William C. Bonaudi Library's Down the Research Rabbit Hole | Issue 7 | Dr. Sara Thompson Tweedy, DM, President of Big Bend Community College | A Plan Called Yes
You have had an amazing range of studies, professions, and successes. Not everyone has been a heavy wheel diesel mechanic and also attended Yale Divinity School. Your range is breathtaking. You've worked on issues of justice, reform, LGBTQI, and education. Your tagline "See you around the Bend" has also been attention-grabbing. It seems in addition to the range of studies and experiences you may also have some promo mojo. Through these years, what have been your go-to texts, journals, magazines, and/or online resources? Do you have gurus, mentors, or writers/researchers that serve as your inspirations?
I can’t resist saying that the question implies that I took a well-thought-out path through life. I definitely did not. Life has invited me to embark on interesting journeys and I have taken a variety of different trails getting stronger and more confident on each adventure. Maybe the universe has this well-laid plan, but I am not privy to the plan. Whenever life tempts me with a new adventure I just keep saying, “Yes!” I want to learn and grow as a result of the places life takes me.
In college, I was introduced to the advocacy and writings of incredible people like Audre Lorde and bell hooks, who shared a perspective and a vision that really pricked my conscience. I also was fascinated by Eleanore Roosevelt who used her position of privilege to advocate for equity. From then on, I read voraciously—books, magazines, journals—and listened carefully to others about their lived experiences. My go-to writings are the biographical stories of individuals who pursued a fairer, more equitable world enduring great risk, ridicule, and harm.
What kind of research did you do to prepare for your interview at BBCC? What sources did you consult? Did you use social media or another other digital media? Is there a story about a place or event in the area that intrigued you?
My research on BBCC began before I even applied for the presidency. One of my make-or-break criteria is related to diversity. Because Big Bend is a Hispanic Serving Institution (HIS), I decided to learn more. I read the college’s strategic plan, the Academic Master Plan, the Campus Climate Action plan, Board of Trustees Minutes, and other publicly available information such as completion rates. I studied the organizational structure, read the local newspaper, and researched all things Moses Lake and Big Bend. I also spoke to people who live in Washington and work in the Washington Association of Community and Technical Colleges (WACTC) system. As I progressed in the search process, I returned to those sources and individuals and kept digging deeper.
Your dissertation: Tweedy, S. T. (2018). More than Just Numbers: Strategies for Improving the Use of Data to Increase Community College Student Progress and Success (Doctoral dissertation, University of Maryland University College), includes in the acknowledgment a small anecdote about your sons who wanted to play soccer, but you were busy researching, writing, refining, and completing your dissertation. We have many student parents on our campus. Do you have any research advice for them and their unique challenges?
My most important piece of advice, GET HELP FROM LIBRARIANS! They know their way “around the stacks.” They’ll save you a lot of heartaches trying to figure out a research approach on your own.
In addition, I deployed two strategies that served me well. You may know the old adage, “How do you eat an elephant?” Disgusting, but useful imagery that encapsulates one of those strategies—one bite at a time. Being a mother of two, a professional with great responsibility and a part-time doctoral student meant that every single day was chock full of things that I needed to do, places I needed to be, and people to whom I needed to attend. If I did not take my research in bite sizes, I could be overwhelmed quickly. My first piece of advice: Break the assignments down into smaller actionable steps and the first step in that process is… wait for it… talking to a librarian. Accomplish that step!
Lastly, keep the goal in mind. When I wanted to cry and tear my hair out, I took a mental break to imagine that moment when my sons would ask me to play soccer on some Saturday afternoon and I would be able to say, “YES!” (When they read that statement in the acknowledgments, they held me to it too!) Another was imagining graduation day when my sons would also see their mother at the hooding ceremony with all of the pomp and circumstance that comes with it. While they may have been too young to fully understand all the implications, I know they will in time.
Tell us about one of the biggest or the most important presentations you have ever done. What was your research approach? How far did you go with audience research? What type of feedback did you get? Did you use any unique sources?
Presenting myself as a candidate for president at Big Bend was my most recent high stakes presentation! I was so honored to progress through each stage of the process, but I had to check my ego that I was not in this process to get the job at all costs. I wanted to present an authentic version of my vision so that there would be no question about who I would be as president—a student-centered, approachable leader with heart and passion for the justice mission of community colleges. While I was reading cues that this vision was resonating with the BB community, I could not venture into guessing what someone might want to hear which could result in a poor match. When I was offered the position, that was the ultimate feedback that there was a like-minded college locked in the same pursuit to use education to uplift socio-economically marginalized persons. The commitment to students was palpable and I wanted to be part of Big Bend.
We started a tradition of Holiday Haikus at BBCC last year. Do you have any poetic interests or writing you might share with us this year? On the scale of "poet and I know it" to "Haikus?" where does your wordsmithery fall?
I have dabbled in writing poetry, but my craft is the spoken word! I love to bring written words on a paper to life for an audience. I get chills when I can see my words landing on others in a way that resonates with them, inspires them, and/or humors them. I experience great fulfillment from introducing ideas in ways that provoke thought and deep consideration. In that sense, I do consider myself “a poet and I know it.”
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You are working through a health challenge that affects about 255,000 women a year and 2,300 men. Did being a research-oriented academic and role model affect your approach to your diagnosis? Have you shifted any priorities that might be evident in your work?
Like most patients at the time of diagnosis, panic sets in and you do the thing you should not do: Google. Seriously, I should know better. But down the rabbit hole I went, and everything I encountered caused me serious anxiety. But after that brief lapse of judgment, being a research-oriented academic greatly impacted my approach to fighting breast cancer. That, and my husband is a cell molecular biologist who is basically a walking encyclopedia. There are years of research that have advanced our understanding of the disease and how to most effectively treat it, so information-gathering became a daily ritual. Researching brought me great comfort. I felt empowered and it helped me stay positive and centered.
During treatment, you become a bit of a shell of yourself, bare and a little heartbroken. I told myself when this started that I was going to be as positive as possible, to be vulnerable, and authentic. It was the hardest thing I've ever had to do. I tried to just focus on each little step because thinking about the full path to healing overwhelmed me. And I didn’t want to miss the gift of growth and evolution by wishing the cancer away or feeling negative and angry all the time. Thus, I wanted to continue working during treatment to keep my mind occupied. In a weird and unexpected way, I was secretly thankful for our Covid bubble because it kept me cocooned from the scary outside and normalized teaching online. I also learned to let go – at least partially - of perfectionism, something I’ve struggled with all my life. Cancer puts things into perspective. I just couldn’t create the perfect Canvas site or recorded lecture because I didn’t have the physical or mental capacity to dedicate all that energy to a single thing. Now that I’m cancer-free and back in the classroom, I am enjoying myself more because I have less stress and burnout. I truly feel closer to my authentic self than ever before, both as a human and an educator. That’s a gift for which I am very grateful.
Jody Quitadamo Quote.
Do you remember the precise moment, book, or class that history captivated you? Or was it more of a path?
My journey was more of a path with unexpected turns. And it was very much tied to my passion for teaching, which was also a winding road of discovery. I was largely indifferent to history growing up. It seemed to consist of memorizing “one damned thing after another,” as the saying goes. Like most young people, I was too focused on the future so the past mattered little to me. When I enrolled in college as a single mother with a two-year-old daughter, I would not have considered majoring in history for a second! But one day, in a British literature course, my professor walked in with a Kodak carousel projector to display images set in Victorian England and provide us with historical context for assigned readings. And it dawned on me: what I found more interesting was the historical context in which the books were set more than the fictional stories themselves. The next quarter I enrolled in my first college history course, 20th century China of all things. My professor was amazing. He made history relevant to my life and taught me that historical knowledge is a powerful currency. We’ve now been good friends for 20 years.
From that point on, my intention was to pursue a doctorate in Chinese history. I participated in the McNair Scholars program as a first-generation college student, traveled abroad for research purposes, and participated in whatever experience would help me reach my goals. But I was also a single parent and concluded that pursuing such a lofty degree was a selfish endeavor. I pivoted and chose, albeit reluctantly, to go into high school education. I spent the next year working on my secondary social studies teaching certification, only half excited about my career choice. That all changed on my first day of student teaching. It was like magic! I discovered that I loved teaching and that I was pretty good at it. I poured a lot of love and energy into those 10 years in the high school classroom. That was a very special time for me. But after a decade, it was time to move on. Now that I’m at the community college level, I find I have the best of both worlds. I get to continue teaching and building relationships with students while diving deeper into history in a more scholarly way.
What journals, listservs, groups, or other sources do you use to keep up with your discipline?
I consider myself a history educator first, historian second, so most of the groups and sources I rely on focus on pedagogy and outreach in my discipline. I’m a member of the OPSI Social Studies Cadre, made up of about 35 K-12 and post-secondary educators who serve as a social studies teaching and advisory team for the state. We strive to improve social studies and civics education through curriculum development and outreach. It’s very exciting work. I also volunteer annually as a judge for National History Day. For me, it’s an opportunity to support middle- and high-school students who spend months conducting original research on historical topics. It’s a very formal but supportive competition and the students produce truly remarkable research projects. I really love the Gilder Lehrman Institute of American History, which includes its own journal, History Now, and provides high-quality educational programs and resources that have been a game-changer in my classroom. I also subscribe toTeaching History: A Journal of Methods, which has become an invaluable resource for the newest ideas in social studies pedagogy. In terms of my disciplinary knowledge, I subscribe to a few journals, like The Journal of American History. But I mostly rely on monographs and well-researched historical accounts with large scope. I’m currently reading the book Women of the Republic: Intellect and Ideology in Revolutionary America ( Online and Find at Library: GENERAL HQ 1418 K47 1980), an older publication but a groundbreaking work on American women’s history.
What book, poem, or study have you read that engaged you so deeply you were changed?
There have been so many, and currently Brene Brown is my superhero. As a teenager, I remember reading Margaret Atwood’s The Handmaid’s Tale ( Find at Libary PR 9199.3 A8 H3 1998) It was my first encounter with adystopian novel and themes like misogyny and oppression. I found the story extremely terrifying yet prophetic. It awakened an early awareness of the power of a woman’s voice as a social justice weapon. Perhaps without realizing it, that book planted a seed for my future as an educator.
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