In the midst of my first year at Wesleyan, I (along with the rest of the faculty) received a request from the Academic Dean to offer new and innovative courses during the college’s May Term. Upon examination of previous year’s listings, there were many interesting travel courses to foreign countries, but none that took advantage of the exciting and attractive aspects of Wesleyan’s “backyard” – the West Virginia wilderness. I imagined a course where faculty could teach outside the classroom and achieve a less formal, but cultivating environment devoid of every day distractions (such as cell phones, email, televisions, shopping and entertainment). While having the students’ undivided attention, they could confront the challenge of off-campus outdoor activities such as canoeing, backpacking and whitewater rafting and become engaged in meaningful evening campfire discussions of the course subject matter. Students and professors would mature intellectually, physically, emotionally and spiritually while enjoying the beautiful rivers, forests and mountains of eastern West Virginia.

By my having collaborated with my chemistry colleague, Dr. Karl Zachary, a new course exploring the social history of American technology entitled, Wilderness, Scientific Advance and American Culture was created to address how the many technological systems which emerged and developed during the past three hundred years have played a sometimes unexpected, but decisive role in what is now a uniquely American culture. It is often overlooked how crafted metal tools, gristmills, thermodynamics, steam engines, alternating current, manufacturing, penicillin, telephones and birth control pills have had major social, ethical, political and economic implications which touch intimate aspects of every day life. The course examined how inventors, entrepreneurs, and engineers helped transform America’s landscape from mostly rural to industrialized cities and suburbia. Awareness was established for the hard, mundane factory work of immigrants and minorities which led to a better life for many and ultimately America’s social classes and regional identities.

A recurring theme of both the activities and readings was the importance of collaborative effort and the exchange of ideas. My collaborator insists that the story of how this course emerged illustrates the principle as well as any could, so I have asked him to share his version of events.

"Last September, Ed and I were chatting and he mentioned that he was inspired by the call for innovative courses and had one in mind. His characteristic initial reserve made him hesitate when I asked him to explain. Though we met only a few months earlier, I already knew I had a secret ally so I patiently waited ... about a minute. Ed’s characteristic enthusiasm won out and he described the idea. He knew it had potential but also knew that its originality might make it a difficult sell to an academic audience, that the logistics would be a challenge, and that the sophistication of the ideas would require a great deal of work to develop into a college course. I said, with my characteristic lack of reserve, “Ed, that is a great idea, you should do it,” and made him listen to me tell him why I thought so. Knowing that I had experience teaching interdisciplinary courses, and more books than common sense, he asked if I knew of any that might be helpful, and a few came to mind."

“A month later he asked, with his characteristic initial reserve, if I still thought it was a good idea and would be willing to help. I jumped on the opportunity, with my characteristic lack of reserve, and made him listen to me tell him why. Ed's characteristic enthusiasm re-emerged. Over the course of seven months, the two of us considered a dozen books and hiking trails, at least as many articles and cabins, and who knows how many fonts, sketches, and pictures for the course advertisement. (We even, briefly, considered the possibility of opening our own restaurant so that Buckhannon would have at least one that stayed open all night.) The description of any ordinary collaboration would include the word “arguing,” yet there was only one argument of any significance and resolved so quickly that it is hard to remember the details.

”The success of any new course is always professionally rewarding, but it is the collaboration that made it possible that will always make this course have a special significance to me." -- Karl Zachary

By participating in some of the arduous outdoor activities endured by typical early American settlers, students were provided with a foundation for addressing the question of whether industrialization is a curse or a blessing. Through teamwork, they also recognized that while America had become more nationally independent, people had become more rather than less dependent on technology and each other. Students left with the following impressions as stated in their final papers and essays.

“The ages of innovations in technology have greatly altered the social cultures of Americans by creating new, faster means of transportation and communication, as well as new techniques for greater agricultural production and highly specialized jobs… America’s industrial character creates a dependency on each other that most Americans are willing to accept in trade for the recreational lifestyle they are able to enjoy. - John Guido

“The United States is one of the youngest yet most successful nations in the world. The path to this high status is usually seen as a political or militaristic one… A trademark of our nation is opportunity – citizens can be who they want to be and can get what they want to have because of science and technology.” - Krista Hill

“I hoped to take from this course an unforgettable experience that forged new friendships, brought my professors and myself closer by seeing the side of each other not available in the classroom, and test my mental determination and physical strength, all the while learning about how American culture has been shaped by technology, in a setting that exemplifies the issues being discussed.” - John Guido

“After discussing the tremendous impact of the railroad system, I hiked along miles of a decaying railroad line and could imagine how supplies and nineteenth century inventions made their way to and from western farming communities.“ - Krista Hill

“I have become accustomed to traveling with little effort (by trains, taxicabs, subways, and airplanes). Having the experience of walking and rafting has made me appreciate the advantages that technology has provided in my lifetime.” - Tory Wright

“By taking the West Virginia wilderness course, I became more accepting and knowledgeable of American culture… The teaching style was unique and beneficial. Our wilderness group would have class sessions by the campfire... I believe I learned more by this method because of fewer distractions and the small class size.” - Jeremy Durstine

“The activities in the class went together with the supporting main idea, which was to experience life without modern day conveniences and technology… I thought the text choice went well with the course…The daily discussions were interesting, and I felt I was able to contribute more and could easily follow the topic.” - Mary Theibert

“Living in a way the early Americans did with no mechanized transportation, heaters nor air conditioners, nor comfortable beds made me better appreciate the changes America has made technologically and better understand the course content by experiencing it firsthand.” - John Guido

“The values I have obtained from the course, Wilderness, Scientific Advance and American Culture, have definitely made an impact on how I view the lifestyle I currently enjoy… This experience has made me value the hardships and sacrifices my forefathers made” - Tory Wright

“Wilderness, Scientific Advance and American Culture … has been the most memorable class, both socially and intellectually, during my time at Wesleyan… The unity and cooperation in our class is an important aspect absent in most college classrooms. I have had personal conversations with each of my classmates and professors. By having these connections, discussions were much more comfortable, much more productive, and fun! - Krista Hill

I was amazed at how much I learned while enjoying myself… history does not have to be dull and political; it can be very interesting if it is looked at from a different perspective… Having scientists as professors definitely helped!” - Krista Hill

“The close bond that grew in our class also helped with our discussions. I would definitely recommend this course to anyone considering it. The memories and experiences will last a life time.” - Mary Theibert