The Story of How I Earned My STEM Degree as a Minority

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“It’s my job to prepare you for wherever you go after you leave my lab. When you go into a company, no one is going to tell you if your presentations and writings are sloppy. You won’t get promoted and you’ll never know why!”

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In my post entitled, Who will benefit from Apple’s $350 billion investment?, I cited data stating that less than 10% of Science, Technology, Engineering and Mathematics (STEM) degree holders are African American – a staggering number as these are some of the highest paying careers today. With the first principle of my blog being “Creating Ecosystems of Success”, and one of my focuses being awareness of the STEM careers, I wanted to tell my story.

Thus far I’ve published posts discussing the ‘Biomedical’ sciences I’ve been trained in, ‘Regulatory’ science, the ‘Applied’ sciences, and the ‘Transferrable’ skills learned when earning STEM degrees. In these posts I’ve attempted to make these sciences easily understandable for students and families with backgrounds like my own (see the story of my blog). Potentially the most important story of all though is how one becomes a STEM professional.

I’m a firm believer in teaching the ‘how’. It’s important to encourage participation in the STEMs, but as a student who walked into my training not fully understanding the opportunity in front of me, I think it’s also important to share what went into earning my STEM degree in a very open and honest way – the good, the bad and the ugly – no fairy tales and no magic. In this post, I’m thus revisiting both my learning points science-wise, and some personal challenges during the process as an African American male coming from Buffalo’s east side. The latter challenges may surprise you.

The majority of the visuals used in this piece are materials from my thesis. Click on any of them to enlarge them. Lastly in this piece I refer to my thesis project without getting into its specifics. I describe it in greater detail in my Basic Sciences and Basic Research post.

Learning how to do Science

I fell in love with “Life Science” in the seventh grade at Campus West in Buffalo, NY. I followed that love into Hutch-Tech High School where I majored in ‘Biotechnology’ (AP Biology). At Johnson C. Smith University (JCSU), I distinguished myself as a ‘A’ student in my core courses as a Biology major which led to my participation in the Ronald E. McNair Program, where I worked two summers in a Hepatic (Liver) Physiology lab.

It was my first time performing ‘Basic’ scientific research (see my Basic Sciences and Research post). I earned an undergraduate fellowship from the Environmental Protection Agency my last two years at JCSU. This precluded my participation in the ‘Minority Access to Research Careers’ (MARC) Program where I would’ve worked on a research project year-round, and would’ve gained more valuable experience.

Having participated in the McNair Program, I decided to pursue a Ph.D. in Pharmacology, thinking that working in a Pharmaceutical company like Pfizer or Merck would provide stable employment. Thus, the sole focus for my science training was finding a job. While a Ph.D. in Pharmacology would help me get there, I didn’t completely understand what the road to a Ph.D. in this particular STEM field entailed, as I didn’t yet know how to do science fulltime.

Rigorous Scientific Research

“Anwar has never done rigorous scientific research before,” my Graduate Advisor, a fellow Western New Yorker, wrote in my evaluation for my second lab rotation within the Department of Pharmacology of the University of Michigan. He gave me an ‘A’ which I was happy about, though based upon his statement, I wasn’t sure how I’d done in the lab. Did I perform adequately over those four months? Did I underperform, but still received an ‘A’ just because? Either way, he allowed me work under him for my thesis project – perhaps seeing some potential in me.

What made me want to stay in his lab? After my summers in the McNair Program, I knew something about the enzyme my Graduate Advisor’s lab worked on; “Neuronal Nitric Oxide Synthase” (see my Basic Sciences and Research post). I was also encouraged by two more senior students in another lab to stay based upon my advisor’s: talent, his productive track record and the productivity of his students.

By the way, in the coming years when prospective students would visit our department, my Graduate Advisor was always very adamant about the prospects getting the current students’ perspectives on the department. I think his reasons were that doctoral research is a significant life and time commitment as you’ll see later, and it’s in a student’s best interest not to walk into a department ‘blind’. Ideally, they should have a feel for the overall climate of their prospective department; its culture, its faculty and whether its students go on to establish their own careers.

The Basic Sciences and Research

The Basic Sciences and Basic Research are worlds all in themselves, worlds I initially didn’t know how to succeed in. Aside from some of my teachers in high school, there were no STEM professionals in my ecosystem in Buffalo. Also, once again, while my summers in the McNair Program gave me a taste of this new adventure I was embarking upon, they didn’t show what the experience would be like fulltime.

What qualities and attributes were needed to earn my Ph.D. in the STEM field I had chosen? One very important quality/value I received from my home ecosystem was that of hard work and the importance of doing quality work. I’ll credit my mother for this and her many years of making us do chores at home, which instilled a sense of personal responsibility and pride in my work. Also, the adversity-filled experience on my high school basketball team taught me how not to quit on things when they got hard – another valuable tool. Lastly, I was always naturally very malleable personality-wise, and open to being taught.

My Dad’s words about excelling in my coursework helped me to get into Graduate School and were useful until the end of my coursework. Once the fulltime research phase began however, it was a whole different ballgame, as working for my Graduate Advisor required a host of other ‘tools’.

I myself was a ‘project’ going into my Graduate Advisor’s lab – one which needed to be built from the ground up. There were plenty of challenging times for both of us as my first two to three years were spent literally just figuring things out. Fortunately, he was willing to teach me as long as I was willing to do the work and be taught. What do I mean by figuring things out? The following is a summary of what I learned as I worked on my thesis project:

Learning to ask Questions, to be Inquisitive and to Talk about Science

I added this learning point in last, but it may be the most important of all. I’ll credit the whole department for teaching me this lesson. One classmate and one professor stand out here. Verbally asking questions is essential to doing science. In my Basic Sciences and Basic Research post, I described how our experiments were questions themselves, but it’s also very important to be able to verbally ask questions of peers about their science both one on one, and in group settings in a respectful way.

During graduate school, I sat in on numerous seminars, and I was initially afraid to ask questions in front of everyone else. Part of it was a fear of sounding foolish. The other part of it was that while I’d excelled in my coursework as an undergraduate, I didn’t regularly talk about science with my classmates at my undergraduate institution. Over time I overcame my fears and got to the point where getting my questions answered superseded everything else.

Seeing and Understanding the Science through my Advisor’s Eyes

“You’re going to have to drive the project!” My biggest learning point was learning to see the science through my Graduate Advisor’s eyes, and not just in terms of obtaining my Ph.D. and finding a job. There was an ‘art’ to science, a thought process, a methodology, a culture and a lifestyle. It took about five years of training to get to the point where I could start see the science the way he saw it, and even talk about my project the way he talked about it.

I needed to understand the science in its entirety and appreciate the process, and all the challenges involved. I needed to approach my research like a professional; to design my experiments systematically and proactively – to think about the limitations of our experiments and the data we generated, to think of the next steps, and to always think about the final published paper.

Doing Science in the Lab Everyday vs. Learning about it in the Classroom

There’s a major difference between learning about science in a classroom setting, and actually doing quality science fulltime. For me that involved being proactive about my work, and being consistent in everything I did experimentally, in my writings and my presentations. Our experiments were questions, the results were the answers, and we needed the answers in a timely fashion. Everything needed to be approached with a sense of urgency, and in a way, time was our enemy. It also involved thinking about the project when outside of the lab – something my Advisor and his peers and competitors did – sometimes at the expense of other things.

I was now out on the edges of science in the ‘trenches’, trying to discover new knowledge. A major part of this involved approaching my thesis project like a job. And in many ways it was, as my peers and I received stipends. It wasn’t a high-paying job in terms of salary, but instead the payment was knowledge and wisdom which would equate to greater financial compensation later.

Graduate Research is in part a Job or an Apprenticeships line one of the Skill Trades

“This is your job now!” My Graduate Advisor and I had this conversation after my completing two years of coursework and starting my thesis project fulltime. I hadn’t made the connection yet that my research involved being in the lab 100% of the time. It required being on time in a job-like setting where I’d work on my project daily at a work bench – sometimes at night and on weekends. The data generated from my project would be published in scientific journals, as well as when my Graduate Advisor sought to renew his own research grants. Finally, it would be the basis for my completed dissertation, in addition to a record of my productivity after eventually leaving his lab.

Learning to Multitask

I had to learn to work smart, and not just hard. My Graduate Advisor instilled in me the ability to multitask and to, “have multiple things going at once,” as he always emphasized. In addition to working on my own project, I was also responsible for growing the stocks of proteins that the entire lab used, which was a huge responsibility. I was also the lab’s “Chemical Safety” officer who was responsible for all the lab’s waste disposal – chemical and radioactive. Multitasking was what he did on a grander scale all year. As a student, it seemed unfair at the time, but it’s a skill that has transcended our lab into other arenas, as with everything he taught us.

Learning to Compete and the Culture of Science

“You have to know where the line is, and then do your best to stay above it,” my Graduate Advisor told me years later after I graduated. Though I didn’t understand it at the time, he was teaching his students how to compete and survive. It’s not widely discussed, but science is about competition, especially in academia where at any given time, multiple labs around the country, and even around the world, are working to make the same scientific breakthrough. It’s an arena where ultimately, the group who makes the finding first gets the fame and notoriety, and future grant funding.

There was such a thing as being ‘scooped’. This is when another lab made the finding first, leaving its competitors to either disprove it, to add something to it, or to work on something else altogether. Because my Advisor was so talented and hungry, it never happened to us, but I saw it happen to some of my peers and their labs. Nothing was guaranteed. Just like he had to fight and claw to keep his lab running, I also had to fight and claw to push my project through to completion. I further had to fight and claw to stay in the department and finish my degree. Science and life are about competition.

“I know that I drove you guys pretty hard,” my Advisor shared with me years after I graduated, which we both smiled about. At times he was very abrasive, aggressive and very demanding of us. It was for a reason though and I realized during my training that working for brilliant and driven people is hard, but if you can stay in the process and take their coaching, you’ll be better off for it later.

Driven by Their Research

My Graduate Advisor attended the Massachusetts Institute of Technology (MIT) as an undergraduate, the University of Michigan for graduate school, and then the National Institutes of Health (NIH) for his own postdoctoral training before becoming a professor at the University of Michigan. We never talked about MIT in my ecosystem in Buffalo, and I just started understanding my Advisor’s pedigree towards the end of my training. His father was a scientist as well, and he thus had exposure to science at an early age, and even earned a couple of patents before starting college. Don’t get me wrong, having parents in the STEMs isn’t a necessity to getting into one of the fields yourself, but the early exposure can pay huge dividends later.

This is a good place to state that my Graduate Advisor, his peers, and scientists at most research universities are driven by their scientific research, and they’re always thinking about it; late at night, and even on family vacations. The argument can be made that their research is their purpose for living. The truly talented ones are further tough enough to withstand any environmental changes such as when the second Bush Administration cut the NIH’s budget, causing many labs around the country to downsize or perish altogether, while others figured out how to survive.

“You all are very different than we were! When I was a graduate student, we fought over the latest issues of the Journal of Pharmacology and Experimental Therapeutics (JPET),” said one of the more senior and celebrated faculty in our department who was jokingly said to have invented the Heart. He felt that we weren’t studying up on our field enough in our spare time beyond our core curricula. Most of us were only doing the minimum reading and studying, something my Graduate Advisor also stayed on me about during my training.

Learning to Manage my Life outside of the Lab so that I could do Science

Learning to manage my life outside of the lab so I could do science

The accompanying newspaper clipping is from one of Buffalo’s local weekly black publications, The Challenger. My mother proudly submitted the story and that’s her handwriting on the top of the clipping. It was a big deal back home and she even shared with me that I’d exceeded her expectations which was very gratifying. When looking at the clipping, it’s something to proud of, but what you don’t see there is that there were a host of personal learning points outside of the lab as well – experiences which could’ve derailed the whole thing.

Being African American and ascending in education and a career often leads to discussions of “forgetting where you came from”. So, I want to close with what I learned about how life outside of the lab can affect one’s ability to do science and be a professional. Sometimes it’s actually necessary to leave certain parts of your old life behind. I learned on numerous occasions during my STEM training that I had to protect both my project and my life. That is, I had to make strategic decisions in my personal life that would increase my chances of finishing my degree and surviving to talk about it.

While working on my thesis I got involved in a very chaotic romantic relationship which compromised my mind, spirit and overall well-being at times; nearly derailing my project and potentially adversely affecting my Graduate Advisor’s entire lab all at the same time. There was one day I consider a near death experience – something I’ve discussed with friends and relatives only in bits and pieces. Fortunately, I survived, but this type of thing wasn’t restricted to my significant other.

There were two instances involving two close friends whom I consider my second and third brothers. One incident transpired over a Thanksgiving holiday and the other a Christmas holiday – both of which involved nearly getting pulled into violent confrontations late at night at nightclubs and parties in my hometown of Buffalo, NY. One friend had too much to drink and in the process of having his own fun, inadvertently splashed another guy with his beer. The guy who got splashed was unhappy about it and started following us around the venue. While I thought bullets might fly, my friend got away with just getting punched and knocked out temporarily. Fortunately, we both made it home safely.

In the second incident, another buddy wanted to stay and confront some guys over a female outside of a nightclub. Apparently, he was looking at the guy’s lady and there was an initial confrontation I didn’t see inside the venue. My friend didn’t want to appear afraid and wanted us to take our time leaving. When I realized what was going on, I wanted to leave immediately – something he and I clashed over afterwards. Fortunately again, nothing happened, and we got out of there safely.

Neither of these incidents were worth the potential price to be paid. Neither my significant other, or either of my friends considered the possibility of my showing up to the lab in a cast, with a black eye, or with teeth missing, or maybe being laid up in a hospital, unable to continue my research. The take home message from all of this is that you must be your own best advocate in life. None of us can avoid tragedies, but there are some things we can avoid.

You must protect what you’re doing, sometimes from people around you in your family circle, friends or significant others, because someone else’s selfishness and bad decisions can hinder your life and professional aspirations. In my case it was earning my STEM degree and starting my career.

Closing Thoughts

“Give a man fish and you’ll feed him for a day. Teach a man to fish and you feed him for a lifetime.”

I included this famous quote from the Chinese Philosopher Lao Tzu because the road to my STEM degree was literally like learning how to fish. The opening quote from this piece is from one of my many talks with my Graduate Advisor. In some ways our relationship evolved into that of a father and a son which I’m very, very grateful for as not every student had this. I saw several peers leave partway through their graduate training without their doctorates either due to a loss of hope, or irreconcilable differences with their advisors. Some were African American, but not all were.

This is my STEM story and there are many others out there. I want to point out that the point of telling this story was not for my glorification. As I said in the opening, I think it’s critical to explain all sides of the process in addition to simply encouraging students to get involved in the STEMs solely because of our under-representation as African Americans, and because of the monetary benefit. The how is very, very important. If you’re a STEM professional, I encourage you to also tell your story to STEM-hopefuls in an age-appropriate way.

I’d like to end this story by acknowledging the late Dr. Minor J. Coon. Dr. Coon was not only a member of my Thesis Committee (on the program above), but he was also a legend and a pioneer the in the study of Phase I Drug Metabolizing Enzymes – Cytochrome P450s particularly. Dr. Coon actually trained my Graduate Advisor who subsequently suggested asking Dr. Coon to be on my committee – something that surprised me as we all looked upon him with great reverence. Growing up on Buffalo’s east side, I never dreamt of being a part of such a well accomplished tree of scientists.

Thank you for taking the time to read this blog post. If you enjoyed this post you may also enjoy:

• A look at STEM: What are the Basic Sciences and Basic Research?
• A look at STEM: What is Regulatory Science?
• The transferrable skills from a doctoral degree in the basic sciences
• A look at STEM: What is Inhalation Toxicology?
• A look at STEM: What is Pharmacology?
• A look at STEM: What is Toxicology?
• A look at STEM: What is ADME/Drug Metabolism?

The Big Words LLC Newsletter

For the next phase of my writing journey, I’m starting a monthly newsletter for my writing and video content creation company, the Big Words LLC. In it, I plan to share inspirational words, pieces from this blog and my first blog, and select videos from my four YouTube channels. Finally, I will share updates for my book project The Engineers: A Western New York Basketball Story. Your personal information and privacy will be protected. Click this link and register using the sign-up button at the bottom of the announcement. If there is some issue signing up using the link provided, you can also email me at [email protected] . Best Regards.

Niagara Falls Basketball Legend Tim Winn Discusses Playing in the LaSalle Dynasty Part Two

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“It doesn’t matter what sport it is. It doesn’t matter what realm of life it is, if I approach it with same approach I used on the court at LaSalle, I’m going to win. Period.”

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This is part two of my interview with legendary LaSalle Senior High School point guard Tim Winn. The interview was a part of the research for my two-part book project entitled, The Engineers: A Western New York Basketball Story. In part one, we discussed his background, how he started playing basketball and how he became a LaSalle Explorer. In part two, we talk more about playing in the LaSalle basketball program, where Tim played college basketball, the closing of LaSalle Senior High School, and finally, how basketball has changed.

The pictures in this interview come from an archive of Western New York basketball assembled over the years from issues of the Buffalo News, the Rochester Democrat & Chronicle, and Sections V and VI playoff programs by my first Coach at Hutch-Tech High School, Dr. Ken Jones. Other pictures were generously shared by Tim himself, and his Head Coach at LaSalle Senior High School, Pat Monti. Click on any of the images to enlarge them. Links follow up video interviews with Tim, Modie Cox and other LaSalle coaches and players are at the end of this interview.

Anwar Dunbar: So, with your team having its eyes on Glens Falls the entire time, it sounds like even though you were getting everyone’s best shot every night, you weren’t very concerned with any of the other Section VI teams.

Tim Winn: Don’t get me wrong, there were a lot of tough teams in Western New York, but there wasn’t one game there that was going to take us up too high, or take us down too low no matter what the results were, because our goal every year was Glens Falls. It’s like the Cleveland Cavaliers right now. Yes, Boston is tough, but for the Cavs it’s championship or bust. Once you get to Glens Falls a couple of times, you’re not accepting anything else. No matter what the ups and downs are during the year, your eyes are still on that prize, and it’s all that really matters to you.

AD: Were there any games in Section VI that you had circled? Niagara Falls High School, for example. That was a ‘rivalry’ game wasn’t it?

TW: It was a rivalry game. It was great for the community. You can compare it to St. Joe’s, Canisius. For us it was a great game. It brought the community together. You might be playing some of the most intense basketball against one of your cousins. You had family at both schools and everyone came out.

It was probably one of the best traditions our city doesn’t have anymore. We looked forward to playing against St. Joe’s. Obviously Buffalo Traditional, the team played them my senior year, but I didn’t because I sprained my ankle working on my jump shot in an open gym. Everyone in the world was waiting to see that game.

AD: So, Tim, what was your game? Were you a penetrator? Could you eventually do everything offensively?

TW: By my senior year, I could do everything. My staple though was defense. I would lock anybody up – that’s just how I felt. I was 5’9” and 165 pounds, but my heart was as big as Isaiah Thomas’. Coach Monti put me on anybody and it didn’t matter their size – I was locking them down. That was my greatest skill set by far, and it was probably the most aggressive part of my game for my entire career. I didn’t develop what I would call a ‘well-rounded’ offensive game until my senior year in high school, and that’s with me averaging 23 points a game as a junior. At that point I could get to the basket and I could shoot; whatever the game presented to me.

AD: What kind of student were you while you were playing for LaSalle?

TW: At LaSalle you didn’t have any choice but to be a good student. I talked about not being able to play if you didn’t defend, but also if you didn’t go to class you couldn’t play. Coach Monti had a program that really set you up for life and for me that was a really big deal. From the start I was wondering what I would have to do to get into college. From the start it was like, ‘You’re going to take this level of classes, we’re going to have progress reports every five weeks for everybody, and if you don’t perform academically, you can forget about it.’

It didn’t matter who you were, you were held to these standards and there was no favoritism. You were going to walk a certain way, and you were going to carry yourself a certain way in the classroom. School was going to be more important than any state championship, and if not, then it may not have been the program for you.

AD: So Coach Monti was actively monitoring your grades then?

TW: Everything. He monitored how many steps you took down one hallway. It was the best thing that ever happened to me – to have someone care about your development that much as a young man. It wasn’t just about basketball – he treated all of his players like family – like his sons.

AD: Was there a particular quote he used to tell the team regularly?

TW: No, there wasn’t necessarily a quote as much as it was a philosophy. You just knew when you were dealing with him, you had no choice but to walk the straight and narrow. There is a lot of structure that young men need that a lot of them don’t get these days. You knew that if you weren’t handling your business in the classroom, you had a problem on your hands and you did not want to make it to his classroom. That type of program for me and my teammates was everything. You still hear guys talking about it right now, ‘If Coach Monti was here, if Coach Monti was in the Falls,’ just because of what it did for us.

AD: When did the colleges start recruiting you?

TW: I think I started getting recruited in my sophomore year. During my sophomore year all the local schools started recruiting me. The summer after my sophomore year, after we made it back to Glens Falls, it picked up because I went to a couple of camps where I did pretty well. I’d say beginning to mid-sophomore year and onward.

AD: Which schools came calling?

TW: I turned down Syracuse and Georgia Tech. Amongst my circle, we still talk about it all the time. I was ‘signed, sealed and delivered to Syracuse,’ but the young and naïve me not having anyone else in my family who went through the experience, I pulled out of it at the last minute. I remember being at the State Fair in Syracuse and I was supposed to go verbally commit. My friend, Romell Lloyd, went the next year and Malik Campbell (Turner/Carroll, pictured below in the All-Western New York photos) was at the Fair at the same time. We were all supposed to go, but I pulled out at the last minute.

AD: Why didn’t you go?

TW: It was a last-minute change of heart. Rob Lanier had watched some of my games at the ABCD Camp and I told him that I was still open, and then St. Bonaventure started recruiting me.

AD: Did you talk to Coach Monti about it?

TW: I didn’t and that was the young me. I didn’t tell anybody about it. He’s from Syracuse and I know for a fact he wouldn’t have let me pull out of going to Syracuse. It’s one of those things. I don’t have regrets now, but as an older man, sometimes I think about it.

AD: So you went to St. Bonaventure. I remember seeing you on TV. What was it like playing at St. Bonaventure?

TW: Anytime you go to college and away from home, there’s going to be an adjustment. I sold my family on my not going to Syracuse and going to St. Bonaventure instead by telling them that, ‘I can go to Syracuse and be expected to win 20 games every year, right? I can win 20 games there and go the NCAA Tournament and I’m just one of the guys. St. Bonaventure hadn’t been to the NCAA Tournament in 30 years, and if I can get them there, I’ll be a legend.’ It meant more to me to leave that type of legacy behind.

AD: Did you play all four years? And did you make it into the NCAA Tournament?

TW: We made it my senior year. We played Kentucky in the opening round. It went into double overtime.

AD: What Kentucky team was it? Was it one of Rick Pitino’s teams or was it one of Tubby Smith’s teams?

TW: It was one of Tubby Smith’s teams. They had Tayshaun Prince, Keith Bogans, Jamaal Magloire – those guys.

AD: By the time you were a senior were you leading the Bonnies in scoring or assists?

TW: I think my junior and senior years I was leading my team in scoring, assists and steals. In my junior year, I was second in the nation in steals behind a guy named Shante Rogers from George Washington University.

AD: So you said you learned the most basketball at LaSalle. Was it an easy transition to go play for Jim Baron at St. Bonaventure?

TW: It was. The only adjustment was getting ‘college-strong’, getting my body on the level. There wasn’t anything that I wasn’t prepared for, so it was just a matter of getting up under one of those weight programs and getting my body to catch up with my mind.

AD: What did you major in at St. Bonaventure?

TW: Marketing.

AD: Beyond the college level, did you play any professional basketball?

TW: I pretty much played in the minor leagues over here. I played in the Continental Basketball Association (CBA) and the American Basketball Association (ABA ), and then I played in Germany, France, Venezuela, Canada, England – so I’ve been around a little bit.

AD: I know a highlight for Jason was playing against Allen Iverson. Were there any particular matchups that stand out to you?

TW: Tim Hardaway and I were teammates for an All-Star game in the ABA. For me, Tim Hardaway is a pretty big deal. I’ve played with Olden Polynice. I’ve also played with Keith Claus. I’ve played a bunch of guys who played in the NBA, who came down to the minor leagues.

AD: How many years did you play Pro-ball?

TW: I stopped playing in 2007, so about seven years. I could’ve kept playing, but I chose a ‘regular’ life to put that degree to work.

AD: Were you getting tired of all the travel? The sleeping in hotels?

TW: It’s very tiring. The minor leagues are a year-round job and there’s really no offseason. It gets tiring after a while. You don’t have the NBA’s budget to take care of your body so it got taxing after a while.

AD: What career did you settle into when you left basketball?

TW: I was the Vice-Principal in a school in Buffalo called “Sankofa Charter School”. That came through a basketball connection. I did an appearance at the school. The kids liked it, and I was asked to become the Dean of Students which was the equivalent of being the Vice-Principal in the charter school environment. I did that for a couple of years and the school closed. Then I moved my family to Charlotte, NC.

AD: Are you still involved in the game in any way? Are you coaching an AAU team? Do you still compete in any way?

TW: It’s crazy. I’m cold turkey. I’ve been asked on numerous occasions to help coach AAU. Jeff Bishop is down here and he’s asked me on several different occasions to help him out with his AAU program. My son plays baseball and is nine years old, so I really don’t have the time to dedicate to something on that level. I wouldn’t want to cheat a group of kids by me not being there consistently. I don’t play at all and all I have left are old stories (laughing).

AD: Interesting.

TW: And I’m cool with it.

AD: Yes, it sounds like you’ve done just about everything with basketball. Going back to the LaSalle days, do you remember what your best game was? Was it one of the state tournament games? Was it one of the Niagara Falls games?

TW: It was a bunch of games. Locally, I gave Turner/Carroll 39 points, and that’s a big deal because Antoine Sims was always a great competitor and to have a great game against Turner/Carroll and that caliber of player, it’s going to stay with you for a while. I had 52 points in a game which broke Carlos Bradberry’s record; regarding records that was a big deal. My senior year in Glens Falls in the semifinal game, I scored 35 points. We were down big in the fourth quarter and then scored 39 points as a team to come back and win to advance. It was a big stage and that was against Hempstead who beat us when Carlos was a senior, so it was a little bit of payback.

AD: Of all four of your years, was there one that was your favorite?

TW: Easily. It was my junior year by far. We had a three-guard lineup and as humble as I can be in saying this, there was not another guard combination in Western New York who could stop us. You don’t really feel it when you’re in it, but now that I’m older and I’m watching the tapes, it’s just unreal to watch that team and those three guards – me being one of them.

You couldn’t key on me because Jody Crymes would give you 20 points. You couldn’t key on Jody because Terry Rich would give you 20 points. We were a well-oiled machine, and I think all three of us had over 100 steals apiece that season. It was a lot easier than my senior year.

AD: And you guys were able to nullify any height advantage your opponents had?

TW: That was our thing. You might have height, but could you run? And then, can your guards get you the ball? We didn’t lose sleep playing guys who had players 6’8” because the chances of them getting the ball over half court were slim to none.

AD: Was there anything that surprised you during your time at LaSalle?

TW: I didn’t really know how to score until I played alongside Carlos Bradberry (pictured to the left). Prior to that, all I did was steal a bunch of different skill sets from a bunch of different players who came before me. I put my attitude and personality behind me, figured out where I still had weaknesses and worked on it. Playing with Carlos my freshman year, taught me how to score; just watching how he would get buckets.

I may be the all-time leading scorer in LaSalle’s history, but I had 500 steals. Carlos had at least 1,600 points, but they were straight buckets. I keep mentioning Modie Cox – knowing that he’s in the program and living a couple of houses down from me as well – being able to watch that and watch him lead a team as a young kid meant a lot. In my junior year, we were in the semifinals in Glens Falls. Jody Crymes came down on four different possessions and scored. I’ve never been in a game where someone else besides me said, ‘We’re not losing today.’ It was one of the ‘awe-moments’ for me.

AD: I remember trying out for the Empire State Games in my sophomore year. Jody (pictured to the left) showed up with Curtis Ralands. I was on Jody’s team before the first cut.

He was lightening quick, and on one play he penetrated down the lane and I followed him down the lane looking to get a potential offensive rebound. He threw a no-look pass behind his head to me, and I didn’t expect it so it sailed right passed me. He turned around and looked me with an expression like, ‘What happened?’ I wasn’t used to playing with that caliber of player, and you guys played at that high level, and I can only imagine the three of you on the floor at once.

You went to Glens Falls all four years. For kids who never went, what’s the experience like?

TW: I guess when you win a lot, you don’t know what it’s like to not be in the environment that you’re in. I never experienced a down-time or a losing situation. To not know what it’s like to be in front of a packed house, to not be in the hotels, to not go to Glens Falls, I’ve never experienced that. Not going would’ve been a failure for us. So, for me it was what we were supposed to do, and it was how we were supposed to be treated. The message was, when you win, this is how it’s supposed to go.

AD: That’s fascinating because there were many kids who were happy just to qualify for the sectionals, but for you and your team it was getting to and winning in Glens Falls. Otherwise, it wasn’t a successful season. So, there’s something here about where you set your sights and what you shoot for.

TW: If we had lost in the sectionals it would’ve been the biggest tragedy for our program ever. Once we beat the Rochester team my freshman year (McQuaid Jesuit) in the Far West Regional, it moved to that, and I felt like we were never not going to play in this game. We knew what it felt like to win that game, and we knew what defeat felt like because John Wallace’s team (Greece-Athena) beat us the year before. Being an eighth-grader and being exposed to that game, I felt like one day I would be the guy to lead us.

AD: There are whole generations of kids who know nothing of the LaSalle Explorers except in legends and old wive’s-tales. Where were you when you heard that they were going to close and demolish LaSalle Senior High School? How did you feel when you heard it?

TW: I’m still in disbelief. So much tradition came through there, and so many success stories; not just basketball, but in general. Imagine that you buy a house and it’s in your family for 30-40 years and then you come home and the house is torn down. It felt like they tore down the house that’s been passed down for generations in our family.

I’m also bothered by the fact that when they combined the schools, Pat Monti wasn’t named the Head Coach of the Varsity program. That let me know that there is a gift and a curse to winning all the time.

AD: Okay, we’re speculating here, but does that mean there was some sort of conspiracy to keep Coach Monti out?

TW: It’s all politics. How does the best basketball coach in Niagara Falls history not get that job? He was the best coach to come through the city, one of the best coaches in Western New York. He’s in four to five different halls of fame. It’s one thing to close the school down, but to bring politics into the equation and not give him the next job? It wouldn’t have hurt as much if he had gotten the next job because the tradition would have still been in the city. Since LaSalle closed, there’s only been on state champion out of Niagara Falls, and that’s when my little cousin Paul Harris and those guys won it.

That’s the only state championship since we closed. But if you look at the rosters at Niagara Falls High School since LaSalle closed, they should have at least six or seven state championships.

AD: We can keep this off the record, but do you think there were parties that were looking at all of Coach Monti’s success and felt that you all had an unfair advantage, or were they just ready to see the brown and gold go away?

TW: As great as Coach Monti was, the people he beat up on all the time didn’t like him. Imagine being beat for years. Just think about our rivalry with Niagara Falls High School. I think we won 40 or more straight games from the late 1980s until the school closed. All of the coaches and superintendents who are responsible for the new school opening were not going to let him be the coach after kicking their asses for all of those years.

AD: Well I did ask Coach Monti that – were all the other coaches happy to see you go once word got out? He laughed. We have a few more questions, Tim. How have players changed since the days you were at LaSalle. I hear they have ‘trainers’ now, and Jason Rowe said everything is on social media. How has basketball changed?

TW: Winning has taken a backseat to stats. It no longer dominates the emotion and I don’t know when it went out of style. Your stat-line dictates everything nowadays.

In the past, winning dictated everything. You see a ton of players who don’t know how to play the game. Because winning doesn’t dominate the emotion anymore, it’s hard to call a kid on it. When winning doesn’t come first, it’s hard to complain about anything a kid does in a game. To me, that’s the biggest difference between now and back then.

Jason and I spent a lot of time together back then. I knew what it meant to him to win. Triple-doubles aside, to not win – we’re from that era where winning was everything. Yes, I had 40 points, but we won. That dominated everything for us. You worked on your jump shot so you could win. You worked on your handle so you could win. Everything was set up so you could be better placed to win the following year.

When Jason and his team weren’t winning the Rochester game, I know that he and “Mush” (Damien Foster, pictured below) went to work in the summer so they could win that game. They didn’t go to work so they could come back and average 25 and 30 points – it was time to win a state championship. There’s enough talent back home where they should be winning on a high level, but you can’t make kids approach it like that.

AD: You know they say kids today are softer, they don’t communicate the same way.

TW: Everyone is friends and that’s one of my biggest pet peeves. I love Jason and he’s my guy. We’ve been friends since he was little. I swear to you that when it came to “checking the ball up”, he was my worst enemy. There’s something missing in competition these days.

If you put Jason and me in this era, I don’t think we would be as good. I’m talking about mentally, because we would’ve been too cool with each other. Talent-wise we would’ve killed this day and age, but I think one of the best things we had in us was that we were fierce competitors, would go to war with each other and literally go get a burger later.

AD: So, Tim, is this kind of a LeBron James–Kevin Durant type of thing where it’s okay to go make a team versus building your own?

TW: Yep, it is. It always starts at the top. The players these kids look up to are all friends. Kevin Durant and LeBron James are really, really good friends. For me, I could never be that good a friend with someone to where it would impact my approach on the court. It didn’t matter who you were, I wanted to go through you on the court; family included, friends included. It didn’t matter; my mother couldn’t get a bucket on me.

Again, it’s different eras, and just like Jason (pictured with Tim to the left) said, with the impact of social media, it’s required for you to have personality. Everyone wants to be cool now and it’s just completely different than when we were young. At that time your game spoke for you. You didn’t need social media. You didn’t have to talk anywhere else. When you were on the court, it was ‘Check it up. Check ball!’ There was no greater voice than ‘Check ball!’

AD: Alright, two more. For youngsters aspiring to play basketball or to pursue any other life goal, what advice would you give them?

TW: If you’re serious about it, treat it like a job. Go to work every day. There’s a ton of kids who have trainers, and to me that work ethic is missing in today’s kids. You know which kids are working from a mile away. If it’s something that you’re serious about dive in, dive all the way in. Don’t dive halfway in and want all the results. There are a lot of kids who will give you 15% effort, but want 120% back in terms of the results. It doesn’t work that way and this is a game you really, really must go to work for.

AD: So do you think it’s unusual that they would need trainers?

TW: I think it all depends on whose hands you’re in. To me that’s everything. There are a million trainers now, a million guys like Jason Rowe and Mark Price. I would send my kids to them because I know where they’re from. I know them personally and I know their games and their resumes, so I don’t have to question what they’ll do for my kid.

One of my biggest pet peeves is kids can’t workout unless they have a trainer. Whatever happened to dribbling the ball down the street to the park? Kids won’t just go to the gym and play pickup ball anymore and that’s the era that we live in.

AD: Wow. That is strange.

TW: I’ll ask kids, ‘Are you working out?’ They’ll say, ‘I’m trying to get a trainer.’ No! Whatever happened to just getting your ball and dribbling down the middle of the street? One, two, three between the legs. One, two, three between the legs and crossover. I’m all for trainers getting their money, but I must know that it’s on the level of a Jason or Mark training them.

AD: Okay, the last question. What did playing at LaSalle for St. Bonaventure and then playing professionally teach you about life and success?

TW: For me it was one thing playing in that program. It taught me how to be a young man, and the success of the program made me feel like I could do anything. I don’t know losing, so I approach everything the same way I approached those games back then. I expected to go to Glens Falls, so when I’m in a job interview now, I expect to win.

I’m currently at Wells Fargo on the technology side and I expect to win. Playing for LaSalle, I’ve carried myself a certain way all my life because of that experience. It’s confidence, it’s borderline cockiness sometimes.

I always believe that if I approach it with the right work ethic, then it’s game over. It doesn’t matter what sport it is. It doesn’t matter what realm of life it is. If I approach it with same approach I used on the court at LaSalle, I’m going to win. Period.

And you can ask any of the teammates that I’ve had. It’s just something that’s in you. It just did something to us as kids. We just always believe that we’re going to be alright.

AD: Well Tim, that’s all I’ve got, unless you have any other comments or stories, thank you for telling your story.

TW: It’s been an honor to speak on this.

A special thank you is extended to Tim Winn for taking the time out to discuss his story and the LaSalle basketball program. In case you missed it, see part one of our interview. Also see parts one and two of my interview with legendary LaSalle Head Coach Pat Monti, my interview with legendary Buffalo Traditional point guard Jason Rowe, some of my personal basketball stories surrounding my book project, and a piece I wrote up regarding former college and professionals basketball player Chris Herren, who now tours and speaks about substance and wellness for teens:

• Niagara Falls coaching legend Pat Monti discusses building, and leading the LaSalle basketball dynasty part one
• Niagara Falls coaching legend Pat Monti discusses building, and leading the LaSalle basketball dynasty part two
• Jason Rowe discusses Buffalo Traditional Basketball, the Yale Cup, and State Tournaments
• Lasting lessons basketball taught me: Reflections on three years of basketball camp
• Chris Herren discusses his journey, drug addiction, substance abuse and wellness

Video Interviews With Tim Winn, Modie Cox and other members of the LaSalle Basketball Dynasty

Niagara Falls Basketball Legend Tim Winn Discusses LaSalle Basketball And Training To Win

Maurice “Modie” Cox Discusses Playing In Niagara Falls LaSalle Basketball Dynasty

The December 2020 Niagara Falls LaSalle Senior High School Basketball Dynasty Live Stream

The video link is here: https://www.youtube.com/watch?v=5O7_ddrCwX0

Closing Thoughts

I intend to create more promotional/teaser pieces for The Engineers: A Western New York Basketball Story, both via print and video as I journey through the final steps of completing the book. I created a page on Big Words Authors for the purpose of giving a background of the book and grouping all the promotional pieces, such as this in one, for interested readers.

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A Look at STEM: What are the Basic Sciences and Basic Research?

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“In addition to understanding the fundamental principles of one’s field, a major part of understanding Basic Research and Science is understanding the instruments and technologies used.”

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One of the focuses of my blog is awareness of the Science, Technology, Engineering, and Mathematics (STEM) fields. Thus far, I’ve written posts covering the “Biomedical Sciences” I’ve been trained in including: Pharmacology, Toxicology, ADME/Drug Metabolism, and Inhalation Toxicology. I’ve also written a post discussing “Regulatory Science” in the Public and Private sectors, in which I discussed the “Applied Sciences” and “Research and Development”. In this post I want to discuss the “Basic Sciences” and “Basic Research”, the foundations from which we receive all our new scientific knowledge.

The foundations of any of our commercial scientific and technological innovations are the Basic Sciences and Basic Research. A simple Google search led me to a site which stated that the four major Basic Sciences are: Biology, Chemistry, Mathematics and Physics. Many people consider Physics to be the ‘Grandfather’ of all the sciences because each of the others rest upon its shoulders in some way. Any of the other Basic Sciences fall under one of these four branches.

For Biology for example, many of the sciences underneath its vast umbrella include: Biomedical Sciences, Agricultural Sciences, Environmental Sciences, etc. Within the Biomedical Sciences there are the sciences I’ve written about, as well as: Cellular and Molecular Biology, Genetics, Microbiology, Virology, etc. The same is true for Chemistry under which there are: Analytical Chemistry, Organic Chemistry, Physical Chemistry, etc. While Physics is its own discipline with its own subdisciplines, as you’ll see later, its principles permeate throughout the other major sciences, especially when you’re carrying out ‘Basic’ scientific research.

Basic Research is simply the pursuit of new knowledge and the understanding of a specific area of focus. As described throughout my blog, my Ph.D. is in Pharmacology, with two and a half years of training in its sister science, Toxicology. In the Basic Research world scientists known as ‘Principal Investigators’ run labs at major research institutions, like the University of Michigan, where they have specific research areas of interest.

Principal Investigators ask specific research questions in their areas of focus through their research projects. They arrive at their answers for these questions through experiments and report their results in papers published in scientific journals. To carry out their research, which I’ll describe later, Investigators usually receive grant funding from federal sources such as the National Institutes of Health (NIH), or from the Private Sector. As you’ll see there is a business side to research, both in academia and in the private sector.

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As described in my Pharmacology post, there are numerous sub-disciplines within Pharmacology. My Graduate Advisor’s area of focus was ADME/Drug Metabolism which involved some aspects of Biochemistry and Cell Biology based upon the questions he was asking. For the remainder of this post I am going to discuss my thesis project in his lab to give readers a feel for what Basic Research is and why it’s important. Some of the terms I’m going to use will be on the esoteric side, but I’m going to do my best to keep the discussion as simple as possible.

The title of my thesis project was the “Labilization and Proteasomal Degradation of Neuronal Nitric Oxide Synthase” – a mouthful for anyone unfamiliar with the field. If you google me, you’ll find two ‘first author’ publications that I published in my Graduate Advisor’s lab with the assistance of my lab mates; fellow students, postdoctoral scientists, senior scientists, and technicians. I’m crediting the entire lab because, while I was the first author on these papers and it was my thesis project, my colleagues also contributed their expertise and man-hours. Everything in our lab was done as a team. I also contributed to my lab mates’ work. My two first author publications are:

• Ubiquitination and degradation of neuronal NO-synthase in Vitro: Dimer stabilization protects the enzyme from proteolysis published in Molecular Pharmacology and;
• Tetrahydrobiopterin protects against Guanabenz-mediated inactivation of neuronal nitric oxide synthase in Vivo and in Vitro published in Drug Metabolism and Disposition.

What does all this mean? In simple terms, our bodies are made up of numerous organs, systems and tissues. These are, in turn, made up of cells, nucleic acids and proteins which do the work on the ground level in our bodies. When we become ill, infected with a bacterium or a virus, poisoned by a toxicant, or develop cancer, there’s an underlying biochemical change that has occurred on the cellular level. It could be the enhanced production of viral particles, DNA damage leading to tumor formation, inhibition of an enzyme’s function, or the breakdown of key cell signaling pathways.

In Type II Diabetes, for example, the cells of our bodies become nonresponsive to endogenous ‘Insulin’, which naturally allows them to take up glucose from our bloodstreams. The breakdown of this intracellular signaling pathway leads to the hallmark maladies associated with Type II Diabetes. Pharmaceuticals likewise exert their therapeutic effect by modulating these same cellular processes. But how do these processes occur? And how do pharmaceutical companies design drugs we use to treat diseases? The answer is Basic Research.

My Graduate Advisor, a Pharmacologist and a Biochemist in training, was very interested in how exogenous chemicals could selectively control the fates of proteins within cells. Prior to my entering in his lab, he discovered that an anti-hypertensive drug called ‘Guanabenz’ could inhibit the metabolic activity of the protein “Neuronal Nitric Oxide Synthase” (nNOS), and then cause the loss of the protein itself in rat penile tissue. Other chemicals also inhibited the protein’s activity but didn’t cause a loss of the protein. So again, there was something unique to each chemical and their effect on the protein in the cell. There was a trigger that made the protein go away in certain instances. But how was this all happening?

In my earlier posts, I discussed how animals are used as models for studying human health based upon shared organ systems and metabolic pathways. My thesis project investigated this phenomenon in rat penile tissue using an in vitro system, meaning that it all took place in test tubes in a ‘cell-free’ system where we could mimic the cellular environment and control the conditions of our reactions. This allowed us to ask questions we couldn’t ask in cell or animal models.

My first finding was that our protein of interest had to undergo a major structural change for it to degrade. Chemicals like Guanabenz triggered this structural change by causing the breakdown of the homo-dimeric active protein form to its inactive monomeric form. Other chemicals prevented this structural change and protected the protein from degradation. What was even more fascinating was my second finding. This structural change was triggered by loss of a specific intracellular Cofactor which was important for maintaining the homo-dimeric form of the protein. It was the loss of this cofactor that triggered the subsequent toxicity in the rat penile tissue.

My project was a very ‘mechanistic’ project in that we were going down into the ‘weeds’ to figure out how the effect in the whole animal occurred. Why was this important and what could be done with this information? Several things. It could be used to create new drug targets, and it could also be used to predict and understand similar toxicities by chemicals with similar structures. These are all things Chemical and Pharmaceutical companies, and Regulatory Agencies consider when bringing new products to the market and when protecting human health.

During my thesis I performed ‘Bench Science’. I literally had a work bench and performed experiments every day, working to generate quality data I could publish. As I worked to answer my research questions, I also learned a wealth of research techniques and technologies, in addition to learning how to perform scientific research (discussed in the next post). While it was a biological project in nature, my thesis project involved the use of numerous analytical chemical tools and technologies, many of which involved some understanding of Chemistry and Physics.

In this section I’m going to introduce a few terms commonly used in the research world which were foreign to me when I started. ‘Assay’ for example, is just a fancy term for an established and widely used experimental method. The others will be explained throughout and should be easy to follow. The devices and technologies described are hyperlinked. The methods, tools and processes I utilized during my research included the following:

• Cellular and Molecular Biology techniques: We used numerous cell models to: generate large quantities of our protein of interest for our in vitro experiments, and we had other cell lines to ask questions about the fate of the protein within cells. The latter involved inserting (transfecting) the DNA of the protein of interest into cells. This involved the use of Cellular and Molecular Biological techniques, and the use of Cell Incubators and, in some instances, Orbital Shakers to culture (grow) the cells, depending on the cell line.
• Stoichiometry: This key aspect of General Chemistry was a critical part of all our experiments. Specifically, it was central in the calculation of ‘Molar’ concentrations when preparing the numerous ‘Chemical Reagents’ that were used including: buffers, cellular media, solvents, matrices, resins and so on.
• Column Chromatography and Protein Purification Methods: We used numerous protein purification methods, particularly Affinity and Size Exclusion chromatographic methods to create clean preparations of our proteins of interest and other preparations. This allowed us to study its activity in isolation, its protein levels and ask questions about any structural changes.
• Gel Electrophoresis and Protein Detection Methods: We used electrophoretic and antibody-based detection methods for measuring actual protein levels for visual analysis and quantification. The bread and butter technique of my experiments was called the ‘Western Blot’ analysis, whereby the proteins in my in vitro assay were separated by size, then detected, and finally, quantified using a radio-labeled antibody. One of techniques used in the lab was the Protein Assay, which allowed us to quantify the amount of protein in various preparations using a 96-Well Microtiter Plate Reader; arguably the workhorse for not just our lab, but also for neighboring labs. The Microtiter Plate Reader contained a Diode Array that measured changes in absorbance which helped inform us of the concentrations of the protein preparations (Beer’s Law). One of the 96-Well plates used in the Microtiter Plate Reader is picture below without any dyes or solutions.
• Enzymatic Activity Assays: We used numerous assays to measure the activity of our protein. The primary assay used for measuring the activity of the protein was the “Oxy-Hemoglobin Assay” where we measured the conversion of Oxy-Hemoglobin to Met-Hemoglobin. We used this conversion to quantify the amount of Nitric Oxide produced by our protein with and without inhibitors/inactivators. This assay relied u9pon measuring changes in absorbance and thus, once again, the Microtiter Plate Reader was the primary tool for asking questions about the activity of our protein of interest. In some instances, other methods were used to measure activity as described next.
• Physical and Analytical Chemical and Detective Methods: Consistent with most ADME/Drug Metabolism labs, a tool we heavily relied upon was High Performance Liquid Chromatography (HPLC) – a classic detection tool used for measuring the following: cofactors, molecules, metabolites, and proteins; based on their chemical properties and how they behaved in specific organic and non-organic solvents. Later in my thesis project, our lab purchased several Mass Spectrometers, which is the most sensitive chemical detection tool. However, my projects didn’t require me using them.

In addition to understanding the fundamental principles of one’s field, a major part of understanding Basic Research and Science is understanding the instruments and technologies used. As the researcher, understanding these technologies is critical to understanding what your data are and are not telling you. If you’re listening to a peer’s seminar, or reviewing their publication, understanding the technologies also helps you understand their work. In some instances, a researcher’s understanding of the technologies gives them ideas about combining them to ask unique questions.

What’s the measure of how good a scientist is? It’s their publication and funding records. The top scientists and their labs continuously come up with good ideas, then publish their work in competitive scientific journals. When scientists continually come up with good ideas and continue to publish quality work, they’re more likely to continue to secure funding and ascend in their field. The reciprocal is true for scientists who don’t come up with good ideas and don’t publish.

It’s worth noting here that the rules for publishing are different in the Private Sector vs. Academia. Research projects in the Private Sector are usually geared towards innovation and selling a product. As a result, research findings are considered ‘Intellectual Property’ which companies own and may not want to disclose out of fear of losing a competitive advantage to other companies in their sector. The research projects are also very focused, and the scientists have less freedom in terms of what they can work on. Employment is also heavily dictated by that particular company’s economic health and overall direction.

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A byproduct of training in the Basic Sciences and performing Basic Research is acquiring the knowledge and expertise which the Applied Sciences and the Private Sector use to bring new products to the market. The training can also be used to form Consulting groups (see my Regulatory Science post). If a scientist is thoroughly trained, he or she will also acquire a separate set of skills described in my blog post entitled; The transferrable skills from a doctoral degree in the basic sciences. In my case, the discipline was Pharmacology, but this applies to pretty much any of the other Basic Science and Basic Research disciplines.

How long can it take to earn a degree in a STEM? It depends on the STEM area. The path I chose took roughly 5-6 years. That length of time was impacted by my first learning how to do research (discussed in my next post), and then working through the complexities of my project. If the systems and tools for asking your scientific questions are already established, then it’s a clearer path. If you’re establishing your methods for the very first time though, it could take a little longer.

If you’re building upon someone else’s work, you must also hope that they’ve reported their methods and results honestly and accurately. If so, their work will be easier to reproduce. The hard part when doing Bench Science is that many experiments don’t work initially, and it can take time to get your systems to the point where you can start generating quality, publishable data. During my thesis, I easily performed hundreds to thousands of experiments. It took time to establish my systems and their conditions, and then it took more time to generate quality, publishable data to answer my scientific questions.

Having role models is critical when training in the basic sciences. Your graduate advisor typically plays this role. Why is it important to have role models? Having inspirational figures to look up to whilst studying can be extremely important. They can provide motivation, career guidance, representation, and inspiration. These can serve as examples of what can be achieved with hard work and dedication, and they can provide invaluable advice on navigating the industry’s challenges. In addition, people who have managed to earn their way into the science industry by their own merit, such as Monica Kraft Duke Settlement, can be great motivators and inspire you to create your future.

The Basic Sciences and Basic Research are vast. This post just focused on one aspect of Pharmacology – a Biomedical Science. Whether it’s a: pharmaceutical, an industrial chemical, a medical device, a GMO crop, a Blockchain Technology application, or one of Elon Musk’s new SpaceX rockets, someone had to do the underlying research which gave rise to the innovation. I’m going to close by reiterating something from my Pharmacology and Toxicology posts, which is that each Basic Science has its own professional society and annual meeting. Thank you for taking the time out to read this blog post. I hope I was able to give you an understanding of Basic Sciences and Basic Research.

The next posts in this series will talk about my personal journey towards becoming a Scientist and earning my STEM degree. If you enjoyed this post you may also enjoy:

• A look at STEM: What is Regulatory Science?
• The transferrable skills from a doctoral degree in the basic sciences
• A look at STEM: What is Inhalation Toxicology?
• A look at STEM: What is Pharmacology?
• A look at STEM: What is Toxicology?
• A look at STEM: What is ADME/Drug Metabolism?

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Niagara Falls Coaching Legend Pat Monti discusses building, and leading the LaSalle Basketball Dynasty Part Two

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“It’s a great game. I love the game because there are so many facets to it – it’s so exciting and you’re teaching life skills in a sports-setting in my opinion.”

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This is part two of my interview with legendary LaSalle Senior High School Head Basketball Coach Pat Monti. In part one, we discussed his background, and how he built the LaSalle basketball program. In part two, we discuss more aspects of coaching, memorable games, notable opposing players and coaches, and his coaching career after LaSalle closed. We end by acknowledging the hardworking staff of the Buffalo News who covered the Explorers and Section VI basketball throughout Coach Monti’s tenure as the Explorers’ leader on the bench.

The pictures in this interview come from an archive of Western New York basketball assembled over the years from issues of the Buffalo News, the Rochester Democrat & Chronicle, and Sections V and VI playoff programs, by my first Coach at Hutch-Tech High School, Dr. Ken Jones. Other pictures were generously shared by Tim Winn, and Coach Monti himself. Click on any of the images to enlarge them. This interview is one of the earliest promotional offerings for my book project entitled, The Engineers: A Western New York Basketball Story.

Anwar Dunbar: In the late 1980s, Mike Harrington of the Buffalo News wrote a story saying that the Niagara Frontier League (NFL) officially had surpassed the Yale Cup as the best league in Western New York. Was that due to you guys or were the other teams in the NFL very competitive as well?

Pat Monti: No, I think it was just the great rivalries. Kenmore West had Dick Harvey who was a tremendous basketball coach (pictured to the left). I got into the New York Basketball Hall of Fame in 2003, and I think Dick got in a little bit after me.

You had a couple of really, really good coaches at Lockport High School like Dick Crossett while I was still coaching. North Tonawanda always had a solid program. The NFL was really, really good. I don’t think it was just LaSalle. Niagara Falls always had talent. Kenmore West was the team we wanted to beat in the mid-1980s when we started getting really good.

AD: During that 10-year stretch when you guys consistently won the Section VI Class A championship, can you talk about the yearly matchups with the Rochester schools?

PM: Oh yeah. We went up against McQuaid a couple of times, East High School a couple of times – East was supposed to blow us out every time we played them because they had so much more size. The Greece-Athena matchup was really unfortunate. I wish New York State did what they do down here in Florida. In Florida, they don’t call them “Sectionals”, they call them “Districts”.

When you play in your District championship game, win or lose, you’re not out of the tournament. The winner hosts the loser from the District next to you, and your District loser goes to play the other winner so that the two teams could end up meeting again to see who advances to the Final Four. The game with Greece-Athena was unbelievable. We just had no answer for ‘DA MAN’, John Wallace (pictured to the left).

AD: Yes, I remember he actually did have that cut onto the back of his head for that game (laughing). Well it was close for first half and then it slowly slid away from you guys in the second half and –.

PM: No, it was close for three quarters! It was tied after three quarters, but we just had no answer for him. We kept the game under control as much as we could as a low scoring game, but we just couldn’t stop him inside. We were both undefeated at the time.

AD: Yes, they called the game “The Meeting of the Perfect Strangers” as you were both amazingly 23-0 going into that matchup.

PM: They not only won the Public School title easily, but they won the Federation also. Think about it – they struggled with us. Had we had another opportunity, you never know what would’ve happened. It was just a shame that the two teams had to meet each other before the Final Four. I went to the states that year as a spectator as I did most of the time when we didn’t make it ourselves.

The guys at the Glens Falls Civic Center loved us. We never had to get tickets or ribbons – we used to just go in where the players’ entrance was, and these guys would welcome us with open arms because the guys who ran the place just loved the style we played – the unselfish basketball and the way we played defense – we were always undersized, but we never, ever gave in. It could very well have been the state championship game – us vs. Greece-Athena. John Wallace obviously went on to have a great career at Syracuse and after that.

AD: Of LaSalle’s many berths to Glens Falls, are there any memories that stand out to you?

PM: We had some unbelievable runs in Glens. One year we played Hempstead – a powerhouse from Long Island – a much bigger school than us. It might’ve been the year after Jody Crymes and Terry Rich graduated – it might’ve been 1996, Timmy’s last year.

I was told by some people who had scouted them, ‘There’s no way that you can play this team man to man. I know that man is your dominant defense though you do play some zone, but if you play man against them, they’ll just kill you inside.’ They had two brothers that were going to play at Rhode Island – dunking machines – 6’8” guys, the Bell brothers.

Hempstead had us down by 15 points at the half, and I was playing zone because I was told that there was no way I’d be able to match up with them. I went against the voice in my head which said to go with what got us there, so I played my 1-3-1 matchup zone and they just got too many easy baskets and our pressure wasn’t good enough. At the start of the fourth quarter, we were down by 13 and I said, ‘Screw it. Let’s go back to our “Run and Jump” 1-2-2 full court press and see what happens.’ I believe we still hold the state record for points scored in a quarter in a finals championship game. We scored 39 points in an eight-minute quarter, turned them over, and over, and over again and we ended up beating them by 12 points.

AD: Wow.

PM: In hindsight you say, ‘Dammit I wish I hadn’t listened to those people who gave me all of that scouting information. I should’ve just gone with what got us there, but you live and learn. And that’s the thing as a coach, anyone who tells you it’s their thing is crazy because we all steal from each other, or we all share with each other. Even after 50 years of coaching, if I see something I’ll say, ‘Hey that’s going to work with the team we’ve got this year at Gulf Coast High School or Naples High School,’ the two places I’ve coached down here.

That’s what you’ve got to do as a coach, you’ve got to give your kids the opportunity to win, by putting them in position to win, depending on who your opponent is. So, do I prefer man to man? Of course. But do I play a lot of zone? Sure. If I think a team is going to run up and down the court and jump over the top of me, and I don’t think I can match up with them athletically, I’m going to zone them. It’s just the way of life.

Maybe the best example of that is after we won the states in 1988. We weren’t supposed to win the Niagara Frontier League in 1989, but Elon McCracken (pictured to the left) – the experience he had helping us with the state title in 1988 and the cast of characters around him – we not only won the NFL, but we won Section VI again, and then a supposed upset over McQuaid. We then won our first game in the state semifinals against Long Island-Lutheran that had this Vasil Eftimov that played at the University of North Carolina. The guy was a beast – he still owns the record for rebounding in the state tournament, but he was 6’11”.

I played a ‘slowdown’, very smart game and we beat them by a couple of points and kept it in the 40s. The year after that, we were supposedly an even lesser team and we won the league again, and we won the section again. We played East High School out of Rochester with their old coach Sal Rizzo. Our biggest kid was 6’3” who came over from Bishop Duffy/Niagara Catholic, Duke Davis. Who else was on that team? Milo Small? I think Modie, maybe Carlos Bradberry, a really good guard –.

AD: Did Carlos have an older brother named Cazzie?

PM: Yeah Cazzie was a year older than Carlos (pictured to the left). Cazzie was a forward, a solid player who played for me. Carlos was younger – more of a ballhandler and a big guard and could score. As a matter of fact, Carlos was the school’s leading scorer until Timmy came along. Timmy ended up being the school’s all-time leading scorer.

Anyway, we were playing East High and they had six guys 6’6” or bigger. We had one 6’3” guy – chunky Duke Davis (pictured in the gold shirt below). I had one week to prepare for the Far West Regionals and I put in “delay and strike” game – I said I’m going to keep this game in the 40s and it’s the only chance we’re going to have to win because if we run up and down with this team, we won’t have a chance because they had good guards too. That’s why I said you’ve got to do what’s best for your team and not be hard headed and knuckleheaded and think, ‘This is the only way that we play.’ To me you’re doing your kids a disservice. But that game with East High, do you know what the final score was?

AD: What?

PM: It was 36-33 in triple overtime (laughing).

AD: So, you guys did really slow it down.

PM: Well what was great was that Sal Rizzo who was the nicest guy you’ll ever want to meet, God rest his soul – I honestly don’t think he knew a lick about the game of basketball. He had so much talent year in and year out – he should’ve been in the Far West Regionals every year – that’s how talented East High was. He got so ticked off because the score at halftime was something like 17-15. He came out at halftime and came over to me and said, ‘What are you doing? This isn’t basketball!’ I said, ‘Coach, I’m doing the only thing I can do to give our team a chance to win!’ He said, ‘Well two can play that game Coach!’ And guess what he started doing –.

AD: He started delaying the ball?

PM: He started delaying the ball! (laughing). I said to my assistants, ‘Oh my God. Can you believe this? He’s playing right into our hands!’

So, it’s a great game. I love the game because there are so many facets to it and it’s so exciting. You’re teaching life skills in a sports setting in my opinion. If you looked at my contacts in my phone, probably more than half of them are our former players. It’s those relationships you make – I mean some of them still call me, ‘Dad.’ My wife and I weren’t fortunate enough to have children, and it’s funny when people ask, how many grandchildren we have, my wife will say, ‘Oh we don’t have any children or grandchildren, but we have hundreds, and hundreds and hundreds of sons and daughters,’ from my teaching and coaching.

AD: When your LaSalle teams advanced to the Far West Regionals, how were you able to scout your opponent from Rochester, if at all? Your Final Four opponents?

PM: We usually got to see our opponent one way or another. Sometimes my staff and I would head to Rochester for their semifinal games when and if they were being played on different nights than ours. Also, sometimes their Finals were on different nights than ours – either Friday or Saturday. There were sometimes when we had to send someone to scout for us if we were playing our Semifinals or Finals at the same time as the Section V schools were out in Rochester.

One way or the other I always made sure that we had adequate information on whomever we were to play. I was and still am a firm believer in deep and thorough scouting of any of our opponents no matter how strong or weak I thought they may be! There’s a very old adage which says, ‘leave no stone unturned,’ and it was a real belief of mine in preparing our team for battle!

AD: What did the LaSalle players do in the offseason? Did they play in camps? Did they play in leagues?

PM: Back in the day there was nothing like there is today with this crazy traveling all over the country – this AAU stuff. They have this great thing down here in Florida. Do you know how in college football they have spring practice and they have a spring inter-squad game? Unless you’re Michigan and you go to Rome or Paris (laughing).

In Florida, football rules and basketball takes a second seat unfortunately. Several years ago, they let them start practicing in May – right now they’re practicing – real football. The first week, no pads, just a helmet, and they walk through stuff and do cardiovascular training. The last three weeks they have full equipment, tackling and everything and then by the end of the month they play a game against another high school that they won’t be playing in the regular season.

I guess the basketball coaches approached the state and said, ‘Hey, we know that we’re second class citizens but we’re a pretty important sport too. Can we do something like that?’ So down here in June, you can coach your own kids in your own gym with your own gear, and then every weekend, there’s a tournament somewhere around the state.

They usually have 16 teams and they break you up into pools of eight. Over the weekend if you make it to the championship, you can play as many as four games on the last day which you play from Friday to Sunday where No. 1 from this side will play No. 8 from that side and so on, so you can play as many as 6-7 games on a weekend. So that’s what’s big down here even though they also still do the AAU thing which is going on right now. Come June, there’ll be actual basketball practice going on which is really great.

Back in my day there was no AAU though there was ‘traveling’ basketball and my better players played on what I would call more ‘All-Star’ teams. There was a guy – Mickey something out of Syracuse – he picked up Timmy one year and he picked up Modie another year. They’d travel around Pennsylvania, Ohio and New York in probably what is now AAU basketball. I myself used to put our team in summer leagues. Based upon the rules I couldn’t coach them, so I’d have one of my unpaid assistants – a player or a parent who knew the game and I would come and watch.

You wanted them to be thinking the game 24-7, 12 months a year but I was a firm believer in pushing my kids to play another sport. Down here in Florida it’s a shame. There are really good baseball players would could be good basketball players. There are some tremendous football athletes who would be phenomenal basketball players. But down here the coaches don’t get along with each other and they have the tendency to almost threaten their players saying things like a, ‘Well if you do that, then you’re not going to do this,’ type of thing.

I was the opposite. I wanted my kids to play a second sport for two reasons. Most of them were inner-city kids and I knew where they were – they weren’t running the streets if you know what I mean. It also kept their grades up because you had to have a certain average to stay eligible.

So, I used to push my basketball players and say, ‘If you want to play football, go play football. Go run track.’ A couple of them used to run Cross Country to get into cardiovascular shape in the fall for basketball. So, I always pushed them to do another sport, and they don’t do that enough anymore. They get them too isolated into the one thing and I personally don’t like that myself, but it is what it is.

AD: Are the kids different today than they were 20-30 years ago?

PM: Oh God. Are you kidding me? Of course. Absolutely.

AD: Are they less tough?

PM: There’s a lot more entitlement. I don’t know why. Maybe not up there, I haven’t been up there in a while – maybe 15 years. I hear from people about how bad the NFL is now. I hear about how bad the Catholic league is except for a couple of schools. Ritchie Jacobs used to be one of my assistants. He called me before he was playing Canisius the second and third time – I guess they got throttled by them the first time they played this year.

He called me and picked my brain for a good 40 minutes asking, ‘Coach what do I do about this? How do I do this? I’ve got this guy who can do this –.’ Over the phone I said, ‘Get your white board out – this is what I think you should do –.’ Then he turns around and wins the whole thing.

My tree has grown exponentially and it’s fun to have these young guys still contacting me. One of our LaSalle super fan’s brother coaches his son’s 10-year old team – they live in Mississippi or Alabama or something. He said, ‘Coach, my brother wants to contact you. Is it okay if I give him your number? He’s got this pretty good little 10-year old team but there’s this one team they can’t beat because they have one kid who scores three quarters of their points and you always run that gimmick defense. Do you think 10-year olds can do that?’

‘Anybody can do it if it’s taught properly,’ I said. So the brother of Dave Universal, this super fan and one of my former students, Dan Universal calls me and with pen and paper out, and I explained to him what I do when I want to, ‘chop the head off of the monster,’ so to speak. He got a hold of me a week later and said, ‘Yeah we beat them. We held that kid to six points,’ and he was so excited. He says, ‘Your thing works.’

‘It’s amazing more people don’t do it. You can’t do it if you’ve got a team that’s got two or three monsters. But if you’ve got one guy who’s primarily the ballhandler and also a scorer-facilitator and kind of the team leader – if you can take him away the right way, the rest of the guys get rattled, they don’t know what to do, and they shoot the ball differently than if he were involved,’ I said. I’ve proved it down here twice. We played two private schools down here – ritzy schools kind of like Nichols is or was. One of them called the “Community School of Naples” costs $22,000 a year to go there believe it or not.

AD: Wow.

PM: They had a kid who was averaging 23 points a game. Just the week before they were being touted in the newspapers here as “the best local high school basketball team”. The team I was coaching at Gulf Coast High School, we were pretty good – we had only lost one game locally. The other losses were to big teams out of Miami and Tampa. I had a week to put in my gimmick defense which held Lamar Odom to 7 points, and Stephon Marbury to 11 points. We put it in, and this kid from this Community School of Naples only scored 1 point. It’s effective if you don’t have too many monsters, but you can’t do it all the time.

AD: Would the LaSalle dynasty have gone on had the school not closed?

PM: Oh absolutely, and I probably would’ve gone on myself another five years or so. Who knows, some people say that if it were still open, I’d be coaching now at 71 going on 72 years of age. I ask them, ‘What are you crazy?’ I enjoy playing tennis or golf every morning. I go to basketball practice after school and just show up and teach without doing anything else.

I remember when I first started doing this down here, my former players and assistants would say to me, ‘Coach you can’t be somebody’s assistant! That’s impossible!’ I tell them, ‘You guys don’t understand. I’ve got the best of both worlds.’

Most of these teams I’ve been coaching, they buy into everything I teach, and it’s like watching LaSalle. As a matter of fact, Mark Simon, the outgoing St. Joe’s coach – he has a place here in Naples and he comes down in the winter once and while when he gets a break from work. He must’ve seen something on Facebook so he reached out to me and asked if he could come by a practice and pick my brain a little bit. He came by practice this winter and stayed the whole two hours of practice – watched our Gulf Coast High School team practice and picked up a few things.

AD: Now you may not know this, but the other Section VI Class A coaches – the Lancasters, the Williamsville Norths, the Lockports, the Hamburgs – did they all breathe a sigh of relief when they heard that LaSalle was closing?

PM: Well (laughing), the last year – the 1999-2000 season, that’s when Niagara Falls finally beat us. God, they had six to seven kids who were just tremendous basketball players, and all we had was Dewitt Doss and a cast of characters, and little munchkins. Believe it or not, that’s when they were still doing that crossover stuff where you had two divisions.

We won our side, and they won their side and we played them at North Tonawanda. We had a 7-point lead on them with about four minutes left in the game, and all we did was turn it over. We ended up losing them by two, and we ended up playing them again in the sectional finals, and they beat us on a buzzer beater. I’ll be honest with you in that we should’ve been blown out by 20 points, and we kept both games in the 40s.

Your kids have got to believe in you, and you’ve got to believe in them. I see too many screamers and yellers. Did I yell? Of course I yelled, but I yelled for a purpose and for a reason. If yesterday I put in an out of bounds play, and we went over it 20 times in row, and then we ran it tonight in the game, and you went the wrong way, you better believe you’re going to hear it from me. Right? I’m a teacher, and I taught you to do it this way and not that way.

I think people misconstrued me as a ‘win at all costs’ guy and it’s never how I’ve been. Am I a competitor? Absolutely. Do I like to win? Of course. I love to win. Show me someone who loves to lose and I’ll show you a loser, right? But you talk to my players and they’ll tell you that they learned more life lessons than they did the game of basketball. Talk to Modie Cox – do you know Modie?

AD: We met and spoke briefly a couple of years ago.

PM: Well you talk to Modie (pictured in the gold uniform below) and have him tell you some stories. He’s got a great program he runs now. It’s his business and it’s called “Winning Because I Tried”, and he speaks all over the place – all over the state at Boys Clubs and middle schools, and he’s just turned out to be one hell of a great and dynamic young man. He was a freshman I brought up from the JV on that 1987-88, 27-0 team. I’ll remember it until the day that I die. We still get together and every time I see him, and he still brings it up. He says, ‘Coach, that was the moment that changed my life.’

He didn’t play a lick in any of those games. If I had 11-12 Varsity players, I would always bring my three or four best JV players up to the Varsity team. They’d practice with us all through the Sectionals and all through the Far West Regionals. I’d take them to Glens Falls so they could see what it was like and want to do it themselves.

He was on that team, and after the game – he didn’t play a second and he was crying like a baby. He hugged me and said, ‘Coach this is the greatest thing that has ever happened to me in my life!’ And now he’s turned out to be doing the right things for the right reasons and is just a great young man. He had a nice career at UB. If you have a chance, you should talk to Modie and Timmy Winn.

AD: Okay that would be great. Well thank you Coach Monti. I think readers are really going to enjoy this interview – your players, the LaSalle alumni who I see have their own Facebook page, others who knew you, and basketball fans alike. I have some pictures and news clippings from the Buffalo News to go with what we’ve talked about here.

PM: Well the stuff you want to get is the stuff that Allen Wilson wrote up back in the day. Do you remember Allen Wilson? What a great guy. He loved, loved, loved my kids. He followed us as if he was our number one booster. That guy really, really liked our team. He came to a couple of our postseason banquets – great guy and it’s a shame what happened to him.

His wife Lisa who used to be the sports editor for the Buffalo News – sweet girl. He met her when she was doing sports for the Niagara Gazette when he was doing the Buffalo News, and I sort of introduced them.

AD: I moved away from Western New York in the mid-1990s. What happened to Allen Wilson?

PM: He died of Cancer after my retirement. I want to say that he’s been gone maybe 10 years now. Great guy. Tremendous guy. Great sports reporter. He loved high school basketball – a Carolina guy.

AD: I know Mike Harrington was writing most of the stuff and then Allen took over?

PM: Yes, Mike moved up to the big-time and Allen took over the high school beat. And after Allen, there was Keith McShea. Did you go to college after Hutch?

AD: Yes, but I didn’t play after high school. It was a bit of rocky road for me. I got injured my junior year and had some issues with my grades, and then the coach I started playing under retired. Then my senior season was a wash.

PM: Who did you have at Hutch?

AD: Ken Jones. His 1990-91 team won the Class B Sectional and advanced the Far West Regional where they lost to Newark my freshman year, and we just had a hard time getting back and making things work, and then he left.

PM: And you said one of my teams played you guys in one of the Christmas tournaments?

AD: Yes, it was the 1991 Festival of Lights Tournament – my first year on the team. I remember the day before the game, following practice, one of my teammates said, ‘We’re not going to beat LaSalle!’ I wondered why he would say such a thing, but I was in large part unexposed to Section VI basketball at the time so I didn’t know who you guys were (laughing).

PM: Who did I have on that team?

AD: You had: Carlos Bradberry, Todd Guetta, Curtis Ralands, Chris Frank and Shino Ellis – those guys (pictured in the team photo above).

PM: Oh the team that played against John Wallace and Greece-Athena in the Regional.

AD: Now I hope my Coach and teammates don’t get upset with me for this, but from the opening tip, it was like a Lion jumping on a Deer where the two teams were playing at two different speeds, and you guys beat us handily, 72-42. I was hoping to get at least one basket in ‘garbage’ time, but Jody Crymes and the other reserves were still playing at full speed (laughing).

PM: Oh (laughing). Well towards the end there when we used to go into opposing gyms, people used to say, ‘Well it’s already 10-nothing LaSalle before you even come out of the locker room.’

Yeah so if there was ever a dynasty, for that one stretch, I think we were truly a dynasty. I know there was a lot of banter back and forth. Who was better? St. Joe’s or LaSalle? Traditional or LaSalle? Turner/Carroll or LaSalle? But, I don’t think there’s anyone who did what we did for that stretch of time.

It sounds cocky, but I’m very, very proud of that. We were able to do it year in and year out with a change in personnel every year. And it all goes back to what we talked about in the beginning – the system. It was the system!

To see the first part of my interview with Coach Monti and other basketball-related pieces on my blog, see the links below. There will be one more installment in addition to this ‘question and answer’ portion of my interview with Coach Monti. During our interview, Coach Monti told numerous stories from the LaSalle basketball dynasty which were quite substantial length-wise for a standard interview format, and were more appropriate as ‘standalone’ stories. Those stories are coming soon. Thank you for taking the time to read this interview. If you enjoyed this you might also enjoy:

• Pat Monti discusses building, coaching, and leading the LaSalle basketball dynasty part one
• Tim Winn discusses playing point guard in the LaSalle basketball dynasty and beyond part one
• Jason Rowe discusses Buffalo Traditional Basketball, the Yale Cup, and State Tournaments
• Buffalo Traditional’s Jason Rowe discusses his college and professional basketball careers and coaching
• Lasting lessons basketball taught me: Reflections on basketball camp
• Chris Herren discusses his journey, drug addiction, substance abuse and wellness

Closing Thoughts

The Big Words LLC Newsletter

Hill Harper Discusses Honor Your Future Now Campaign

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“Many of those young men don’t have enough positive male role models to emulate, which is why it’s important for me to be visible and vocal about my education.”

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Late in 2015, I was approached with an opportunity to conduct an interview with Hill Harper regarding his collaboration with the National Honor Society and its Honor Your Future Now campaign. Of all of my submissions for the Examiner, this felt like my biggest one yet. In addition to getting the word out about Honor Your Future Now, Hill and the National Honor Society’s goal was to get parents and young people thinking early about the steps they could take towards preparing for college. He also shared some important aspects of his own journey through life. This interview was previously published on the both The Examiner and The Edvocate.

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With roles in a long list of films including: Get on the Bus, Beloved, He Got Game, The Skulls, For Colored Girls, and most recently, Concussion, Hill Harper needs no introduction. Also an education advocate, the actor/author recently gave an interview on Jan. 12 in collaboration with the National Honor Society regarding its Honor Your Future Now Campaign. In the following interview, Hill discusses the campaign, in addition to other keys to success for students and parents in the areas of college and career planning, and life.

Anwar Dunbar: First off Hill, I’m a longtime fan of your work and appreciate this opportunity to interview you. You are a very well accomplished actor, writer, and an education advocate. Were you always a straight A student yourself? If not, what was the turning point for you?

Hill Harper: No I wasn’t, though my parents very much emphasized the value education can play in your life. In high school I don’t think the teachers or my peers necessarily expected me to be great or do well. I was just an okay student. But there was a fire lit within me, because it was explained to me that there was a link between how I performed in school and my future opportunities.

That’s really the key because when we tell kids to stay in school, we usually just stop there. We usually don’t tell them why, and someone had the foresight to pull me to the side and say, “Hey, you don’t just have to be on the same level as everybody else. If you apply yourself, you can excel, and if you do excel, this is what can happen.”

Because of this I was one of the first people from my school to go away to and graduate from an Ivy League institution (Brown and Harvard Universities). Again, the reason this happened was because I was fortunate enough to have someone pull me to the side and say, “Hey, what you do in school now will impact your future options, so apply yourself,” and that’s why I’m so proud of the National Honor Society pillars; because when you think about what they represent, you can see that you can really build a life of a well-rounded student and individual. That’s what I aspired to do, and that’s ultimately what I became.

AD: I see that you’re from Iowa and have two very accomplished parents. Did you have any challenges as a youth on your journey through school and to all of your successes?

HH: What’s interesting for me is that we left Iowa when I was just starting first grade, very early. I came back for just a little bit, one year of eighth grade, but for the most part I was educated somewhere else. As an African American and moving through different schools and around a lot, maybe that’s why I became an actor because you have to get comfortable meeting new people and adapting to new situations. Certainly in Iowa, African Americans are not the majority, but my parents always made it very clear not to focus on race, and race-based thinking in terms of my education, and in terms of whatever preconceived notions some people may have had.

I can’t speak for how the teachers may have perceived me, but I can say that I was never going to allow anyone to think that I couldn’t perform on the same level as them based on anything having to do with race, and any kinds of stereotypes around education and educational performance. I’m proud of being from the Midwest and having Midwestern roots because it really seems the Midwest is a place where old school values are.

I’m also proud that I went to high school in California because that opened me up to different types of diversity that I wouldn’t have experienced otherwise. So I kind of got the best of both worlds growing up, certainly by having two parents who were educated. Both of my parents met at medical school at Howard University. I’m very proud that I was able to follow in their footsteps to go to college and graduate school.

AD: That’s interesting because for some black males even when they come from “successful” homes, they’re still caught between following that path or following the negative images in the media, you know, the “street credibility” type of thing.

HH: Exactly. That does happen. In part, to me that happens because many of those young men don’t have enough positive male role models to emulate, which is why it’s important for me to be visible and vocal about my education. A lot of young men will send letters, emails, tweets, or posts on Instagram saying, “Hey man, people used to tell me that it wasn’t cool to be smart and now knowing you, I realize that it’s cool to be smart, because you’re a cool guy. It’s sexy to be smart.”

Smart is the new cool, so I think we can turn the corner on that, particularly with campaigns like Honor Your Future Now, which is a cool campaign. It’s about honoring your future, but it starts right now and to me, if we can get that message out to young people and young African American men, we can really have impact because oftentimes a lot of these young men are taught not to think about their future. They’re taught to think about right now only, and that leads to poor sets of choices. Ultimately in life, we’re all the aggregation and accumulation of a series of choices that we make, and those choices determine our life’s path.

AD: Tell me about the Honor Your Future Now campaign, and why you decided to get involved?

HH: I eagerly came together with the National Honor Society and National Junior Honor Society to help with this campaign. It’s really a call to action for students titled Honor Your Future Now. They’re providing resources, they’re providing advice to prepare for college and careers, and hopefully lifetime success. I got involved because I was a member of the National Honor Society when I was in school, and they reached out to see if it was something I would help them talk about.

There are five pillars of the National Honor Society:

• Scholarship- Performing well in school, doing your best and preparing for college;
• Character- This one is huge for me and actually goes back to what we just talked about: making choices in your life which are character based choices, demonstrating high standards of honesty and integrity, courtesy and being a high character person;
• Leadership- Stepping up and embracing the fact that as a young person, saying I can make a difference in my school, in my family’s life and in my own life;
• Citizenship- Being a good steward and a good citizen, understanding what your rights are in this country, understanding that you are just as in control of your community as anyone else and;
• Service- Volunteering in community service projects and getting involved.

So if you think about it, these all create a well-rounded person, and I love touting those pillars and those ideals, and they really underlie a lot of what I believe.

Right now we want to talk about how to pay for college. If you go online to Honor Your Future Now, there are lots of resources. There are a lot of misnomers that students walk around with. I talk with students all over the country and they’ll tell me, “Yeah, I want to go to college, but I can’t afford it.” The simple fact is they can’t afford not to go school, and there are different ways to pay for college. The National Honor Society has a college funding graphic on the site. It’s like an infographic and there’s also a link for the Free Application for Federal Student Loans which is a link to the government student loans.

Often these students are coming from schools where their college counselors aren’t up to speed on all of this information about how to pay for school. You have: scholarships, grants, work study programs, and loans, so many different ways to pay for school. Students have to understand that you may have to combine these things, and it’s not just going to be one thing fixes all.

It’s not necessarily going to be a full ride scholarship, and it’s not that you’ll necessarily have to take out loans for the whole thing. You’re going to go and learn about all of the things that are offered and then cobble together how to pay for your education. You’ll get a little scholarship money here. You’ll get a grant here, and some work study there. You’ll get a federal loan as well, and doing all of this, you’ll be able to cobble together the money to pay for school.

AD: In addition to the rising costs of school leading to exorbitant amounts of student debt, what other challenges do you see today’s college students facing? In general, are there qualities and values that you see today’s students (i.e. the millennials) missing that were more prevalent when you were in college?

HH: I think being a critical thinker, and an innovator, are some of the things that will help you get ahead. At the same time understanding technology and really digging in, in terms of science, technology, engineering and mathematics (STEM) will really help. I hear so many students say, “I’m no good at math, and I’m no good at science.” When someone says that to me, they’re really expressing a fear more so than the truth because it’s all relative.

It’s not about being good. You have a proficiency in something to a certain degree that other people may not have. Proficiencies aren’t good or bad. It’s just where you are at that particular time, and you can improve those skill sets. If students have these blocks saying, “I’m no good at this, I’m no good at that”, they’ll block it out and it becomes a self-fulfilling prophecy that their proficiency level won’t rise. So the biggest thing to me is conquering the students’ fears. There’s a lot of fear about future jobs and job growth. There’s a lot of fear about technology, engineering and math and science, and there’s a lot of fear about where we’re headed.

Here’s the deal, an educated person who is a critical thinker, who is educated and a good communicator, and actually embodies the five pillars of the National Honor Society is someone who will be able to work in the future, be gainfully employed, and by the way, happy with their career choice. The person who allows fear to stop them from pursuing their higher education, to stop them from even going onto the Honor Your Future Now, and the National Honor Society websites, that’s what I’m most concerned about and that’s what a lot of people do.

AD: Okay Hill, I have one last question. Do you have any closing words or advice for students or parents who may read this interview?

HH: Absolutely. Think boldly and creatively about your future. Think globally and not locally. So many students I talk to think that they have to stay within their relatively small geographic circle, and that they can in no way afford to go anywhere else. And again, that’s misinformation. Fear for me stands for: False Evidence Appearing Real. So much false information is passed down amongst students, teachers, and parents.

The number one place that the students go to for advice around paying for college is their parents. So if parents are actually reading this article, I need parents to go to the National Honor Society and Honor Your Future Now websites, and look at what’s there, because you are going to be the most instrumental person giving your student advice, and if you don’t have the right information, they’re going to get misinformation, so don’t be afraid of what’s out there. Don’t be afraid to learn as much as possible and don’t be afraid to apply to as many different types of scholarships, grant programs, and other loan opportunities to find the best place for your student to go.

And if you’re a parent, don’t be afraid to let your student go away. I’ve heard many parents say, “Well they aren’t ready to go out of state. They’re not ready to go there.” Don’t let your fears hold back the opportunities for your student.

I have a quick story of a young man who was from Mississippi who had the opportunity to go to Alaska to get some higher education and some vocational training. His parents initially didn’t want him to go but he went, and his whole life and world have changed. He has all of these different job offers at this point in different fields in energy and oil production.

These are opportunities that have been given to him, where he is going to become two to three times the highest earner in the history of his family, and that’s coming right out of school. That’s because he looked for opportunities that were further away from where he was where the opportunities didn’t exist, but they figured out how to make it work. So those types of things do exist. It’s just a matter of the individual and the parents of the students doing the work and not being afraid to take a risk.

AD: Okay Hill, those are all of my questions. Thank you again for this interview. Your messages about the National Honor Society and Honor Your Future Now will really benefit a lot of students and families.

HH: Thank you, Anwar.

To learn more about the resources for college planning discussed by Hill Harper in this interview, visit the National Honor Society, and Honor Your Future Now.

Thank you for taking the time out to read this interview. If you enjoyed this post you may also enjoy:

• Dr. Jonathan Mathis discusses Honor Your Future Now Campaign
• JetBlue discusses initial findings form book vending machine program part two
• JetBlue discusses initial findings from book vending machine program part one
• Challenging misconceptions and stereotypes in class, household income, wealth and privilege
• Challenging misconceptions and stereotypes in academic achievement
• The benefits and challenges of using articulate speech

The Big Words LLC Newsletter

Niagara Falls Basketball Legend Tim Winn Discusses Playing in the LaSalle Dynasty Part One

Buffer

“When you have so many great teams that have been there before you, you’re not competing against the best in Western New York, you’re competing against history. We didn’t care about beating St. Joe’s or Buffalo Traditional! Could we be better than the team we were on last year?”

Buffer

The first principle of my blog is Creating Ecosystems of Success. A key aspect of creating them is hearing the stories and experiences of those who have made it to where we want to be. Like many kids, an early dream of mine was to play basketball. That dream didn’t reach fruition, but the lessons I learned playing in Section VI, the New York State Public High School Athletic Association’s western-most section, laid the groundwork for me to go on to further my education and start my science career.

I’m working on a book project chronicling my early journey entitled, The Engineers: A Western New York Basketball Story. As a part of the research for that project, I’ve interviewed numerous Section VI basketball players and coaches from my era. On June 4, 2018, I had the honor of interviewing Tim Winn – a Western New York basketball legend and one of the last in a long line of great point guards in the LaSalle basketball dynasty – arguably the most dominant high school basketball program ever in Section VI and the Western New York region. In the early- mid-1990s, Tim Winn was Western New York’s other top point guard alongside Buffalo Traditional’s Jason Rowe, and has the distinction of making the State Tournament in Glens Falls each of his four years in high school.

In part one of this two-part interview, Tim discusses his background, how he started playing basketball, and how he became one of the legendary point guards in the LaSalle basketball dynasty. The pictures in this interview come from an archive of Section VI basketball assembled over the years from issues of the Buffalo News, the Rochester Democrat & Chronicle, and Sections V and VI playoff programs by my first Coach at Hutch-Tech High School, Dr. Ken Jones. Other pictures were generously shared by Tim himself, and his Head Coach at LaSalle Senior High School, Pat Monti. Click on any of the images to enlarge them. Links follow up video interviews with Tim, Modie Cox and other LaSalle coaches and players are at the end of this interview.

Anwar Dunbar: First Tim, I want to say that I really appreciate your willingness to talk about your playing days and LaSalle basketball. This really, really means a lot.

Tim Winn: No problem. The older you get, the only thing you’ve got left are your stories.

AD: I’ll tell you a little bit about me and then we’ll jump in. I’m a blogger/writer and a native Western New Yorker just like yourself. One of the things I write about on my blog is success and failure, and my first major success and failure lesson in life was my high school basketball experience at Hutch-Tech in Buffalo. I didn’t go on and do anything as spectacular as you and Jason (Rowe) did, but that was my first time dreaming about doing something, and then feeling some disappointment. That served as a template for the rest of my life also. It’s a story I always wanted to tell, and that’s what I’m doing now.

The way that I wrote this up, it’s about my journey, but it also ends up being about Section VI as well, and you can’t tell that story without discussing the power programs – LaSalle, Buffalo Traditional and all of the teams that made their championship runs in that era. Traditional made deep runs in postseason play most years, but your teams at LaSalle were there at the end pretty much every year – for 10 straight years according to what Coach Monti said. Everyone was gunning for you guys so again, it means a lot to be able to talk about the brown and gold.

I’m going to start at the very beginning. While I knew about some of the ballplayers from Niagara Falls in the 1990s, I didn’t know any of you guys personally. Where is your family from?

TW: My grandfather is from Alabama and my grandmother is from Columbia, SC. They migrated up north way back in the day. I grew up on the east side of Niagara Falls.

AD: They came for the industry jobs?

TW: Yes, exactly.

AD: When did you start playing basketball?

TW: I was about five years old. There was a “Biddy Basketball” league in Niagara Falls. They had two age groups – 12 and under and then 12-14 years old. At five years old you were old enough to play.

AD: You know, the first time I heard of the Biddy leagues was in ESPN’s 30 for 30 documentary on Benji Wilson. When Common mentioned it, I had no idea what he was referring to. Were those held at playgrounds or at community centers?

TW: I played for a team called the “Thirteenth Street Center”, but all of the games were held at the Boys and Girls Club in Niagara Falls on Saturday mornings.

AD: Your Dad, uncles, or any older brothers – were they basketball players too?

TW: My Dad was a great athlete. Rumor has it that he could’ve gone pro in football, baseball, or basketball, but he chose the street life – a typical story where we’re from, you know? It ate him up and it never panned out.

AD: So you must have played for your middle school team?

TW: We didn’t do that in Niagara Falls. We played in the Biddy leagues and that was pretty much it. You played for your neighborhood club – the Boys and Girls Club – I played at the Thirteenth Street Center.

There were different community centers throughout Niagara Falls, and you played for the community center within your neighborhood. There are eight or nine different community centers in Niagara Falls that are spread out in the different neighborhoods. The kids migrated to each center, joined the basketball team. There were also games at the Boys and Girls Club.

AD: That’s very different than what we had in Buffalo. Does that mean your middle schools didn’t have teams at all?

TW: Elementary school? No. You either still played in the Biddy leagues or you tried out for one of the Junior Varsity (JV) teams in the sixth or seventh grades.

AD: Okay, I’m just trying to put everything together because your Coach at LaSalle, Pat Monti, shared with me that the LaSalle players were exposed to the program prior to the ninth grade.

TW: I played JV in the seventh grade. When you have a historic program like LaSalle’s with such a rich tradition, the conversation is always amongst you and your peers. How long are you going to play in the Biddy league? When are you going to try out for the JV? It was really common for guys in the seventh grade to go try out for the JV teams. Obviously, everyone wasn’t going to have success, but it was common. The best players in the Biddy league were presented with the opportunity to try out. Coach Monti’s program had been around for a million years for those of us who lived there.

AD: Did you guys have the option of going to LaSalle or Niagara Falls Senior High Schools? How did that work?

TW: It was all based on your address. I lived right next door to someone who went to Niagara Falls High School. The city broke it down in a weird way where it was strictly addressed-based. For me it was the ‘luck of the draw’. If I lived one more house over, it would have been Niagara Falls High School instead of LaSalle.

AD: Which college and professional players did you look up to? Was it Michael Jordan? Was it someone else?

TW: It was Isiah Thomas all day long.

AD: Was it because of his ‘handle’? Was it because he could shoot it as well?

TW: All of it. It was his handle, his competitive nature – just that fight. Where I’m from, if you didn’t’ have that fight in you, you couldn’t play. He was an easy guy to look up to because at his height, you could see his heartbeat before you could see his handle.

AD: Does that mean you guys were taught how to compete early?

TW: Yes. The side of town I’m from – you either competed or your never played. That’s just how it was. It was a really tough environment. The community raised the kids, so you never played with your age group. At five years old, it was common for me to be on the court with guys 10 and 11 years old – it was very common.

AD: How about the college players? Jason said he followed Kenny Anderson, but were you into the UNLV teams, or the Michigan teams, or any players in particular?

TW: No, not at a young age. It sounds crazy, but you looked up to guys in your neighborhood – the guys at LaSalle Senior High School, for example. Basketball was so big in our city that the teams I liked watching the most were the high schools – Niagara Falls and LaSalle.

Modie Cox (pictured) lived right in my neighborhood, just two houses down. He was a hero in my neighborhood. At five and six years old he was the guy that I watched. In terms of the colleges, I didn’t have a favorite team until I got older and then it was Syracuse.

AD: Now were you familiar with any of the other big-time Section VI players like Ritchie Campbell or Marcus Whitfield? Or was Buffalo just that far away a place to the point where your neighborhood was it?

TW: You heard about it, but it was never up close and personal. I remember Ritchie Campbell coming to Niagara Falls to play against Modie in an All-Star game. That was the first time ever seeing him play. I was in awe because he was one of those rare talents that you never see come through your area. From that point it made me pay attention. I wondered, what else was happening in Buffalo? It made you start paying attention to things outside of your neighborhood.

AD: How was Ritchie’s game different than Modie’s?

TW: Modie was a pure point guard – a pure leader, and I thought Ritchie was the kind of player who could just do anything. I don’t think there wasn’t anything Ritchie (pictured) couldn’t do as a basketball player. He could shoot and make it from half court, and his ability to get assists was just as effective. If you needed someone to start your engine and get your car going, Modie was that motor.

AD: I never got to see either of them play, but you always heard of their legends.

TW: They were definitely both legends.

AD: How did you get over to LaSalle?

TW: Again, it was all neighborhood based and I just happened to be one of the lucky kids who lived in that area that sent you to LaSalle and not Niagara Falls High School.

AD: Did Coach Monti start to know you in the seventh grade?

TW: It wasn’t so much that he got to know me. His program was already there and established. A lot of great talent had already come through it. I was in the seventh grade and wanted to give it a shot and try out for the JV. Once I made that JV team, he became familiar with me. It wasn’t really before that. He may have seen me play in the Biddy leagues, but at that age there are a lot of talented kids in Niagara Falls. I pretty much made JV in the seventh grade and it started from there in terms of our relationship.

AD: Was it a big adjustment for you going from the Biddy league to the JV team?

TW: It wasn’t, because I had been playing with older guys all of my life. You grew up getting beat up by Modie Cox, so going to the JV was not that much of a transition. For me it wasn’t a big transition because the JV program was an extension of the Varsity program. It had such a rich tradition that you walked into a ‘well-oiled’ machine.

AD: Now you guys were probably playing Niagara Falls High School’s JV team, but were you also playing against Grand Island, Kenmore East, Kenmore West, and so on?

TW: Yes, the other teams in the Niagara Frontier League (NFL).

AD: Who was coaching the JV team? Was it Coach Rotundo?

TW: Yes, it was Coach Frank Rotundo.

AD: So, you played JV in the seventh and eighth grades?

TW: Yes, and in the eighth grade I was called up to the Varsity team.

AD: In the eighth grade – how about that. Does that mean you were on the roster when the Carlos Bradberry-led LaSalle team played the John Wallace-led Greece-Athena team in March of 1992 in the Class A Far West Regional?

TW: Yes.

AD: Sweet.

TW: Yes – John Wallace – ‘DA MAN’.

AD: Yes, he had that cut on the back of his head in fat letters. That 1991-92 season was my first year on our Varsity team at Hutch-Tech and you all beat us decisively in the Festival of Lights Tournament. From that point on I kept my eyes on what LaSalle was doing. I taped that Far West Regional game, and I watched it most of the summertime.

I was thinking that the next year I would get to play against Carlos Bradberry, Curtis Ralands, Todd Guetta, Chris Frank, and the rest of the guys on that team. I was sidelined by an injury the next season. We opened up the Festival of Lights Tournament the next season against the Niagara Falls Power Cats and lost to them. We didn’t advance to play you guys anyway, but you always wonder what if.

Once Shino Ellis graduated I thought Jody Crymes – also very talented and lightening quick- would be the next guard up to start alongside Carlos in the backcourt, but suddenly I started hearing about a player named Tim Winn. I was wondering, ‘Who is Tim Winn?’ Describe your freshman season.

TW: It was a rollercoaster ride for me. As you said, Jody was coming into his sophomore year, and with me coming up onto the Varsity team I didn’t know what kind of a role I’d have. I knew that it would be small at first because we had a lot of seniors coming back – Carlos Bradberry was the man. For me, I just wanted to soak it all up, to ‘get in where I fit in,’ as they say.

Coach Monti has a way of just throwing you into the fire. If he’s keeping you on the team, he’s keeping you for a reason. We played Olean High School the first game of that season and I scored 14 points off the bench. To be honest it was a shock to me, because I didn’t think that I was ready on that level to come off the bench and contribute. The opportunity was there, and I took advantage of it.

That was Coach Monti’s genius. He throws you in the fire and expects you to be ready. He allowed you to ‘hide’ behind the system.

AD: Okay, since we’re on Coach Monti, what was it like inside the LaSalle basketball program? I remember you guys played suffocating defense, created a lot of turnovers – a lot of pressing, some zone, and then boom you guys were immediately down at the other basket, laying it up or dunking it.

TW: For me, the blessing was that the program was already established. There was a way of going about your business and there were expectations that the program already had. It also just so happened to meet my skill set somewhere in the middle. It was a ‘no nonsense’ program, and it wasn’t a program where you could just come to practice, roll out the balls and start playing.

Coach Monti is a huge stickler on drills, drills, drills. I learned more at LaSalle than I learned in my whole career when you include college and the pros – just knowing how to play the game. It’s not even close. That experience had me super prepared for anything after that. Coach Monti took the time to teach you how to play, and then he demanded that you play the right way.

AD: What was playing the ‘right’ way for Coach Monti? Was it running his offense? Was it boxing out on defense?

TW: If you didn’t play defense at LaSalle, you didn’t play! His defensive tradition was unreal. It didn’t matter how good you were on offense. It started there. That’s how you win a state championship with four guys my height and a center who was 6’1”. You had to defend – that was the staple of our tradition. We didn’t care who you were playing with or who you had. We were coming in and shutting everything down, and then the offense just fell where it fell.

After the defense it was just being unselfish. You’re a team. We didn’t play for stats. The only stats we cared about was the win. That was our bragging point. If there was any arrogance from us, it was based upon getting victories – not me getting 40 points or Jody Crymes (pictured with Tim) getting 20 assists – it was never about that. Those things just came along with it. If we beat you, then we would walk around with our chests poked out a little bit.

AD: Does that mean no one was looking to get on ESPN (laughing)?

TW: Not at all and this is the thing – when you have so many great teams who have been there before you, you’re not really competing against Western New York. We never came into a season saying, ‘We’ve got to be as good as Buffalo Traditional.’ We were trying to beat history.

I’ll give you a prime example. After Carlos Bradberry’s senior year, we graduated eight or nine seniors. No one gave us a chance to come back the next year, and to do any work. It was the perfect opportunity for guys like me entering my sophomore year, and Jody entering his junior year to take our claim.

We didn’t care about being better than St. Joe’s or Buffalo Traditional! Could we be better than the team we were on last year? The only way you would get props in our city and our program, was if you were one of the best teams within that program, and that was our motivation. Could we be better than Carlos’s team the year before who had the Player of the Year on it? Could we get back to Glens Falls?

For us, Glens Falls was the standard. It wasn’t winning the NFL. It wasn’t winning Section VI. Could you get to Glens Falls and win a State Championship? So when the standards are that and you have complete buy in from all of the players involved, it at least sets you up for an opportunity to come close every year. You’re not satisfied with beating Lew-Port. You could care less about beating Traditional, which was one of the best teams to ever come out of Western New York. I’m just saying that for us, we’ve got to do what we’ve got to do to get to Stephon Marbury and Glens Falls. We were never satisfied with anything local.

AD: Before we move on, what were those guys like – Carlos Bradberry and his class? Did they welcome you on the team? Did they make you have to prove yourself?

TW: We all grew up playing in the Biddy league, so you were already cool with these guys. So the transition to being their teammate on the Varsity was seamless, because we were already like brothers. I lived two houses down from Carlos when I was in high school. Before I became a Varsity player, I was at his house everyday playing video games.

That’s the environment we were in – most of the guys who played Varsity hung out together. You grew up playing against the older kids, and a lot of those guys were the older kids. So to become their teammate was almost expected, and that we would all eventually play together.

AD: What did the LaSalle players do in the offseason? Did you guys go to camps? AAU? What were the guys doing?

TW: It was different for every player. I went away to the “Five Star Camp”, the “Eastern Invitational”, the “Empire State Games“. For me it was different. Jody did a lot of the same, but there was also a league back home that allowed your team to play in it together. We spent a lot of time together playing in high school basketball leagues, but we also played in “Father Bell” as well in Buffalo. We played together a lot.

It’s one thing to stay in your own neighborhood and to compete and succeed, but we also took our show on the road. Once you got to Buffalo in the summertime, and you have guys who may not play together in high school, you might get Jason Rowe and Mark Price on the same team, or Jason and Antoine Sims on the same team. You’re not going to get that staying in Niagara Falls. We felt that if we could find a way to compete against teams that were loaded in the summertime, we knew that we would be better off once the season started.

AD: Coach Monti pointed out that you made the State Tournament all four years which is astounding because, as you remember, many of the Section VI teams were struggling to beat the Section V teams from the Rochester area. When Carlos and his class graduated were you just trying to beat history like you said? What was it like stepping up and doing it yourself 100% of the time?

TW: Do you know what it’s like to get a taste of something? I was young at the time. Me and Jody rode Carlos’s coattails to Glens Falls. As much as we may have contributed, it wasn’t our team. His talent was on a different level. No one in Western New York could deal with him and that carried us.

As a young kid, I didn’t know anything else except going to Glens Falls. We got close to winning the year before, but lost to John Wallace’s team. At worst I thought that I was supposed to be in the Far West Regional against a Rochester team. To beat the Rochester team the next year to go to Glens Falls felt like it was where we were supposed to be. It didn’t take much for Coach Monti to sell us at all. He told us, ‘Look. I’m going to watch the games no matter what. You guys can play well enough to join me or you can stay at home.’

For us it wasn’t a hard sell. Once you get a smell of Glens Falls, there’s nothing else you’d rather have outside of winning it. After riding Carlos’s coattails as a freshman, I wanted my own. The next year I got there as a sophomore and we were immature. No one expected us to be there and the games really took us by storm. We were young kids jumping in the pool at night; just super happy to be in Glens Falls.

The maturity showed up in the offseason because we said, ‘Just going to Glens Falls is kind of whack now.’ Afterwards we were coming to win it and that’s what happened my junior year – to me. If my teammate Terry Rich didn’t get hurt, we would’ve beaten Stephon Marbury’s Lincoln team in the Federation Championship. We didn’t have a full team, but we won the State Championship that year.

AD: So your sophomore year, you guys lost in the state semifinal?

TW: Yes, we lost to a well-coached team with lots of shooters. We were just immature. We finished 22-4.

AD: Talk about matching up with Stephon Marbury in your junior year. He was the No. 1 high school player in the nation that year, right?

TW: You come into it and you know his reputation. You see all of the highlights. He was a McDonald’s All-American, the top point guard in the country. For me there was going to be no better test to let me know what level I was on than to go up against this guy. I was going to try it all. Whoever I thought I was, I was going to try it in that game, and playing against the best, would expose what I needed to work on.

We locked him down. He was averaging 30 points a game, and I think we held him to 12 points. That was a springboard for me in my high school career. I felt like if Stephon Marbury couldn’t score on me, nobody was scoring. I didn’t care who you were. I carried that with me for that entire summer – ABCD Basketball Camp – everywhere I went. It carried into my senior year when we lost two of my favorite players of all time that I played with, Jody Crymes and Terry Rich. Nobody was expecting me to go back to Glens Falls my senior year.

AD: After losing Jody and Terry, how did you reload? Who filled in for them? Or did you just go up another level?

TW: It was a combination of things. For me individually, my game went ten notches up from going to ABCD Camp and playing against the best point guards. I put a lot of work into my game, so I was a lot better than in my junior year.

We also had guys like Roddy Gayle and Carlos Davis who had small roles with us the year before (both pictured to the left). They stepped up big time. For the first time in a long time, it wasn’t just a guard-led team. These guys were my center and my forward even though they were both just 6’. So they really stepped up!

Thank you for taking the time to read this interview. In part two, Tim talks more about playing in the LaSalle basketball program, where he played college basketball, the closing of LaSalle Senior High School, and finally how basketball has changed. If you enjoyed this, you might also enjoy:

• Niagara Falls coaching legend Pat Monti discusses building, and leading the LaSalle basketball dynasty part one
• Jason Rowe discusses Buffalo Traditional Basketball, the Yale Cup, and State Tournaments
• Buffalo Traditional’s Jason Rowe discusses his college and professional basketball careers and coaching
• Lasting lessons basketball taught me: Reflections on three years of basketball camp
• Chris Herren discusses his journey, drug addiction, substance abuse and wellness

Video Interviews With Tim Winn, Modie Cox and other members of the LaSalle Basketball Dynasty

Niagara Falls Basketball Legend Tim Winn Discusses LaSalle Basketball And Training To Win

Maurice “Modie” Cox Discusses Playing In Niagara Falls LaSalle Basketball Dynasty

The December 2020 Niagara Falls LaSalle Senior High School Basketball Dynasty Live Stream

The video link is here: https://www.youtube.com/watch?v=5O7_ddrCwX0

Closing Thoughts

The Big Words LLC Newsletter

Niagara Falls Coaching Legend Pat Monti discusses building, and leading the LaSalle Basketball Dynasty Part One

Buffer

“I was a very strong-minded teacher, and the classroom just carried over to the court for me – it was my after-school classroom. If you talk to any of our super star players or any of our reserves, they’ll tell you that our program ran on structure, discipline and no nonsense!”

Buffer

The first principle of my blog is “Creating Ecosystems of Success”. A key part is hearing the stories and experiences of successful people. Like many kids, I dreamt of an early dream of playing basketball. That dream didn’t reach fruition, but the lessons I learned playing in Section VI, the New York State Public High School Athletic Association’s western-most section, laid the groundwork for me to go on to further my education and start my science career.

I am working on a book project chronicling my early basketball journey entitled, The Engineers: A Western New York Basketball Story. As a part of the research for that project, I’ve interviewed numerous Section VI basketball players and coaches from my era. On May 10, 2018, I had the honor of interviewing Pat Monti – a Western New York basketball coaching legend and the Architect of the LaSalle basketball dynasty – arguably the most dominant high school basketball program ever to play in the Western New York region. From the late 1980s to the late 1990s LaSalle was consistently in position to advance to the Final Four in Glens Falls and won numerous state titles – Public and Federation. More fascinating than the actual dominance of the program itself though, is how it was built – with solid point guard play, defense, and a crafty, determined and highly competitive coaching staff.

In part one of this two-part interview, Coach Pat Monti discusses his background, and how he built the LaSalle basketball program. The pictures in this interview come from an archive of Western New York basketball assembled over the years from issues of the Buffalo News, the Rochester Democrat & Chronicle, and Sections V and VI playoff programs by my first Coach at Hutch-Tech High School, Dr. Ken Jones. Other articles and pictures were generously shared by Coach Pat Monti himself. Click on any of the images to enlarge them.

Anwar Dunbar: Thank you for this opportunity to interview you, Coach Monti. I’m working an ambitious writing project about my high school basketball experience – my first major success and failure lesson in life. While I didn’t play organized basketball beyond the 1993-94 school year, my high school experience at Hutch-Tech gave me the initial tools I needed to earn my Ph.D. in a STEM-field – not quitting during the hard times, dealing with adversity, finishing what I started, and so on.

In my project I also tell the story of the Section VI in that era – the prime of the LaSalle basketball dynasty – you can’t properly tell it without discussing the brown and gold – the LaSalle Explorers as you guys were the premiere program/team in our area for more than a decade. As a part of my research, I’ve reached out to several coaches and players, but talking to you may be my biggest interview of all. And with that we’ll start.

Where are you from and how did you get involved with the game of basketball?

Pat Monti: I’m from Syracuse, NY – born and raised. I’ve been playing basketball since I was about five years old. My Dad was a star athlete in all three of the major sports in high school before going to World War II, and I’ve always been into sports. I left Syracuse when I was 17 years old to attend Niagara University. Other than visiting family, I never went back. Right out of Niagara in 1968, I was offered a local teaching job. My wife to be was a junior at the time, so I took the job, and that’s basically where we spent the rest of our adult lives. We’ll be married 49 years this year, and retired to Naples, FL about 15 years ago.

AD: Describe your playing experience at Niagara University.

PM: It was on and off. As a freshman, I messed up my ankle for the first of many times, shutting that season completely down. Unfortunately, we had three coaching changes in the four years I was there. Eventually they brought in a coach I won’t name – we didn’t see eye to eye in terms of my abilities, so I continued my education but didn’t play hoops there.

I played some semi-pro traveling ball and I always knew that I wanted to coach. That’s why I got a teaching degree – a B.S. in Commerce which in New York State back in my day, licensed me to teach just about every business subject that was being taught in public schools. For most of my teaching career I taught: Accounting, Business Law, and Business Math – those were my three major subjects, but I taught just about every business subject that was in the curriculum at the time.

AD: So, you were in the classroom, and you coached as well?

PM: Oh yeah. I had grandiose ideas of being a Physical Education teacher, but science wasn’t my strength. I was going to do Accounting but realized that I couldn’t do it because I wanted to coach, and both seasons overlapped. I had a great counselor at Niagara who said, ‘Why don’t you try Business Education because you’re great with numbers and you have a great level-headed business-mind.’

Back when I went to school, there weren’t five and six-year plans like there are today. We finished in four years, so my senior year, I had to take a huge load. I graduated on time in 1968 and immediately wanted to coach, but not being a local kid, it was tough to get my foot in the door. They were looking for teachers back then, so I hooked on with Johnny McCarthy – the old Buffalo Braves coach who played at Canisius – he was the coach at St. John Neumann which would’ve been well before your time – right there on the Youngman Expressway near Main Street. I see the building is still there from the times I’ve gone by there.

That was my first year and I was the coach of his ‘Freshman’ team, and that’s kind of what got me started in my coaching career. I spent one year there and then I was fortunate to become the Junior Varsity (JV) Coach at Bishop Duffy – now Niagara Catholic High School. I coached three years of JV under Bob Laurrie whose son Mark Laurrie happens to be the Superintendent of schools in Niagara Falls – Bob was a mentor. When I got to LaSalle, the Head Coach was Matt Mazza who was legendary for his personality and everything (laughing).

I tried a few times to get the JV job at LaSalle even though I was teaching in the building. Eventually in 1972, I got the JV job under Coach Mazza, and then in 1975 our former Principal Bill Sdao who also became Superintendent, saw something I guess and at 29 years old I got my first head coaching job. I had it from 1975 until 2000 when the school closed.

AD: Wow.

PM: In those 25 years, we did some remarkable things. We started out with a program that really hadn’t done much – had a little bit of success I guess before my time. My three years as the JV coach I think we were 15-3, 16-2, and 15-3, so that should’ve led to the Varsity being decent I’d think if not really good, but unfortunately, they weren’t for whatever reason.

AD: In the late 1980s and early 1990s, our Yale Cup teams didn’t have formal JV programs across the board feeding the Varsity teams, but it sounds like the two Niagara Falls high schools did. Is that correct? What were some of the other keys to your success at LaSalle?

PM: It’s amazing what we accomplished from 1975-2000 in 25 years considering we didn’t have a ‘Freshman’ or ‘Middle School’ programs. It was really hard competing with the Lockports and the North Tonawandas – everyone else in the Niagara Frontier League (NFL) at the time because they were so far ahead of us in building ‘programs’. I was a very strong-minded teacher, and the classroom just carried over to the court for me – it was my after-school classroom. If you talk to any of our super star players or any of our reserves, they’ll tell you that our program ran on structure, discipline and no nonsense! I wasn’t a tyrant, but that was the only way I felt that I could build a winning program that would succeed year in and year out.

We won Section VI 10 straight times. Some schools never win a sectional. I think our 10 straight sectional titles, 12 out of 13 years is still a record for boys’ basketball in the state – I know it’s a record for Western New York for sure. From 1988 to 1997, we won Section VI and went to the Far West Regional all ten of those years, and we went to Glens Falls six times. In that ten-year span, our record was 226-22 which is over 90% in terms of winning percentage.

AD: So, it sounds like you ran a structured program. What were the hallmarks of your program? Were you a “defense-first” coach? It seemed like you guys created lots of turnovers and easy transition baskets.

PM: Well I think anyone who ‘pidgeon-holes’ themselves into one philosophy will never ever be doing service to their young student-athletes. Obviously, we played great defense. In that 10-year period, we started in 1987-88 going 27-0 which is still a Western New York record – I don’t believe anyone has been undefeated with that many wins. Some teams had more wins because they played more games than us, but I don’t think anyone went undefeated at 27-0. That was the year that we supposedly upset Christian Laettner’s team, but I honestly believe Nichols took us for granted twice. You’re probably too young to remember – when did you get out of Hutch-Tech?

AD: 1994. Was the Nichols School always a part of the NFL?

PM: You were probably in grammar school then. We had four high schools in Niagara Falls at one time: Trott Vocational, Niagara Falls, LaSalle and obviously Bishop Duffey which went on to become Niagara Catholic. In 1985-86, Trott Vocational closed and they enlarged LaSalle’s campus by building industrial shops, auto shops, a Horticulture area – they turned LaSalle into a multipurpose high school. We always had ten teams in the NFL, and it was perfect – you played everyone twice – you played 18 games and maybe you’d pick up a tournament or something and you played your 20 games which the state allowed back then.

When Trott closed, the powers that be didn’t want an uneven number of schools because you’d have one team having a bye every time the games were played. They looked around for a team to fill the slot that Trott left, and they asked the Nichols School to join the NFL which I thought was ridiculous. It was a private school now playing with all public schools – recruited from everywhere – we weren’t playing on an equal playing field.

AD: I was in middle school when Christian Laettner was at Nichols and missed seeing him and some of the other notable players of that time play. I first saw Trott listed in one of my sectional books but didn’t know what it was. How did the LaSalle program continue to build its dominance after winning the Class B State and Federation titles that 27-0, 1987-88 season?

PM: In 1988-89, we graduated four starters, and no one picked us to win the NFL. I think that because of the program and the way we played the game – we shared the ball and didn’t care who scored and we played phenomenal defense – that ten-year period, our average points per game given up, was less than 50 in the 200 plus games. So, our program was definitely built on defense.

It bothers the heck out of me when I see coaches who have a system and say, ‘This is the way I do it and I don’t care!’ I’ll give you an example. We were meeting a really good Lancaster team in the Class A sectional final at the Niagara Falls Convention Center in 1990, and Channel 7 interviewed them at their gym. We had a whole week in between finishing up the regular season and playing the sectional final.

I knew we were going to be meeting Lancaster and I knew that we could destroy them with our “Run and Jump” pressing defense because they were big and very methodical. I don’t think they ever saw our kind of pressure. I’ll never forget this – Channel 7 interviewed them the Wednesday or Thursday before our Saturday night game. Their coach had two of his better players with him, and I think Rick Azar interviewed them.

‘Coach you’re playing the five or six-time defending Class A Section VI Champion who has also won the State Championship a couple of times,’ Rick said. ‘How are you going to deal with their phenomenal man to man pressure when all you do is play man to man yourself?’

‘We play nothing but man!’ their coach said. To me he did his kids a disservice because we weren’t a great shooting team – he should’ve played zone against us. His team was big enough, smart enough, and probably athletic enough to play us zone, and probably force us take a lot of outside shots that we didn’t like to take. My thought even to this day is that I’d rather have a layup and a free throw than a three-pointer. I think too many people live and die with the three-point shot. I know it’s become ‘the thing’, but there’s no ‘mid-range’ game anymore. Everybody shoots threes or wants to dunk. No one uses the glass which is there for a reason. I myself am a lefty and I had great touch, so I used the glass like crazy – it’s there to help you. Anyhow, this Lancaster Coach had his kids slapping the floor like (laughing) –.

AD: Like Duke?

PM: ‘We’re going to play man to man,’ the Lancaster coach said, and I was thinking, ‘We’re going to come out and toast this team!’ I showed the clip to my kids because I’d taped it – I used it as fodder for them. The score was something like 37-15 at halftime. They pressed us full court Anwar. All I did was what I now call the “One-Breaker” where I had my point guard taking the ball out every chance we could after a dead ball. I had my twos and threes in the corner and my fours and fives at half court – basically it was ‘1-2-2 press-breaker’. When we passed it in to the two or the three which were both also guards who probably could’ve played the point – I’m trying to think if it was a Timmy Winn team or a Modie Cox team –.

AD: If it was the mid- 1990s then it had to be one of your Modie Cox-teams.

PM: We just passed it into the corner, and Modie shot up the middle and my fours and fives which were just small forwards both pinched in and it was a bounce pass and layup to either side. It was like a layup drill. They should never have been pressing us, and they shouldn’t have been playing us man to man.

So, going back to my original thought – you’ve got to coach your team to give them the best chance to win from game to game, and from opponent to opponent. You have to know your opponent’s strengths and weaknesses, and you have to take your strengths and weaknesses, and try to overcome what they do, and do what you can do. If I had to play zone, I would do it absolutely.

When we played Niagara Falls High School, they had phenomenal size and talent. See a lot of people don’t realize this, but from 1985 until 1999, we beat Niagara Falls 35 straight times. They always had more size than us, and probably more overall talent. They might not have had the guards, but what they also didn’t have was structure, discipline, and no nonsense.

AD: Wow.

PM: When I’d go to these clinics, coaches would ask, ‘Coach how do you do this year in and year out?’ I’d say, ‘Fellas, you have what they want.’ They’d look at me and ask, ‘What are you talking about?’ I’d say, ‘You’ve got the ball. If they’re not doing it the way you script it, then you take the ball away from them. You sit them down!’

See a lot of coaches are afraid to sit their players down or discipline them because they don’t think that they can win. But if your team has bought into the team concept, you can win. I’ve had players go down to injury in games we weren’t supposed to win, and we won because somebody else stepped up.

AD: Were there particular kinds of kids you were looking for?

PM: The good thing about our program was that because we didn’t have a Middle School program, or a ‘Freshman’ program, at least the state let seventh or eighth graders play JV or Varsity if they passed the physical fitness test which had parameters. You know what I’m talking about right?

AD: Yes.

PM: So, what I used to do was make sure that our LaSalle ‘Middle’ which fed our LaSalle ‘Senior’. I made sure that any seventh or eighth graders we used to watch at the Boys Club, the Biddy Leagues, or at the YMCA Saturday morning ball – if we knew that they were LaSalle kids, we’d invite them to take the physical fitness tests with their gym teachers and then tryout. There were years where my JV coaches hated me – there were years where I made them keep 21, 22 and 23 players on the JV teams even though you could only suit up, and put 15 names in the book.

I had seventh and eighth graders on my JV team so that they were basically learning our system way before their time. They knew what to expect. They knew that we were demanding, that we were structured and disciplined, and it was no nonsense – if you don’t like it, there’s the door, we’ll see you later! And that’s how all the great point guards like: Michael Freeney, Michael Starks, Carlos Bradberry, Modie Cox, Jody Crymes, Timm Winn, Terry Rich, and Dewitt Doss – all the guys who ended up starring at LaSalle, that’s the system they were brought up in.

AD: Wow. So, there was a LaSalle Middle School as well?

PM: Yeah LaSalle had a middle school on Buffalo Avenue which is still there. They now call it “LaSalle Preparatory Academy”. The biggest mistake I think the city ever made was closing our beautiful school – tearing it down within a matter of three months because this guy Benderson wanted that land for years. It’s now a plaza where there’s a Super Wal-Mart, and Bed Bath and Beyond, and every other out parcel you can think of.

AD: I want to come back to LaSalle closing but I have some more questions before we get to that. Between the 1970s when you started, and the late 1980s when you went on that 10-year run, what happened? Did it take you that long to build the continuity or just to get the players?

PM: Well, my first really good team was probably 1980 when Frank Rotundo was on the team. When Frank Rotundo my longtime JV Coach joined me in 1986 until the school closed in 2000, he did a fantastic job molding the young players into the LaSalle system. I also had a guard who went to Alabama State named Michael Freeney – his older brother Jimmy Freeney was a great player for Matt Mazza who I took over for. Michael kind of put us on the map in 1979, 80, 81 – he just had an incredible career for us. As a matter of fact, this story will tell you about the kind of program we built, and the attitude that our kids had.

We were playing in the Convention Center against Niagara Falls High School because with such a rivalry, they wanted to give everyone an opportunity to see the game – rather than playing it at our gym or their gym. Michael was an All-Western New Yorker. We were supposed to get demolished. Niagara Falls was very talented – very big and athletic – much more so than us and we were both battling for the Niagara Frontier League title.

The Tuesday before this particular game, we had a one game lead on them and we were playing Niagara-Wheatfield who was not very good. I think we beat them by 25 the first time we played them. We played at their gym and this is where I picked up this gimmick defense that I run. They played it on Michael Freeney who was averaging twenty something points per game. Their Coach was Doc Massoti – a good basketball mind – that’s where I got my gimmick defense, God rest his soul. He played this gimmick defense – people think it’s a “Box and One” but it’s not, it’s different. They held Michael to four points and he fouled out in the ugliest game I’ve ever coached and with a talented team. I think they beat us 45-43 – it was really ugly.

The next day – Wednesday or Thursday, we and Niagara Falls got to practice at the Niagara Falls Convention Center for our Friday night game. My kids were so aloof and goofy, and I just blew the whistle and said, ‘Are you guys kidding me? You just got beaten by a team you beat by 25 points a month or two ago. You’re playing Niagara Falls and you’re tied for the NFL title. The winner of this game wins the league and you’re going through the motions and screwing around? I know you’re at the Convention Center and you’re excited, but fellas we’ve got a job to do!’ I threw them out of practice. I said, ‘Get out of here! Good-bye!’

We came out Friday night, and we put such a whipping on a Niagara Falls High School team that had so much more talent than us. We beat them by 25 points. Michael had 47 points, and I took him out of the game five minutes to go in the fourth quarter. Someone from the scorer’s table came over and whispered in one of my assistant’s ears who came and told me, ‘You know Michael’s got 47 points Coach.’ I said, ‘What?’ He was just so effortless, and I looked down to the end of the bench and he’s got his sneakers off. I said, ‘Michael put your sneakers back on.’ He asked, ‘Why Coach?’ I said, ‘I want you to score three more points.’ He said, ‘I don’t need any more points Coach. These guys don’t get to play much. Let them play.’ Those were the kind of kids we had, and the kind of culture we had.

In the second part of our interview, Coach Pat Monti talks more about coaching the LaSalle basketball program, the closing of LaSalle Senior High School, and finally what coaching has been like afterwards. Thank you for taking the time to read this interview. If you enjoyed this you might also enjoy:

• Jason Rowe discusses Buffalo Traditional Basketball, the Yale Cup, and State Tournaments
• Buffalo Traditional’s Jason Rowe discusses his college and professional basketball careers and coaching
• Lasting lessons basketball taught me: Reflections on basketball camp
• Lasting lessons basketball taught me: Life, Success, and failure
• Chris Herren discusses his journey, drug addiction, substance abuse and wellness

Closing Thoughts

https://youtube.com/live/5O7_ddrCwX0?feature=share

The Big Words LLC Newsletter

A Discussion on the Dangers of Cell Phones, Social Media, and Technology with Dr. Ralph G. Perrino

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“I have become increasingly alarmed by excessive dependence (some would say addiction) to technology in general, but cell phones in particular. Teens have been known to refer to their iPhone as, ‘My Tiny God.'”

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Two of the focuses of my blog are Science and Technology. Up to this point I’ve discussed technology from the aspects of careers and investing. In this post I’m taking a different approach and will discuss its potential dangers in our world which is becoming steadily more digital and technology dependent – a topic I’ve heard periodically discussed in numerous circles over the years.

Joining me in this discussion is mentor, veteran educator and fellow writer, Dr. Ralph G. Perrino. Dr. Perrino has his own blog, Dr. Perrino’s Blog. He has authored numerous articles, essays and books and both founded and directed the Northern Virginia Tutoring Service, which is how we first met. He was further responsible for my becoming a member of the board of directors for the Friends of the David M. Brown Arlington Planetarium.

Here on my blog I crafted a post titled Are we losing our Soft Skills due to Technology? On his blog, Dr. Perrino recently crafted two posts titled, I thought I had seen it all…until today, and Are we creating a digital dust bowl?, among other blog posts. However, it is worth noting that technology is a great help for children. Sites like ABCmouse offer intuitive and entertaining ways to learn beyond the classroom. The following is our recent discussion regarding the dangers facing our steadily increasing technology-dependent society and world.

Anwar Dunbar: Hello, Ralph. You’re one of my mentors and I of course know a lot about you, but can you give the readers a few facts about yourself for context? For example, what is your background? Also, how did you become involved with education?

Ralph Perrino: Sure, Anwar. I studied Sociology at Catawba College in North Carolina. I then did extensive graduate study in Sociology at the University of North Carolina, where my areas of concentration were in collective behavior and social movements, and social change. I also hold a Master’s Degree in Public Administration and a Doctorate in Education from George Mason University. I have taught full-time and part-time at Northern Virginia Community College as an associate professor of sociology and political science since 1984. I also founded and served as director/owner of Northern Virginia Tutoring Service, LLC, from 1994 until 2018. The reason I became involved in education is that I have always had a passion for teaching. I find that I often teach the content area while at the same time, I offer life lessons to students who are seeking direction in their lives.

AD: One of the focuses of my blog is Technology from the perspective of encouraging awareness of STEM – for careers and for investment purposes. While we celebrate our emerging technologies, there is a downside to them as well, which we’ve both written about from different angles. What initially raised your eyebrow regarding our society-wide ‘addiction’ to our new digital toys and devices and the plethora of applications that we use on them?

RP: While I do absolutely agree that there is a use and a place for technology in today’s world – education and research, investment and banking, professional connectedness and networking are just a few examples – I also believe that society has rushed to embrace the next bright, shiny object with little thought or concern about issues such as: personal privacy, family stability, interpersonal communication, civility in public, and empathy, compassion and concern for others. That said, I do see the potential benefits associated with the use of social media in the areas of collective behavior, social movements, and social change. However, sole reliance on digital means of communication to achieve social change is ill-advised, in my view.

AD: From our mentoring talks I know that you think cell phones particularly are a problem. I’m guilty of some of the things you discussed in your essay about the ‘Digital Dustbowl’, and I do enjoy quick access to information, and quickly connecting with other people which can cause unintended consequences. Can you talk a little bit about what you see happening around you every day?

RP: I have become increasingly alarmed by excessive dependence (some would say addiction) to technology in general, but cell phones in particular. Teens have been known to refer to their iPhone as ‘My Tiny God.’ There is something wrong with a society that values a material, digital possession to that extent. I tell my students at the college that if their biggest concern when they wake up in the morning is whether their cell phone is charged, they have a serious problem. I ask them, have we reached the point where owning a smartphone is a requirement for acceptance into the public (and private) discourse?

I also tell them that they should not leave college without some level of commitment to help others. Much, if not all, of that caring and compassion for others is not going to take place through social media. I remind them that nearly a billion people on earth each day do not have access to clean drinking water and that nearly 30% of the American population does not have regular access to the Internet. Virtually none of my students understand the ‘Digital Divide‘ between rich and poor in America. They take this privilege for granted. I point out to them that they are living in a bubble here in the Washington, D.C. area, and that their awareness of issues and challenges others face has been minimized as a result of their addiction to social media and their smartphone.

AD: Have you found any data looking at our dependence on digital devices like our cell phones?

RP: A recent Bank of America study, Trends in Consumer Mobility, reported that 71% of all Americans (adults and teens) say they sleep with or next to their mobile phone; 3% of those people said they sleep with their device in their hand; 13% said they keep it on the bed, and 55% leave it on the nightstand. Incredibly, the survey revealed that Americans consider their smartphone more important than sex, and 20% of those 18-34 years of age admit to checking their phones DURING sex. The list goes on.

Suffice it to say that we have a problem with over-use and abuse of smart phones. We see it every day in restaurants, supermarkets, shopping malls, sporting events, and a myriad of other places. On the one hand, smart phones and, to some extent, social media, have connected us digitally, yet they have separated us emotionally. They have: strained our relationships with others, significantly reduced levels of empathy towards others, caused us to avoid face-to-face interpersonal contact, and damaged the ability of children and others to read facial gestures, body language, and subtle signs of human emotion. They further have the potential to alienate children from society, placing them in an unrealistic virtual world where problem solving can be accomplished with the press of a button.

Some questions I find myself pondering are:

• Is there a correlation between cell phone usage and the rise in rates of Autism and Asperger’s Syndrome?
• Is there a correlation between cell phone usage and the dramatic rise in school violence, digital alienation, mental health issues, teen suicide rates, and other social maladies?
• Is it affecting the stability of families?
• Is it resulting in miscommunication in the workplace?
• Is it affecting other institutions critical to societal stability?

Again, has it connected us digitally, but separated us emotionally? Much has been said here and elsewhere regarding the problem. The question in my mind is, what are the solutions? We might start with stronger parenting, and adults who model appropriate human interaction as their children are maturing and watching how their parents conduct their own lives. Children learn by modeling adult behavior. Their behavior is a reflection of our behavior.

AD: As an educator yourself, have you had to establish rules for your students in class?

RP: It has reached the point in my classes at the college where I teach that I have to ask my students to place their cell phones on a table at the front of the room at the beginning of the class. If I don’t do this, students simply cannot and will not stop using their phones. Their attention is distracted, and it is nearly impossible to generate a meaningful class discussion. I have had students as recently as last semester note in their course evaluations that, ‘Professor Perrino should continue to require no cell phone use during his class. It helped me to engage in class discussions more effectively.’

AD: Okay Ralph, you’ve given us quite a bit to think about and consider. Do you have any final comments, thoughts or stories on this topic?

RP: Each semester, I have guest speakers come to my class to speak to my students. These speakers include staff from a local homeless and substance abuse shelter; a speaker who works in the area of student nutrition in low-income, urban school districts, and other speakers who focus on sociological issues outside the parameters of a textbook.

The one speaker who rivets my students to their chairs is a 77 year-old woman who was a Freedom Rider in 1961 at the age of nineteen. Her story is compelling. She tells of being jailed in a Mississippi prison for three months with other Freedom Riders, as well as other injustices perpetrated on her and others during that time. When she completes her presentation, I always ask the questions: “Would you be brave enough at nineteen years of age to do what this person did? What story will you have to tell when you are 77 years of age?” The responses I get tell me much about how unengaged my students are from reality, even though they believe they are all connected and engaged through social media outlets.

AD: Okay, thank you, Ralph, for collaborating on this important discussion and sharing your thoughts. So many of us are walking around unaware of the larger implications of these technologies as our societal norms evolve with them. At the very least, hopefully we’ve gotten some of the readers to think and start discussions of their own, and you and I have to have similar discussions in the future.

Thank you for taking the time out to read this interview. Once again, please visit Dr. Perrino’s Blog for other insightful discussions like this. If you enjoyed this interview, you might also enjoy:

• A look at STEM: Blockchain Technology, a new way of conducting business and record keeping
• Who will have the skills to benefit from Apple’s $350 billion investment?
• We should’ve bought Facebook and Bitcoin stock: An investing and technology story
• A Cryptocurrency App Case Study
• Why SEO really is the key to successful online business SEO
• The best Apps for Crypto Investment
• Tableau discusses educating in a data driven world revisited

The Big Words LLC Newsletter

Should HBCUs Teach Their Students Financial Literacy And About The Business Of Higher Education?

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“A graduate is someone who gets a degree from an institution and never looks back. An alumnus is someone who gives their time and money back to their alma mater!”

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A Visit From Our School President

This piece was originally published on Dr. Matthew Lynch’s online publication The Edvocate back in May of 2015. It was entitled, Thoughts on Why HBCUs could use more Alumni than Graduates, and Financial Literacy. I decided to republish this story after the new President of my alma mater, Johnson C. Smith University (JCSU), recently visited our Washington DC alumni chapter to discuss his vision for the university which is currently on probation due to financial distress.

Paltry Alumni Giving And Its Effect On Corporate Giving

A lack of alumni giving has long been a major issue for Historically Black Colleges and Universities (HBCUs). Something our new President Clarence Armbrister shared with us that I didn’t know, was that securing funding from Corporate America is difficult if alumni aren’t already giving significantly. Donors in fact inquire about alumni giving when deciding to give money themselves confounding the problem.

What’s at the heart of this conundrum? I think a major piece is that the concepts of wealth-building aren’t passed on in the ecosystems many HBCU students come from. When I say ‘ecosystems’ in this context, I’m referring to the environment the students have come from prior to matriculating into their particular schools – their home, their social circles, their church and the school systems they’ve come from – in some instances where the goal is simply survival.

The Importance Of Alumni Giving

Coincidentally when you start studying money, a common theme you see is the importance of giving. Since many of these students are not receiving this information from wherever they come from, perhaps our HBCUs should consider planting these seeds in their student’s minds before they graduate – weaving it into their curricula somehow. After all, higher education is actually a business, and it isn’t free as someone somewhere has to pay for it.

In a previous post regarding the Tax Reform and Jobs Act, I discussed my alma mater being on probation, and challenged other HBCU alums to take some of the money they’ve received from their tax break and pass it on to their alma maters – something which may have upset some readers. In this piece, I suggest that the HBCUs themselves should proactively arm their students with information which will not only empower them during their working lives, but also compel them to give support back to the places which gave them their start, allowing other kids to have similar opportunities.

A Lack Of Alumni Giving

Being highly involved in the Washington DC Alumni Chapter for Johnson C. Smith University (JCSU), I’ve become keenly aware of the issues facing HBCUs. As an education advocate and writer, I’ve helped promote the “Quotes for Education” collaboration between Allstate and the Tom Joyner Foundation the last two years. In numerous interviews with Allstate’s Senior Vice-President and Florida A&M University alumnus Cheryl Harris, the importance of HBCU alumni giving back to their alma maters was stressed. In addition to the other pressures these institutions are facing, one of the more significant problems is the lack of alumni giving.

At a recent Executive Board meeting, our Chapter President Robert Ridley shared with us an idea he read stating that, “A graduate is someone who gets a degree from an institution and never looks back. An alumnus is someone who gives their time and money back to their alma mater!” This was an important distinction that I’d never heard before, not even when I was a student at JCSU. It’s an important concept that arguably should be introduced from day one at our HBCUs.

Giving Future Generations A Fighting Chance

Why is it important for graduates to give back to their alma maters? The main reason is to give future generations a fighting chance to succeed. This is particularly important for Black America. Secondly, institutions of higher learning rely on state, federal and extramural funding from private donors. Many HBCU’s are “Land Grant” institutions and their funding has been decreased ironically under the Obama Administration, in addition to the tightening of the borrowing criteria for the “Parent Plus Loans” which many HBCU students and families heavily relied upon. Thus donations from alumni have become more important.

As unofficially told by an insider, for the 2014 fiscal year, less than 14% of my class of 1999 gave anything back to JCSU, a staggeringly low number. When our school President Dr. Ronald Carter gave an overview of the current health of the University here in Washington, DC, he cited low alumni giving as one potential threat to the University’s future. A key piece of that evening was encouraging alumni to consider cutting back on certain luxuries to free up money to give back.

Why Don’t HBCU Alumni Give Back In Greater Numbers?

Why don’t HBCU Alums give more to their alma maters? Why would only 14% of my class give back to the University? One reason is that many students who’ve attended HBCUs feel as though they’ve given enough of their money to their alma mater when pursuing their educations, and don’t feel inclined to give anything else after graduating. Another reason is hard feelings towards one’s alma mater. Many graduates feel bitter about their experience for one reason or the other as well. I’ve heard this personally and read about it in other articles.

Another piece to this puzzle though is socioeconomic. Of the many curses to being born black in the United States, a key one is starting from lower rungs on the economic ladder than our counterparts of other ethnicities. If for example, your parents planned ahead and saved a college fund for you, your economic burden will likely be lessened or non-existent upon graduation as discussed by Georgette Miller, Esq. in Living Debt Free. You’ll have less debt and more disposable income (some to donate) once starting your career.

“They just weren’t thinking that way,” my father said in a discussion about my grandparents in a discussion about mortgages. I stumbled upon the basics of financial literacy by accident (from books like Rich Dad Poor Dad and The Millionaire Next Door), and wondered why my parents didn’t teach me more about the vital knowledge shared in these books. They didn’t know themselves and I think this is true for a lot of African American families in the United States.

Low Levels Of Financial Literacy

Likewise, I hypothesize that many other college graduates from my community have a low level of financial literacy and that in part drives this lack of giving that we see from alumni towards their HBCUs. In other words, they know how to lavishly spend it, but not how to gradually save and grow it. If my hypothesis is true and many students are matriculating into our HBCUs with low levels of financial literacy, HBCU’s may do good to start educating their students on these topics from day one and also stressing that higher education is in fact a business. A good place to start would be Dave Ramsey’s Financial Peace University (FPU), or something similar.

I honestly didn’t seriously start giving to either of my alma maters until going through the FPU class taught at my church. In FPU, I learned that the greatest misunderstanding about money is that one of major keys to building and maintaining wealth is blessing others. Put another way, sustained financial health and giving are a function of one another, and in order for one to be able to give, one’s own financial house must first be in order.

Student loan debt can also help explain the lack of giving, but my suspicion is that there’s a percentage of graduates that once they get established, their finances aren’t situated so that they’re able to give back, or giving back just isn’t a priority. Coming from the African American community, there is truth to the myth that we as a community often collectively make poor financial decisions, particularly when ‘keeping up with the Joneses’, ‘signaling’, and trying to portray a certain image. For this reason, and because so many of us don’t get it at home, HBCUs once again may do good to expose their students to a financial literacy curricula such as FPU which ultimately stresses sound financial decision making and ultimately charitable giving.

Why Give Back?

So why give back? Giving back to our alma maters, especially HBCUs is important if we want to see future generations grow and thrive. One of the keys to advancement of the African American community in the United States is financial stability as a group. Likewise the community itself has a responsibility to give its younger generations a fighting chance to participate in our new global economy. In the United States, economic power influences everything else. Regarding my own graduating class of 1999, we can do better than a 14% rate of participation in terms of giving back to our alma mater, as can graduates from other institutions.

Thank you for taking the time to read this blog post. In you enjoyed this post you might also enjoy:

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• Who will have the skills to benefit from Apple’s $350 investment?
• Challenging stereotypes and misconceptions on household income and wealth building
• We should’ve bought Facebook and Bitcoin stock: An investing story
• Your net worth, your gross salary and what they mean
• The difference between being cheap and frugal

If you’ve found value here and think it would benefit others, please share it and or leave a comment. To receive all of the most up to date content from the Big Words Blog Site, subscribe using the subscription box in the right-hand column in this post and throughout the site. Please visit my YouTube channel entitled, Big Discussions76. Lastly follow me on the Big Words Blog Site Facebook page, Twitter at @BWArePowerful, and on Instagram at @anwaryusef76. While my main areas of focus are Education, STEM and Financial Literacy, there are other blogs/sites I endorse which can be found on that particular page of my site.

A look at STEM: What is Regulatory Science?

The first principle of my blog is “Creating Ecosystems of Success”, and one of the main focuses of my blog is awareness of the Science, Technology, Engineering, and Mathematics (STEM) careers and fields. Up to this point I’ve written several posts discussing the ‘Biomedical Sciences’ which I’ve been trained in: Pharmacology, Toxicology, ADME/Drug Metabolism, and Inhalation Toxicology. In this post I want to discuss what “Regulatory Science” and “Regulatory Affairs” are – the scientific interface between the ‘Public’ and ‘Private’ sectors where the safety of commercial products sold to the general public are determined – a science not well understood by the general public despite its importance to our everyday lives – myself included initially.

“You can always go into ‘Regulatory’,” a classmate who I’ll refer to as Greg said, during graduate school at the University of Michigan. I was feeling the stress of working on my thesis project which consisted entirely of ‘Bench’ or ‘Basic’ scientific research, and lamenting that I wasn’t sure if I wanted to stay in academia once I finished my dissertation. Greg had worked in one of the bigger Pharmaceutical companies, and understood everything that comprised them. At the time I wanted a career with a ‘regular’ schedule which is something I’ll describe more in depth in my next blog post which will discuss the ‘Basic Sciences’. I, coincidentally, did start a career as a Regulatory Scientist by accident, depending on your belief system.

When giving my annual Toxicology lecture at SUNY Albany, I always tell the class that Regulatory Scientists are ‘Watch Dogs’ or ‘Gate Keepers’ who evaluate new products generated by the ‘Private Sector’ to make sure they are safe for the public. What types of products am I talking about? You can start with anything in and around your home, whether it be food products, pharmaceuticals, or industrial chemicals, air fresheners, household cleaners, paints, or cosmetics. These are just the chemicals which we consume, or are exposed to on a personal level. Another context is the environment. For every product generated, questions must be asked about what that product will do to wildlife, their unique ecosystems, lakes, oceans, the air, etc. Here think about coal and petroleum products as good examples.

The term ‘Regulatory’ is rooted in the ‘Regulations’ put in place by Federal and State governments – laws and statutes which dictate how and when the government should act in the general public’s best interests to ensure that the products they are being sold are safe. Going back to the previous paragraph, there are regulations for example for registering the following: crops and commodities, livestock and poultry, pharmaceuticals, medical devices, industrial chemicals, industrial materials and textiles, and energy products such as petroleum and coal. We’re very close to the use of ‘Nanomaterials’, so products that contain them are of particular interest now.

Here is a good place to think back to the 2016 Presidential election where the then candidate, Donald J. Trump, discussed the need to rollback excessive, costly and burdensome regulations put in place by the Obama administration to allow private businesses to grow and thrive. Having an understanding of Regulatory Science and Regulatory Affairs is the essence of that discussion because it takes resources to demonstrate the safety of products; otherwise it can cut into profits if their uses are restricted. Important questions to thus consider are: 1) is there such a thing as over-regulation; and 2) is there a happy balance between business and keeping the public and environment safe? Some food for thought.

Regulatory Scientists work in both Public and Private sectors. On both sides each must understand the Federal and State government laws and regulations. Scientists in the Private sector must understand the regulations and provide the government with the data it needs so that their companies can efficiently register their products. Scientists in the Public sector must understand the regulations to ensure that the companies trying to register their products are in compliance, so as to not cause injury to individuals in the general public and create subsequent litigation. While this post is about Regulatory Science, it’s also worth noting here that most of the private companies also have scientists working in the ‘Applied Sciences’ and ‘Research and Development’, which is where their new products come from – examples are the Food, Pharmaceutical, Biotech, and Crop-Science companies.

Where do Regulatory Scientists receive their training and what types of skills do they need? Most Regulatory Scientists receive their training in the ‘Basic Sciences’ at major research universities, such as the University of Michigan, where I received my training. This means that they first become trained in specific scientific areas of expertise – Pharmacology and Inhalation Toxicology in my case – and they then use those knowledge sets in the Regulatory world to make safety decisions. The same is true for the Applied Sciences where that expertise is used to create new products. As you can see these worlds are closely interrelated.

The four Biomedical Sciences I’ve discussed in detail – Pharmacology, Toxicology, ADME/Drug Metabolism and Inhalation Toxicology – are all basic sciences which translate to the Applied Science and Regulatory sciences. Scientists trained in these fields and others can either remain in academia, or take their skill sets into the Public or Private sectors. See my post entitled, “The transferrable skills from a doctoral degree in the basic sciences” to get a feel for what skills are necessary to work in the Regulatory Sector or Regulatory Affairs. Just briefly, a couple are of the skills are the ability to: 1) work on teams; 2) write; 3) plan; and 4) speak orally, as there are lots and lots of meetings.

There are typically two contexts for Regulatory Science – one which takes place in a classic laboratory setting, and the other which takes place in an office setting. In the lab setting, experiments are carried out to test products safety. In the government office setting, scientists interpret the results generated on specific products using the above-mentioned regulations and policies which each scientist has to learn when starting in the field. It’s worth noting here that science is constantly changing and evolving, and thus a challenge to working in the Regulatory sector in government settings is staying current on new and relevant scientific breakthroughs and methods. This can be done in any number of ways including attending national meetings, and participating in special ‘work groups’, for example.

A third context for Regulatory Science is consulting. Many scientists, after working in the Public or Private sectors, eventually opt to the start their own consulting companies. These consulting groups typically work with Private sector companies to get their products registered swiftly and efficiently, with the goal of keeping their costs as low as possible.

What do Regulatory Scientists make in terms of salary? That is in part dictated by one’s degree level, and whether the scientist works in the Public or Private sectors. Scientists in both sectors can start out making $70,000. Federal and State Regulatory Scientists are typically paid according to the ‘General Schedule’. While Regulatory Scientists in Private Industry are paid according to what that company determines the individual is worth, and the mutually agreed upon salary.

In closing, when you think about Regulatory Science, think globally. While the United States Government has numerous agencies to protect the general public – the EPA, FDA, USDA and the NRC to name a few – other countries around the world have them as well. And there are actually global partnerships and cooperatives amongst nations which are important when it comes to international trade and commerce, in addition to environmental protection. A career in Regulatory Science thus has the potential to touch not only the lives of those in your immediate circle, but also those in faraway places.

The next posts in this series will talk about what Basic Research and Science are, and then my personal journey towards becoming a Scientist. If you enjoyed this post you may also enjoy:

• The transferrable skills from a doctoral degree in the basic sciences
• A look at STEM: What is Inhalation Toxicology?
• A look at STEM: What is Pharmacology?
• A look at STEM: What is Toxicology?
• A look at STEM: What is ADME/Drug Metabolism?
• A look at STEM: Blockchain technology, a new way of conducting business and record keeping

If you’ve found value here and think it would benefit others, please share it and/or leave a comment. To receive all of the most up to date content from the Big Words Blog Site, subscribe using the subscription box in the right hand column in this post and throughout the site. Please visit my YouTube channel entitled, Big Discussions76. You can follow me on the Big Words Blog Site Facebook page, and Twitter at @BWArePowerful. Lastly, you can follow me on Instagram at @anwaryusef76. While my main areas of focus are Education, STEM and Financial Literacy, there are other blogs/sites I endorse which can be found on that particular page of my site.