WOMAN WHO INSPIRES

YOU ARE ENOUGH. DR. ELVERA BERRY

BY NICOLE HEROUX WILLIAMS I PHOTOS BY NSP STUDIO

Tell our audience a little about yourself and your background and history with Roberts Wesleyan University.

My immigrant parents, who were unable to realize their own educational desires, instilled in me two unquestioned commitments: education and hard work. I left the Sullivan County Catskills in Narrowsburg, NY, to attend Roberts Wesleyan College and have been in Rochester ever since. Multiple interests led to a German major (taking upperlevel courses at the University of Rochester) and minors in music, Spanish and education. I assumed my profession would be teaching high school German, which I did for one year before being asked to return to Roberts Wesleyan College to teach German. Among a number of young faculty hired at the same time was a wonderful tenor in the music department who became my husband and father of our son, who is now a professor at Yale School of Music. Thus began a career involving an unforeseeable range of teaching and professional activities under six presidents and administrations. In the 1970s when, like many colleges, Roberts reduced foreign language offerings, I added a second master’s and specialized coursework to teach writing and speech, and then helped launch Roberts’ firstyear and senior-seminar programs, developed the communication major and directed the College Honors Program for 20 years.

What credentials do you have that prepared you for your position as Professor of Communication, Chair and now Dean of the School of Arts and Humanities?

Advanced degrees include: University of Rochester, MA, German and linguistics; SUNY Brockport, MA, speech/ rhetoric; and University of Buffalo, Ph.D., higher education focused on rhetoric and undergraduate education. Those credentials and discipline-related

scholarship certainly have contributed to both preparation and understanding, but equally important has been the combination of faculty experience and participation with colleagues across the country in communication studies and rhetorical theory and criticism, as well as in the broader academic world of organizations, such as the American Association for Higher Education, Council of Independent Colleges and Middle States Association Accreditation teams.

What are some of the key factors that have kept you at the “university” for over 58 years?

When I returned to teach, I certainly did not see it as a permanent place of employment. Once I was married and we were able to share not only our commitment to working with students, but also singing in Rochester groups (Rochester Chorale, summer Opera Under the Stars, Bach Festival Chorus and church choir), we became part of the college and greater Rochester community. Neither of us quit teaching while we completed advanced degrees, and I think “being in it together” was a significant factor in staying here. Beyond strong relationships with students, the ongoing involvement in academic program development, leading faculty workshops and participation in national conferences became a way of life. There certainly have been times when I have wondered what my intended return to teaching high school German or a move to another college might have yielded, but at critical junctures, we (now I) chose to stay.

What does being a professor of Communication entail? What is the favorite part of your job?

In addition to maintaining ongoing connection with the ever-expanding scope of communication studies, taking teaching and learning seriously entails

“faculty workshops and participation in national conferences became a way of life.”

endless hours of class preparation, responding to written work, student advising and personal engagement, and dealing with unforeseen daily challenges. What are the rewards? My favorite part of the professoriate is providing a safe and sacred space of learning—a classroom in which to consider who we are as language-using human beings dependent on our one common denominator: communication. I cannot measure the fruits of that labor: students who catch the vision of learning beyond the rewards of “grades”; who begin to see themselves, their potential and their future differently as they explore the implications of their communication studies in all aspects of their lives; who move into myriad workplaces and graduate studies as exceptional human beings whose preparation enables them to pursue their own professional paths; who, having presented at regional conferences as undergraduates, are now professorial colleagues across the country.

Being in the unique position of being a female leader, and working at the college for your entire career, what do you feel is the most important message to provide other young leaders who look up to you?

In a word, “balance.” I value and try to practice invitational, collaborative approaches and processes rather than managerial dictates as I work with students (and colleagues). Knowing that such an approach may be interpreted as “soft,” I am deliberate in communicating expectations, standards and mutual accountability to students while also conveying my genuine interest, affirmation and support. Recognizing, understanding and balancing our own goals in relation to the needs of others is critical, whatever the context and whatever our role!

What motivates you and keeps you moving forward, especially in 2022 after being in a pandemic for 2 years?

Frankly, I don’t know how to do anything else! Engagement with ideas and students has been my “life’s work.” Consequently, throughout the COVID semesters of isolation, I met all classes synchronously in order to engage in Zoomed face-tofaces discussion and remind us of our interconnectedness despite distance and personal challenges. Two years later, I can confirm current research concluding we have not returned to a recognizable “normal” as students struggle to regain control over time, focus, studying, health and basic habits of discourse. Nor are students alone in such struggles! I am motivated by the conviction that despite changes and roadblocks, we can—we must—find ways to persevere, adjust, communicate and work together.

What has been your favorite position in your tenure and why?

Positions and changing titles come with the academic territory. Beyond professor and faculty roles within a number of institutional programs, departments, divisions and organizational “schools,” two positions vie for “favorite”: development of our theory-plus-practice communication major as a result of assisting with an institutional Title III grant, and directing the College Honors Program for two decades. Recognizing that among the thousands of students (in well over two dozen different courses) are close to 400 communication alumni and over 250 graduates of the four-year Honors Program is both a rewarding and humbling realization. My favorite “title,” however, has been Dr. Mrs. My late husband, Paul Berry, the first Roberts faculty member to teach for over 50 years, was Professor of Music and also heavily involved in academic programs. Students differentiated between the two “Doctors Berry” by renaming them: Dr. Mr. and Dr. Mrs. Those simple abbreviations represented our collective and individual commitment to the education of students and the mission of Roberts Wesleyan.

What do you feel makes you a successful leader and how do you coach other women in Communication to empower themselves?

I do not think in terms being a “successful leader” as I attempt to meet the challenges and demands of different roles and responsibilities. At the same time, I recognize that while much of my own work has been collaborative and often behind the scenes, many aspects of leadership have been involved in classroom teaching, program development, chairing committees and projects, and working with students. I see myself primarily as a reflective question-asker and catalyst for productive discussion. Nor do I tend to “coach” students in a direct manner. The most meaningful answers rarely come from external sources, in contrast with questions that enable us to make our own connections and come to our own realizations. I would like young women to observe in me what it means to wrestle with ideas and issues and not “know” an immediate answer. I want them to consider empowerment as having much more to do with investing in others than in one’s own power.

“Above all, I try to emphasize connections between assumptions we make about one another and our communication practices. If we believe all human beings are “created equal,” does our language reflect and communicate that assumption?”

What are some of the pros and cons of working at the same college for over 58 years?

Pro: Having studied the life and work of our 1866 founder, Benjamin Titus Roberts (B.T.), and been directly connected with the Institution for 40% of its history, I deeply respect both B.T.’s social-justice commitments—e.g., anti-slavery, pro-women’s equality—and the work of those on whose shoulders we all stand, those to whom we are indebted. Institutions are ever-evolving, and I have experienced the particulars of circumstances, decisions and personnel related to the evolution of Roberts since my college days. Coming to know, as colleagues and friends, the individuals whose visions, commitments and personal sacrifices resulted in today’s campus, programs and outstanding alumni provides me with relevant “teaching stories” and illustrative connections between Roberts and events in American history. I am able to put current issues or challenges into historical perspective and answer countless programmatic and institutional questions.

Con: I am likely viewed by some as an old-guard professor whose longevity defies change, but having witnessed the inflexibility of some younger faculty in contrast with the foresight and wisdom of past older faculty whose investment changed the course of institutional history, I have never viewed age as the defining criterion for relevance. In reality, I have no desire to “return to the good old days”; I have seen those struggles and would not want to relive them. I simply want us to learn what we can from those “old days” and bring that learning to bear on current decision making.

Tell us about one moment in your professional career that has had a lasting impression on you and formed who you are today.

While I can recall many significant campus and student- or alumni-related “moments,” a combination of personal moments with two external figures has made the lasting difference in who I am as an educator: Kenneth Burke (poet/ music and social critic whose influential criticism spanned almost the entire 20th century) and Parker Palmer (noted writer and resource in higher education, whose work explores the Courage to Teach and ways of Healing the Heart of Democracy). Having studied the complex world of Burke’s literary and rhetorical criticism, and developed a conceptualization of undergraduate education as “Education for Personhood” based on that work (dissertation and publication), I benefited immensely from meeting and establishing a personal relationship with him. Similarly drawn to Parker Palmer’s understanding of education and responsible decision making, I attended two of his week-long summer writing retreats and assisted in bringing him to campus to meet with faculty and students. I have integrated these two foundational perspectives in my teaching—whether or not either of them is actually included in a course. They keep me grounded in exploring implications and the “So What?” of any learning, even as I try to practice Burke’s definition of education as “teacher and student on a voyage of discovery together.”

yourself that not many others know.

I rode a camel when I visited the pyramids in Egypt! But two little-known, serendipitous experiences speak to my life-long “languages” of German, music and rhetoric. In a month-long performance tour, I sang in many of Europe’s major concert halls with the Miami of Ohio choir (my husband’s alma mater) and Cincinnati Orchestra, performing Beethoven’s Ninth Symphony in German (Max Rudolf conducting) and Dave Brubeck’s Light in the Wilderness, starring Dave Brubeck at the piano in every performance (Erich Kunzel conducting).

Many years later, I heard Andrew Young, close friend of Dr. Martin Luther King Jr. and member of the Southern Christian Leadership Conference, give a keynote address to hundreds at a National Communication Association Convention in San Antonio. He recounted his deliberations with Dr. King and their challenges in the face of the 1964 riots that rocked the nation’s cities. He talked about Rochester, NY, where he had preached and met with city and church leaders in the aftermath of the city’s rioting and looting. After his address, I waited and talked with him about my connection with Rochester and Central Presbyterian Church, where he had preached—and where Frederick Douglass’ and Susan B. Anthony’s funeral services were held. The Rev. Young sent me a copy of his unpublished, hand-type-written, moving and thought-provoking 1964 sermon, which I have treasured and continue to analyze rhetorically.

“I have encountered very few people who, 10-50 years later, are doing what they planned to do at age 21. Life is far too complicated and unpredictable! ”

I cannot count the number of times I’ve been asked: When are you going to retire? Why are you still working ... teaching ... taking on more responsibilities? Are you planning to quit soon?—possibly wishful thinking.  Each time, I ask myself the same questions and wonder why I am such a slow learner that I do not have a satisfactory answer! I did decide a number of years ago that the answer will be clear the day I walk into classes at the beginning the semester and conclude: I am no longer energized by students; I don’t want to do this anymore. So far, despite the hesitancy I may experience before the academic year begins, something changes when I enter the classroom and invite students into a new world of possibilities.

When you began your career many years ago, did you ever imagine that you would have a leadership role in this profession?

Almost all of what might be called my “leadership” roles has simply involved responding to a need, envisioning possibilities or stepping up to the plate if I felt I had something to offer. I have encountered very few people who, 10-50 years later, are doing what they planned to do at age 21. Life is far too complicated and unpredictable! Same with me. Yes, teaching (the acceptable alternative to nursing or secretarial work, and not the totally unacceptable acting or law in which I was also interested) has remained a constant in my career. But I never could have imagined becoming a “professor” and expanding my interest in foreign languages to study metaperspectival questions related to what it means to be a communicating human being. We are who we are by virtue of language! The implications of that study are endlessly fascinating—and important!

What gives you strength, especially during such trying times in our world today?

I really don’t know. I remind myself that “now” is never an isolated moment. “Today,” the present moment, contains simultaneously the past (individual and collective memory) and the future (individual and collective imagination) as we consider how we approach the next moments. I have not yet been able to give up on possibilities for students and Roberts, and I want to believe there is hope for what may seem like “the worst of times” both globally and within our fraught national and interpersonal relationships. I do know that my academic field of rhetorical studies offers muchneeded insight as well as practical ways of approaching our differences in order to discover transcendent connectedness

What does it mean to be a female leader in today’s world?

My initial response is that the fundamental principles of working with people in any position are not sex or gender dependent, and the practice of those principles should constitute the norm in our working relationships: e.g., character, civility, conversation. At the same time, I recognize the naiveté of such a statement. We live in a culture in which questioning those “in charge” is the norm, and it is tempting to become defensive when questioned. No longer functioning on the obvious margins, women who may finally be “arriving” feel the added pressure to prove they deserve what they have achieved. How does one handle that pressure in workplaces that may still not feel safe or fundamentally “equal”? How does one raise legitimate questions without being negatively labeled and dismissed? How do we modify our language to convey confidence versus hesitancy and apology? How do we address the assumption that women are “all about feeling”? What can those in leadership positions do to ensure opportunities, safety and support? These are some of the questions with which we must wrestle.

What are some of the most important communication skills you teach to your students today?

Clarity of thought and expression, need for face-to-face extended conversation, understanding of ethical persuasion— these begin what could be a long list of particulars. Above all, I try to emphasize connections between assumptions we make about one another and our communication practices. If we believe all human beings are “created equal,” does our language reflect and communicate that assumption? Or is our language “loaded” with ever-so-subtle namecalling, condescension or deceit? Are we listening just long enough to be able to judge, dismiss or argue? Or are we listening in order to understand and learn from the other’s perspective? Do we remain bound to the screens that keep us at comfortable distances from genuine interaction and face-to-face compassion? Or do we recognize the ultimate dangers of our self-protective isolation from the human communion we most crave?

“I cannot count the number of times I’ve been asked: When are you going to retire? Why are you still working ... teaching ... taking on more responsibilities? Are you planning to quit soon?—possibly wishful thinking.”

I deeply admire and respect many women for what they have been able to do and contribute to their professions: e.g., poet Maya Angelou, singer Emmylou Harris, journalist Gwen Ifill and many more. I’ll share a bit about two women I have known whose character and professional work continue to be a source of inspiration decades later: The late Elizabeth Gordon and the late Ora Sprague have stood the test of time. Elizabeth Gordon, at the time a highlevel female in heavily male-dominated Eastman Kodak, was in charge of personnel in the chemistry labs, which was a very large segment of Kodak in the 1970s and ’80s. She had trained in chemistry, but in her role, she dealt with hiring and personnel issues for Ph.D. chemists and all of the workers and staff in that branch of Kodak. She was an unassuming, soft-spoken, brilliant and highly respected facilitator who was not threatened by the overwhelmingly male, top-level employees and demonstrated the same appreciation and respect for every level of employee. Ora Sprague was a librarian at Roberts who started teaching math in 1934 and discovered 200 suitable books, so she gave up teaching, started building the collection, earned a B.S. in library science in Syracuse and MLS from Columbia, and by 1951 had a 10,000-volume collection. She knew what was needed, and led the way to a state-of-the-art library with several staff and 50,000 volumes when she retired 20 years later. When I was a student, her stern look could send anyone caught whispering in the library back into silence. Later, as a colleague and close friend, I delighted in her humor and ability to influence administrators and faculty; observed her love of students and commitment to her work; and witnessed her abiding faith. After she retired, she catalogued Billy Graham’s library in Montreat, NC, and spent months at a time in library development in Africa and India. Both

of these women would claim they were just doing what needed to be done; both had immeasurable influence.

How has the environment changed for women at Roberts Wesleyan since you started?

As a student, I ironed shirts several hours a day in the college laundry that served only the men! Women, who were expected to find other ways to do their laundry, had curfews and dress codes. The world of higher education has come a long way in those regards. Today, there are many more female faculty and administrators than in the first half of my tenure, and there are opportunities for mentoring or being mentored. No organization today is immune to residues of past norms; just as on most other university campuses, we are far more cognizant of issues related to equality and safety, and any remaining differences tend to be much more subtle. There are now washers and dryers in all residence halls, and I am not aware of any curfews or dress codes!

What are your plans for the future?

As strange as it may seem, I have no specific plans for the immediate future as I continue to tend to administrative responsibilities and teaching. Time is a fascinating phenomenon. I had assumed leaving before now, but I have never had a “bucket list” or counted the years/months/ days “until I can retire and do what I want to do.” That is a blessing and a curse. I am not missing what a bucket contains, but I am also aware that at some point, I will not be where I have been hanging out professionally for almost 60 years. In the meantime . . .

JENNIFER SANTABARBARA

It’s that time of the year when the dining room takes over tahe entire house with folding tables and chairs for friends and family to gather saying grace and expressing gratitude before indulging in their Thanksgiving feast. There’s always one big kid who wants to sit at the kids table. At the adult Thanksgiving table you can hear voices of laughter, telling jokes and heated debates on which team will win the football game. I had the privilege to sit down with a long time friend, career woman, mom and advocate Jennifer Santabarbara from Rotterdam, NY.

Tell us about your childhood and where you grew up?

I grew up in the Mont Pleasant area of Schenectady, NY with my mom, stepfather and two sisters and a brother being the oldest with the most responsibilities.

What challenge (s) have you overcome? The first of many challenges I had to face was dealing with an alcoholic father. I was faced with decisions a child should not have to make such as do I need to call my mom for a ride. At a young age I became an advocate, involved with SADD Students Against Drunk Drivers. I’ve always tried to bring better awareness and watch out for family and friends.

Tell us about your life before your traumatic experience of your life changing event?

At 18 years old while working at Blockbuster Video, I met the love of my life. We married and anticipated a picture perfect life with children.

At the age of 3 our son was diagnosed with autism. This became our most challenging moment. With his future

BY MAYA MCNULTY

in question, our dreams for Michael became elusive. Normal things like going to the prom, college, and raising a family no longer mattered. Helping our son Michael became our only concern. We wished we could trade places with him as we didn’t want to see our sweet boy struggle to communicate. Knowing little about autism, we embarked on a research mission to find out as much information as possible to help our son and obtain the tools he needed. It should not be so hard to get the things that are needed for your child. Even with recommendation letters from our developmental physician, we were forced to fight for the required approval with Schenectady County through brutal, emotional meetings to receive services.

Since I would do anything for my child, I refused to settle for the bare minimum and denied services. I engaged in an exhaustive process to become his voice and fight and advocate for everything. I became a parent advocate and helped other parents. Michael’s preschool would refer me to other parents whose child was recently diagnosed with autism. The one thing that helps is to know you’re not alone on this journey. The more people and advocates you know the better information you have to know how to get the things your child needs. Michael was also diagnosed with ADHS, sensory disorder and later in teenage years, anxiety and OCD.

Memoriabl Moments: Michael has an interest in cooking. This surfaced at the Center of Discovery during a program in which he was helping make pizzas. To nurture his interest, they created a program to build his cooking skills. He has special knives made from plastic that allow him to do prep work. When Michael started chopping and dicing he used to have very large chunks but with practice Michael can dice up onions and vegetables very well. He always needs someone close by for guidance and instruction.

After the first time Michael tied his shoe, the work that was done and practice with me and his occupational therapist makes you realize that we were so proud. Michael’s communication skills are still not where I would like them to be but he can communicate all of his wants and needs. Most times he chooses not to use his words but with encouragement he does use them. I do wish that he would communicate more verbally without prompting but we have learned to take one day at a time and enjoy all that Michael has accomplished.

Challenging Moments: Michael has impulses, sometimes related to his OCD, that he has to do something. Having to touch a red car at that moment is all he can think about. He is not thinking about safety, just the impulse that has to be done. So Michael will always keep you on your toes and you have to be with him at all times because when he gets in that moment he’s not thinking about all the things he’s learned before crossing the street etc,…

Michael had many meltdowns especially when he was younger. Every time he had to transition to go to a new place etc., it felt that it would have been easier to stay home where he was comfortable but it would not have been best for him. He had to get used to transitions. Even though a schedule is helpful for Michael, life happens and schedules change. We are a family and we do things together as a family.

“At the age of 3 our son was diagnosed with autism. This became our most challenging moment.”

When Michael was 4 or 5 we started trying to go to the movies together. We would start out all four of us in the movie then when it was too much I would take Michael to the car. When a new Disney movie came out we would try again. By the time we went to the movies, I would say 5 or 6 visits, he made it through the whole movie. It’s one of his favorite places to go but can’t forget his lemonade, popcorn and junior mints.

Our son Michael has changed all of our lives. My husband, who was a professional engineer, is now a NYS legislator who fights the rights of the disabled and is the voice of people without a voice in the capital. Our daughter Marianna is a swimmer and second year college student at SUNY Geneseo. She is studying to become a neurosurgeon. For myself, I turned into an advocate to help parents receive what they need for their children. My biggest blessing is my family, especially my beautiful children.

What does it mean to be a resilient woman?

No matter what challenges you come to face as long as your family is beside you, you can get through anything.

I stayed home with the kids when they were younger and put my career on hold and with Michael diagnosis stayed home longer then I had planned. I was a loan officer at Sunmark Credit Union when I went on maternity leave. Once both kids were in school I started working part time only as I needed to be there for them. Then I worked at Mohonasen in the transportation department with special needs

students as an aide on the bus and moved to working in the classroom with special needs students. During the last 6 years, I have just gotten back into the banking industry. Raising my family was my top priority, my career came 2nd. I am grateful for my family and my son Michael teaches me new things every day. I currently work for Key Bank as a Personal Banker. It is all about Community and Volunteering just like we do in our household. That’s why I enjoy working for Keybank.

Maya McNulty Walking Warrior Columnist A successful business woman, author, advocate and mom, Maya McNulty from Niskayuna, NY. Is the Founder of Covid Wellness, LLC., CEO of UpTheBiz Marketing & Branding Agency. She is an inspirational warrior who has worked with thousands of people for more than two decades creating opportunities for entrepreneurs as one of America’s most respected business branding strategists, marketer and international speaker. Maya’s been featured on ABC, NBC, CBS, Healthline, Eat This Not That, WebMD, Medscape, Herlife and many more. w w w . covidwellnessclinic. com Follow onr: Twitter: https://twitter.com/ mayamcnulty Linked In https:// www.linkedin.com/in/mayamcnulty/