T. DeWayne Moore

About T. DeWayne Moore

Dr. DeWayne Moore is an Assistant Professor of U.S. and Public History at PVAMU. He holds a master’s degree in museum and archival administration from Middle Tennessee State University, where he worked as a digital media strategist at the Center for Popular Music, the Albert Gore Sr. Archives, and the James Walker Library. DeWayne also earned his Ph.D. in African American history at the University of Mississippi, where he worked as an archival research specialist for the Blues Archive and the Burns Belfry African American History Museum. He has published peer-reviewed articles in the Association for Recorded Sound Collections Journal, The Public Historian, and UNC-Chapel Hill’s Southern Cultures journal, and he has directed master’s theses of graduate students, organized undergraduate and community-engaged research projects, and curated digital exhibitions in Wordpress, ContentDM, and Omeka. DeWayne hopes to make digital humanities the cornerstone of a new public history program—one that is grounded in ethical and responsible practices and aims squarely at diversifying the field.

Posts by Tyler DeWayne Moore:

9 Apr 2023 T. DeWayne Moore

About the project Cooperative Extension & Home Demonstration Collection, Digital PV Panther Project, National Endowment for the Humanities (NEH), pvamu, Special Collections & Archives Department

Promotional Article on PVAMU website

Substantial NEH grant helping to eliminate silences, erasures surrounding history of PVAMU

The Special Collections & Archives Department at Prairie View A&M University has received a $450,000 grant from the National Endowment for the Humanities. The funds helped establish the Digital PV Panther Project, which aims to eliminate the silences and erasures surrounding the history of PVAMU. The project is taking deliberate and conscious steps towards what Princeton University digital archivist Jarrett Drake calls “a radically inclusive historical record.” By preserving, processing and promoting research in the archives, the project will begin to eliminate the silences and erasures surrounding the history of PVAMU.

28 Feb 2023 T. DeWayne Moore

Black Digital Humanities ArcGIS, Black Digital Humanities, Digital PV Panther Project, Digital Storytelling, GIS Mapping, pvamu, PVAMU History Program

HIST 3312 – Digital Storytelling

Introduction to Digital Storytelling

Black Digital Humanities

HIST 3312

John B. Coleman Library – Room 111

“The black digital humanities help to unmask the racialized systems of power at work in how we understand the digital humanities as a field.” – Kim Gallon

Instructor Information:

Dr. DeWayne Moore

Assistant Professor of History

Division of Social Sciences

Office: Coleman Library Room 111

Office Hours: MTWThF – 9am-11:30am or by appointment

Email: [email protected]

Twitter: @digpvpanther

Description:

This course will introduce students to digital storytelling as well as the emerging field of Black Digital Humanities. It will also help students understand the relationship between digital humanities and African American History. In addition to assigned readings, students will attend lab sessions and learn digital technologies and skills, such as blogging, digital exhibition curation, social media management, ArcGIS mapping, and digital content management. The lab sessions will allow students to apply theory to praxis.

In lab sessions, students will learn to use digital exhibition software (such as PassItDown, Wordpress, and ArcGIS StoryMaps), mapping software (such as ArcGIS Online, ArcGIS Survey 123, and ArcGIS Experience Builder), digital content management systems, and social media management tools. Students will also conceptualize a Black Digital Humanities project by the end of the semester and write a grant application for potential funding.

Course Website:

We will use the course website for blogging. The syllabus is also available there as well. The website is: https://pvpantherproject.com/hist-3312-digital-storytelling/

Expectations:

Students are NOT expected to have specific technical knowledge prior to this course.
Students are expected, however, to be independent learners who strive to solve technical and historical problems.
Students must engage substantively with readings on the history, theories, and methods of digital humanities as well as African American History. Thus, students must read the materials prior to class and be prepared to discuss them.
Students must respond to emails from myself and their cohort in a timely manner. Due to meeting only once per week, it will be necessary to communicate outside of I recommend strongly that you link your PVAMU email account (which is what is connected to Canvas) to your personal email so that you receive all correspondence.
Students are required to have access to either a laptop or tablet. If you do not have a laptop or tablet, you can borrow one from John B. Coleman Library. Talk to the librarians at the circulation desk to find out how.

Objectives:

Students who take this course will…

Achieve a higher historical consciousness and a better understanding of the major issues, theories and methods in Digital Humanities, Black Digital Humanities, and African American History.
Learn to navigate and critically analyze digital technologies as well as curate digital stories using them
Conceptualize and develop a Black Digital Humanities project
Write a grant proposal to fund their project

Assignments:

Blog Posts: Students will respond to readings and labs throughout the semester and publish their responses online. Rather than provide summaries of the readings, students will demonstrate their critical thought process and analysis of scholarship and digital tools. The blog posts are due at noon on the day of class. Students must also read the blog posts of their cohort and comment on at least one each week prior to our class meeting. See Blog Post Guidelines for more information!

Digital Humanities Historiography: Students will write a short paper analyzing two or more readings on the development of digital humanities.
Analysis of a Digital/Public Humanities Project: Students will critically analysis one of the Black Digital Humanities projects at this link – https://pvpantherproject.com/2022/09/black-digital-humanities-projects-resources/
Digital Projects for the Public Proposal: Students will also conceptualize and develop a prototype for a Black Digital Humanities project and write a grant proposal to fund

We will use the Digital Projects for the Public grant available from the National Endowment for the Humanities as our guide [LINK]

Attendance and Participation:

Students must have completed the readings and assignments prior to attending class. Students must also be prepared to actively participate. If you cannot attend class, please let me know at least 24 hours before class (except in the case of emergencies).

Academic Integrity:

I strictly follow the University’s rules regarding plagiarism and other academic irregularities. Please consult me if you have any questions about what is and is not appropriate regarding the use of sources or citation.

Blog Post Guidelines:

The syllabus contains several assignments marked “blog post.” These weeks will require that students write a blog post analyzing or responding to one or more of the readings for that week.

Requirements:

Summarize the argument of each author
Respond to one or more ideas in the articles and connect them to current events, other readings, or your research interests.
Provide a creative, exciting title
Curate the posts using images, gifs, or videos with captions to illuminate
Make sure the blog posts are between 250-500 words in length.
Comment on at least one other student’s blog post each

The writing does not need to be academic and formal. Indeed, blog posts are most engaging when they capture the voice of the author. So please have fun with these assignments. Remember, you will be publishing them on a publicly available website. So be generous in your critiques of the readings.

If there is any reason why you cannot publish these posts under your own name, please let me know. Due: blog posted by 12pm on Wednesday; comment posted by class time on Wednesday

Grading:

Participation and Attendance: 10%
Blog Post Reading Responses: 20%
Historiography of Digital Humanities Essay: 10%
Analysis of a Black Digital Humanities Project: 10%
Analysis of ArcGIS Map: 10%
Digital Projects for the Public Proposal: 30%
Peer Review: 10%

Late Assignments:

I expect assignments to be completed on the day they are due. Any late submissions without an approved excuse will lose a half-grade every day it is late.

Required Texts:

There are three books you may buy or borrow for this course. I will also provide digital copies of the introduction to each book on Canvas.

Noble, Algorithms of Oppression: How Search Engines Reinforce Racism. (NY: NYU Press, 2018).
- HERE is the link to this book in the John B. Coleman Library
Risam, Roopika. New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis and Pedagogy. (Northwestern University Press, 2019).
- HERE is the link to this book in the John B. Coleman Library
Tufekci, Twitter and Tear Gas: The Power and Fragility of Networked Protest. (New Haven, CT: Yale University Press, 2017).
- HERE is the link to this book in the John B. Coleman Library

We will also discuss readings from the open access digital book:

Klein, Lauren and Matthew K. Gold. Debates in the Digital Humanities. (Minneapolis, MN: University of Minnesota Press, 2016).

If an article or chapter examines a specific digital humanities project, students need to examine the project as well. I have provided links to all the readings or made them available on Canvas.

Weekly Schedule:

August 21 – 25 / Introduction

How to publish a post on Wordpress: https://codex.wordpress.org/Writing_Posts

Google “Black Digital Humanities” and read through some of the results. For your first assignment, write a paragraph or two on what you think the term means.

August 28 – September 1 – Intersections

Bailey, Moya, Anne Cong-Huyen, Alexis Lothian, and Amanda “Reflections on a Movement: #transformDH, Growing Up.” Debates in the Digital Humanities. http://dhdebates.gc.cuny.edu/debates/text/59
Combahee River Collective Statement (Canvas)
Gallon, “Making a Case for Black Digital Humanities,” Debates in the Digital Humanities. http://dhdebates.gc.cuny.edu/debates/text/55
Scott, Janny, “Who Gets to Tell a Black Story?” New York Times. https://archive.nytimes.com/www.nytimes.com/library/national/race/061100scott-corner.html

Due: Blog Post

September 4-8 – Historiography

“Interchange: The Promise of Digital History,” Journal of American History (2008). (Canvas)
Susan Hockey, “History of Humanities Computing,” A Companion to Digital Humanities (2004). [LINK]
Sharon Leon, “Complicating a ‘Great Man’ Narrative of Digital History in the United States,”

Bodies of Information. (Canvas)

Due: Blog Post

September 11-15 – Historiography

Risam, New Digital Worlds, chapters 1 & 4

Due: Digital Humanities Historiography essay

September 18-22 – The Digital Humanities Project

Miriam Posner, “How Did They Make That?” http://miriamposner.com/blog/how-did-they-make- that-the-video/
Doran Larson, “Witness in the Era of Mass Incarceration,” American Quarterly, 2018: 597- 599
Erin McElroy, “Countermapping Displacement,” American Quarterly, 2018: 601-604.
NEH, Digital Projects for the Public https://www.neh.gov/grants/public/digital-projects-the-public
Example Proposal: Freedom’s Movement: Mapping African American Space in War & Reconstruction https://www.neh.gov/sites/default/files/inline-files/Georgia-Freedoms-Movement-Level-I.pdf

Due: Please submit in Canvas at most a one page abstract about your project, covering the topic, the ultimate goal, the project’s significance, and digital tools

September 25-29 – Critical Engagements with Technology and Culture

Noble, Algorithms of Oppression, chapters 1 & 3

Due: Blog Post

Practicing the Digital Humanities

October 2-6 – African American Spaces and Geography

Saidiya Hartman, “An Atlas of the Wayward,” Wayward Lives, Beautiful Experiments (Canvas)
Katherine McKittrick, “On Plantations, Prisons and a Black Sense of Place,” Social and Cultural Geography, v 12, no. 8, December 2011 (Canvas)
Stephen Robertson, “Putting Harlem on the Map,” in Writing History in the Digital Age. [LINK]

Due: Blog Post

October 9-13 – Mapping (Lab)

Guest presentation by Dr. Iyanda, Assistant Professor of History & GIS, PVAMU

Rambsy, Harold, “Geo-coding Black Short Stories,” [LINK]
__________, “Place in the Writing of Edward P. Jones,” [LINK]
__________, “Lost Southern Voices: Mapping Edward P. Jones,” [LINK]
Mapping Marronage, http://mapping-marronage.rll.lsa.umich.edu/about,

Read the “About” section and navigate the site

Mapping Decadence, http://mappingdecadence.org/,

Read the “Homepage” and “About” sections and navigate the site

Due: Analysis of a Black Digital Humanities Project

October 16-20 – Metadata

Guest Presentation by Henry Koshy, Digital Scholarship Librarian, John B. Coleman Library

Lauren Klein, “The Image of Absence: Archival Silence, Data Visualization, and James Hemings,” American Literature. V 85 (4) December 2013. (Canvas)
Sarah Whitcomb Laiola, “Markup as Behavior toward Risk,” American Quarterly, 70, no. 3, September 2018: 561-587.
Amy Earhart, “Can Information Be Unfettered?: Race and the Digital Humanities Canon,” Debates in the Digital Humanities. [LINK]

Due: Blog Post

October 23-27 – Metadata, Categorization, and Wordpress (LAB)

Due: Blog Post

October 30 – November 3 – TBD

Due: First Draft of Grant Proposals – Humanities Content, Creative Approach, and Audience, Distribution and Evaluation

November 6-10 – Peer Review

Peer Review of Grant Proposals

November 13-17 – Social Media and Social Movements

Tufekci, Twitter and Tear Gas, chapters 1&5

Due: Blog Post

November 20-24 – Peer Review of Complete Project Proposals

Miriam Posner, “What’s Next? The Radical, Unrealized Potential of the Digital Humanities,” [LINK]

Final Proposals DUE: TBD

Due: Post your project abstracts to the course blog

21 Feb 2023 T. DeWayne Moore

Alta Vista Alta Vista, Ancestry.com, Digital PV Panther Project, Jared Ellison Kirby, Marco Robinson, President Ruth Simmons, Slave labor camp, Slave Schedules, Slave Ships, Special Collections & Archives Department, T. DeWayne Moore

Say My Name!

Searching for the Names of the Enslaved at PVAMU

Original Post

In 2020, PVAMU President Ruth Simmons and Simmons Center for Race & Justice Director Melanye Price asked PVAMU History Professor Dr. Marco Robinson to begin conducting research into the early history of Prairie View A&M University. He asked a group of scholars in the Division of Social Sciences to conduct their own personal investigations and incorporate research projects into their American History survey courses. With no funding at his disposal, Dr. Robinson also worked with a newly-hired public historian, Dr. T. DeWayne Moore, and the PVAMU archivists–Phyllis Earles and Lisa Stafford–to write a series of grant proposals.

One of the most startling discoveries in the initial months was the fact that we did not know the name of a single person who had been enslaved on the plantation that later became PVAMU. Thus, we had no way to track down the descendants of the formerly enslaved people who lived at Alta Vista.

This blog post reveals the first name we discovered in 2021.

What’s in a Name?

For African Americans, the genealogical research process is painful. It reflects the blunt historical truth about hereditary chattel slavery. Historical researchers do not look for evidence about the existence of people. Instead, we need to trace the way property changed hands. Consider the documents associated with buying a house or vehicle in 2023. Slaves were considered property in the nineteenth century, and we can find records associated with slaves. But those records are in the owner’s name.

The 1850 and 1860 censuses included “slave schedules,” and the census enumerators asked slaveowners to list the ages and genders of the enslaved people they held in bondage. The slave schedules, however, do not include their names. This fact has made it difficult to track down the descendants of the people enslaved at Alta Vista.

Jared Ellison Kirby

Slaveowner, Planter, and Confederate Soldier

One of the first steps in the research process was examining the life of Jared Ellison Kirby, the slaveowner and planter who owned the land on which the university sits before the Civil War. An excellent place to learn more about the lives of Americans in the nineteenth century is Ancestry.com, the world’s largest collection of online family history records and government documents.

The slave schedules in the 1860 United States Census reveal that J. E. Kirby owned 159 slaves–more than any other slave owner in Austin County at that time.

Besides census records and slave schedules, we located the manifest of the ship named Galveston, which transported slaves from New Orleans, Louisiana to Galveston, Texas in May 1858 for a domestic slave trading company, Fellows & Co.

Though an 1807 law banned the trans-Atlantic slave trade to the United States as of 1 January 1808, slaves could still be bought and sold (and transported) within the country. The same law that banned the foreign slave trade also regulated the internal transportation of slaves, requiring masters of vessels carrying slaves in coastal waters to provide a manifest detailing their slave cargo when leaving (“outward”) or entering (“inward”) a port.

The ship manifest contains the name of one person who likely lived at Kirby’s enslaved labor plantation, Alta Vista, in then-Austin County, Texas.

Source: The National Archives in Washington, DC; Washington, DC; Slave Manifests of Coastwise Vessels Filed at New Orleans, Louisiana, 1807-1860; Microfilm Serial: M1895; Microfilm Roll: 30.

Slave Ship Galveston

In May 1858, Captain Rathburn transported a fifteen year-old woman, who was five feet, one inch tall, on the Galveston.

Her name was Lucinda.

No consolidated database of slave ship manifests exists, but Ancestry.com is an important online resource that brings some of these records together in searchable database. Other primary sources–such as wills, estate inventories, deeds, and probates–can also reveal how human property changed hands in the antebellum period, but these records are often difficult to read, and most of them are not digitized or indexed for easy searching. Yet, a couple of genealogists who work with the Waller County Historical Commission have been working hard to digitize the records in the basement of the Waller County courthouse in Hempstead. Since Waller County did not exist until 1873, however, this effort will not provide much insight into antebellum slavery.

Indeed, it will be very difficult to track down the descendants of people enslaved at Alta Vista, but the increased interest in university history and digital preservation has positively changed the prospects for institutional historians at PVAMU. If we try harder to make the archival collections at PVAMU available—and visible and searchable—online, and if white researchers who find evidence of slaveholding in their families will make family documents public, for Black researchers to access and use, we can discover the names of more enslaved people in Waller County.

Our mission at the Digital PV Panther Project is to eliminate historical silences through digital storytelling and prevent the erasure of African American history through historic preservation at PVAMU.

9 Dec 2022 T. DeWayne Moore

About the project Black Digital Humanities, Cooperative Extension & Home Demonstration Collection, Digital Preservation, Digital PV Panther Project, Digitization, Special Collections & Archives Department

Progress to Date

The Digital PV

Panther Project

Accomplishments

We still have other collections to process and digitize, more skills to learn, and more research to publish, but the Digital PV Panther Project has established a strong foundation for the future of public history at PVAMU. This is a short list of our accomplishments in digital exhibition format for your viewing pleasure!

Archival Processing

We have rehoused over 60 linear feet of archival media in the Cooperative Extension & Home Demonstration Collection, which had been stored in old, deteriorating boxes since the late 2000s. We have also rehoused and processed the manuscript collections of former 31 former PVAMU professors and administrators. Click HERE to view the finding aids.

View the Finding Aids

Social Media – Community Engagement

We have established a social media presence on Twitter, TikTok, Facebook, Instagram, YouTube, and LinkedIn. We have gained almost 200 followers on Twitter, and some of our Tweets have received over 100 likes and 20 shares. We have created and published over 20 videos on TikTok, some of which have received in upwards of 1,000 views. Moreover, we have curated 148 posts on Instagram and organically acquired 300 followers!

Logo Design

The archival assistants working on the Digital PV Panther Project have also designed an official logo for the project.

December 12, 2022

31 Finding Aids Created

We processed, rehoused, and created finding aids for the manuscript collections of 31 former PVAMU professors and administrators.

Audio Digitization & Transcription

We digitized 211 analog audio tapes of historic lectures and events at PVAMU, and we have also transcribed 70 of the digital recordings as of Dec 10, 2022.

December 10, 2022

December 6, 2022

Digital Exhibition Software

We also purchased a subscription to Pass It Down software to create amazing digital storytelling experiences, engage visitors, and inspire research

86" & 66" Touchscreen Displays

We purchased a Newline 860IP 86″ 4K Ultra-HD LED (Capacitive Touch) display & two Newline 650IP 65″ 4K Ultra-HD LED (Capacitive Touch) displays to allow stakeholders to view digital archival media in John B. Coleman Library

December 1, 2022

November 19, 2022

i2S CopiBook OS A2 Book Scanner

We acquired a $35,000 i2S CopiBook OS A2 Book Scanner to digitize manuscript collections.

Epson 12000XL

We acquired two Epson 12000XL flatbed scanners with backlights

October 1, 2022

Epson V850s

We acquired two Epson V850 flatbed scanners with backlights

CZUR Book Scanner

We acquired a CZUR Book Scanner to digitize manuscript collections

September 26, 2022

July 2022

Project Blog

In the summer of 2022, we launched the project blog to update stakeholders on our progress!

Website Launched

We built a state-of-the-art website using Wordpress

June 2022

Spring 2022

Archival Assistants

In the spring of 2022, we hired 12 undergraduates at PVAMU to work as archival assistants on the Digital PV Panther Project

Contact

[email protected]

936-261-3512

John B. Coleman Library, Room 111, Prairie View, Texas 77446

4 Dec 2022 T. DeWayne Moore

About the project Archival Assistants, Black Digital Humanities, Cooperative Extension & Home Demonstration Collection, Digital PV Panther Project, National Endowment for the Humanities (NEH), Special Collections & Archives Department, T. DeWayne Moore

Grant Accomplishments – November 19, 2022

DPPP-Accomplishments-Nov-19-2022 Download

12 Nov 2022 T. DeWayne Moore

Historic Preservation ArcGIS, archives, Cemetery, Dr. Jessica Ward, GIS Mapping, Prairie View Memorial Park Cemetery, Texas Cemetery Restoration

Prairie View Memorial Park Cemetery

This map of Prairie View Memorial Park Cemetery was provided by Texas Cemetery Restoration, LLC.

We appreciate Dr. Jessica Ward, Assistant Professor of the Practice in the School of Architecture at PVAMU for sharing her research with the Digital PV Panther Project.

For more information, please contact:

Dr. Jessica Ward – 936-261-9800 – [email protected]

James “Rusty” Brenner – 214-686-0014 – [email protected]

Daniel Kieninger – 214-476-8654 – [email protected]

www.texascemeteryrestoration.com

C:UsersDanKieningerOneDrive - Texas Cemetery Restoration LLC

Walter and Ella Anderson

The large, Black marker of the Andersons in similar to several other memorials in Prairie View Memorial Park Cemetery.

Unmarked Graves

This long, flat marker is one of several markers without a name in the cemetery.

Jeremiah Awino

The temporary marker of Jeremiah Awino was never meant to permanently mark his grave, and this grave is in danger of becoming unmarked at some point.

Cattena Fontenot

The temporary marker of Cattena Fontenot was placed on her grave in 2022.

12 Nov 2022 T. DeWayne Moore

Editorials Amistad II Bookstore, Black-Owned Businesses, City of Prairie View, Earnestine Carreathers, Prairie View (TX) Panther, Raymond Carreathers

Amistad II Bookplace (2002)

This article was originally written by Erika K. Myers and published as “Hidden Treasures: Amistad II, one of the few African – American businesses in Prairie View,” in the student newspaper, The Prairie View (TX) Panther, 80:3 September 18, 2002. Click HERE to read the original article in the Digital Commons.

I almost passed by Amistad II when seeking information for this article. I was used to just rolling right by it as do most of us in Prairie View.

For those of you who do not know, Amistad II is a bookstore that is located next door to PV Grocery. It was an honor and a pleasure of mine to interview Mrs. Ernestine Carreathers once I arrived at Amistad II.

Raymond and Ernestine Carreathers are originally from Denison, Texas, but they have called Prairie View home since 1967. Raymond Carreathers is a proud alumnus of PVAMU, where he joined Alpha Phi Alpha fraternity. He attended East Texas State to receive his doctorate in commerce. Dr. Carreathers taught educational administration at Prairie View A&M University, and he retired in 1987 as the Vice President of Student Affairs.

Ernestine Carreathers graduated cum laude with English as her major and French as her minor at Wiley College. She is a golden member of Alpha Kappa Alpha sorority, which she joined in 1945. She attended Southeastern Oklahoma State University in Durant to receive her master’s degree.

The Carreathers are proud to say that each of their three children earned a master’s degree at Prairie View A&M University. Their daughter, Denise Carreathers, teaches English at Waller High School. Kevin Carreathers, their son, worked at Texas A&M University for fifteen years as Director of Multicultural Services, and he worked at the University of Memphis for six years in a similar position. The Carreathers are also proud to have a grandson who is a scout for the Houston Texans.

Presently, Mrs. Carreathers works in Amistad II and also as a supervisor for an alternative teacher certification program. Once the interview was complete, I had the opportunity to browse the store. The store is very quaint but has a comfortable and warm feeling. Amistad II offers graduate textbooks as well as administration and counseling textbooks Unfortunately they do not offer undergraduate textbooks. They do, however, offer various novels and autobiographies written about and by African American authors They offer books written by such talents as E. Lynn Harris and Carl Webber. I was pleasantly surprised to see books by E. Lynn Harris since I am trying to read the entire collection. If you are a fan, then you understand. Amistad II offers Prairie View and Greek paraphernalia. They also offer African American greeting cards.

I encourage everyone to show your support to Amistad II as well as to the many African American talents that they showcase in the store. We all need to stick together and support one another. Mrs. Carreathers informed me that their business has been sort of slow since they opened the bookstore. You do not have to go to shop for yourself. Cards and books have always been excellent gift ideas for any occasion. I am sure you all show your support to the various eateries in the area to satisfy your stomachs.

Why not support a place where you can satisfy your mind?

Indeed, Erika Myers believed that the bookstore was a historic site in the city in 2002. It might be a good idea to recognize the historical significance of this business in the annals of city history. It might be a good idea to write a historical marker nomination for the Texas Historical Commission. It might be a good idea to write nominations for numerous historic sites in Waller County. After all, the county is sorely lacking for historic markers recognizing the contributions of African Americans to the development of the county. The impact might be nothing short of revolutionary.

8 Oct 2022 T. DeWayne Moore

Editorials Football, homecoming, Prairie View (TX) Panther, pvamu, spirit

That Old PV Spirit

That Old PV Spirit By Clearance Lee Turner

This is the time of the year when college students throughout the United States prepare for Homecoming. I would like to remind you that as you prepare to enter cars, floats, etc. in the parade and have your best suit cleaned, and buy corsages that this is not all that goes into making Homecoming what it should and ought to be.

Original Source

Stop and ask yourself the question. What is the major event that is to take place during the Homecoming activities? I am sure as you think about it without a doubt you will say the football game. Will the beautifully decorated cars help the team win? Will the lovely corsages and warm winter suits help the team win? No. The only thing that is going to help the team and give us that Homecoming feeling is that…good old P. V. spirit.

How do we get this spirit–by going to the bon fire, pep rallies and boosting our team. There is an old saying that love and marriage go together like a horse and carriage…well that good old P. V. spirit and our team go together like a car and a garage. Now you take a new car and let it stay out in the weather and never build a garage to protect it; by the time you get ready to use it it is all run down. That is the same way it is with the team. Now you take a good team and put them on a football field to play ball and give them no support; by the time that the last quarter comes around and you feel like supporting them, the team is either tired, disgusted because you did not support them, or maybe they could be like the new car…run down.

Do we want to win?

Yes, we want to win and in order to win we must support our team!

Band, strike up the music; cheerleaders, start your cheers; and, students, get that good old P. V. spirit because we are not going to let our team play our Homecoming game without our support.

SOURCE:

Clearance Lee Turner, editorial, “That Old PV Spirit,” The Prairie View (TX) Panther 36:3 (November 11, 1961), p.4. Click HERE to read the original article.

1 Oct 2022 T. DeWayne Moore

About the project Special Collections & Archives Department, Student Hourly Assistant

We’re Hiring!

Student Hourly Assistant | Center for Race and Justice | Archival Assistant

Apply Today!

The Student Hourly Assistant, under general supervision, will process and digitize collections, curate social media content, transcribe oral histories, conduct archival research, create video and audio recordings, compose blog entries about their work, and serve as public ambassadors for the Digital PV Panther Project. We are seeking students with respectful dispositions who are mature, punctual, self-starter, teachable, honest, and can work either independently or as part of a team. Each student must have an eye for detail and be respectful of archival media

Hourly Rate of Pay: $13.00

Job Posting Close Date: 10/05/2022

Our Team, Our Work

Malachi McMahon cleaning the Abner Davis memorial with a bristle brush and cleaning solution.

Application Information

Responsibilities:

1. Compose regular blog entries about their work 2. Curate social media posts for Twitter, Instagram, LinkedIn, Facebook, and Tiktok 3. Process archival collections and digitize archival media 4. Transcribe interviews and oral histories 5. Conduct archival research 6. Operate video and audio recording equipment 7. Edit videos and photographs

Required Education and Experience:

Presently enrolled at Prairie View A&M University for at least nine (9) graduate or six (6) undergraduate semester credit hours during the term in which the work is to be done Must be in good academic standing (SAP) as demonstrated through your college; minimum 2.0 GPA No prior experience necessary For work eligibility during a summer term, a student must be enrolled for at least three (3) graduate or undergraduate semester credit hours during the term in which the work is to be done or preregistered at least six (6) undergraduate semester hours or nine (9) graduate semester hours for the upcoming fall term

Preferred Education and Experience:

Must be in good academic standing (SAP) as demonstrated through your college; minimum 2.5 GPA

Preferred Knowledge, Skills, and Abilities:

Experience with Microsoft Office, Adobe Photoshop, Video-editing software Experience in journalism and social media promotions Experience conducting historical research

Required Attachments:

Cover Letter (Optional) Resume Detailed Class Schedule

Application Submission Guidelines:

The required documents must be attached to the application prior to the job closing date indicated to ensure full consideration for the application submitted. Please contact the Office of Human Resource on or before the closing date indicated above at 936-261-1793 or [email protected] should you need assistance with the online application process.