like, “And Goldilocks returned home safely to her family who had a party because she was safe and well.”

Last week after concluding the story, my daughter asks me, “Did they not live happily ever after, Daddy?”

Now, anyone who lives with small children in the 21st century understands how my five-year-old daughter has been so indoctrinated with Disney fairy tales that she just assumes that every story is supposed to end with, “And they lived happily ever after.”

But, how should I answer that question?

Not wanting to verbalize all the thoughts that went through my head without thinking about the best answer, I answered her with a quick, “That’s not how this story ends, but she and her family were happy to be together again. Good night, I love you.”

Lame, right?

Ever since she asked, I can’t get that question out of my head. I sense I may have missed one of those important moments, a moment where I have an opportunity to teach my child something about the way the world works. Or, about the true meaning of happiness. Or, about anything of value instead of just trying to get her to go to sleep as quickly as possible.

But now that I have had a few days to think about it, I have a couple of responses.

My first response to her question comes from my framework as a literature professor. I read and teach stories for a living, and anyone who has ever sat in my class knows none of the stories I teach end with “happily ever after.” In fact, most stories in any recognized academic canon of literature do not end happily at all. So, my first answer could have been, “No, a lot of stories don’t end with happily ever after. That’s just the way it goes sometimes.”

My next thought was much like my first. As a “grown-up” pushing 40 I am well aware of the way life goes. I considered answering with, “Nope. Life doesn’t work that way.”

Thankfully, I had the wherewithal not to verbalize either of those responses. I sense that a father should not pass on to his child such a cynical view of life at the ripe age of five.

The side of me that prevented me from giving my first two answers, though, is not simply ruled by common sense. It is that part of me most influenced by my faith.

While nowhere in the Bible does the phrase “happily ever after” appear, there are some important aspects of the Biblical narrative that embody the values of the fairytale ending. The fairytale ending is not merely about happiness; it reflects the simple hope that we can experience all of the best things life has to offer—love, well-being, health, personal success, and the full realization of our individual role in our community.

Therefore, what is the Garden of Eden if not the original plan for happily ever after? And what is heaven if not the ultimate realization of happily ever after? And, we can’t ignore the 28th verse of the 8th chapter of Romans, “And we know that in all things God works for the good of those who love him, who have been called according to his purpose” (NIV).

If we can say anything about the Biblical perspective on “happily ever after” it is this: God’s original intent and ultimate hope for mankind is to experience all of the perfection that he created for us. In understanding Romans 8:28 and knowing what our Father has in store for his followers in afterlife, we can say that God intends a “happily ever after” for all of us.


Furthermore, if I am completely honest with myself, I still believe in fairy tales.

Certainly, I am a cynical grown-up and a critical thinking academic. But, when I think of the joy and fulfillment I find in my marriage, in raising my children, in going to work everyday, and in the pursuit of my faith, I am convinced that if there is a “happily ever after,” then I am living it.  And, I most definitely hope that what I model in my roles as father and husband demonstrates “happily ever after” to my children.

Yes, life does not work out how we plan. Yes, there is a lot of everyday-stuff-of-life that makes us unhappy. Yes, we all experience loss and regret. Yet, those things don’t prevent me from believing in God’s great plan for all of us, that he wants “happily ever after” for all of us.

So, next time my daughter asks me whether they lived “happily ever after” my answer will just be, “Yes, they did.”



The Make-Believe Major (or… People Say the Darndest Things) – Part II

This week’s blog is a continuation of a discussion I began last week which focused on criticisms typically leveled at those who pursue theatre as a profession.  What was so surprising about that initial post were the reactions it generated from a variety of individuals in vastly different professions.  I received emails, blog responses, and Facebook comments from many wonderful people who shared their struggle with similar naysayers.  I found it both heartening and disheartening: heartening to know that others understand what we endure in theatre, disheartening to know that this sort of criticism is widely used across numerous disciplines disparagingly.

So let’s face the grumpy cusses together and tear down two more reproaches this week.

These two go together because they are aimed at the common sense and intelligence of those who tread the boards.

1.    But you’re so bright!  Wouldn’t you rather be a (insert “nobler” profession here)?
2.    Well, all I know is that there is no way you could do what I do, which is (insert profession here).

Exhibit C: But you’re so bright!  Wouldn’t you rather be a (insert “nobler” profession here)?

This one actually tickles me because it assumes that theatre is peopled with idiots, and it’s a complete waste to channel your God-given intelligence into a creative field.  There’s also the subtext of: “No one who has a shred of wisdom goes into theatre.”

But the theatre is actually peopled with brilliant minds – historians, poets, wonderful dreamers who create world-changing art, truth speakers who nourish our soul, and motivators who unite and guide hundreds under a single vision.  There are Pulitzer Prize and Nobel Prize winners.  There are designers who stretch the limits of engineering and technology.  Just imagine our libraries without the works of Euripides, William Shakespeare, Molière, Aphra Behn, Anton Chekhov, Susan Glaspell, Federico García Lorca, Tennessee Williams, August Wilson, Henry David Hwang, Sarah Ruhl, or Lynn Nottage.

Russian playwright Anton Chekhov practiced medicine his entire life, but his greatest love was writing. Chekhov’s plays continue to be widely studied, performed, and adapted.
He’s also extremely good looking. Am I right, ladies?

Choosing theatre isn’t a safe choice.

That. Is. Fact.

But just because you take the risk (even if you fail in the end) doesn’t categorize you as stupid.  Sure, it might be unwise financially or unwise for job security or unwise emotionally because of the rejection you will face time and time again.  But I’ve seen engineers squander their wealth into bankruptcy.  I’ve seen high powered executives get ousted from their jobs.  I’ve seen lawyers disbarred and doctors sued.  And life brings rejection to everyone sooner or later, whether in love or in a career.

So, let’s not label someone negatively for pursuing their dream.  Rather, let’s call them brave.  Or courageous.  Or daring.  And maybe, if we give them a lot of support and a little push, they just might do something memorable and amazing.

Exhibit D:  There is no way you could do what I do, which is (insert profession here).

You’re absolutely right.

But chances are, you couldn’t do what we do either.  We aren’t all called to be politicians or professional athletes or health practitioners or corporate officers or even parents.  Yet, in the great scope of things, isn’t variety an amazing gift to humanity?  The Bible talks about different gifts both in Romans 12 and I Corinthians 12.  Howard Gardner, a world-renowned psychologist and Harvard professor, has identified multiple intelligences and their importance in education.  We are all made to contribute to the world in unique and wonderful ways.  Why must we continually be striving to have the most worthwhile pursuit or the best career plan?  Why can’t we appreciate the hard work and sacrifice others experience in their own field?

Because we have placed a lot of our self-worth, as a culture, in career investment and success…  and that’s hard to battle.  Society has this unsettling power to determine whether or not we fit into this neat little box of acceptability.  If my career doesn’t “look” safe and successful, it must not be worthy.  But that’s not true.  The body of Christ is made up of so many varied talents and gifts, who are we to say that one isn’t useful? Or important?  Or valued?  Or wise?  Or commendable?

Yet we continue to seek affirmation and approval from those around us and, as a result, often decide against something that is actually very right for us.

I will candidly admit that even this post reveals my own need to have my choices affirmed by the masses.

Yet, ultimately, my worth should be found in Christ alone, who made and formed me as this unique individual.  It’s a hard thing to believe sometimes when society says otherwise.  Nevertheless, I’m grateful I have chosen to use my gifts to serve Him and those around me in a profession “less traveled.”

Let us be ever mindful, though, of how a little arrogance can disorder so much goodness and light in the beauty of our differences.  You each have great value.  Don’t forget that this week.


Reference on Aisle 3

I was asked an actual reference question in the frozen food aisle of Wal-Mart last Friday night. True story.

Photo Credit: spirobolos via Compfight cc

Photo Credit: spirobolos via Compfight cc

In my previous post I rambled on about our need to ask questions and how that all plays out in the world of reference librarians. One of the things I focused on was that a lot of times students find it difficult to approach the librarian at a reference desk. There are all kinds of hypotheses that have been studied as to why this happens. Summary – it happens. Library anxiety is a real thing. Asking questions about things that you don’t know about can be difficult.

Knowing all of that makes having a student ask you a question in the frozen food aisle very exciting. File this one under #smallvictories.

Working and teaching at a small, faith-based institution has been an eye-opening experience for me. The idea of faculty members interacting with students beyond disseminating information and assessing students had not really been a part of my college experience at two state universities. Honestly, it never occurred to me that my professors might actually want to talk to me or be concerned about me beyond what happened during 50 minutes of classroom lecture. If that didn’t occur to me back then, it certainly never occurred to me that there was a librarian on a college campus who would be researching ways that he or she could help me search for information. As my dad says, “Who would’ve thought it?”

All that to say – I get it.

In some ways I can double as my own research subject. It makes sense to me that students don’t realize that librarians are ready, willing, and capable of helping them with their research. After all, when I was them I didn’t know about me either.

So why in the world would a student feel like he could ask me a question about finding research on teacher turnover in the middle of the frozen food aisle on a Friday night? Simple. He had already met me in one of his classes earlier that week.

In all of our research about the information seeking behaviors of students, we have found something that seems to help – face-to-face library instruction.  A 2003 study showed that classroom library instruction increased the “demand for reference services.” The correlation seems fairly obvious to me – meeting the librarian in your classroom helps to establish a librarian/student rapport. In his research  into student perceptions of their professors caring about them, Steven A. Meyers concluded that “caring is a powerful teaching tool.” And while that’s probably not earth shattering news to you today, I must admit that making sure the students know that I care about them isn’t always the first thing on my mind when I start planning my one-shot library instruction. It’s not that I don’t ever think about it – it’s just that I usually have a limited amount of time with them and it is easy for me to get caught up in all that I want to teach them in the next 45 minutes.

Photo Credit: Austin Kleon via Compfight cc

Photo Credit: Austin Kleon via Compfight cc

So how do I work to build that rapport with students? One study found that 51% of students knew they could meet with a librarian because their professor suggested it. Thirty-seven percent knew it because a librarian had talked to them in class about it. The key to librarians establishing rapport with students seems to be partnerships with faculty and classroom library instruction. I’m so grateful for the relationships that I have with our faculty on this campus and their willingness to allow me to teach their students about the information in their disciplines (and hey, if we haven’t worked together before, let this be your gentle nudge). The spring semester is usually jam-packed with library instruction sessions and I love every minute of it.

I’ve jokingly told faculty that even if the only thing that a student gets out of my library instruction is that I have a name and I’m here to help them with their research that I consider myself successful. Of course that’s not all I hope they get – I’ll talk more later about how information literacy is crucial to educating the whole student and creating life-long learners. The truth is that I hope they get much more than just my name – but even if they don’t, it does seem to be a step in the right direction.

What about you? How do you build a rapport with students?


The Sanctuary of Cinema: Can Movies Perform a Religious Function?

Last week I wrote about one of my interests, specialty coffee. Today I would like to write about another one—movies.

I will never forget one of the first movies I ever watched, the original Superman. When I say “original,” I mean Richard Donner’s Superman (1978) starring Christopher Reeve and Margot Kidder.

I don’t remember the movie theater in which I viewed the film (In fact, I think I watched it on laser disc), but I know one thing; it had an unforgettable impact on my personal, childhood beliefs. Like any boy of that age, I was mesmerized. The bright colors of Superman’s costume, the power of Superman’s abilities, and the movie magic that allowed me to witness a man fly, are all reasons I wanted to watch it over and over again. Yet, the movie altered my four-year-old perspective in a more foundational and lasting way.

SUPERMANWhat Superman imposed on my four-year-old mind is simple, that good and evil exist and that those with the power to do so are obligated to defend what is good and fight against what is evil.

Like most children with hero fantasies I was determined to act out those fantasies in my everyday life. My mother, sympathetic of my desire to fight bad guys and aware of my appreciation for Superman in particular, sewed me a cape. It wasn’t exactly like Superman’s cape; in fact, it was Superman red on one side and Batman blue on the opposite. I suppose she used scraps from her pile of left-over material because neither the blue nor the red were solid colors. They both were covered in a pattern, a silhouette of a seagull in flight. But, that fact was easily overlooked. I love it and I wore it every, single day.

On one of those days as I was ‘flying’ around the barnyard of the farm next to our house, I discovered the two older, neighbor boys throwing rocks at chickens. Channeling my inner Superman, and inspired by my celluloid hero, I placed myself between the would-be villains and the helpless chickens. The cape became my shield from the barrage of stones.

As anyone can imagine, a cotton cape is ill-suited for protection from stones, and my actions only encouraged the boys to double their efforts.  Not surprisingly, my misadventure ended in tears, a trip to the hospital, and two small stitches under my left eye.

The scar from the stitches, still barely visible today, is a constant reminder of the power of movies.

My actions were not simply the result of my upbringing under the leadership of loving parents that taught me the clear difference between right and wrong. My actions were fueled by a child-like desire to emulate a hero, a larger than life character made real to me by the power of movie magic. By embracing Superman’s example I put myself in harm’s way with great gusto. Superman put substance on the moral framework my parents had taught me. Watching the film undergirded that morality and inspired my action.

I may not wear a cape anymore, but I am convinced of the power of movies to inspire us, challenge us, and bring us to tears. But more than that, movies have the potential to serve a religious function by undergirding, illustrating, enhancing, and even altering our beliefs. Film has the potential to not just reach us on an emotional level, but to also serve a religious function.

At times during this semester I will write more about the religious functionality of film, specifically how film uses conventions and film language to assume a spectator that finds pleasure in the religious experience.



The Make-Believe Major (or… People Say the Darndest Things) – Part I

This post begins with a love storyCrush.  Ill-advised infatuation.

And a competition.

During my time as an undergraduate, there was a certain young man who took an interest in me, and I definitely took an interest in him.  He was whip smart, witty, ambitious, handsome enough, and a great conversationalist.  He was not a theatre major, though he took several classes in our department.  Throughout our doomed acquaintance, we had a sort of friendly cut-throat competition centered on academics.  In fact, he wagered that he would easily graduate with a higher GPA than I would.

He didn’t.

After losing, however, he argued that it wasn’t an equitable battle.  If he told me once, he told me over and over that his major was much harder than mine (and more worthy and more academic and more serious and… you get the point).  I never knew how to respond except to roll my eyes and call him a sore loser.

But it stuck with me, and my academic pursuit felt diminished for a long time.

He’s not alone in his opinion.  Throughout my professional career, I’ve encountered many individuals who have said deeply disparaging things about theatre as an academic endeavor or a profession in general.  Aside from being hurtful, these comments come from a place of ignorance grounded in stereotypes and half-truths.

So from my own limited experience, I would like to address some of the statements that have been leveled at me at some point during my studies and career.

Exhibit A:  Don’t you all just play games in class?

There are always acting or directing exercises practiced in select classes that may look, to the outsider, like pointless frivolity.  But they are not pointless.  So much of what we do demands creative problem solving and fresh, innovative ideas.  Many of these exercises are used to develop and hone critical thinking abilities in a time-sensitive environment.

There are also many classes that demand extensive research, analysis, and memorization.  We constantly examine dramatic structure and literary theory.  We must communicate in the language of design (set, lighting, sound, costumes, make-up, hair and wigs, properties, graphics) and be skilled in carpentry, scenic painting, sewing, make-up application, hairstyling, electrics and wiring, publicity, public relations, business management, and technology.   We must have a solid grasp on math (especially geometry), psychology, world history, major literary movements, foreign languages, fire and safety codes, structural engineering, politics, current trends, cultural differences and personal health.  We should be critical of our own work and thoroughly versed in the ideas, problems, and history presented in each new production.  By necessity, we must also be trained as good communicators, listeners, and collaborators—always able to provide an answer for the artistic choice we are determined to pursue.

So no… it is *not* all fun and games.  But it is a comprehensive education that results in very marketable skills.

Exhibit B: But everyone just ends up working at a Starbucks.  Or starving.  Or switching careers.

First of all, I see no shame in holding down an honorable job to pay the bills, no matter where that comes from.  Life hits us hard from all sides, and sometimes you just have to survive.

However, in my experience, I’ve known two (TWO!) theatre majors who took jobs at Starbucks.  I imagine if we took a comprehensive query of Starbucks baristas, we would find people from all walks of life with a myriad of specialized interests and pursuits.  So, this argument against theater seems a little short-sighted at best.  But yes, *some* theatre majors end up in an entirely different field.  Yet I’ve known mathematicians, nurses, foreign language specialists, teachers, businessmen, lawyers, cooks, and engineers who, at some point, have significantly changed career paths.

That said, theatre provides individuals with a wealth of skills and knowledge that can be utilized in almost any job.  I’ve got this lovely man’s article posted outside my office door.

But I also want to highlight the wealth of opportunities available in the theatre.  If you are willing to learn and branch out, the options are vast.  There are far more jobs to be had than just as an “actor.”

Backstage View

Backstage View

Let me provide you with a sampling:

  1. Stage Manager
  2. Designer (in any area)
  3. Director
  4. Playwright
  5. Choreographer (Dance or Fight)
  6. Casting Director
  7. Technical Director
  8. House Manager
  9. Business Manager
  10. Artistic Director
  11. Dramaturg
  12. Educator/Academic
  13. Critic
  14. Carpenter
  15. Seamstress
  16. Crew Member (in any area)
  17. Box Office Manager
  18. Scenic Painter
  19. Master Electrician
  20. Board Operator (Lights or Sound)
  21. Rigger
  22. Music Director
  23. Dance Captain
  24. Vocal and/or Dialect Coach
  25. Agent

Yes, it’s true that many theatre practitioners must supplement their income by taking second or third jobs.  Yes, it’s true that most theatre practitioners market themselves in more than one area or specialization.  But where there is true passion for the art, there is determination, sacrifice, and grit.

We’ll pursue this discussion further next week with an examination of two related comments leveled against the wisdom and intelligence of those who champion theatre, but for now I hope this has generated a deeper understanding of the discipline and a respect for the level of training demanded of our majors.

To be continued…


Asking Questions

Last week my colleague Will Walker sent me a link to a photo essay blog discussing some of the more interesting questions that were asked at the New York Public Library during pre-Google times. NYPL is posting photos on Instagram each Monday from their reference archives of questions they have received over the years. I don’t know about you, but knowing that makes my Mondays a little better.

I did enjoy looking through the questions that they have received along the way and chuckled at some of the questions that reminded me of my own experiences working public and academic reference desks. My personal favorite from the NYPL collection was the card that showed a variety of questions that were asked in a single phone call. This was not unlike my experiences with an elderly gentleman who made a habit of calling the public library reference desk asking me questions about how much I thought a painting might be worth or where he could find a manual for an antique small appliance whilst he rummaged around in his attic. Answering questions or helping others find the answers they seek is a large part of my job. Truth be told, it’s actually one of my favorite parts.

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(Image Courtesy of the New York Public Library)

All of that has me thinking about our ETBU students and how they ask questions and interact with me at the reference desk. How do students go about finding answers to the their questions? In my world, we call this “information seeking behavior” and we study how users engage in the search for information. One thing we have learned about information seeking behavior among college students is that they don’t often think to approach the reference librarian for help.

Librarian Barbara Fister discussed why students don’t ask questions at the reference desk in her appropriately titled Fear of Reference article. She found that students were embarrassed to admit that they didn’t know something that they thought that they should already know. To them, it can appear that their fellow students already have this library thing down pat and here they are just trying to figure out how to find a journal article (when truth be told, many of them couldn’t tell you the difference between a journal and an article).

The reference desk isn’t the only place that this happens. There is something vulnerable about asking a question and admitting that there is a gap in your knowledge. There is some element of trust involved with letting another person know that they know something you don’t know. After all, most of us can recall that annoying, “I know something you don’t know” sing-song taunt that our grade school peers used to tease us on the playground… or was that just me?

In life, we need to be able to ask questions. It starts with curiosity and the humility of admitting that there is something you don’t know. We see examples of people asking questions all throughout scripture. We know that the Bereans searched the scriptures each day after Paul and Silas taught to make sure that they were telling the truth – one assumes they were asking questions to guide them in their research. Proverbs 2 encourages readers to “cry out for insight and ask for understanding.” Jesus was even known for responding to a question by asking another question. Clearly, questions are part of the process of learning and seeking the truth.

We know we should be asking questions, but that still doesn’t change the fact that sometimes asking a question can be down right scary. So how do we help our students become more comfortable voicing their questions? I believe we start by making them feel safe to ask questions.

The first two weeks of the semester generally sound the same at the reference desk. Since we are still a good ways from research due dates, I can usually rely on the questions that I answer to be fairly basic – How do I login? Where’s printer 2? Do you guys have textbooks here? – you get the idea. And while some in my profession would see those types of questions misuse of their expertise – I say bring it on.


I welcome their questions because I know that if a student can feel comfortable asking me a tech support question during the first week that he or she might be a little less anxious about asking me for research help when the time comes. I hope that maybe if asking the first question isn’t too painful that we can break down that library anxiety barrier (yes, that’s a real thing we’ll talk about more later) that separates us that we can make some real progress in finding the information that they seek.

Last academic year 78% of the 733 user interactions we had in information services occurred in person at the reference desk. The experience those students had when they got up the nerve to ask a question is important to me. Whether I have a student who needs help finding an article involving a certain statistical method, or someone who just needs to know which printer to use, I’ll take that question. After all, I know what it might have taken for you to decide to ask it.

Composition and Coffee beans: How owning a coffeeshop made me a better professor

PaperFew here in East Texas are aware that when I held an assistant professor position at a sister university I owned a small coffeeshop in downtown Plainview, TX. My wife and I had a grand idea to purchase and remodel a mid-century diner to take on new life as a gourmet coffee shop and local hang-out. Just as she was finishing her bachelor’s degree at Texas Tech we purchased the building, completed renovations, and opened in time for a new school year. I would maintain my full-time teaching job while she ran the family business.

Two months later a small hiccup left me running a new business fulltime, teaching a full load, and my wife at home with severe morning sickness that left her bed-ridden. Her aversion to strong smells—coffee being her least favorite—forced me to actually strip down and jump in the shower before I was allowed to greet her from a long day at both jobs.  So, I became the sole proprietor while my wife took on the equally challenging task of a mother to one, and then a year later, two children. Even though those six years number among the most challenging years of my life, I learned a number of important things that have made me a better equipped college professor.

Now, there are a few obvious elements of owning a coffeeshop that may well serve an English professor. The endless supply of fresh and delicious coffee left me with all the energy I needed for late night grading and early morning classes. The proximity to the lives of students who frequented my shop and were employed as baristas allowed me a unique role in educating and training them in and out of the classroom. And, my position as a small-business owner allowed me a unique perspective by which to teach my freshmen students the ins-and-outs of professional writing.

Yet, the most valuable thing I learned from owning a coffeeshop is something that is more profound, but less obvious.  It is a lesson that plays a critical role in my approach to teaching at a small, faith-based university.

When my wife and I first opened our shop, we, like most independent coffeeshop owners at that time, found our inspiration from Starbucks, the world famous coffee purveyor that introduced the American public to Italian-styled coffee drinks like the espresso and the cappuccino. We set our menu options and our prices to reflect our similarity with the chain. We were proud when customers compared us in a positive way to the coffee giant. And, even while we strived to create products that were superior in quality, we knew that we owed a great debt of gratitude to the big guys for every dollar put in our cash register.

However, over the course of our six years in the business things changed drastically, not just in our coffeeshop, but in independent coffeeshops around the nation.  These coffeeshops adopted what has become known as the “third wave.”

latte artThe “third wave” approach to artisanal coffee is characterized by promoting sustainable growing practices, purchasing beans directly from farmers—a practice that pays fair prices and cuts out the middle-man—and pursuing careful roasting methods that enhance flavor without burning the coffee (Most third wave coffee is lightly roasted).  It is also associated with alternative brewing methods, like the pour-over, that celebrate the inherent uniqueness of each coffee variety. Baristas began pouring latte art and talking about the specific flavor qualities of single-origin beans—beans from a specific lot of an individual estate rather than beans from a given nation, like Columbia.

Small coffeeshops took on practices that not only produced the best product but were healthy for the local and global community. And, those small, independent shops are really the only places capable of providing that level of quality and that amount of positive community interaction.

Small, independent shops that embraced the “third wave” approach have become so numerous and popular that the large corporations are now trying to emulate them. Starbucks now has pour over coffee and serves a “blonde” roast. Chick-Fil-A now serves coffee that is advertised as purchased directly from small, family farms. And, latte art now makes regular appearances in Hollywood blockbusters and on the packaging of grocery store creamers.

So, as a professor at a small, faith-based university, this observation is the most important thing I have learned from the coffee business. It is the observation that a group of purposeful, highly-trained and creative individuals that dedicate themselves to their craft can operate a successful venture and provide a valuable and satisfactory service to its proprietors in ways that challenge the establishment. What if the small, faith-based university could approach education in the same way that independent coffeeshops approach coffee?

As a professor at ETBU I know that if we embrace the best practices of education we can provide the highest standard of education to our students. But we must also ask ourselves what we can do better. How can we best utilize our role as a small school that has a high teacher/student ratio to provide better small-group instruction? How can we push the educational envelope in fresh and meaningful ways to provide students with a quality of education that they can’t get at one of the big guys? In what ways can we use our model to train our students and give them hands-on experience for service to both the local and global community? How can we make the small university education cool again?


Where’s My Death Scene? (or… The Value of Theatre)

When I was a little girl, I often found myself digging through my mother’s closet and drawers to create what I termed “old-timey” clothes.  My mother’s fashion sense was not in any way “old timey”—but her nightgowns could be layered and belted on my frame to resemble the great robes of eighteenth-century royalty.  It fascinated me that people from long ago did not attire themselves as we did in the early 1980s, and I wanted to explore that with my own “designs” and imagination.

I was also a pretty voracious reader.  After reading Little Women (the abridged version) as a third grader, I would spend hours in my room reenacting scenes from Meg’s life.  Not long after, I was orchestrating talent shows and made-up plays from the living room with neighborhood children.  Yes, I was *that* kid.

After one particular living-room performance, which idealistically I believed EVERYONE would want to be a part of, I found myself near tears because one of my friends had categorically refused to participate.  I now understand that she had stage fright, but that didn’t (and still doesn’t) exist in my genetic make-up.  To heap insult upon injury, my mother pulled me aside for a scolding.  My offense?  I had invited the neighborhood into our home without warning and the house was a mess.  Oops.

So it was time to redirect my energies.  My mother happened upon an ad in the paper for a local children’s theatre.  Their production for the summer?  Little Women.  Did I want to audition?  (She had to explain to me what an audition was first.)  Ummm, YES!  And while disappointed to learn I was too young to play Meg, I did receive the part of Beth.  The rest is history.

Beth in Little Women

“Beth” in Little Women

There are two interesting segues to this story.  The first is that the adaptation of Little Women we performed was “cleaned up.”  Spoiler alert.  In this version, nobody died.  Imagine my ten-year-old brain trying to conceive why anybody would want to change a word of Louisa May Alcott’s literary masterpiece.  Where is my death scene?!?!  Everybody should grieve Beth’s sacrifice, illness, and loss!  It was unconscionable.  Eventually, however, I adjusted to the new approach, but it rang false.  I couldn’t articulate it then, but I know today that theatre was/is a way to wrestle with the difficulties of life.  That it was and is necessary to explore grief, love, doubt, inequality, and suffering through art.

The other branch to this story is providential.  Just a few months prior to my audition for Little Women, I heard the gospel presented in church—for what was probably the thousandth time—in a way that finally hit me.

My Sunday-School teacher was a rather rotund, middle-aged man named Buddy.  Buddy was unassuming, humble, and full of kindness.  And I liked him because he didn’t condescend to us.  There was no baby-talk.  There were no silly voices or exaggerated tales.  We were fourth and fifth graders together.  We were the highest echelon of elementary students.  Top dogs.  Almost adults.  And he spoke to us with the gravest sincerity, and his words sunk in deep.

I find it no coincidence that, after meeting Jesus, I should be introduced to the world of theatre.  I wouldn’t understand the connection between the two for years, even as I hungrily gobbled up every theatre opportunity that presented itself, but that fact was that God was preparing me, shaping me, using me as He designed me to be: an artist who is compelled to create in the image of her Creator—obliged to create in an effort to explore, to connect, to relate, to entertain, and to educate.

This brings me to the crux of this post.  An acquaintance of mine queried last year, “What really is the purpose of theatre at a small, liberal arts school?”  Or, we might ask, “What is the value of theatre anywhere?”  What does it do?  What should it do?  The debate is as old as theatre itself.  And there are (generally) two camps that the arguments fall into: theatre as entertainment and theatre as instruction.  Theatre should delight!  Theatre should inform!  Well, yes.  And yes.

There are those who want escapist entertainment that doesn’t require much thought.  They want to be awed by the spectacle and roll with the laughter.  Theatre should be equal parts romance, poetic justice, and action.  It should allow them to set aside their own concerns for a few hours, and delight in the trials and triumphs of some other life.

Then there are those who want to be challenged by something new, who want their perspective challenged, who want to examine the tough subjects through the intimate setting of theatre.  They carry the story with them beyond the curtain call and into the days and weeks ahead, turning it over in their mind and wrestling with it in their conversations.

The best theatre, in my opinion, does both.  It explores relevant topics or stories in a way that captures the audience’s imagination and heart.  It inspires discussion at the very least.  It never bores.  It demands examination and change.  It emboldens and encourages.  It lifts and it humbles.  It heals and it hurts.  Therein lies its purpose and its value.  And I know of no other way to bring so many diverse topics and so many different people together in one collaborative, cathartic event than the theatre.  And to me… that has great worth.


Why the library?

Library CardTo this day I have in my possession (and still in good working order, I might add) the first barcoded library card that was issued to me by Ms. Wendell Ogidi at the Palestine Public Library. Based on my foggy memory and my early rendition of a cursive signature, I’d guess I was entering fifth or sixth grade. Before that I can remember visiting public libraries as a younger child with my parents in Garland, Texas. I still have memories from the Abbett Elementary library where I was taught about the Dewey Decimal System via an overhead projector and transparency sheets. Last semester Will Walker mentioned that ETBU Library Director, Cynthia Peterson, talked about playing “library” as a child. She’s not the only one. I think my sister might still owe me a fine…

I was a proud member of the Bluebonnet Club both at Story Elementary and at Washington Sixth Grade Center (thank you, Ms. Rozman) where we read and discussed the books nominated for the Texas Bluebonnet Award. I can remember researching Y2K (warning: for some this will make me seem terribly young and for others you might need a definition of Y2K) on dial-up internet connection (perhaps even a CD database) from my public library computer on an orange and black screen. And between libraries and Baptist life, I have developed an affectionate appreciation for the usefulness of a golf pencil…

Me and libraries? We go way back.

So in Spring 2011, when Dr. Dub Oliver asked me during my interview why I chose to be a librarian, I should have been able to produce an answer. Right? Well, sort of.

Before coming to ETBU, I had recently completed my Masters of Library Science degree from the University of North Texas. I also was leaving the first library job I had ever had with the library that grew me in my hometown. Prior to that I had spent time trying to help middle school students learn to love reading as a public school teacher in two great districts.

And so why did I choose the library?

At the time I would have told you that I had always sort of kept librarianship in the back of my mind as a career path. [Note to readers: I’ve lost count the number of people who tell me that they always thought about being a librarian if (fill in the blank with first career choice) hadn’t worked out.] A series of life circumstances and situations made it possible for me to step out of my classroom role and work full-time in Adult Services at my hometown library while I worked on my MLS. At the time I could give you the standard “Why are you a librarian?” answer – I loved reading and being around people who loved reading. Even more than that, I loved learning and now I was surrounded by information. Every day I had the chance to feel like I was sharing something with my community and the work that I was doing made it easier for people to get to the information that they needed to make their lives better. Also, I got to help select the books for the collection – who wouldn’t love that? It sounded like a good enough reason to pick a career to me.

Back to Dr. Dub’s interview question. My initial response was something quippy about there not ever having been a librarian track at church camp. Beyond that, I think I did manage to say something about believing that people should have access to information and that being able to use that information to take charge of your own learning can make all of the difference in a person’s life. That statement remains to be one of the true reasons why I love being a librarian.

Since then, though, I’ve thought more and more about where my Christian faith intersects with my career of librarianship and what it means to be a Christian librarian. In hearing the teaching faculty talk about faith and learning in their disciplines, I’ve begun to ask myself where librarians and the role of the library fits into the larger picture.

As it turns out, I’m not the only one who asks these kinds of questions. For me, questions about my calling to the library go something like this:

  • Where does the library and its mission fit into what I believe about my faith?
  • How does what I do on a daily basis serve God or those around me?
  • Why should a Christian, or anyone for that matter, care about information and its use?
  • Just what exactly am I supposed to be doing here, anyway?…

These are some of the very questions I hope to address in this semester’s blog. I hope you’ll join me as we look together at how the world of information intersects with our faith, how reading impacts empathy, why I believe Christians are called to be information literate… and many more reflections from a librarian’s point of view.

Why the library? I think the answer to that question is something I get to continue discovering. As the library and my role within it continues to evolve, I am constantly finding a new reason to enjoy this calling to educate, steward, and serve. I hope you are able to do the same in whatever work that God has called you to join him in doing.

Curious about something? I know the feeling. It’s a job hazard for me. Leave a comment below and I’ll try to get to it in a future post. Happy reading and thanks for following.


Spring 2015 @ The Intersection

It’s hard to believe, but we are entering our fourth semester of The Intersection blog at East Texas Baptist University. For any newcomers, you should know that The Intersection was created in Fall 2013 by the Center for Excellence in Christian Scholarship (CECS) to provide an online outlet for ETBU faculty to reflect on what it means to “create and participate in scholarship that embraces a Christian worldview without compromising in the pursuit of scientific truth and intellectual inquiry.” Over the last three semesters, 11 ETBU faculty members have reflected on their teaching experiences, explored how faith intersects with their academic disciplines, and asked us to consider questions and ideas from their unique perspectives.

This semester the CECS is once again excited to announce the three ETBU faculty members who have agreed to take us on another 15 week journey into what it means for them to study, learn, and teach from a Christian worldview. The following faculty members will begin sharing with us next week – Ms. Traci Ledford, Department Chair and Associate Professor of Theatre Arts; Dr. David Splawn, Assistant Professor of English; and myself, Ms. Elizabeth Ponder, Librarian and Manager of Instruction & Information Services for Jarrett Library who also serves as the Program Coordinator for the CECS.

Traci Ledford, David Splawn, & Elizabeth Ponder

Traci Ledford, David Splawn, & Elizabeth Ponder

You will have a chance to get to know these bloggers more in their first posts next week. In keeping with our format, each writer will post once weekly on Monday, Wednesday, or Friday. This semester our bloggers will take on topics such as on finding God in the details of art, bringing a Christ-like approach to writing instruction, and exploring how information and faith collide – just to name a few. We hope you’ll stop by three times each week to see what they have to say or subscribe via email by signing up on the right side of the page. Engage with our bloggers by leaving comments and asking questions throughout the semester.

Have an idea that you’d like our bloggers to explore this semester? Leave us a comment below or email

We’ll see you at The Intersection!