Page One Hundred Thirty-Five.
I'm currently reading a book which is all about a major thorough fare here in Cleveland: Euclid Avenue. I've mentioned in this blog before that Cleveland has a long history of tremendous wealth and during the 19th century most of that wealth was concentrated in one five mile section of Euclid. Well, reading about those people and their homes is just amazing. Can you imagine a private home with a basement large enough to house a real boxcar so the inventor-homeowner can improve the national railroad system? Or, how about a backyard with the world's largest windmill so the inventor-homeowner can improve national electrical systems? How about a residence with an observatory in back so its inventor-homeowner can observe the stars and distant galaxies?
Some of these homes were up to 40,000 square feet in size. The smaller ones on the strip were maybe 5,000. John D. Rockefeller's home was average sized coming in at under 10,000 square feet but his estate was 2 acres and over 200 feet wide, much larger than his neighbors.
Nowadays, only about three or four mansions remain of the couple hundred which were sitting there in 1900. After World War One, some of the homeowners gradually moved to the suburbs to get away from the grit and grime of the city. Other homes were gobbled up by commerce as Euclid was slowly transforming from residential to commercial. Some of the homes were too big for 20th century lifestyles.
That five mile strip today is (in order): Downtown; Playhouse Square (Cleveland's theater district); Cleveland State University; mixed use combined with future development and last but certainly not least, The Cleveland Clinic.
If you ever make it to Cleveland, Ohio drive down Euclid which recently underwent a $197,000,000 overhaul and street-scape project. Just imagine the ghosts.
Showing posts with label Cleveland State University. Show all posts
Showing posts with label Cleveland State University. Show all posts
Thursday, September 12, 2013
Friday, May 3, 2013
What Was The Name Of That Bread?
Page Seventy.
When I was in college, I took a lot of art. I mean I took a LOT of art. In fact, I'm only two classes from an art degree. One of the classes I took was wood turning. The reason I took that class was because it was there. Nothing more, nothing less. And the reason it was there was because one of the art professors had gotten heavily into wood turning a few years prior and convinced Cleveland State University's art department to go out and buy a massive, state of the art lathe. So since the college owned an incredible lathe, they offered wood turning. Isn't that some nice circular logic?
This particular professor, Mike, was famous for his sculptures and acclimated to wood turning very quickly in his home studio. He became well known in the wood world fast and during the quarter that I was training, he had a wood turner from England come and give a master class which was open to the public. The visiting turner, Bert, had things in museums; they really were quite beautiful. Also, in conjunction with the master class, there was a reception.
I helped plan the reception in question and ended up ridiculously busy as happens when you throw a party for one hundred and fifty people. As a thank you, Bert gave me the piece the he turned in the demonstration. (When I retire, I'll sell it and postpone living on dog food for a little while longer.)
So, the thing I remember best about the party, is some bread that another volunteer brought. This round-loafed bread was white and somewhat dense. But what was striking about it was the fact that it had veins of sweetened cream cheese running through it. It was Eastern-European in origin, I think. There was some leftover so I took it home and froze it, thawing a few slices occasionally to make myself the best French Toast I've ever experienced.
I wish I could remember any other details about that bread, but I can't. In Cleveland, Ohio, a city widely recognized for it's fantastic ethnic foods, I'm positive that I could find it in an old world grocery store somewhere. I'm just positive. But I just don't remember anything else about it. Oh well. If this is the worse thing that haunts me, I'm doing pretty good.
When I was in college, I took a lot of art. I mean I took a LOT of art. In fact, I'm only two classes from an art degree. One of the classes I took was wood turning. The reason I took that class was because it was there. Nothing more, nothing less. And the reason it was there was because one of the art professors had gotten heavily into wood turning a few years prior and convinced Cleveland State University's art department to go out and buy a massive, state of the art lathe. So since the college owned an incredible lathe, they offered wood turning. Isn't that some nice circular logic?
This particular professor, Mike, was famous for his sculptures and acclimated to wood turning very quickly in his home studio. He became well known in the wood world fast and during the quarter that I was training, he had a wood turner from England come and give a master class which was open to the public. The visiting turner, Bert, had things in museums; they really were quite beautiful. Also, in conjunction with the master class, there was a reception.
I helped plan the reception in question and ended up ridiculously busy as happens when you throw a party for one hundred and fifty people. As a thank you, Bert gave me the piece the he turned in the demonstration. (When I retire, I'll sell it and postpone living on dog food for a little while longer.)
So, the thing I remember best about the party, is some bread that another volunteer brought. This round-loafed bread was white and somewhat dense. But what was striking about it was the fact that it had veins of sweetened cream cheese running through it. It was Eastern-European in origin, I think. There was some leftover so I took it home and froze it, thawing a few slices occasionally to make myself the best French Toast I've ever experienced.
I wish I could remember any other details about that bread, but I can't. In Cleveland, Ohio, a city widely recognized for it's fantastic ethnic foods, I'm positive that I could find it in an old world grocery store somewhere. I'm just positive. But I just don't remember anything else about it. Oh well. If this is the worse thing that haunts me, I'm doing pretty good.
Wednesday, February 20, 2013
Learning Disabilities - Part 3
Page Thirty-Nine.
I was in the right place at the right time.
Since '99, I've done the hair of a wonderful woman, Nikki, who's a semi-bigwig at one of Cleveland's community colleges. Over the years, she's done a lot of work with special needs, handicapped or other non-traditional students. She knows a lot about the topic of university adjustments for handicapped students. One day in about 2011, I told her the entire story of my learning disabilities: the testing, the diagnosis, the college requirements adjustment and so forth. Nikki told me what probably really happening. I was amazed.
She told me that it was in the early '90's when many new laws were put into place concerning the disabled in the workplace or classroom. With all the new restrictions and guidelines, institutions weren't really sure what to do as the laws were as of yet untested. I came along and asked for the sun, moon and stars, all 'cause I'm hyper as hell. CSU granted them because they were scared to death of a lawsuit. If I'd come along and done the same thing a few years earlier, later, or today, they'd laugh at me and say, "we'll provide you with all the tutors you want and oh, by the way, go take some Ritalin, but we ain't adjustin' our college requirements just for you". I was likely the first case and they were scared.
So when a college professor told me in '91 that I received the largest university requirement adjustment in CSU history, he wasn't kidding and likely it wouldn't happen again. And all because I just can't sit.
When I graduated, the first time, in '92, I figured out that I studied an average of 15-30 minutes per class per quarter. That includes time looking in a textbook, time spent organizing class notes and then, subsequently studying them. Again 15-30 minutes TOTAL for the entire quarter. I would work on projects and reports though. I've always enjoyed research very much and I would be happy going to the library and amassing facts, then presenting them in a report.
I wasn't quite ready for the real world in '92 though, so almost immediately I went back and took this class or that. In '96, I went back full-time and pursued art history with studio art on the side. Originally, I was going to pursue a Master's Degree in Art History, but I quickly realized that the work level required would be impossible for me while working essentially full time. Also, it was too expensive. Hey, let's be honest here. So I took all the classes as an undergraduate. In '98 when I finished, administration told me that they would think of me as simply having a double major, six years apart.
I received almost straight "A's" this time around. Getting an "A" in a studio art class was old news, no comment required. The reason I got mostly "A's" in art history is because there's really very little studying involved. It's primarily projects, research and term papers. And what studying there is, really is more about memorizing pretty pictures and who did them. Things like that I can do.
I think that as I've gotten older, I've settled down a lot, too. I went back again, full-time, in '01-'02 to begin pursuing a career as an art teacher, K-12. I finished one third of the coursework, getting straight "A's" for the entire year. But I then dropped out 'cause of money. Also, I became disillusioned with the prospect of being an art teacher. (Extremely smart decision on my part.) None-the-less, my GPA in '02 was, like, 2.98, or something like that. I was definitely studying more and not feeling persecuted by it. While taking all the artsy-fartsy stuff, I made Dean's List often. I've often wondered which words appeared more often on my transcripts: Academic Probation or Dean's List?
I also know that my hyperactivity has had profound effects on my work life. I know that any job description which begins, "Sit and..." isn't for me. Additionally, I've never learned how to handle routine, hence my frequent job changes.But, such is the nature of being a "Jack Of All Trades" that I'm constantly getting new jobs and leaving old ones. That works perfectly for me. Between hair, food, children and old people, I know that every few years my schedule and routine will be drastically changed. Some people can do 9-5. Some people can even work in the same building for a few decades. I'm not one of them. I have to run around like a chicken with his head chopped off.
Does your kid have learning disabilities? Try as hard as possible to find out what his or her strengths are. Mine are memory for detail and sound, high organizational abilities, tremendous creativity and inherent love of research. The most screwed up kid still has strengths. Identify them as early as possible and play up to them. Everybody's life will be easier.
By the way, my memory for detail is why this blog is peppered so generously with specific dates, locations, people and situations. I remember it all. Really.
I was in the right place at the right time.
Since '99, I've done the hair of a wonderful woman, Nikki, who's a semi-bigwig at one of Cleveland's community colleges. Over the years, she's done a lot of work with special needs, handicapped or other non-traditional students. She knows a lot about the topic of university adjustments for handicapped students. One day in about 2011, I told her the entire story of my learning disabilities: the testing, the diagnosis, the college requirements adjustment and so forth. Nikki told me what probably really happening. I was amazed.
She told me that it was in the early '90's when many new laws were put into place concerning the disabled in the workplace or classroom. With all the new restrictions and guidelines, institutions weren't really sure what to do as the laws were as of yet untested. I came along and asked for the sun, moon and stars, all 'cause I'm hyper as hell. CSU granted them because they were scared to death of a lawsuit. If I'd come along and done the same thing a few years earlier, later, or today, they'd laugh at me and say, "we'll provide you with all the tutors you want and oh, by the way, go take some Ritalin, but we ain't adjustin' our college requirements just for you". I was likely the first case and they were scared.
So when a college professor told me in '91 that I received the largest university requirement adjustment in CSU history, he wasn't kidding and likely it wouldn't happen again. And all because I just can't sit.
When I graduated, the first time, in '92, I figured out that I studied an average of 15-30 minutes per class per quarter. That includes time looking in a textbook, time spent organizing class notes and then, subsequently studying them. Again 15-30 minutes TOTAL for the entire quarter. I would work on projects and reports though. I've always enjoyed research very much and I would be happy going to the library and amassing facts, then presenting them in a report.
I wasn't quite ready for the real world in '92 though, so almost immediately I went back and took this class or that. In '96, I went back full-time and pursued art history with studio art on the side. Originally, I was going to pursue a Master's Degree in Art History, but I quickly realized that the work level required would be impossible for me while working essentially full time. Also, it was too expensive. Hey, let's be honest here. So I took all the classes as an undergraduate. In '98 when I finished, administration told me that they would think of me as simply having a double major, six years apart.
I received almost straight "A's" this time around. Getting an "A" in a studio art class was old news, no comment required. The reason I got mostly "A's" in art history is because there's really very little studying involved. It's primarily projects, research and term papers. And what studying there is, really is more about memorizing pretty pictures and who did them. Things like that I can do.
I think that as I've gotten older, I've settled down a lot, too. I went back again, full-time, in '01-'02 to begin pursuing a career as an art teacher, K-12. I finished one third of the coursework, getting straight "A's" for the entire year. But I then dropped out 'cause of money. Also, I became disillusioned with the prospect of being an art teacher. (Extremely smart decision on my part.) None-the-less, my GPA in '02 was, like, 2.98, or something like that. I was definitely studying more and not feeling persecuted by it. While taking all the artsy-fartsy stuff, I made Dean's List often. I've often wondered which words appeared more often on my transcripts: Academic Probation or Dean's List?
I also know that my hyperactivity has had profound effects on my work life. I know that any job description which begins, "Sit and..." isn't for me. Additionally, I've never learned how to handle routine, hence my frequent job changes.But, such is the nature of being a "Jack Of All Trades" that I'm constantly getting new jobs and leaving old ones. That works perfectly for me. Between hair, food, children and old people, I know that every few years my schedule and routine will be drastically changed. Some people can do 9-5. Some people can even work in the same building for a few decades. I'm not one of them. I have to run around like a chicken with his head chopped off.
Does your kid have learning disabilities? Try as hard as possible to find out what his or her strengths are. Mine are memory for detail and sound, high organizational abilities, tremendous creativity and inherent love of research. The most screwed up kid still has strengths. Identify them as early as possible and play up to them. Everybody's life will be easier.
By the way, my memory for detail is why this blog is peppered so generously with specific dates, locations, people and situations. I remember it all. Really.
Monday, February 18, 2013
Learning Disabilities - Part 2
Page Thirty-Eight.
So she wrote the letter. Jeannie knew how to write those letters too. She'd had much experience in that department as you can imagine. That letter had flower petals and glitter enclosed. That letter was scented with Chanel #5. That letter was delivered to the front office of Cleveland State University by a scantily clad, beautiful, buxom blonde. It was that good.
And then, there was my letter. If I must say so myself, I know how to get my point across with the written word. I'm no Faulkner, but in contemporary America, if you could, right sentence which reasonable is gramaticall corect, you insantly a head of game. I can do that. So Jeannie's letter was about my inability to think, while my letter was about the CSU guidance counselor who suggested there might be some underlying problem and how CSU might be able to help. I don't get assertive often. I find that it takes expends energy which I'd rather spend watching TV. But every once in a while, I will actually let my needs known.In my letter I requested that four "F's" be removed from my transcripts; I asked for removal of the college math requirement; and, I asked for removal of the college foreign language requirement. There's only one word for this: Chutzpah.
The letters ended up on a very large, heavy, oblong, oak conference table in an upper floor office around which sat the president and vice president of the university along with the committee who makes big 'ole decisions. Apparently, nobody had ever asked for such a complete overhaul of university requirements and adjustments in the history of CSU.
A quick word about CSU: In greater Cleveland, most people think of CSU as an extension of high school - little more than a community college. The only Clevelanders who think CSU is a good school are business and civic leaders and professors and staff of CSU and other area colleges. The reasons for this disconnect are many. CSU's liberal acceptance program make it possibly for anyone to get in, and I mean anyone. Then, there's the big concrete campus which isn't attractive. The complete lack of college life doesn't help. Almost all the student are commuter, and/or older, and/or poorer, and/or first generation college attendees, and/or working in addition to studying. Are you getting the picture?
The reasons that important Clevelanders behind the scenes like the school are equally many. The 78% drop out rate implies that it's a real school. The commuter/older/etc. thing means that anybody who does graduate really works hard. And, CSU professors are really great. Many former business leaders retire and teach there. (I once took a business class which was taught by a former senior executive of BP Oil.) Also, we had many Rhodes Scholars and other such famous teachers on faculty. One of my profs was the 7th most heavily published researcher in the world in his field (Family Communications). In short, in Cleveland, if "Graduate of Cleveland State University" appears on a resume it's taken seriously by HR people, but not by the graduate's friends or acquaintances.
Incidentally, this is slowly changing. In the last ten or fifteen years CSU has built many new dorms and torn down much of the concrete, building new grass and trees in it's place. The greener campus is growing quickly and attracting more students from out of town. It's reputation in the liberal arts is growing nationally.
Now, getting back to my ballsy letter... they gave me everything I asked for, under certain conditions. They removed the four "F's" no problem. But in exchange for removing the math requirements I needed to take many extra science classes. And, in exchange for removing the foreign language requirement... extra anthropology. Well, I was thrilled. I'd actually be able to graduate. Who woulda thunk it? I wasn't the least bit phased by the extra science because I'd already taken enough science classes to fulfill their silly, old demands. And, I only needed to take a little more anthro to meet that requirement as I'd already taken extra because I enjoyed it so much. I would eventually hear through the grapevine that administration adjusted my transcripts and requirements more than any other person's in University history. I was a bit impressed by my own assertiveness but more importantly I began planning my graduation party.
Which party I did have in June of 1992. September '82 - June '83 & September '86 - June '92... sort of the seven year plan I guess you could call it. But by the time you include all the flunked classes and lightest workload full-time ('cause I was a live-in nanny and increasingly busy freelance hairdresser) it really does work out. (Have you ever gone to school full-time while working full-time? It's not easy.)
Let me interject right here for a moment: the Shapiro boys knew how much I studied and they knew how hard I worked in school. They used to tease me and say that if I ever actually had cracked a book open I could've gotten a free ride in Harvard. They were pretty much the only people who knew how little I worked in school.
So that was how I was diagnosed with learning disabilities as a senior in college. Fascinatingly, I'd be back in school faster than Bill Clinton at a rib eating competition. And, it would be almost twenty years before I'd find out what really happened.
To be continued...
So she wrote the letter. Jeannie knew how to write those letters too. She'd had much experience in that department as you can imagine. That letter had flower petals and glitter enclosed. That letter was scented with Chanel #5. That letter was delivered to the front office of Cleveland State University by a scantily clad, beautiful, buxom blonde. It was that good.
And then, there was my letter. If I must say so myself, I know how to get my point across with the written word. I'm no Faulkner, but in contemporary America, if you could, right sentence which reasonable is gramaticall corect, you insantly a head of game. I can do that. So Jeannie's letter was about my inability to think, while my letter was about the CSU guidance counselor who suggested there might be some underlying problem and how CSU might be able to help. I don't get assertive often. I find that it takes expends energy which I'd rather spend watching TV. But every once in a while, I will actually let my needs known.In my letter I requested that four "F's" be removed from my transcripts; I asked for removal of the college math requirement; and, I asked for removal of the college foreign language requirement. There's only one word for this: Chutzpah.
The letters ended up on a very large, heavy, oblong, oak conference table in an upper floor office around which sat the president and vice president of the university along with the committee who makes big 'ole decisions. Apparently, nobody had ever asked for such a complete overhaul of university requirements and adjustments in the history of CSU.
A quick word about CSU: In greater Cleveland, most people think of CSU as an extension of high school - little more than a community college. The only Clevelanders who think CSU is a good school are business and civic leaders and professors and staff of CSU and other area colleges. The reasons for this disconnect are many. CSU's liberal acceptance program make it possibly for anyone to get in, and I mean anyone. Then, there's the big concrete campus which isn't attractive. The complete lack of college life doesn't help. Almost all the student are commuter, and/or older, and/or poorer, and/or first generation college attendees, and/or working in addition to studying. Are you getting the picture?
The reasons that important Clevelanders behind the scenes like the school are equally many. The 78% drop out rate implies that it's a real school. The commuter/older/etc. thing means that anybody who does graduate really works hard. And, CSU professors are really great. Many former business leaders retire and teach there. (I once took a business class which was taught by a former senior executive of BP Oil.) Also, we had many Rhodes Scholars and other such famous teachers on faculty. One of my profs was the 7th most heavily published researcher in the world in his field (Family Communications). In short, in Cleveland, if "Graduate of Cleveland State University" appears on a resume it's taken seriously by HR people, but not by the graduate's friends or acquaintances.
Incidentally, this is slowly changing. In the last ten or fifteen years CSU has built many new dorms and torn down much of the concrete, building new grass and trees in it's place. The greener campus is growing quickly and attracting more students from out of town. It's reputation in the liberal arts is growing nationally.
Now, getting back to my ballsy letter... they gave me everything I asked for, under certain conditions. They removed the four "F's" no problem. But in exchange for removing the math requirements I needed to take many extra science classes. And, in exchange for removing the foreign language requirement... extra anthropology. Well, I was thrilled. I'd actually be able to graduate. Who woulda thunk it? I wasn't the least bit phased by the extra science because I'd already taken enough science classes to fulfill their silly, old demands. And, I only needed to take a little more anthro to meet that requirement as I'd already taken extra because I enjoyed it so much. I would eventually hear through the grapevine that administration adjusted my transcripts and requirements more than any other person's in University history. I was a bit impressed by my own assertiveness but more importantly I began planning my graduation party.
Which party I did have in June of 1992. September '82 - June '83 & September '86 - June '92... sort of the seven year plan I guess you could call it. But by the time you include all the flunked classes and lightest workload full-time ('cause I was a live-in nanny and increasingly busy freelance hairdresser) it really does work out. (Have you ever gone to school full-time while working full-time? It's not easy.)
Let me interject right here for a moment: the Shapiro boys knew how much I studied and they knew how hard I worked in school. They used to tease me and say that if I ever actually had cracked a book open I could've gotten a free ride in Harvard. They were pretty much the only people who knew how little I worked in school.
So that was how I was diagnosed with learning disabilities as a senior in college. Fascinatingly, I'd be back in school faster than Bill Clinton at a rib eating competition. And, it would be almost twenty years before I'd find out what really happened.
To be continued...
Friday, February 15, 2013
Learning Disabilities - Part 1
Page Thirty-Seven.
Does you kid have learning disabilities? Here's an interesting story for you.
My primary education years saw me as a less then stellar student. In junior high, I had awful report cards. In high school they got a little bit better, but that's not saying much. I always attributed my poor grades to complete disinterest, deadly procrastination and teenaged distractions. I graduated from Cleveland Heights High School in 1980 anyhow.
By the time I got to Cleveland State University the first time, '82-'83, my grades improved, however microscopically. When I went back to CSU in '86 they were quite stable in the C plus B minus range. This really bugged me 'cause I knew I was capable of better. Now, I should admit that homework wasn't my strong suit, nor was studying in general. I certainly didn't have teenaged distractions anymore, but I rarely found myself just sitting and studying. My friends tried to help. They gave me books on how to study and tried to teach me good study techniques. The problem was that every suggestion they gave me required me to sit and well... study. I just couldn't do it. Nothing worked. I really was very upset over the fact that I just couldn't magically get good grades. I was having serious issues over this.
But I kept on going. I was a psychology major the first couple of years. But as my interests are very diverse, I took many classes in art, science, english and anything else which fit into my schedule. I flunked the occasional class, too. For example, my psych major required that I take statistics. But I flunked. Then, for the general college requirement, I had to take some advanced math, which I did in the form of logic, which I flunked. In the foreign language category: well... um... first I went to Israel to learn Hebrew... flunked. Then, I came back and took Italian. Flunked. Then I took Spanish... flunked. These F's all translated to the occasional Academic Probation on my report card. I discovered though, that when I took an art or science class I could simply show up and get a decent grade. In art I rarely got lower than a B (mostly I got A's) and in science if I simply graced the doorway to the class I got a C. (And, as I didn't do homework, gracing a room and getting a C was fine with me.) So I took extra studio art and science classes whenever I needed to artificially increase my GPA to avoid being kicked out. Incidentally, I eventually switched majors from Psych to Interpersonal Communications because I couldn't pass statistics.
You see, I was good at showing up for class and remembering what happened there. But the moment outside work was required, there were problems. I was fine with projects or reports. I'd work on those. But general studying... no, no, no! For tests I rarely studied (even in science.) As the years wore on I acclimating to my low GPA, again about 2.5, but I was also getting concerned about my imminent graduation. Israel was in '89 and Italian was in '90. And I couldn't pass a stinkin' math class to save my life. In '90, as a new senior, I went to see my guidance counselor for some unrelated issue and she noticed the inconsistencies. She suggested that I might have some form of learning disabilities as my strengths and weakness appeared to be textbook cases. She said that I should get tested and perhaps the school could work with me on their requirements.
A few weeks after she said that, I started doing the hair of a new client. Jeannie was very pretty and charming. As I was doing her hair in her recently renovated, stunningly beautiful Cleveland Heights Arts and Crafts home, I asked what she did for a living. "I own and operate Penobscott Learning Centers. We tutor kids in SAT's. We also tutor kids who are having problems in school. And we test for learning disabilities."
Well at that point, I knew that the Great Spirit of the Universe was in my corner. I told her my story and she said, "Of course we can test you!" A few weeks later, I was sitting in her office and we were testing. It actually took a couple of days.
A couple of weeks after that I went to get the results. "Jeremy, let me ask you a question. the first time you walked into my house, a couple of months ago, what did I serve you for a beverage?"
"Raspberry New York Setzer."
"That's incredible."
"What?"
"Your memory for detail. According to my tests, you're hyperactive, slightly dyslexic, you have a huge problem integrating symbols and you're smarter than average. You remember what you hear, more than what you see. You have no focus and can't pay attention. And your memory for detail is off the scale. Because of the nature of your symbol problem, I'm sure you could eventually get any foreign language or mathematical concept if you just sat and studied a little bit longer than the average person. The problem is that you can't sit."
"You mean there are real reasons I can't sit?"
"Yes. You're hyperactive. If you could sit, you'd be fine. Over the years you have learned to overcompensate. That's why you remember what you hear so well. Your attendance is great because on some level you know that you're going to have to remember things for tests. And you know you won't study. So you essentially taught yourself to memorize what professors say, while they're saying them."
"So what do I do now?"
"Let me write a letter to the university. We'll see if they stick by what they said and waive some requirements."
To be continued...
Does you kid have learning disabilities? Here's an interesting story for you.
My primary education years saw me as a less then stellar student. In junior high, I had awful report cards. In high school they got a little bit better, but that's not saying much. I always attributed my poor grades to complete disinterest, deadly procrastination and teenaged distractions. I graduated from Cleveland Heights High School in 1980 anyhow.
By the time I got to Cleveland State University the first time, '82-'83, my grades improved, however microscopically. When I went back to CSU in '86 they were quite stable in the C plus B minus range. This really bugged me 'cause I knew I was capable of better. Now, I should admit that homework wasn't my strong suit, nor was studying in general. I certainly didn't have teenaged distractions anymore, but I rarely found myself just sitting and studying. My friends tried to help. They gave me books on how to study and tried to teach me good study techniques. The problem was that every suggestion they gave me required me to sit and well... study. I just couldn't do it. Nothing worked. I really was very upset over the fact that I just couldn't magically get good grades. I was having serious issues over this.
But I kept on going. I was a psychology major the first couple of years. But as my interests are very diverse, I took many classes in art, science, english and anything else which fit into my schedule. I flunked the occasional class, too. For example, my psych major required that I take statistics. But I flunked. Then, for the general college requirement, I had to take some advanced math, which I did in the form of logic, which I flunked. In the foreign language category: well... um... first I went to Israel to learn Hebrew... flunked. Then, I came back and took Italian. Flunked. Then I took Spanish... flunked. These F's all translated to the occasional Academic Probation on my report card. I discovered though, that when I took an art or science class I could simply show up and get a decent grade. In art I rarely got lower than a B (mostly I got A's) and in science if I simply graced the doorway to the class I got a C. (And, as I didn't do homework, gracing a room and getting a C was fine with me.) So I took extra studio art and science classes whenever I needed to artificially increase my GPA to avoid being kicked out. Incidentally, I eventually switched majors from Psych to Interpersonal Communications because I couldn't pass statistics.
You see, I was good at showing up for class and remembering what happened there. But the moment outside work was required, there were problems. I was fine with projects or reports. I'd work on those. But general studying... no, no, no! For tests I rarely studied (even in science.) As the years wore on I acclimating to my low GPA, again about 2.5, but I was also getting concerned about my imminent graduation. Israel was in '89 and Italian was in '90. And I couldn't pass a stinkin' math class to save my life. In '90, as a new senior, I went to see my guidance counselor for some unrelated issue and she noticed the inconsistencies. She suggested that I might have some form of learning disabilities as my strengths and weakness appeared to be textbook cases. She said that I should get tested and perhaps the school could work with me on their requirements.
A few weeks after she said that, I started doing the hair of a new client. Jeannie was very pretty and charming. As I was doing her hair in her recently renovated, stunningly beautiful Cleveland Heights Arts and Crafts home, I asked what she did for a living. "I own and operate Penobscott Learning Centers. We tutor kids in SAT's. We also tutor kids who are having problems in school. And we test for learning disabilities."
Well at that point, I knew that the Great Spirit of the Universe was in my corner. I told her my story and she said, "Of course we can test you!" A few weeks later, I was sitting in her office and we were testing. It actually took a couple of days.
A couple of weeks after that I went to get the results. "Jeremy, let me ask you a question. the first time you walked into my house, a couple of months ago, what did I serve you for a beverage?"
"Raspberry New York Setzer."
"That's incredible."
"What?"
"Your memory for detail. According to my tests, you're hyperactive, slightly dyslexic, you have a huge problem integrating symbols and you're smarter than average. You remember what you hear, more than what you see. You have no focus and can't pay attention. And your memory for detail is off the scale. Because of the nature of your symbol problem, I'm sure you could eventually get any foreign language or mathematical concept if you just sat and studied a little bit longer than the average person. The problem is that you can't sit."
"You mean there are real reasons I can't sit?"
"Yes. You're hyperactive. If you could sit, you'd be fine. Over the years you have learned to overcompensate. That's why you remember what you hear so well. Your attendance is great because on some level you know that you're going to have to remember things for tests. And you know you won't study. So you essentially taught yourself to memorize what professors say, while they're saying them."
"So what do I do now?"
"Let me write a letter to the university. We'll see if they stick by what they said and waive some requirements."
To be continued...
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