IDH3920-BR
Discovering the U.S. on the Rails
Dr. Jace Hargis and Dr. Gordon Rakita

A Summary of the Rails Adventure  

An online syllabus can be found at http://www.jhargis.com/id.htm, general information at http://www.jhargis.com/amtrak.htm and a brief multimedia overview at http://stream.unf.edu:8080/ramgen/jhargis/rails_short.rm.

Fortunately, the UNF Honors department promotes innovative teaching and learning for both students and professors.  Through this avenue, an interdisciplinary course in Anthropology and Environmental Science with supporting context in Literature, Geography, Media and History was developed and offered on Amtrak passenger trains during the spring term 2005, with travel occurring between the spring and summer term.  The cost was $1,100/student which covered travel, lodging and food for the nine day adventure. 

The course focused on conceptual, contextual learning through the disciplines of anthropology and environmental science.  A broad integration of history, literature and media was overtly infused.  Students shared first-class sleeper cabins as we crossed the continental U.S.   Specifically, the journey took us from Jacksonville , Florida north to Washington , D.C. then northwest to Chicago , west through Kansas City , and Albuquerque , NM to Los Angeles , CA , north to Oakland , east through Salt Lake City , UT and Denver , CO to Chicago , south to New Orleans , LA then east returning to Jacksonville .  The trip encompassed 7,531 miles and provided students an opportunity to observe, engage and experience over half of the 50 states and the District of Columbia . 

Students met prior to the trip, completing the assigned readings to prepare them for the trip.  Upon departure, “classes” began in which instructors share material, and activities, although most of the course involved students participating in individual or group activities as they traveled through the country.

JAX to DC

Our first stop was the nations Capital, Washington , DC , in which we had about five hours to explore, as the train arrived near the capital building.  From the train, we saw the Pentagon, Potomac River , Washington Monument, Jefferson Memorial and The Capitol. Students took full advantage of this stop, stretching their legs and photographing the Capital, Washington Monument and visiting several of the Smithsonian museums. 

Academic facilitation of Henry David Thoreau’s perspective on governance began in small group discussions as soon as we departed from D.C.  Each student was in charge of facilitating three books to others, as group members rotated daily.  Professors circulated prompting and encouraging students to critically evaluate the text in itself and connect the ideas to the region we were passing through.

DC to Chicago
     Into West Virginia and through Harpers Ferry, Pittsburg, Ohio, northern Indiana, through the steel mills and finally into Chicago.  Fortunately or unfortunately, we slept through some of this trip. 

Chicago to Los Angeles
    In Chicago, we had a nice six hour layover, which students embraced the city for the first time.  They ventured up the John Hancock building and viewed the city skyline.  Students quickly began facilitation of our second book, which was Upton Sinclair’s, The Jungle, the classic novel set in 1900 Chicago , centered around the meat packing industry. 

  The CBS Early Show Crew joined us, interviewing taping and enjoying.  This segment ran on CBS prior to our return and can be read at http://www.jhargis.com/amtrakcbs.htm viewed at http://www.cbsnews.com/stories/2005/05/05/earlyshow/living/studyhall/main693059.shtml  and downloaded at http://elearn.ccec.unf.edu/promos.asp.  We were fortunate to enjoy various media outlets including the UNF Spinnaker (http://www.unf.edu/groups/spinnaker/), Campus Connection (http://www.unf.edu/development/news/mediarelations/unf_tv/index.html), Jacksonville Times Union (http://www.jhargis.com/amtraktu.htm) The Chronicle of Higher Education (http://www.jhargis.com/amtrakchr.htm) and the local Jacksonville "Ask the Expert"(http://elearn.ccec.unf.edu/promos.asp).

       Traveling through the southwest was an extraordinary adventure for most folk.  We found multiple deserts and dry air - definitely a first for many.  In Albuquerque , NM , we found many murals, of which begged our photography…

     We observed the steep climb to Raton Pass after Trinidad, CO.  Throughout this area we saw antelope and deer. Climbing Raton Pass , we were able to see the historic Santa Fe Trail and the Wooten Ranch and first toll road. The train parallels old Route 66 from here to CA. 

As we neared LA, along with facilitating Powell’s Discovery and the Colorado River, we began discussing methods to organize, classify and interpret some of the data, we were gathering and attempting to analyze from the readings.  We introduced a popular advance organizer called concept mapping, which allows students to play with and categorize information.  By using Post-its notes, this activity became interactive and with so many nice windows, the train became our chalkboard (BTW, Amtrak personal became fascinated with this activity).

Los Angeles to the Bay Area (Oakland)
Students had the opportunity to ride in Coach class for the first time, as we pretty much had one entire car to ourselves.  This allowed us all to be together, and introduced an entirely different dynamic, which fostered collaboration and students began a ‘teaching circle’.  An impromptu class was initiated and one student taught a lesson on information processing (thank you, Trisha ; )

     Also, along the way, we discussed Kerouac’s On the Road, appropriate for travel along the California Pacific Coast Highway .  Kerouac was compared to prior books and the context evaluated to contemporary California culture.

Bay Area to Chicago
     The scenery for this trip was likely one of the most amazing, as we crossed the Rockies and Donner Pass.   Before dawn we passed along the shore of the Great Salt Lake and could smell it in the train.  Then we climbed Wasatch Mountains in Utah . The drastic change in elevation paralleled the change in culture, from city life to complete nature.  Many were anxiously waiting this trip and the discussion of Pirsig’s Zen and the Art of Motorcycle Maintenance.  Discussions of “Quality” dominated most students, although intersections of Phædrus and John were debated.  A recording of Pirsig’s 25^th anniversary of the classic were shared, which included the unusual fate of his son, Chris.

Chicago to New Orleans
       We rode on the City of New Orleans (Arlo Guthrie). Passenger trains were dying out in the 1960s until Amtrak rescued them in 1971. We saw the Mississippi River at Memphis with Arkansas visible across the river.

Finally, one of the culminating discussions centered around Somerset Maugham’s The Razor’s Edge.  The 1946 remake film staring one of Bill Murray’s few dramatic roles was also shown in the evening, which initiated compare and contrast discussions.  Students identified with multiple characters at different times and admitted this story exemplified life’s eternal shade of gray.

New Orleans to Jacksonville
            The travel course culminated in an oral examination for each student as we neared our home of Jacksonville .  The type of exam questions continued the journey’s non-linear theme and the students demonstrated they were clearly capable of high level processing.

The Most Important Part – Student Reflections…

“So as I move forward after this trip, it is only as I talk about the experience with people that I truly realize how much I have changed because of it. And the changes were in so many ways. There were the obvious growth experiences academically, as well as just the experience of all the new places, and making new friends, but I also really grew spiritually. I don't know what faith that many of you ascribe to if any, but I can honestly say that this trip made me a better Christian; that is, it increased my faith and trust in God and His guidance and provision in any situation. Thank you for the role that each of you played in that, whether it was by you challenging my thoughts or beliefs, or just by being yourself and God using you without you even knowing it. Thank you all for experiencing this wild ride along with me. I hope you all grew as much as I did in your journey through life.”

“I gotta admit...I haven't even learned what I've learned yet. I think it'll take a few more weeks to really settle in...perhaps years...there's no telling with these mental and spiritual situations...the physical though...I got...in the form of a shower. Never felt so good to be clean.”

“During the course the professors successfully used several types of learning by implementing upper-level learning theory. The types of learning include: experimental, non-linear, and conceptual and contextual.

            We used experimental learning on the trip by utilizing our senses to observe and act on the discussions and readings. Being on a train provides us many opportunities to learn important life lessons through experience above what we might have learned in a typical classroom.

            Non-linear learning plays a major role. By participating in the trip we are able to cover several topics at once in appropriate and meaningful settings. The “rails” environment constantly encourages us to learn and inspires us to think out of the box.

            Many of the learning experiences we had are conceptual in nature. Social systems are a major theme, especially the similarities and differences between capitalism and socialism, and the part the individual should pay in that society. For example, what actions should be taken if you disagree with the current government? These sentiments can develop into sub-cultures such as existentialists or the beat generation.

            In addition to conceptual learning the professors also use contextual learning. One of the most common avenues for contextual learning is traditional disciplines like anthropology, environmental chemistry, and literature. However on this trip many disciplines are synergized creating a knowledge rich environment achieved through group work and travel.

            While the professors monitor the groups sessions the responsibility clearly belongs to the students. This technique, is awkward at first, but the more we do it the easier it becomes and we develop a true sense of ownership of the resulting ideas. In our group we have paid specific attention to human nature. Because of the hands-off approach of the professors we have learned the necessity of a positive attitude, a flexible nature, and maintaining respect for one another. As a result we have bonded in ways that rarely occurs in traditional college courses.

            Even though we have limited resources, our channels of communication are numerous. Technology plays an important part. We carry laptop computers that we use to connect to the internet periodically. While conversation is our main channel, we also watch movies, exchange photographs and music.

            While reading about the adventures and exploration of great travelers like Pirsig, Kerouac, and Powell we are having our own by being able to experience what they describe ourselves, giving us a deeper understanding of their writings. While traveling we spent time in two distinct sections of the train: coach and first class, which gave different advantages. First class offered privacy, intimate conversation and a bed. Coach offered better interaction both with the students and other passengers, along with greater freedom of movement.

            This trip is a remarkable experience. It is simply impossible to walk away from this trip without acquiring a rewarding study of the United States, both the geography and civil structure.”  

“Starting with learning this trip definitely is all about learning. Taking the Higher Thinking concept and running with it, I’ve been saturated with Higher Thinking and Driving Questions. These concepts lead to Discovery, challenges, the journey, and discussions. Some of the best learning advances that I’ve made occurred when during facilitating a book, I became disequilibrized and frustrated. While it may have stressed me out, it is proof of higher thinking, and Driving Questions. Never before have I been so challenged in my thoughts and thought process to the point of healthy mental exhaustion.

            The unorthodox learning methods have helped challenge my thought process and changed my perspective. Never before have I been so surrounded by higher thinking individuals and saturated by different philosophies- these close quarters and 24/7 schedule isn’t something you have time for in a traditional classroom setting. Never have I sat in class and had the surreal feeling that I have had almost constantly on this trip. I’ve felt lucky or glad to have great professors or a good classroom environment, but its only one class a time. This way, the challenging thought process is constant, and every second we are challenged to “stay in the clouds”, something that is impossible to do in a classroom when you meet for a couple hours a week. Here, on this trip, we can focus solely on metacognition, and be awake of our thoughts process, when I know everyone has distractions back home, this can be a week away from all that to hopefully lead to true enlightenment, this trip is definitely working for me.”

“My impression of this trip has evolved over and over again. I feel that my understanding of it has changed again and again.  The key concepts I feel I have obtained are the feelings of being threaten as an adult and being appreciated in to a group discourage whether it be concerning the required books or just a random “circle learning.” The relaxed atmosphere, yet simultaneous fast pace surrealism this trip has caused allows one to realize that you need to be a part of a group to learn and grow as a person, almost off the ideas of each other. The informal group discussions really made this trip worthwhile.

            The nudging of the professors and facilitators to “think outside the box” or outside of your own “person al bubble” has really impressed upon me the need for mind to work at a whole other level. The more I learn the less I realize I know, and the more I realize that I’ve never thought of a concept in that way before.

            Taking pictures and being able to get off the train has been a life saver, again the fast pace of the trip has shield of surrealism and if I wasn’t able to capture the landscape and take it with me somehow, I’m sure I would have had to keep pinching myself.

            Dining with the people born or having lived in the apart of the country we are in has also been a blessing. Being able to share in their knowledge is a wonderful part of this trip as well.

            The ability to be off by yourself to reflect upon what you have learned and what you will learn if you can keep your mind open is very important to a student and the unique train setting allows even for that.

            Learning and taking in so much a short period of time coupled with the fact that you are exploring are things that you have never seen before can be overwhelming. A relaxed atmosphere and good interpersonal relationships with roomies and fellow learners is very important in the help or hindrance of further learning.

            Shutting down because of being overwhelmed is a possibility but one in which I feel you can overcome with patience on the teachers part and a trip to the observation car by the students.”