Getting to Know Drury’s 18th President: Part 2 – Formative Years
In an effort to better get to know Dr. J. Timothy Cloyd, we are publishing a Q&A series about his selection and the man himself. The first installment featured a conversation with search committee members about the selection and vetting process. Now, we turn to Dr. Cloyd to ask him about his childhood and his early career in academics. Future conversations with the incoming president are forthcoming in this series.
Where did you grow up?
Cloyd: I grew up in a lot of places. My parents were United Methodist missionaries and teachers in the Belgian Congo (now the Democratic Republic of Congo), in a region called the Katanga. My family was evacuated from the Congo during the Katanga war for secession. We then moved to the Navajo Indian Reservation where my parents ran a boarding school called the United Methodist Mission School and an outpost on the reservation in the De-Na-Zin or in English Bisti. The school was between the towns of Farmington and Shiprock in New Mexico. There were 600 Navajo students who lived on-campus. They came mostly from the remote parts of the Navajo Reservation. I remember we used to get our clothes out of mission barrels and once a week we would haul water and supplies out into the De-Na-Zin.
The cultural shift from sub-Saharan Africa to the Navajo culture and landscape was dramatic. The older boys used to carry me around on their shoulders. I remember all of those guys. I learned a great deal about cultural differences and Navajo culture and language, the way of the Dine they called it, from those older students. I remember once I was pointing at something with my finger and one of my beloved “older brothers” (I called him “Big Daddy”) said to me, “Tim we don’t point with our finger, point with your chin.” From then on I pointed with my chin. I learned hundreds of other things from them about being quiet and listening – about how the human spirit is connected to the spiritual world – about Skinwalkers – about stopping and reading the cultural and human terrain – about nature and about honor and courage from the way that they lived their lives. Many of those boys who carried me on their shoulders volunteered for military service during Vietnam – they weren’t drafted – it was just part of their culture to volunteer just like the Navajo Code Talkers during World War II. A lot of them, too many of them, never came home.
When I was about 14 or so we moved back to my family’s ancestral home in middle Tennessee. I went to high school there and arrived just in time for the busing in the 1970s. It was so strange coming from the reservation and that school, where I was from a majority culture, but living as a minority, into an environment exploding with racial tension and an undercurrent of racism. So I grew up in a lot of places and learned from real experiences the reality and value of diversity in our country and the world.
What experiences in your early life would you point to as having the most profound influence on you? Any heroes?
That is hard to narrow down. First, was my memory of my father telling me the news that one of the Navajo boys I looked up to and loved was killed in Vietnam. It was hard. What was even more difficult for me was following the Navajo tradition of not ever speaking of the dead. So when an Arthur, a Begay, or a Manygoats (I am using last names) died I could no longer talk about them with other Navajos. That is just how it was.
Second, was seeing how my parents embraced Navajo culture and traditions. Both my parents and my sister are United Methodist ministers, but when my father took over the Mission School he started encouraging the Navajos to integrate their own practices and traditional religion into Christian services. Before then, the Navajos weren’t even allowed to speak Navajo at the school much less to live out their own faith tradition. I remember funerals that blended faith traditions – so there would be a casket, but it would be filled with all sorts of things that the person would need in the next life. My father would also take me to Navajo healing services where we would sit in a Hogan (a traditional Navajo home) for long periods of time in silence where medicine men would do sand paintings and sing to heal a person. One of my parent’s closest friends was a Creek medicine man named Harry Long. Every time we moved to a new house Harry would come and burn sweet grass, wave over it with an eagle feather, and sing in every room to cleanse the house. My younger sister was struck with a debilitating illness when she was around 13 and I remember my father calling Harry Long and some Navajo medicine men to come and sing over her. This shaped my perspective of my Christian faith as open and accepting – connecting with others through their own faith.
Third, was the fact that I grew up in a home that was open to everyone. My parents taught us hospitality and generosity. They were always bringing people home who needed a place to stay. Many mornings I would get up to have breakfast and there would be two or three people at the table who I had never met or seen before. Once, some Creek friends of Harry’s were travelling across the country and they stopped to camp out in our back yard – they stayed for six weeks. As far as heroes are concerned there are of course my parents, Harry Long, a Navajo elder named Fred Yazzie, a minister from the Congo from the Kasai tribe named Leon Mwambai, and many of my teachers and United Methodist minister mentors.
At what point did you realize that you wanted to pursue the career path you selected?
Well, first of all, I do not often use the language of “career” in referring to my vocation. I prefer to use the old notion of a calling. My father has a Ph.D. in cross-cultural – what we would call today multi-cultural – education. I witnessed him raising funds for the mission school. So that influenced me.
But when I was in high school I played football, soccer, baseball and wrestled. You could not do that today because a single sport is now a year-round activity. I thought I was going to go to college to play football on a scholarship. Then when I was a junior I suffered a terrible knee injury followed by an infection. I was not a very good student at the time and had placed such energy and hope into my football aspirations that I thought life was over.
This injury turned out to be a blessing that changed my life. I had to miss a semester of high school and was assigned a homeschool teacher. She was hard on me, but inspired me to begin reading the classics and philosophy. I was immediately transformed and decided to pursue a vocation as an academic – reading, studying, writing about, and teaching what I loved. As far as “presidenting” is concerned, well you don’t major in that, but I knew that God had blessed me with a passion for the transformational impact of education, talents to work with others in developing a shared vision, executing that vision by getting others excited about it and to buy into the dream through actions, and a gift for communication. When the opportunity arose for me to become president of Hendrix College, I was drafted. I enjoy the work of leadership, but still love my academic discipline.
Were you more competitive or more collaborative growing up? What about now?
I have always been intensely competitive and I still have that zest in me. It is what makes me push myself to achieve excellence and it is what drives me to achieve the best for any organization for which I work. Wisdom and change, however, come to us with age and with learning. So over the years, particularly in the context of leadership, I have learned that collaboration is the most effective method to achieve buy-in and to achieve sustainable change and momentum. This is particularly true in the context of higher education where our values and practice of shared governance means that all key stakeholders are at the table – all voices are heard. It means that we all work together and support each other and our shared vision and objectives. Too many times I have witnessed situations where individual board members are doing one thing with pet projects, individual deans and faculty members are doing another thing, and the administration is doing something else. This produces chaos where what is needed is coherent collaboration.
The value of collaboration lies in the fact that no one person has all of the answers, ideas, or skills to accomplish significant goals, to develop a vision, or to realize a transformational vision. There was a time in our society when we believed that all the priorities, direction, even the specific objectives for an organization came out of the office of the CEO or the president. This view alleviated everyone else in the organization from taking ownership and making things happen all the way up and down the institution. If things did not work out it was the president’s fault, but with collaboration if things are not working the community bears responsibility, too. In a collaborative process with community input, the leader is responsible for setting the tone and the direction and holding people accountable for their roles and commitments. It is more like what Eisenhower did when developing the plan for the European operations in WW II. He just continuously said: “Direction Berlin!”
What experiences had the greatest impact on you as an undergraduate? How does that inform the way you have tried to lead undergraduate institutions?
I remember sitting in my first philosophy class and reading Socrates. In his dialogues a question is raised (and I am paraphrasing): “Is what is good, good because the gods say it is good, or do the gods point to what is good because it is good?” This challenged my view of the source of the good and of God. I went on to read many other thinkers who shocked and challenged my views, such as Hume, Wollstonecraft, Nietzsche, W.E.B. Dubois, Foucault, Cornell West, and others. I struggled with the questions raised and was forced to examine my assumptions. So the experience that had the greatest impact on me was to be challenged to think critically and analytically. “To learn how to learn” – that is part of the essence of the liberal arts. So I think that quality education is liberal arts and science – interdisciplinary and cross-disciplinary. It is an education that teaches students how to solve puzzles, to make connections between disciplines, to see difference, and to realize that perhaps more than one interpretation of the truth may be possible. I was challenged to ask questions about the historical context in which something was discovered or argued, to try and understand the meaning and significance of topics in courses from the humanities, sciences, and social sciences. In an ideal community it is also a place where people, no matter their background or ideas, can be called into accountability for the arguments they make or positions they take without fear.
This informed my leadership of undergraduate institutions because I believe my role is one of service that provides the context and the resources for faculty and the community to challenge students in this way and to make connections both inside and outside of the classroom. This is also why I have concerns about liberal arts colleges or liberal arts universities that try sometimes to mimic large research universities. Those institutions are fragmented. Knowledge is in siloes. Our complex and changing world requires interconnectivity. It also requires an environment that challenges students’ basic assumptions and avoids becoming an echo chamber.
Why did you choose to study political science as you earned advanced degrees?
I assign a book in my Introduction to Politics courses. It is called “Attacking Faulty Reasoning.” The book takes students through each fallacy in reasoning and sharpens the mind. I read that book as an undergraduate and it helped me a great deal. My undergraduate degree as a double major in philosophy and political science prepared me well for graduate school. Within political science, I focused on international relations and political theory. I also studied management and business at the Isenberg School of Management at the University of Massachusetts in Amherst. I chose political science because it allowed me to study normative questions such as what gives legitimacy to the way in which we organize ourselves into communities. It also trained me in qualitative and quantitative methodologies to test assumptions. So I guess it was the intersection of something like the humanities and the social sciences that drew me to the field.
How did your experiences traveling and studying abroad shape you then – and now?
A famous author once said that he intended his writing to “de-familiarize the familiar.” I have travelled, worked, and studied abroad quite a bit and in a variety of roles. I think I have lived a total, off and on, for four years in Eastern and Western Europe. I have also worked in volunteer projects and been on study tours to Central and South America and the Middle East. For example, I have worked on Habitat for Humanity and UMCOR projects. No matter where I have been, it has changed me in that it has refreshed my mind and put my little corner of the world and my big issues into perspective. I have had these experiences abroad in different seasons of my life and have found they have affected my thinking in different ways at different times. My wife lived in New Zealand for 10 years. I lived for a few years in Belgium. While there I studied and worked and learned not only French, but became fluent in Flemish/Dutch. I became totally immersed in the culture. In fact, so much so that most people did not realize I was from the United States. Usually, expats hang out with each other while abroad, but it is the immersion that I think is key to really getting outside of yourself and your particularistic identity. I have been to various parts of Africa many times. We started several exchange and study abroad programs while I was at Hendrix. The one of which I am most proud was the Rwandan Presidential Scholars program. We were able to bring 185 Rwandan students here to study math and science at liberal arts colleges and we sent scores of students there to study and to do internships. These experiences have shaped me and made me a strong advocate for these kinds of experiences for all students.
How do you think those early experiences shaped your views on higher education?
Those experiences definitely had an impact on how I view higher education today. I believe that the institutions that will thrive and gain recognition in this competitive environment will be those that have a coherent, compelling, differentiating vision and narrative. This will have to be something that is produced through collaboration with all stakeholders, and through empirical research we will have to know that the key differentiator will be compelling in our markets and with donors. What differentiates us must be universal and defining of the experience that students have at the institution.
How did all of this end up shaping your overall world view?
These experiences taught me that there are many roads to spirituality and ways to have a faith journey. Harry Long used to say to me that a teepee is held up by many poles, but all of them point toward heaven. My own Christian faith defines who I am. The life of Christian prayer, discipleship, and embracing the gifts of the Holy Spirit is what Wendy and I try to live each day. But these defining childhood experiences taught me that there are perhaps other paths to living out an authentic and meaningful faith journey. What we as Christians, and citizens of this country or of any campus community, should remember and embrace is that we must have the humility to know that we do not have all the answers.
We are all fallible and fallen. When we claim to have or know the whole truth out of our particularistic identity, or claim that because of our particular identity we hold a virtue that others do not, this leads quickly to the silencing of voices different than our own. If we do this we learn nothing and dialogue stops. This is happening on many campuses and the result has been a disintegration of civility, a rejection of the free exchange of ideas and a labeling of one another. I believe John Stuart Mill was right in defending openness as the expression and discussion of all ideas, ideals, and opinions if they are not part of hate speech or incite physical violence toward others.
Read Part 3 of the Q&A series: Teaching, Scholarship & Leadership