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Correspondence-AAAS conference book--Art Hansen, John Liu to Dean Toji, Chalsa Loo, Don Mar, Philip Nash, Sau-ling Cynthia Wong, Edwin Almirol, Jeffrey Au, Edna Bonacich, Li-Rong Cheng, George Kagiwada, Peter Park, Keith Osajima, Stephen Murphy-Shigematsu, Tomji Ishi, Sucheng Chan, Michael Omi, Sucheta Mazumdar, Nobuya Tsuchida, Betty Lee Sung, Russell Endo, William Wei, Grace Yun, Amado Cabezas, Don Nakanishi, Russell Leong, copy of paper by Russell Leong for conference: "To Bring War Home: Asfab.' American Literature Besieged."

Adams begins this interview with a recollection of her arrival at Columbia in 1997. She describes the interviewing and vetting process, the completion of her dissertation, and her experience settling into New York City. Adams characterizes IRWGS at that time as a center of leaders. She discusses the feminist pedagogy course she co-taught with Julie Crawford. Adams reflects on the students of IRWGS, the institute's hierarchy, and Columbia's institutional environment. She gives examples of academic support within IRWGS, including her first presentation in the Feminist Interventions Series and the formation of a faculty writing group which included Kristina Milnor, Sandhya Shukla, and Julie Crawford. Adams chronicles her interest in Masculinity Studies, her co-authorship of theMasculine Studies Readerwith David Safran, and the limitations of the field.

In this interview, Blount describes his cultural upbringing in New York City, detailing his experience with segregation in high school and his decision to attend Williams College. Blount goes on to discuss his exposure to African American literature at Williams, citing Melvin Dixon as a mentor. Blount provides an account of his graduate work in American Studies at Yale University, and his addition to the faculty of Columbia University in 1985, serving as one of Columbia's five African-American professors at the time. Blount discusses his experiences of marginalization and the strategies he has used to overcome structural obstacles, including his development of alliances with feminist scholars within the English department. Blount names colleagues Susan Winnett and Carolyn Heilbrun as early allies. Blount discusses his longstanding advocacy for a more inclusive Columbia Core Curriculum, including his 30 year petition in favor of adding Ralph Ellison'sInvisible Manto the syllabus. Blount talks about his 1987 arrest during a campus protest demanding resources for African-American students. He recalls his emotions at the time, how it affected his work, and the University's response to the incident. Following this incident, Columbia established lines in African-American Studies and created the Intercultural Resource Center.

In this interview, Farah Griffin begins by discussing her early life in South Philadelphia, her love of reading, her relationship with her father and how he was impacted by racial prejudice, the demographics of her neighborhood, and her personal study of women's history and black history. She talks about her early education at an integrated Philadelphia magnet school and the Baldwin School. She goes on to address the origins of her admiration for Toni Morrison, her decision to attend Harvard University as an undergraduate, and her mentors at Harvard: Nathan Huggins and Werner Sollors. Griffin talks about her intellectual interests, including Black feminism, Black feminist literary studies, jazz studies, gender and sexuality, and literature. Griffin discusses her PhD program in American Studies at Yale and cites the classes and professors that influenced her. She briefly addresses her time at the University of Pennsylvania and her own activist work. She characterizes the climate of the English department when she arrived at Columbia and how she was immediately embraced by IRWGS and by the Institute for Research in African-American Studies (IRAAS). Griffin talks about her mentorship with Jean Howard and her involvement in diversity initiatives. She discusses her bookHarlem Nocturne, novelist Ann Petry, and her work spreading black women's intellectual history. Griffin concludes the interview by reflecting on how the student body has changed during her time at Columbia. She specifically addresses generational differences between herself and her students, especially regarding the election of President Barack Obama, the backlash after his election, the shooting of Trayvon Martin, the protests in Ferguson, Missouri, the Black Lives Matter movement, and anti-sexual violence activism on campus.

At the invitation of Charles S. Davis, Chairman of the visiting Committee, Southern Association of Colleges and Schools, Inc., the librarian became a member of a team to Texas Christian University, Nov. 6-10, 1960. The purpose of the visit was to evaluate the Self-Study Program carried on by the university and the quality of the institution's programs. The team's evaluation will be used in considering the university for accreditation by the Southern Association. The librarian was to evaluate the university library program. His report is included.