Tuesday, January 18, 2022

#52 Ancestors 2022 Week 3 Favorite Photo: Grandma with her grandchildren

 Every Christmas, our large family gets together to celebrate. (Sadly, we have had to skip this tradition for the last two years due to Covid.)  

And every Christmas our tradition is to take a picture of my mother with her grandchildren and great-grandchildren.  When she died in 2019, she had 30 grandchildren and 40+ great-grandchildren.  

The rule is that there is no opening of presents until after the photo has been taken. This ensures that even the camera-shy will show up for the picture.  So, I actually have a whole collection of these pictures dating back to 1988 when my father was still alive.  It's hard to choose a favorite from among these since I love this tradition so much.  

So here is a selection:



2014



2009



2003


As you can see, there is never a shortage of new babies for Grandma to hold. Some of the babies in the first picture are holding their own babies in the last picture. 

There was no place my mother wanted to be more than surrounded by her grandchildren. She always counted them as her greatest blessing.


I'm happy to say that we continued this tradition after Mom's death.  Here is our family photo from 2019, the last time we were able to celebrate together.











Thursday, January 13, 2022

#52 Ancestors 2022 Week 1 Foundations: Building Innovation Hall

 The day I started work at George Mason University in Fairfax VA, (in 1998) my boss, the CIO, Joy Hughes, took me to the window in her office and pointed to an empty lot across the road.  "Do you see that spot?" she said.  I nodded.  "I want you to build a state-of-the-art academic building there."  The University had just gotten approval to construct a new academic building, Academic IV.  Unlike other campus buildings, no academic departments would be assigned there.  Its facilities would be shared by all academic units, with the proviso that anyone who wanted to use this space had to incorporate the use of technology into their instruction. 

Its goals, as articulated by the University, were to "provide the University with the facilities to bring to the campus the finest instructional resources and also to distribute to the region the very best in instruction.  The building will be designed to facilitate team learning and hands-on learning.  It will serve as a demonstration site for the use of technology to enhance learning."  A very tall order. 

So, for the next five years, in addition to managing the various departments of the Division of Instructional Technology, I was taken up with planning and implementing that vision. It was one of the most exciting projects I ever had the chance to be part of. 

Innovation Hall

One of our first steps was to hold listening sessions with the various academic divisions on campus to get input from faculty about what they wanted in the way of technology support for instruction.  I attended dozens of focus group sessions and read hundreds of emails from faculty expressing their frustrations with the existing classrooms and their hopes for the new space. Not only did we get good information from this, but it also gave me a chance as a new staff member to get to know the University and for them to get to know me. 

Faculty said they wanted sophisticated audio-visual systems, including video-conferencing, and the ability to move easily between various technology tools, as well as readily available tech support. In addition to classrooms, faculty wanted more large lecture-type spaces with advanced presentation capabilities and also more computers available for students, since the existing computer labs were almost always full and students often had to wait for an opportunity to use a computer.  (note that this was before the day when every student carried a tablet in his/her backpack.) 

In addition, I had the opportunity to visit with other universities that were on the leading edge of instructional technology to see what they were doing. 

We were also looking to create space where support services such as GMU-TV and Telecommunications could be housed as well as an area for faculty support in using technology. 

In the end, we came up with a plan for a 100,000 SF building that included 3 floors of instructional space with more than 30 technology-enhanced classrooms in different configurations and several larger lecture spaces, a brand-new walk in Support Center Area, a 140-seat computer lab, and a 4th floor for instructional support services, including a state-of-the-art studio for GMU TV, a new Instructional Resource Center for faculty, and a new office for me.  (That's my office window there on the back corner of the fourth floor.)

But the plan was just the beginning.  The University had to go back to the legislature and ask for more money, ultimately receiving $18 million for construction and equipment. Technology and flexibility are not cheap. Then there was working with architects and technicians to implement the plan and actually make the building a reality. Over the next few years, I learned more than I ever wanted to know about the mechanics of putting a building together.  Until I spent an entire afternoon discussing locks, I had no idea that there were so many different ways to secure a space! 


Once the actual brick and mortar was in place, the real work began for me and my staff--equipping the building with the technology that would make it work for instruction.  We began every morning with a managers' meeting to review progress and lay out the plan for the day. With miles of cable and thousands of machines to set up, it was an all-hands-on-deck affair with our professional staff and our student workers.  The students referred to this work as "Fun with Shawn" (the manager of the student staff).  Just unboxing the computers was a major logistical operation. 



And once the machines had been staged, every one had to be wired into the network, set up with software and tested. Five weeks before the start of classes, there were many who doubted that the building would be ready. Everyone, including me and the rest of the management team, was called into service to get the building in shape for its opening. I'm sure the sight of the Executive Director crawling around on the floor to connect computers to wiring was an inspiration to one and all! After many weeks of pizza lunches and dinners on the job, some DoIT staffers vowed never to touch another slice! (And we did get the building open in time for the start of the semester.)

In the meantime, as we put the finishing touches on the building in the spring and summer of 2003, it became a hot-spot for hard-hat tours for VIP visitors. President Merton, Deans, Trustees and politicians were all anxious to see the space. 

There was also intense competition to come up with a name for the building.  Among the suggestions:

*Annie Hall (my personal favorite)

* The Tower of Power

* Millenium Hall

* The Emerald City

* Mason Tech

But the winner was: Innovation Hall.

Finally in October 2003, we were able to host a Grand Opening Celebration for Innovation Hall. 


It was quite a festive occasion, complete with a green carpet, an archway of green and gold balloons (Mason's colors), and white-gloved student greeters Here is the University President entering. 



Inside the building, staff had set up exhibits and demonstrations from every area of the technology team at Mason.  Visitors could see the new classrooms in action, learn about the data center, get a lesson in information security, see opportunities for students to use technology, and of course, enjoy some refreshments and listen to speeches from University VIPs.




Here I am happily handing out information to our visitors. 


Building Innovation Hall was a long and demanding project, but it remains a highlight of my career and opened the doors for a huge leap forward in George Mason's reputation as a leader in technology. 






Tuesday, January 4, 2022

#52 Ancestors 2021 Week 36 Working: How I became a computer goddess

OK.  Not me, but you get the idea.
When I retired in 2013, I was the Chief Information Officer at the University of Massachusetts in Boston. 

 Anyone who knew me as a girl and young woman might have been surprised that I ended up there.  

From childhood, I always wanted to be a teacher.  I spent many happy mornings teaching a classroom full of dolls and stuffed animals and occasionally even some of my playmates.  I grew up, got advanced degrees in literature and rhetoric, and in 1971, I was hired at Anne Arundel Community College (where I had once been a student myself) and started my dream job as a college professor of English, teaching composition and literature.  For the next 15 years or so, I happily enjoyed my teaching.  I even published a couple of textbooks about teaching writing. 



And then computers entered my life. 

In the early 80's, IBM had introduced the personal computer with MS DOS operating system, and Apple had put out its rival version.  I had actually acquired a PC so that I could work on my doctoral dissertation, using floppy discs and MS Word. 

Sometime in the late 1980's, the county, in its infinite wisdom, decided to renovate the Humanities Building where I worked.  Further, it was decided that the renovation would include a new-fangled computer classroom, not just a walk-in lab, but an actual instructional space.  Never let it be said that AACC wasn't keeping up with the times. 

The Humanities faculty, were, by and large, not enthused about this idea.  Indeed, some of them regarded computers as the death knell of the Humanities. 

I, however, was intrigued with the idea and volunteered to work on the computer classroom project. Since I had never seen a computer classroom, I visited all the other schools in the area that had such a space (only about five at the time) to learn what one did in a computer classroom where each student had a computer. That experience changed my whole way of thinking about teaching and eventually led to a major career change. 

What I saw was that this kind of learning put much more focus on the students themselves and made them more active in their own learning.  The teacher was no longer "the sage on the stage," but more of a "guide on the side." The personal computers opened up a lot of possibilities that weren't available in a regular classroom. 


I managed to recruit a few of my colleagues who agreed to teach their classes in the computer classroom, and we got together to plan out classroom activities and lesson plans. Our classroom focused more on what students could do and less on what teachers could tell them. We could focus on seeing writing as a process with multiple stages and learning as something that was quite collaborative.  Word processors and presentation software gave students the chance to revise and work together on the spot creating joint presentations, sharing text, and providing feedback.  We could use the word processing tools like colored text to visualize poetic rhythm and rhyme or make key words stand out in a text.  

 At the time, the college had a computer department and a few technicians, but they dealt mainly with the large IBM mainframe that the college used and were not so concerned with personal computers. (I can remember using punch cards and standing in line to get my cards run.) 


Windows 3.1 (1990)
I went to them with the radical idea that we needed to have computers with the new Windows operating system and was told in no uncertain terms that they did not support Windows.  Since I knew Humanities faculty would never teach using the clunky DOS, I agreed to support the slightly less-clunky Windows computers myself.  The techs did set up a networked classroom for me, but I was pretty much on my own to keep the computers running. Thanks to a kind-hearted tech, I learned to install software and manage a network.  



At the time, the computers were not connected to the Internet, so we had to depend on software that could be installed on a server for a local network.  We had things like an encyclopedia program and dictionary for reference tools plus a word processor and PowerPoint presentation software.  Pretty primitive by today's standards, but we were having a ball finding creative ways to use our new tools. 

When we offered the first classes in the computer classroom, we charged an extra lab fee to help pay for the cost of the computers and software.  Nevertheless, the computer classes were filled to capacity.  Students loved the experience and more faculty wanted to dip a toe in that water.

Eventually, the college created a requirement for all students to demonstrate competency with computers and other departments demanded their own computer classrooms and a large computer lab for student use outside the classroom. And yes, we got connected to the Internet and even had primitive email (which I was convinced would never catch on because it was so hard to use). I got a new title--Coordinator of Instructional Technology, and I spent a lot of time teaching the college faculty how to use computers in their teaching. 

During Winter Break and in the summers, I would set up Computer camps (Camp Wysiwyg--Do you remember Wysiwyg?) for faculty.  We later expanded to include teachers in the county public schools. The Camp won a national award for faculty development, offering dozens of classes ranging from Introduction to Computers to Multi-Media Authoring, spreadsheets, and database software.  


After a decade of this work, I was ready to move on and I started applying for new jobs.  At one point, I actually had a life-changing choice to make.  I was offered two jobs at roughly the same time--Dean of Liberal Arts at another community college or Head of Client Services at St. Mary's College of Maryland.  I took the technology path and, as Frost said, "That has made all the difference."

I went on to George Mason University in Fairfax VA, where I was the head of the Department of Instructional Technology and Deputy CIO. I later moved to Connecticut and Boston where I had CIO positions.   I learned to be conversant with esoteric technology topics and did my best to keep up with a field that never stood still, especially as my area of responsibility expanded to include not just instructional technology, but telecommunications, media services, help desk support, project management, mainframe management systems, information security, email (yes, it did catch on, after all), remote servers, and research computing.  

Really, though, I never stopped being a teacher.  My secret was my communication skills and that background in teaching.  I discovered that a lot of the highly skilled technology folks were almost completely unable to communicate with the people who relied on their technology, or in some cases didn't even think it was necessary to communicate with the rest of the university.  So, my role was often to translate the needs of the community to the technology staff and explain the technology to the user community, lots and lots of change management. 

I have to say, I really enjoyed my career as a computer goddess. 


Monday, January 3, 2022

#52 Ancestors Week 42 Sports: Frank Scrivener Tennis Champion

 My Dad, Frank Philip Scrivener III, learned to play tennis at a young age when he attended Newman Preparatory School in New Jersey.  The sport became his lifelong passion.  Growing up, our house was filled with loving cups, silver trays and trophies collected from Dad's tennis tournaments.  In spring, summer, and fall, we often spent the weekend travelling to various venues in the mid-Atlantic to watch Dad play tennis, or to otherwise amuse ourselves while he played.  Fortunately, a lot of the places had swimming pools. Watching a tennis match could be a very hot activity and not all that exciting for kids to watch, so we were grateful when we could retreat to the pool. 



Dad was born in Baltimore MD in 1925. His grandmother, Louise Gwynn, arranged for him (her oldest grandchild and namesake of her husband and son) to attend the exclusive Newman Prep, a Catholic school for boys in New Jersey, also the alma mater of F. Scott Fitzgerald, somewhat earlier than my Dad's time there.  




That's my Dad, aged about 12, in the spiffy blazer and striped tie in the front row. 

Having learned the game at Newman, Dad went on to Calvert Hall High School in Baltimore, where his nickname was "Hank."  He was the captain and manager of the tennis team. 


When Dad enlisted in the Army in 1943, he took his tennis skills with him, and the Army had him playing tennis matches and other sports in Europe in between military missions.   Along with his dog tags, he carried several medals for tennis, touch football and table tennis. 

When he returned from WWII, Dad married Anne Summers in 1947.  According to Mom, Dad scheduled their honeymoon at the location of a tennis tournament where he was planning to play.  But Mom got the last laugh on that one because the tournament was cancelled.  Dad was a lefty with a devastating back-hand and good enough that he had the opportunity to turn pro, but fate intervened in the form of the birth of his first child, me, and he turned down a pro career. 


 In the meantime, he used the GI Bill to attend Loyola College in Baltimore, where he was again captain of the tennis team and got to show off his beautiful baby girl, while racking up wins for the Greyhounds.  That's him the back row, below, second from the right, wearing his letter sweater. 


"Talent? That little commodity seems to be taken care of inasmuch as several of the racqueteers who
did such a near-perfect job last year are still in Green-and-Gray togs.  Frank Scrivener, number two man in 1947, will step up to the top post this year.  Scrivener, a left-handed swinger, had an excellent record against collegiate competition, and [Coach] Colimore is counting heavily on a repeat performance. "

After college, Dad went into the asphalt business and developed a speciality in (surprise!) building tennis courts, including one in our backyard.  He also (to Mom's dismay)  built and ran an indoor racquet club (Severn Valley) so he could play all year round.  

For the next 40 years or so, the local papers were full of stories of Dad's triumphs in the tennis world, city and state championships galore. 

 As a senior player (55+), he was nationally-ranked along with his doubles partner, Warren Drake.  Scrivener and Drake were local legends, as this story from 1980 indicates.  This is probably my favorite story ever about my Dad. 

St. Tim's oldtimers foil younger foes By Mike Klingaman. (Evening Sun. Baltimore MD 18 July 1980.)

You knew Wednesday was the hottest day of the year when tennis players in the St. Timothy's Invitational showed up with two extra shirts, stayed under cover until the last minute and treated the gleaming chain link fence surrounding the courts like barbed wire. 

The place was barely livable, much less playable, and there stood a pair of portly geezers, Warren Drake (59) and Frank Scrivener (55), ready to hit the courts against two guys 30 years their junior. 

But hot as it was, Drake was just getting warmed up. It was, he decided, time for a story.

 "I remember playing doubles with Frank when it was so hot that I kept going around in his shadow, trying to stay out of the sun," said Drake. "I'd stand behind him and hit the ball, and the only reason we won was because the other team didn't know where the shots were coming from." 

He turned, winked at Scrivener, they trudged out and won their match in straight sets. That's the rule, not the exception with this well-matched pair, who have spent much of the past 10 years wiping smirks off the faces of younger tournament studs who anticipate easy wins.

 "There's always a pattern to it," said Drake. "First, they get that 'We've-got-a-couple-of-pigeons' look. Then, about the fourth game when we cross over, you hear them say something like, 'We gotta do something different." 

Like respecting their elders?

 "I think I get more of a kick out of outmaneuvering them than anything else," said Scrivener. "Besides, they usually beat themselves." 

The veterans' strategy is simple and realistic: play the net, place smart shots and run only when necessary. Nonetheless, they lost a quarterfinal match yesterday, 6-4, 6-2 to Art Berg and Lee Gaines.

 "I remember when Art's partner was a guy named Randy Sinclair, and we'd beat them all the time," said Drake. "Then Randy went away to college, came back and they beat us for the first time. You'd have thought he'd won Wimbledon." 

They are more than local legends. Scrivener, an alumnus of Calvert Hall and Loyola College, was ranked 10th nationally among 45-year-olds just three years ago. Drake, a retired army officer (lieutenant colonel) out of Alabama, was National Grass Courts 55 champion three- years ago.

Together, they have won the Maryland State 35, 45 and 55 doubles titles,- -the latter coming two weeks ago in Annapolis. Drake's credentials with other partners also includes the National Clay Court crown and the Canadian 55 championship. Both reside in Anne Arundel County, Drake in Glen Burnie and Scrivener, in Millersville, where he owns a construction company and also, until recently, the Severn Valley Tennis Club. 

Tennis prowess aside, they're an affable, loveable pair with a penchant for Globetrotter-like antics on the court: Drake, who is to local tennis what Minnesota Fats is to pool, has been, known to hit between his legs and behind his back. Wednesday, he once served underhanded. 

It's not for show, he said. 

"Usually, you wind up getting that point when they try to figure out what you hit, and how," said Drake. 

Sometimes, they almost seem to enjoy mimicking Laurel and Hardy, except that both of them look like Hardy. 

"I figure I'm smarter than him (Scrivener), because I picked him as a partner, and he only picked me," said Drake. 

"He (Drake) keeps you on your toes," said Scrivener. "He hit me in the nose with the ball about six weeks ago. I really didn't think I'd been playing that badly."


Drake and Scrivener receiving their trophies


With grandpa's encouragement, his grandsons Matt and James did give the game a try. Can't say they ever reached grandpa's skill level, though. 



Although several of my siblings played tennis, none developed that talent to the extent that Dad did. The athletic gene did seem to get passed down, though, as the younger generations boast many lacrosse players, soccer players, swimmers, gymnasts and other talented athletes. 







Saturday, January 1, 2022

#52 Ancestors 2021 Week 51 Holidays: The Christmas Drawers

Family history isn't always about what happened to people a long time ago.  It's important to remember that what we are doing now is also part of family history.  So I want to write about a tradition that I started with my family. 

A number of years ago, I found in a catalog a beautiful Advent calendar that consisted of a standing chest with 24 drawers that could be filled with various small treats and treasures that could be revealed as Christmas came closer. 

By the time I acquired this set of drawers, my children were adults and not living at home, but I didn't let that stop me.  I had a wonderful time throughout the year acquiring items of the right size to go in the drawers.  Some of the items included:

*nail clippers
*Tic-Tacs (2 boxes fit in the drawer perfectly)
* lip balm
* a collection of safety pins
* small bars of soap
* a book of stamps
* money
* a bag of chocolate coins
* hair ties
* a small tape measure
* a box of thumb tacks
* shoe laces
* a matchbox car
* dental floss
* small wind-up toys
* small candy canes
* erasers in various shapes
* a roll of tape
* a small pencil sharpener
* picture hangers
* squishy toys
* a tiny bottle of hot sauce
* a tiny bottle of perfume
* page marker tags
* assorted pretty stones or shells
* rubber stamps
* a small deck of cards
* a small animal figure
* a Lego figure
* jewelry

One year I even found a tiny stapler that just fit in a drawer. Sometimes there are gag gifts and sometimes very nice ones.  I like the element of surprise, but there are certain things that people look for every year: money, lip balm and nail clippers.  Hard to have too much of those. 


Since my sons didn't live at home, we opened all the drawers when they came to visit with each person taking a turn to open a drawer and keep whatever was inside.

Over the years, as my sons married and I became a grandmother, I kept this tradition going, and it's something my grandchildren look forward to.  (I think the grown-ups look forward to it also.) Some years, especially during the pandemic, we had to do this via Zoom, but it was still fun and I would mail the prizes to each family even if they couldn't be there in person.

Here are some pictures from this year's version with two of my grandchildren.  (The other two were on Zoom this year).  I have expanded to two sets of drawers because I have so much fun every year finding interesting things to put in the drawers and the second set has different size drawers, so I can expand my range of gifts. I can happily cruise the aisles of office supply stores, hardware stores, drug stores and toy stores, as well as museum gift shops, looking for just the right things for next year's drawing. My sisters and other friends have gotten used to me exclaiming in the middle of a store: "Oh, that would be perfect for the Christmas drawers!"

Whoever calls a number gets both of the numbered drawers. Sometimes there is some bargaining back and forth about a particular item.  


I recently asked my grandchildren what theyliked about the Christmas drawers.  They told me they liked it because it involved the whole family and they got to see their cousins, even if it was sometimes via Zoom.  

They also liked the element of surprise where you never knew exactly what you would get when you opened the drawer you had chosen. 

"You're not thinking about stopping it, are you, Grammie?" they asked.

Not a chance.