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Developing
Educational Technology
at an Urban
Community College
Edited by
Kate S. Wolfe · Kate Lyons ·
Carlos Guevara
with contributions by Jacqueline DiSanto
Developing Educational Technology
at an Urban Community College
Kate S. Wolfe • Kate Lyons • Carlos Guevara
Editors

Developing
Educational
Technology at an
Urban Community
College
Editorial Contributions by Jacqueline DiSanto
Editors
Kate S. Wolfe Kate Lyons
Behavioral and Social Sciences Library
Department Hostos Community College, CUNY
Hostos Community College, CUNY Bronx, NY, USA
Bronx, NY, USA

Carlos Guevara
Division of Academic Affairs
Hostos Community College, CUNY
Bronx, NY, USA

With Contrib. by
Jacqueline DiSanto
Teacher Education
Hostos Community College
New York, NY, USA

ISBN 978-3-030-17037-0    ISBN 978-3-030-17038-7 (eBook)

https://doi.org/10.1007/978-3-030-17038-7

© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer
Nature Switzerland AG 2019
This work is subject to copyright. All rights are solely and exclusively licensed by the
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 Foreword

Eugenio María de Hostos Community College is one of seven community

colleges within the City University of New York (CUNY) and has been
recognized nationally and locally for its technology and innovation.
Innovation and change never come easily for institutions of higher educa-
tion, but they can be accomplished with careful planning, hard work, and
patience. Within these pages you will read the strategies used, the obsta-
cles faced, and the research conducted to garner support and to establish
a foundation for the effective implementation of change.
Most of the professors at CUNY’s community colleges hold doctoral or
terminal degrees in their fields, and all are required to conduct research
and publish as part of their tenure and promotion process. During the
time frame described in this book, the faculty had a twenty-seven-credit
hour workload along with the requirements of service and professional
growth. As a community college, teaching is vital even though it is only a
third of the responsibilities. In Chap. 4, you will hear more about the
South Bronx, the location of Hostos. As with most community-college
students, Hostos students enter with developmental needs, the majority
are first-generation college students, many are parents, and approximately
20% enter with a high-school equivalence in lieu of a high-school diploma.
The faculty work hard to support our students in their success, both inside
and outside the classroom. Adding technology had to be seen as a support
to their teaching and not just another add-on.
There are two separate technology offices on campus, which report to
two different divisions. Information Technology is housed within the
Division of Administration and Finance and is responsible for the systems

v
vi FOREWORD

on campus. The Office of Instructional Technology (later changed to the

Educational Technology Office, or EdTech) reports to the Division of
Academic Affairs and focuses on using technology as a pedagogical tool.
This was an important distinction that the office first focused on in order
to communicate this message. It helped that an opportunity arose to have
the director of the EdTech Office take on the additional role of co-­director
for Hostos’ Center for Teaching and Learning. The other co-director is a
faculty member. We had prior discussions about the rationale of bringing
more synergy between the two offices and reinforcing the connection
between technology and pedagogy. When there was an opportunity to
restructure some roles, it was a logical choice to make this move. Other
benefits include the ability to share resources and not duplicate efforts.
Most importantly, it was an important strategy for messaging technology
as a pedagogical tool.
Hostos’ mission specifically includes technology as a necessary skill for
students to have upon graduation to be successful in their careers and
further education.

The mission of Eugenio María de Hostos Community College is to offer

access to higher education leading to intellectual growth and socio-­economic
mobility through the development of linguistic, mathematical, technologi-
cal, and critical thinking proficiencies needed for lifelong learning and for
success in a variety of programs including careers, liberal arts, transfer, and
those professional programs leading to licensure.

Technological literacy has also been identified as a required skill by our

accrediting body, so technology has a twofold purpose for us. First, these
are skills we are committed to teaching our students, and, second, using
technology can have positive outcomes in the teaching and learn-
ing process.
It was critical for the faculty to understand that technology is not just
the latest gadget but that it is there to support, enhance, and sometimes
supplement teaching. A great example of this is in Chap. 6, which explains
the iPad initiative. When iPads were first introduced on campus, there
were faculty who were interested in class sets due to the novelty, but with-
out professional development regarding the pedagogical benefits and
structure to guide their use, the full benefits of the tool would not have
been realized. Wanting to use the latest gadgets, and in this case technolo-
gies, without fully thinking through pedagogical purposes is one challenge
 FOREWORD vii

that the EdTech Office had to address. On the other end of the contin-
uum, EdTech also faced challenges when confronted with data-driven
skeptics of new initiatives. As you will read in Chaps. 6 and 16, Hostos
faculty and staff took the time to collect data and implement research
studies to determine the effectiveness of various technologies, in part to
share with their colleagues but also to validate that using these technolo-
gies is having a positive impact on student learning. In between the two
ends of the continuum are faculty who are intrigued by the technologies
but uncomfortable taking the perceived risks of using the technologies.
The faculty are accustomed to being the expert in the classroom. They
know their discipline better than anyone else on campus, and therefore,
they are comfortable being able to address anything that may arise in class.
Using a new technology, especially in front of an audience of students,
presents a number of variables that could go wrong and could cause more
than one moment of awkwardness and uncertainty in the classroom. In my
opinion, this is actually good for students to witness. We ask them to be
vulnerable in the learning process every day and yet the role models they
see are faculty, who appear to know everything and never struggle with
learning. Yet, we all know learning is hard and messy. Letting students
watch us struggle with the process not only lets them know this is not just
acceptable but also normal, and it is also an opportunity for students to see
how we move through the learning process. Getting to this point, how-
ever, requires supporting the faculty as they take risks and helping them
understand the role of the Office of Educational Technology in providing
a safety net.
Change rarely occurs by happenstance. The faculty and staff at Hostos
share their strategies, structures, and struggles in the pages of this book.
The strategies and structures can be replicated and adapted to fit the cul-
ture of your own campus. Sharing the struggles and lessons learned goes
back to my concept that learning is hard and messy but is also part of the
process. We definitely learned much through these changes, we took risks,
and we took time to stop and reflect and adjust as necessary. We also
adjusted the incentives as we went along. At the beginning, with grant
funds, it was easier to be more generous with release time and stipends,
but as the culture shifted and the funding waned, we were able to imple-
ment less expensive strategies, such as having one mentor for several fac-
ulty instead of the original one-on-one mentoring model that was used
initially.
viii FOREWORD

The authors of these chapters are Hostos’ innovators, risk-takers, and

cheerleaders. Not only were they willing to try new technologies, they
wanted to bring others along with them. They are just a few of Hostos’
187 full-time and 350 part-time faculty. Together they became the current
to move the culture of the institution. I hope you enjoy reading about
their journeys and see how you can create your own.

Hostos Community College, CUNY Christine Mangino

Bronx, NY, USA
 Contents

Section I Our Context and Why It Matters   1

1 Introduction  3
Carlos Guevara, Kate Lyons, and Kate S. Wolfe

2 Leading Above the Fray: Turning Challenges into

Opportunities 11
Carlos Guevara

3 Change Management in Practice: Creating a Culture

That Promotes Technology Adoption 21
Carlos Guevara, Kate Lyons, and Kate S. Wolfe

4 Who We Are and Why It Matters 35

Elys Vasquez-Iscan

5 Where We Fit 51
Kristopher Bryan Burrell

ix
x Contents

Section II A Mindful Approach to Community Building  63

6 Inspiring the Innovators Through Professional

Development Initiatives 65
Carlos Guevara, Wilfredo Rodriguez, and David Dos Santos

7 The Online Learning Initiative: Training the Early

Adopters 79
Jacqueline M. DiSanto and Carlos Guevara

8 Reaching Beyond the Innovators 95

Kate S. Wolfe

9 Celebrating the Innovators105

Kate Lyons

10 Through the Eyes of an Early Adopter119

Amy J. Ramson

Section III Opportunities and Challenges 123

11 Preparing Our Students125

George J. Rosa, David Dos Santos, and Carlos Guevara

12 Expanding Access to Education Through Open

Educational Resources (OERs)135
Lisa Tappeiner, Jacqueline M. DiSanto, and Kate Lyons

13 Creating a Safe Environment for Innovators147

Lisa Tappeiner, Kate Lyons, Sandy Figueroa, and Linda Ridley
 Contents  xi

Section IV “I only work with the converted”: Converting

the Technology Skeptics Through Proof and
Credibility 161

14 Living with the Skeptics: A Personal Journey163

Sandy Figueroa

15 Connecting the Dots: Data from a Personal Perspective169

Kate S. Wolfe

16 Building Community Through Assessment173

Kate S. Wolfe and Jacqueline M. DiSanto

17 Moving Through Hostos, a Student Grown into a Staff

and Faculty Member197
Rocio Rayo

Afterword203

Index207
 Notes on Contributors

Kristopher Bryan Burrell PhD, is Assistant Professor of History at

Hostos Community College. Burrell got his doctorate in US History from
the CUNY Graduate Center in 2011. His research interests include the
civil rights movement in New York City and twentieth-century African
American intellectual history. Burrell’s work has been published in the
Western Journal of Black Studies (Spring 2012), and his essays have
appeared in the online forums Public Seminar and The Gotham Center for
New York City History in 2018. He has written a chapter that will appear
in The Strange Careers of the Jim Crow North: Segregation and Struggle
Outside of the South (2019). Burrell is also coordinator of the Hostos
Online Learning Assessment Task Force and his pedagogical work about
online learning has appeared in the Hispanic Educational Technology
Services Online Journal (April 2016). He is working on a book manu-
script titled, Outsmarting Racism: New York’s Black Intellectuals and
Theorizing Northern Racism, 1945–1968.
Jacqueline M. DiSanto EdD, is Associate Professor of Education at
Hostos Community College/CUNY and Coordinator of Early-Childhood
Education. Her areas of expertise include curriculum, administration and
supervision, online learning, and open-educational resources. She is
founding member of the Peer Observation Improvement Network for
Teaching; she serves on the Instructional Evaluation and Hostos
Online Learning Assessment committees. Two of her recent works
focused on student perceptions of online learning and on assessment that
addressed measuring skills development through general-­ education

xiii
xiv NOTES ON CONTRIBUTORS

c­ompetencies and program-learning outcomes. She is vice chair of the

Board of Trustees of the New York City Montessori Charter School.
Sandy Figueroa is an associate professor and coordinator of the Office
Technology Unit in the Business Department of Eugenio Maria de Hostos
Community College (CUNY). She received both her bachelor’s
degree and master’s degree in Business Education from Hunter
College. Figueroa has taught both asynchronous and hybrid courses
since 1995. She has chaired and served on a number of committees at the
college.
Carlos Guevara has worked at Hostos Community College for over 20
years, and has over 15 years of experience in educational technology.
Guevara is the Director of the Office of Educational Technology, and
Co-Director of the Center for Teaching and Learning and his main role is
to provide vision to the Institution in bringing innovation to teaching and
learning through the effective use of technology. Guevara has estab-
lished a successful organizational culture shift around technology
adoption, implementing initiatives centered on mentoring and com-
munities of practice. He has presented a variety of academic technol-
ogy topics in several national and international conferences, and
received several recognitions for his work. His main research areas of
interest are online learning, faculty development, and organizational
culture change in higher education. Guevara has served as Chair of
the CUNY Centers for Teaching and Learning Advisory Council, and
Chair of the Hostos HEO Organization. Carlos holds a BS and
Master’s degrees in Computer Science and is pursuing his doctorate
degree in Educational Technology at Teachers College, Columbia
University.
Kate Lyons is an associate professor in the library at Hostos Community
College of CUNY. She is head of Reference and Technology at the
library, and also is Communities of Practice Coordinator for the Office
of Educational Technology at Hostos. She is interested in organizational
behavior and change management, and also in educational and library tech-
nology. She holds a Master of Science in Management from the Wagner
School of Public Service at NYU, a Master of Science in Library and
Information Science from the University of Illinois at Urbana-Champaign,
and a Bachelor of Arts degree in English from Grinnell College.
 NOTES ON CONTRIBUTORS xv

Iber Poma is a student services coordinator of the Office of Educational

Technology at Eugenio Maria de Hostos Community College (CUNY). He
received a Bachelor of Computer Science from Hunter College. He leads
the iPad in the Classroom and Panopto Lecture Capture initiatives.
Amy J. Ramson is a professor at Hostos Community College (CUNY)
in the Bronx, New York, where she has taught in the Public Policy and
Law Unit since 1990. She is an attorney licensed to practice in New York
State and Georgia since 1983 and 1987, respectively, and practices in the
areas of immigration and international law. She has practiced at large and
boutique law firms in New York City and at an international law firm in
Geneva. Her areas of academic research are sexual harassment education,
instructional technology, and service-learning. Most recently, she is a
founding member of her college’s service-learning committee and has
written an editor’s choice article on sexual harassment. Her peer-reviewed
manuscripts and numerous conference presentations have focused on the
benefits and assessment of service-learning. She is a member of the newly
formed campus subcommittee on collaborative online international learn-
ing (COIL) and is piloting COIL in Fall 2019.
Rocio Rayo serves as the liaison between Hostos Lincoln Academy of
Science and Hostos Community College (CUNY) in the Bronx, New York.
She manages an Early College Initiative where students graduate from
high-school with both their AA and HS Diplomas. She graduated
from Hostos Community College in 2011 and completed her BA and MA
in History at the City College of New York in 2014. Her thesis focused on
re-imaging the “failed feminist agenda” narrative that emerged from sec-
ond wave feminist historians who studied the Sandinista Revolution with
third wave feminist intellectual tools that incorporated stories of state
sanctioned reproductive health initiatives. She began adjuncting at Hostos
in 2014 and transitioned into her current position as a higher education
officer in 2017.
Linda Ridley is a lecturer at CUNY’s Hostos Community College,
where she teaches introductory business and management, both face-to-­
face and online. Her research interests are organizational development
and global diversity, which she teaches at the graduate level at CUNY’s
School of Professional Studies. Ridley, who has been ­designated as an
Expert Consultant by the Asian Productivity Organization out of Tokyo,
xvi NOTES ON CONTRIBUTORS

Japan, uses her expertise in global business and change management to

provide a unique perspective on the innovative challenges presented by
online learning. She is a member of the newly formed campus subcommit-
tee on collaborative online international learning. Ridley was selected as
one of 18 faculty worldwide by The Case Centre at London’s Cranfield
University for a scholarship to author a business case study based on one
of her publications. Additionally her articles have been published in the
peer-reviewed Journal of Higher Education Theory and Practice. Ridley
attended Virginia Commonwealth University, and earned her Master of
Business Administration from the Mason School of Business at the
College of William and Mary, Williamsburg, Virginia. She is cur-
rently pursuing a doctorate in Educational Leadership at St. John’s
University, Queens, New York.
Wilfredo Rodriguez is coordinator at the office of Educational
Technology since April 2012 and has held varied positions at the college.
He oversees the daily operations of the office by making sure all academic
year goals are clearly delineated and accomplished in the best possible way.
Additionally, he supervises and implements many different projects.
Rodriguez began as an ESL/Spanish tutor in 2002 in the Coordinated
Freshman Program (CFP). After working for two years in CFP and
also facilitating writing workshops, he began working as an adminis-
trative assistance in 2004 for the Title V Grant with Prof. Kim
Sanabria as the Principal Investigator. When the grant expired, he
went to work for the Office of Academic Affairs as a HEO where he
undertook various responsibilities. Rodriguez holds a MS and BS in
Computer Science from Lehman College. After graduating, he has
continuously kept updating his knowledge in the field by researching
the newest technology and how it adapted to education. He has been
programming in Asp.net MVC framework for a couple of years and
has developed many applications and supported many others that he
inherited when the programmers left Educational Technology.
George J. Rosa has Bachelor degrees in Biology and Media Arts and
Masters in Biology and Science Education. He has been a part of Hostos
EdTech since 2002, where he is senior instructional designer and campus
Blackboard Administrator. In all he has over 20 years of experience in
educational technology, educational media design, and distance learn-
ing working at Hostos and CUNY as well as for private industry and
non-profits, including as a developer and editor of digital and hard-
 NOTES ON CONTRIBUTORS xvii

copy products for such clients as John Wiley & Sons, Merck & Co.,
Prudential Insurance, The New York Times, and Human Relations
Media, and as an author of teacher guides and lesson plans for the
PBS Nature series. Rosa is also an adjunct instructor of Biology and
has developed and taught online Introductory Biology and Anatomy
and Physiology courses at Hostos and has many years of experience
teaching Biology as well as Painting and Drawing at the college and
secondary school levels.
David Dos Santos is an instructional designer in the Office of Educational
Technology at Hostos Community College of CUNY. He serves as the
ePortfolio Administrator and is one of the lead developers of the “Are You
Ready?” online readiness course at Hostos. Dos Santos has over a
decade of experience in Educational Technology and continues to
explore methods to implement new technology into the classroom
every day. He holds a Bachelor of Arts degree in Emerging Media
from Hunter College.
Lisa Tappeiner is an associate professor in the library at Hostos
Community College of CUNY. She is the library’s Head of Technical
Services and Collection Development, and is also an instructor of the col-
lege’s First Year Seminar. She is interested in reading practices of college
students and integrating open and primary resources into teaching.
She previously worked at Fordham University. She holds a Masters of
Arts in Comparative Literature and Library and Information Studies
from the University of Wisconsin, Madison, and a Bachelor of Arts in
French and History from the University of Minnesota, Twin Cities.
Elys Vasquez-Iscan is an assistant professor at Hostos Community
College of CUNY where she holds a dual appointment in the Health
Education Unit and the Aging and Health Unit. She holds a master’s
degree of public health (MPH) from New York University and a doctorate
degree in Health Education from Teachers College, Columbia University.
She teaches several hybrid and asynchronous health courses. Her research
focuses on the utilization of e-health to address health inequities, HIV
prevention strategies among college students, and addressing the digital
gap in underserved urban communities. She has been the recipient of an
ELEVATE Fellowship from the University of Pennsylvania and a Fulbright
Fellowship. She was the collaborator of a multisectoral grant from the
Aetna Foundation to make the South Bronx a healthy beverage zone. She
xviii NOTES ON CONTRIBUTORS

has taught a diverse student population including students in the prison to

college pipeline program at the New York State Otisville Correctional
Facility. As part of her efforts to promote health and health careers to
underserved populations, she mentors a vast amount of ethnic and racial
minority college students, particularly doctoral students during the disser-
tation process.
Kate S. Wolfe PhD, is Assistant Professor of Psychology in the Behavioral
and Social Sciences Department at Hostos Community College, the City
University of New York (CUNY). Wolfe is a social psychologist with
research interests in quantitative reasoning among urban community
college students, student perceptions of online learning, using iPads
in teaching, and urban college student attitudes toward sexual minor-
ities. She joined the planning committee for the Project for Relevant
and Improved Mathematics Education, funded by the Teagle
Foundation in 2015. She is the Principal Investigator for the ongo-
ing Hostos Online Learning Assessment project that began in Fall
2015. She has been a visiting scholar at Teachers College, Columbia
University, as a fellow of the Metropolitan Colleges Institute for
Teaching Improvement, a program that focuses on the nature of a
liberal education at urban colleges.
 List of Figures

Fig. 3.1 Innovations Web 28

Fig. 7.1 Growth in asynchronous courses 89
Fig. 7.2 Growth in hybrid courses 90
Fig. 7.3 Growth in percentage of hybrid and asynchronous offerings 91
Fig. 8.1 Student perceptions of online learning – Spring 2018 data 101

xix
 SECTION I

Our Context and Why It Matters

 CHAPTER 1

Introduction

Carlos Guevara, Kate Lyons, and Kate S. Wolfe

In 2010, education experienced a proliferation of mobile learning through

iPads, smartphones, and laptop computers, and the popularization of mas-
sive open online courses (MOOCs) was a catalyst for more widespread
acceptance of online learning. At the same time, during a period of transi-
tion in Hostos Community College’s leadership, Provost Carmen
Coballes-Vega and Associate Dean Christine Mangino asked Carlos
Guevara to be the interim director of the Office of Educational Technology
(EdTech). In his new role, Guevara became responsible for a formidable
task in the college’s strategic plan: an across-the-board increase in the use
of educational technology on campus and, especially, an increase in the
number of faculty members who use Blackboard to 100%.

C. Guevara (*)
Division of Academic Affairs, Hostos Community College, CUNY,
Bronx, NY, USA
e-mail: cguevara@hostos.cuny.edu
K. Lyons
Library, Hostos Community College, CUNY, Bronx, NY, USA
e-mail: clyons@hostos.cuny.edu
K. S. Wolfe
Behavioral and Social Sciences Department, Hostos Community College,
CUNY, Bronx, NY, USA
e-mail: kwolfe@hostos.cuny.edu

© The Author(s) 2019 3

K. S. Wolfe et al. (eds.), Developing Educational Technology at an Urban
Community College, https://doi.org/10.1007/978-3-030-17038-7_1
4 C. GUEVARA ET AL.

In appointing Guevara to this position, they put the office into the
hands of a different type of manager than had been there. Management
literature recognizes a type of leader who is not a stabilizing status quo
manager, but is instead a change agent. One reference source explains, “In
simple terms, change agents are the individuals or groups that undertake
the task of initiating and managing change in a company” (“Change Agent
Roles and Skills”, 2013, p. 50). While managers keep projects, tasks, peo-
ple, and resources moving, change agents make organizations switch
directions. In order to fulfill the objective set by the provost and associate
dean, Guevara and his team would need to change the way many faculty
members at Hostos thought about teaching with technology. This book
focuses on the decade of change and the teams and initiatives that formed
after 2010. This chapter begins with the formation of the EdTech team—
the core team that includes Guevara, the faculty liaisons, and the EdTech
office staff, and introduces their strategies for meeting their technology
adoption goals.

Background: Quantifying Technology

Adoption Success
Hostos Community College is a small college in the South Bronx, part of
the City University of New York (CUNY). CUNY is a system of 11 senior
colleges; 7 community colleges; and 6 graduate, honors, and professional
schools serving over 275,000 students in the New York City area (CUNY,
2019). Hostos is a Hispanic-Serving Institution that primarily educates
underserved, underrepresented students. Hostos students are mostly
female, Hispanic and African-American, first generation, full-time, and
more often than not in need of remediation (Hostos Community College/
OIRSA, 2018) (see Chap. 4). Despite the challenges that Hostos students
face, and the challenges that Hostos faculty and staff face, and working
without the resources afforded at private colleges, the EdTech team saw a
resounding success in meeting the technology adoption goals.
Over almost a decade, the number of course sections offered online has
more than quadrupled (fall and spring semesters combined, including
both hybrid and asynchronous courses), from 50 in 2010 to 231 in 2018.
The number of hybrid courses almost doubled, increasing from 37 in fall
2012 to 73 courses offered in fall 2018. Additionally, the number of asyn-
chronous or fully online courses more than doubled, increasing from 18 in
fall 2012 to 50 courses offered in fall 2018. Currently, nearly 78% of fac-
ulty have activated their Blackboard courses, up from 25% in 2010. Given
 1 INTRODUCTION 5

that educational institutions tend to be steeped in tradition and often have

byzantine paths of communication among departments, offices, and the
different layers of faculty and staff, this level of technology adoption is
laudable. By 2018, technology had clearly permeated multiple depart-
ments, from Humanities to Behavioral and Social Sciences, Natural
Sciences, Math, English, Language and Cognition, and Education.
Educational Technology has seen an increase in use by all members of the
Hostos community—faculty, staff, and students. Faculty members are tak-
ing risks to use new hardware, software, and approaches in their pedagogy
and their research. Additionally, while the number of full-time staff mem-
bers in the EdTech office has remained consistent at approximately seven
staff members, the office has increased the number of faculty members
working as faculty liaisons and in other roles that offer release time from
their regular duties to focus on projects for the office. Hostos also collabo-
rates actively with other CUNY campuses, such as Lehman College, Bronx
Community College, and John Jay College on educational technology
projects and has received several awards for these collaborations.

Background: Guevara and His

Immediate Predecessors
Guevara, who describes his background and leadership strategy in more
depth in Chap. 2, managed the EdTech office through the decade of
change that began in 2010. His story is especially relevant to Hostos, as he
began his career as a student at Hostos after arriving in the United States
from Ecuador. He completed his bachelor’s degree at City College
(CUNY), and his first full-time job was in the Office of Educational
Technology at Hostos. Guevara’s background is representative of how
many of our students come to this college. His transition from Hostos
student to his first position at Hostos, in Educational Technology, was a
formative moment for him as it began a history of nimbleness with work
expectations and a background with a flexible, emerging field that would
require constant learning. The way he learned to be adaptable, and his
willingness to see challenges and struggles as opportunities to think out-
side the box for an innovative solution, gave him the background to be
open to innovation, willing to take risks, and taught him the mind-set
needed to succeed.
In order to meet the objectives set by the provost and associate dean,
Guevara and his team would need to change the way faculty members at
Hostos thought about teaching with technology. The team considered
6 C. GUEVARA ET AL.

their values and the values they wanted to espouse, and they recognized
that the technology adoption they needed to see would depend, at least in
part, on encouraging the organizational culture to align with the EdTech
team’s culture. The foundation for creating this change was well estab-
lished. Previous directors of the Office of Educational Technology had
been full-time, tenured faculty members who were released from teaching
to manage the office. The most recent director had stepped down to go
back to teaching, and the EdTech office had recently reopened (fall 2010)
after a more modern renovation of the space, making it more conducive to
group interaction and collaborative practices. For Guevara, who had been
a staff member in the EdTech office since its creation, his appointment to
the position of director was a promotion, but, most importantly, it was
also an opportunity for him and all the faculty and staff members working
with EdTech to reassess the office’s programs and structures and propose
and implement forward-thinking modifications.

Forming the Team: Appointing the First

Faculty Liaison
Appointing Guevara as interim director was a pivotal moment as he and
the EdTech team galvanized a shift in the way educational technology fit
into the college’s culture. While most of the EdTech staff remained in
place after this initial moment of change and stayed relatively stable over
the decade that followed, there was a reorganization of roles, as well as the
creation of faculty liaison as a job title.
Along with her appointment of Guevara to the director position, the
provost and associate dean asked Professor Kate Lyons, a reference and
technology librarian who served on EdTech’s Committee on Academic
Computing, to be released part-time from her duties in the library to be a
faculty liaison to EdTech. The role of faculty liaison began as a way to help
build a community of practice around online-course development, as well
as meet this daunting goal of 100% of faculty using Blackboard. Because
the office was previously led by a faculty member and because faculty
members have specific concerns in terms of promotion and tenure, having
the faculty perspective on EdTech initiatives provided a much-needed and
balanced viewpoint for the office. CUNY librarians have faculty status,
sharing the same requirements for promotion and tenure as teaching fac-
ulty. Librarians, however, are on a 12-month contract and work regular
 1 INTRODUCTION 7

35-hour work weeks. Thus, librarians tend to straddle well the work cul-
ture of teaching faculty and full-time staff.
Guevara and Lyons, realizing that they were looking at the need for
organizational culture change, sought out management literature to
determine how to encourage technology adoption by faculty at Hostos
and at the same time promote innovation and risk-taking. They prioritized
establishing a culture of collaboration and innovation, and researched how
ideas are spread, focusing primarily on the diffusion of innovation theory,
which explains how, when, and why new ideas are adopted in an organiza-
tion (Rogers, 2003), as well as theories about organizational change.
Their goal was to mindfully plan initiatives and to create teams that would
infuse educational technology across the curriculum at Hostos. They
wanted to select management theories to guide their planning and match
Hostos’ organizational culture. Upon reflection a decade later, Guevara’s
leadership encouraged those who worked with EdTech to cultivate a cul-
ture of risk-taking, innovation, and collaboration. Looking back over the
last ten years, Guevara turned out to be the change agent that EdTech
needed at that time—one who would inspire a culture of risk-taking and
collaboration.

Initial Challenges: Communication,

Consistency, and Sustainability
Technology adoption and culture change at Hostos are challenging
because of the difficulty communication can pose in a large organization
and also because of a lack of administrative consistency among all of the
college’s divisions and departments. More than half of the course sections
are taught by adjunct faculty members at Hostos. Because adjunct faculty
are not on campus as often and are less likely to attend campus-wide com-
mittees and meetings than full-time faculty, communication with that
group can be especially challenging. While adjunct faculty may read email
and written memos, they are often engaged for far fewer hours each week
than full-time faculty, and their focus is more on teaching than on research
or becoming a part of the campus culture. Additionally, each academic
department has a different way of encouraging compliance with Blackboard
use. Adjunct faculty, as well as full-time faculty who engage in projects or
teach with faculty on other campuses, might have challenges stepping
from one organizational culture to another, even within the same CUNY
8 C. GUEVARA ET AL.

system. Another significant challenge in many higher education institu-

tions is the lack of structure for the support and sustainability of projects.
A short-term planning mentality can end up terminating or abandoning
promising initiatives that only start showing results once the funding runs
out. Hostos’ EdTech experienced that as well, and funding has itself
proven to be challenging.

Expanding the Core Team: Appointing

New Faculty Liaisons
In 2015, after analyzing the progress on the different fronts, Guevara
needed to create a systematic structure to promote communities of prac-
tice and reward risk-taking and innovation; therefore, EdTech decided to
reimagine the role of the faculty liaisons to help build this structure. As the
position’s responsibilities grew with the office, the position split in two.
Lyons took on the role of Coordinator of Community of Practice, with
the objective of encouraging faculty members to try new things and at the
same time keep the momentum going among those early adopters. The
Coordinator of Online Learning Assessment position was created to more
intentionally assess the initiatives and the approach to developing and
delivering online teaching at Hostos. This position had a heavy focus on
researching faculty and student perceptions to inform EdTech about nec-
essary enhancements to its initiatives and approaches. Dr. Kate Wolfe,
Assistant Professor of Psychology, was appointed as this second faculty
liaison for the office. Woven through both faculty liaison roles was the
underlying focus on outreach, community building, assessment of the dif-
ferent EdTech initiatives, and dissemination of research. In 2018, Dr.
Kristopher Burrell, Assistant Professor of History, became a third liaison
to EdTech.

Managing the EdTech Budget

The EdTech team has received support from administration, who believed
in the importance of identifying and providing funding to accomplish the
goals of infusing technology into teaching and learning at the college.
Initially, when the EdTech office was created in 2002, funding for the
three instructional designers and resources came from three different
grants. As that investment was increasingly proving itself worthwhile, the
 1 INTRODUCTION 9

administration then provided funding for a coordinator and a college lab-­

technician to provide additional support. During the first decade of the
office’s existence, a similar personnel and funding structure was kept, and
the dependency from grants remained. One of the first priorities for
Guevara was to advocate for the institutionalization of the office’s operat-
ing budget, which would provide stability for the staff and would support
the initiatives and activities carried out by the office. The EdTech team is
currently comprised of the director, three faculty liaisons, the office’s
coordinator, the coordinator of student support, coordinator of online
learning, three full-time and two part-time instructional designers, two
part-time technical support assistants, and between three to five instruc-
tional design interns. The operational budget is funded by Hostos, stu-
dent technology fees, and grants.

Future Chapters: An Assemblage of the Hostos

Voices That Enabled Success
Status quo managers have a crucial role in organizations—stabilizing and
providing day-to-day management. However, change agents are a differ-
ent sort of managers. The process of organizational change has been
known to be a huge undertaking and difficult to accomplish. Convincing
groups to learn new ways of working and, in the case of educational tech-
nology, shifting the way they teach is challenging to say the least. Although
theories of education have evolved over the decades, until recently with
the advent of new and more robust communication technologies and with
the exception of correspondence courses, most credit-bearing education
has taken place in person. Substituting online components for class time
can feel like taking the teacher out of the equation, though that is far from
the truth. Teachers also tend to have strong feelings about the effective-
ness or shortcomings of their own face-to-face education, which may have
influenced their decision to become teachers. Leading through change
requires a manager who understands the way faculty members and staff
feel about change.
According to Kotter, “People change what they do less because they
are given analysis that shifts their thinking than because they are shown a
truth that influences their feelings” (2002, p. 1). Change has an inherent
emotional component that must be addressed. Hence, we often tend to
change minor elements that seldom have deeper influence rather than
10 C. GUEVARA ET AL.

change the culture of an organization. Finding out how to enable the

members of an organization to identify those feeling influencers is key to
initiating change. Focusing only on the cognitive aspect—shifting thought
processes—will not ultimately result in real change.
Although the following chapters in this book focus on the decade of
change and the teams that formed after 2010, the college was quite actively
involved in educational technology before that year. The structure that
already existed, upon which the changes from 2010 until the present were
built, was crucial for the successes of the Office of Educational Technology.
As such, Guevara began to manage through this period of rapid change,
remaining cognizant of the organization’s current structure and its history
of planning and short-term initiatives, and trying to work with the chal-
lenges and opportunities provided by those structures.

References
Change Agent Roles and Skills. (2013). In M. H. Ferrara (Ed.), Gale business
insights handbook of cultural transformation (pp. 47–56). Detroit, MI: Gale.
Retrieved from http://link.galegroup.com.hostos.ezproxy.cuny.edu/apps/
doc/CX2759200012/GVRL?u=cuny_bron60695&sid=GVRL&
xid=4a52f7be
Hostos Community College, Office of Institutional Research and Student
Assessment (HCC OIRSA). (2018). Hostos Community College: Student profile.
Retrieved from http://www.hostos.cuny.edu/Hostos/media/Office-of-the-
President/Institutional-Research-Assessment/Profile-thru-S16.pdf
Kotter, J. P. (2002). The heart of change. Boston: Harvard Business School
Publishing.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Simon
and Schuster.
The City University of New York. (2019). CUNY colleges & schools. Retrieved
from http://www2.cuny.edu/about/colleges-schools
 CHAPTER 2

Leading Above the Fray: Turning

Challenges into Opportunities

Carlos Guevara

I recently read these words of wisdom—“Bridging the gap between what is

happening and what is possible is what change management is all about”
(Pascale & Sternin, 2005). From the very beginning, I’ve always considered
it my responsibility to be a connector—someone who builds bridges
between parts of an organization and between people, between now and the
future we collectively can imagine. I remember the day I accepted my first
professional position in educational technology at Hostos like it was yester-
day. The year was 2002, and I was a newly minted computer science gradu-
ate full of enthusiasm and ready to take on the world, and, at the same time,
full of the trepidation and uncertainty about embarking on a new career. It
was a new position in a then-emerging field called Instructional Design. In
those days, there were no standards or best practices for instructional design-
ers, and even educational technologists weren’t always in agreement about
our roles and responsibilities. As I was leaving the office of the director of
the Office of Educational Technology, my new boss and former teacher, I
ran into one of my new colleagues, an experienced instructor and media

C. Guevara (*)
Division of Academic Affairs, Hostos Community College, CUNY,
Bronx, NY, USA
e-mail: cguevara@hostos.cuny.edu

© The Author(s) 2019 11

K. S. Wolfe et al. (eds.), Developing Educational Technology at an Urban
Community College, https://doi.org/10.1007/978-3-030-17038-7_2
12 C. GUEVARA

designer. After greeting me warmly, he asked me what my new job entailed.

I remained speechless for what seemed like minutes, although probably just
a few seconds, thinking about this question: What does it actually mean to
be a professional instructional designer? My response was vague. I shared
my educational background in Computer Science and Programming. But
pondering over that question, I began to realize, and know even more firmly
now, that whatever my job description, my role as an instructional designer
would require me to evolve and continue to grow, and that, because I
worked in an emerging field, it was up to me to create a professional path
for myself. From the very first day, I knew I wanted to use my skills and
education in ways that would positively impact my colleagues, my university,
and my society. That question—what does my job entail?—continues to
motivate me as I build the expertise that seemed elusive when I started this
journey. In this ever evolving field of educational technology, I know I need
to be constantly learning, not only about technology, but also about how it
affects people and their environments. Recognizing the constant need to
evolve drives my tendency to be a change agent, to encourage professional
growth among members of my team, and to constantly look for new ways
to do our part in fulfilling the college’s mission.
Now, in 2019, I am the director of the Office of Educational Technology
and co-director of the Center for Teaching and Learning at Hostos. After
more than 17 years of experience in Educational Technology, I see my role
as providing vision on how to embrace innovation through the integration
of technology and pedagogy to improve student success. My role is also to
identify and establish effective practices for creating a culture of continu-
ous improvement and innovation in teaching and learning. I believe that,
in order to carry out a successful initiative, whether on a small or large
scale, it is important to account for the human element of the team and
the members of the organization. Each member of a team is important
and each plays a crucial role in motivating the members of the organiza-
tion to take an active role in this culture of risk-taking and innovation.
The need to adapt and to embrace change has been a constant through-
out my life. When I emigrated to New York City from Ecuador, I had to
reinvent myself quickly to continue my university education. Living in
New York, one of the most diverse cities and most expensive in the world,
made my reinvention more challenging but at the same time more reward-
ing. Being bilingual and working in a community college which is also an
Hispanic-serving institution has enabled me to understand the specific
challenges experienced by many students and faculty who are learning
Another random document with
no related content on Scribd:
 au plus justement qu’il peurent ce jour tous les
camps, et y misent jusques as vespres bien bas. Au
20 soir, ensi que li rois d’Engleterre devoit aller au souper,
retournèrent li doi chevalier devers le roy, et
fisent juste raport de tout ce que il avoient veu et
trouvé. Si disent que onze chiés de princes estoient
demoret sus le place, quatre vingt banerés et douze
25 cens chevaliers d’un escut, et environ trente mil
hommes d’autres gens. Si loèrent li rois d’Engleterre,
li Princes ses filz et tout li signeur grandement Dieu,
et de bon corage, de le belle journée que il leur avoit
envoiie, que une puignie de gens que il estoient, ens
30 ou regart des François, avoient ensi desconfis leurs
ennemis. Et par especial li rois d’Engleterre et ses
filz complaindirent longement le mort dou vaillan
[191] roy de Behagne, et le recommendèrent grandement
et chiaus qui dalés lui estoient demoret. Si arrestèrent
encores là celle nuit, et le lundi au matin il ordonnèrent
dou partir.
5 Et fist li dis rois d’Engleterre, en cause de pité
et de grasce, tous les corps des grans signeurs,
qui là estoient demoret, prendre et oster desus le
terre et porter en un monastère priés de là, qui
s’appelle Montenai, et ensepelir en sainte terre. Et
10 fist à savoir sus chiaus dou pays que il donnoit
triewes trois jours pour cerchier le camp de Creci et
ensevelir les mors; et puis chevauça oultre par devers
Moustruel sus Mer. Et si mareschal coururent
devers Hedin, et ardirent Waubain et Serain; mès
15 au chastiel ne peurent il riens fourfaire, car il est
trop fors, et si estoit bien gardés. Si se logièrent ce
lundi sus le rivière de Hedin, au lés devers Blangis.
Et l’endemain il passèrent oultre, et chevaucièrent
devers Boulongne; si ardirent en leur chemin le ville
20 de Saint Josse et le Nuef Chastiel, et puis Estaples, le
Delue et tout le pays de Boulenois. Et passèrent entre
 les bos de Boulongne et le forest de Hardelo, et vinrent
jusques à le grosse ville de Wissan. Là se loga
li dis rois et li princes et toute li hos, et s’i rafreschirent
25 un jour; et le joedi s’en partirent, et s’en
vinrent devant le forte ville de Calais. Or, parlerons
un petit dou roy de France, et compterons comment
il persevera.

§ 287. Quant li rois Phelippes fu partis de la

30 Broie, ensi que ci dessus est dit, à moult seule gent,
il chevauça celle nuit tant que le dimence il vint en
[192] le bonne cité d’Amiens, et se loga dehors en l’abbeye
dou Gart. Quant li rois fu là arrestés, li baron et li
signeur de France et de son conseil, qui demandoient
pour lui, y arrestèrent ossi, ensi que il venoient. Encores
5 ne savoit li dis [rois[358]] le grant perte des nobles
et des proçains de son sanc que il avoit perdus. Ce dimence
au soir, on l’en dist le vérité. Si regreta grandement
monsigneur Charle son frère, conte d’Alençon,
son neveu le conte de Blois, son serourge le
10 bon roi de Behagne, le conte de Flandres, le duch
de Loeraingne, et tous les barons et les signeurs, l’un
apriès l’autre.
Et vous di que messires Jehans de Haynau estoit
adonc dalés lui, et cils en qui il avoit le plus grant
15 fiance. Et liquelz fist un moult biel service à monsigneur
Godemar dou Fay, car li rois estoit si fort courouciés
sus lui que il le voloit faire pendre; et l’euist
fait sans faute, se n’euist esté li dis messires Jehans
de Haynau, qui li brisa son aïr et escusa le dit monsigneur
20 Godemar. Et estoit la cause que li rois disoit
que cilz s’estoit mauvaisement acquittés de garder le
Blanke Take, et que par sa mauvaise garde li Englès
estoient passet oultre en Pontieu: pour quoi il avoit
receu celle perte et ce grant damage. Au pourpos
25 dou roy s’enclinoient bien li aucun de son conseil,
 qui volsissent bien que li dis messires Godemars
l’euist comparet, et l’appelloient traitteur; mès li
genlilz chevaliers dessus nommés l’escusa, et de
raison par tout. Car comment peuist il avoir deffendu
30 ne resisté à le poissance des Englès, quant toute
[193] li fleur de France mise ensamble n’i peurent riens
faire?
Si passa li rois son mautalent adonc, au plus biel
qu’il peut, et fist faire les obsèques, l’un après l’autre,
5 de ses proçains. Et puis se parti d’Amiens, et donna
toutes manières de gens d’armes congiet, et retourna
devers Paris.
Et jà avoit li rois d’Engleterre assegiet le forte ville
de Calais.

FIN DU TEXTE DU TOME TROISIÈME.

 VARIANTES.

§ 181. P. 1, ligne 1: Vous avés.—Ms. d’Amiens: Vous avés bien

chy dessus oy parler d’un respit et d’unes trieuwes qui furent
données et acordéez entre le roy englès et le roy David d’Escoce et
leur pays, sauf tant que li castiaux de Struvelin et li castiaux de
Rosebourcq, que messires Guillaumme de Montagut aida jadis à
parfaire et fortefiier contre les Escos, estoient mis hors de le trieuwe,
de quoy, revenut le roy englès en Engleterre, li Escot bastirent
tantost un siège devant Struvelin, et tant l’assaillirent et
constraindirent que il couvint le dit castiel rendre as Escos. Et s’en
partirent chil qui dedens estoient et qui loinguement l’avoient tenut
contre les dis Escos, simplement, car riens dou leur n’enportèrent.
Assés tost apriès la prisse de Struvelin, li biaux castiaux de
Rosebourcq fu emblés de nuit et escielléz, et pris li castellains qui le
gardoit, et jusques à six Englès avoecq lui, et li demorans tous ochis,
de quoy li rois englès fu de ces avenues moult courouchiéz et dist
bien que il l’amenderoit temprement et le feroit chier comparer as
Escos.
Ossi vous avés chi dessus oy parler coumment li roys englès
amoit si ardamment la belle contesse de Sallebrin, qu’il ne s’en pooit
ne savoit consillier, coumment que li comtes de Sallebrin, ses maris,
fu li ungs des plus privés de son consseil et li ungs de chiaux qui le
plus loyaument l’avoit tous jours servi. Si advint que pour l’amour de
la ditte damme et pour le grant desirier qu’il avoit de lui veoir, et sus
le couleur ossi pour remoustrer à ses gens le despit que li Escot li
avoient fait et encorres se mettoient il en painne dou faire tous les
jours qu’il avoient reconcquis le fort castiel de Rosebourcq et tout le
pays jusques à le chité de Bervich, et pour avoir sour ce le consseil
de ses gens quel cose on l’en volroit conssillier, il avoit fait criier une
grant feste de jouste à le Candeler, l’an mil trois cens quarante deux,
qui devoit durer quinze jours, en le cité de Londrez, et avoit mandet
par tout son royaumme et autre part, si acertes que il pooit, que tout
seigneur, baron, chevalier, escuier, dammes et dammoiselles y
venissent, si chier qu’il avoient l’amour de lui, sans nulle
escuzanche. Et coummanda especiaument au comte de Salebrin
que il ne laissast nullement que la comtesse sa femme n’y fust et
que elle n’amenast touttez lez dammes et dammoiselles que elle
pooit avoir entours lui. Li dis coens li ottria vollentiers, car il n’y
penssoit mies che qu’il y avoit. Et la bonne dame ne l’osa escondire,
mès elle y vint mout à envis, car elle penssoit bien pour quoy
c’estoit; et si ne l’osoit descouvrir à son marit, car elle se sentoit bien
si avisée et si atemprée que pour oster le roy de ceste oppinion. Et
devés savoir que là fu la comtesse de Montfort, et estoit jà arivée en
Engleterre un grant tamps devant la feste, et avoit fait sa complainte
au roy moult destroitement. Et li rois li avoit en couvent de renforcier
son comfort, et le faisoit sejourner dallés madamme le royne, sa
femme, pour atendre le feste et le parlement qui seroit à Londrez.
Fº 73 vº.
—Ms. de Rome: En ce temps estoit publiie une très grosse feste
qui devoit estre en la chité de Londres de quarante chevaliers et de
quarante esquiers dedens, parmi le roiaulme d’Engleterre et aussi
en Alemagne, en Flandres, en Hainnau et en Braibant. Et avoient
tout chevalier et esquier qui venir i voloient, de quelconques pais
que il fuissent, sauf conduit alant et retournant. Et estoit la feste
ordonnée à la relevée de la roine Phelippe d’Engleterre d’un fil que
elle avoit eu: si ques auquns de ces chevaliers qui estoient venu de
France en Escoce, s’en retournèrent par Londres arrière en lor pais
sans peril et sans damage. Fº 88.

§ 182. P. 2, l. 28: Ceste feste.—Ms. d’Amiens: Ceste feste fu

grande et noble que on n’avoit mies en devant veue plus noble en
Engleterre. Et y furent li comtez Guillaumme de Haynnau et
messires Jehans de Haynnau, ses onclez, et des Haynuiers, avoecq
les dessus dis, li sirez d’Enghien, messires Robers de Bailloeil, li
sirez de Lens, li castellains de Havrech, li sirez de Gonmigniez, li
sirez de Sars, li sirez de Faignuellez, li sirez de Mastaing, li sirez de
Chin, li sirez de Wargni, messires Sansses de Biaurieu, li sirez de
Montegni et messires Oufflars de Ghistellez. Et eult à le dite feste
bien douze comtes, huit cens chevaliers, cinq cens damez et
pucellez, touttez de hault linage. Et fu bien dansée et bien joustée
par l’espasse de quinze jours, sauf tant que uns moult gentilz et
jouenes bachelers y fu tués au jouster par grant mesavenue: che fu
messires Jehans, aisnés fils à monseigneur Henri, visconte de
Biaumont en Engleterre, biau chevalier jone, hardi; et portoit d’asur
semet de fleur de lis d’or à ung lion d’or rampant et ung baston de
gheullez parmy l’escut. Touttes les dammes et damoisellez furent de
si riche atour que estre pooient, chacune seloncq son estat, excepté
madamme Aelis, la comtesse de Sallebrin. Celle y vint le plus
simplement atournée quelle peult, par tant qu’elle ne volloit mies que
li roys s’abandonnast trop de lui regarder, car elle n’avoit penssée ne
vollenté d’obeir au roy en nul villain cas qui pewist tourner à le
deshonneur de li, ne de son marit.
Or vous noummeray lez contez d’Engleterre qui furent à ceste
feste, ossi bien que je me sui hastés de noummer les Haynuyers;
premiers, messires Henris au Tor Col, coens de Lancastre, messires
Henris, ses filz, comtez Derbi, messires Robers d’Artois, comtes de
Richemont, li coens de Norrenton et de Clocestre, li comtez de
Warvich, li comtes de Sallebrin, li comtez de Pennebrucq, li comtez
de Herfort, li comtez d’Arondiel, li comtez de Cornuaille, li comtez de
Okefort, li comtez de Sufforch et le baron de Stanfort, et tant de
barons et de chevaliers que li noummiers seroit uns detris.
Ainschois que ceste noble et grant feste fust departie, li roys
Edouwars eut et rechupt pluisseurs lettrez qui venoient de pluisseurs
seigneurs et de divers pays, de Gascoingne, de Bayone, de
Bretaingne, de Flandrez de par d’Artevelle à qui il avoit grant amour,
et des marces d’Escoce, dou signeur de Parsi et dou seigneur de
Ros, et ossi des bourgois et de le cité de Bourdiaux sus Geronde,
qui moult estoient constraint dez Franchois par terre et par aige, si
ques li roys respondi, par le consseil de tous ses hommez, voirez de
son consseil, as dis messaigez, si à point que chacuns s’en
contenta. Encorrez de rechief auques sus le partement de le feste,
ungs messages vint en grant haste deviers le roy et li apporta
nouvellez et lettrez de par monseigneur Edouwart de Bailloel,
cappitainne et souverain de le cité de Bervich. Et disoient ces lettrez
que li Escot faisoient ung très grant appareil et grant mandement
pour entrer environ Pasquez en Engleterre, et que sour ce il
ewissent consseil. Ensi eult li rois grant mestier d’avoir bon avis; car
sus l’estet qui venoit, trop de guerrez li apparoient de tous lés, car
ossi devoit li trieuwe fallir de li et dou roy de Franche, qui fu prise et
accordée à Arras en Pikardie, si comme il est chy desus contenus
en ceste histoire. Or eut li roys englès pluisseurs ymaginations, car
briefment il volloit secourir et comforter la comtesse de Montfort, ensi
que juret et proummis li avoit; et se ne fust che que il tendoit à aller
sus Escoche, il fust en propre personne adonc venus en Bretaigne.
Si ordonna et pria à monseigneur Robert d’Artois, son cher cousin,
que il y volsist aler et prendre tant de gens d’armes et d’archiers que
pour resister contre monseigneur Carle de Blois et reconcquerir le
pays concquis. Messires Robers li acorda vollentiers et fist sour ce
ses pourveances. Fos 73 vº et 74.
—Ms. de Rome: A celle feste vinrent de Hainnau li contes
Guillaumes, frères à la roine Phelippe, et messires Jehans de
Hainnau son oncle, li sires d’Enghien, li sires de Ligne, li sires de
Haverech, li sires de Gommegnies et pluisseurs chevaliers de
Hainnau et de Hollandes. Et durèrent les festes quinse jours. Et vint
dedens les festes la contesse de Montfort, qui amena Jehan son fil
et sa fille. Dont li rois ot grant joie et dist à la contesse: «Ma cousine,
vous me laisserés ces deux enfans, et je lor serai
pères.»—«Monseigneur, respondi la contesse, pour ce les ai je
amenés, et je les vous donne.» Li rois les mist tantos avoecques la
roine sa fenme. Li fils avoit neuf ans, et la fille quatre ans.
Celle feste fu bien joustée et bien festée. Et en ot le pris des
chevaliers de dehors li contes de Hainnau, et de ceuls de dedens
messires Renauls de Gobehen; et des esquiers d’Engleterre Jehan
de Qopelant; de ceuls de dedens et de ceuls de dehors, uns
esquiers de Flandres qui se nonmoit Franqe de Halle, et adonc le
retint li rois d’Engleterre, et devint son honme li dis esquiers.
 La feste se fust bien portée, mais il avint de cas de fortune que
mesires Jehans de Biaumont d’Engleterre, ainnés fils à messire
Henri de Biaumont, fu mors à ces joustes, dont on fu durement
courouchié.
A celle feste furent ordonné de par le roi et son consel liquel
iroient en Gascongne, à Bourdiaus et à Baione, et liquel en Bretagne
avoecques la contesse de Montfort, et liquel iroient tenir la frontière
d’Escoce, car li rois d’Escoce estoit retournés de France en son
pais; si ques on supposoit en Engleterre que il vodroit guerriier: pour
tant i voloient les Englois pourveir. Si i furent ordonné d’aler tenir la
frontière à l’encontre des Escoçois et demorer en la bastide de
Rosebourch messires Guillaumes de Montagut qui depuis fu contes
de Sasleberi; et aussi d’aler tenir la frontière contre les Irlandois
furent ordonné li contes d’Ormont et li contes de la Marce. Ces
festes passées, tout li signeur estrangier prissent congiet au roi et à
la roine et se departirent d’Engleterre, et retourna casquns en son
pais. Li contes de Hainau et mesires Jehans de Hainnau son oncle
montèrent à port à Ourvelle et arivèrent à Dourdresc en Hollandes.
Si demora li contes ens ou pais de Hollandes, et aussi fist son oncle,
qui sires estoit de Sconenehove et de la Hode, et li Hainnuier
retournèrent en Hainnau. Ensi furent faites ces departies. Fº 88 vº.
P. 3, l. 8: tués à jouster.—Ms. B 6: Et l’ochist le conte de Haynau,
mais amender ne le povoit. P. 219.
P. 5, l. 8 et 9: le signeur de Boursier.—Le nom de ce chevalier est
omis dans les mss. A 1 à 6, fº 101.

§ 183. P. 5, l. 16: En ce temps.—Ms. d’Amiens: Encorres fu il

consilliet au roy que il envoiast l’evesque de Lincolle deviers le roy
David d’Escoce, son serourge, pour tretier une trieuwe à durer deux
ans ou troix, car tant de grosses besoingnes li appairoient à l’estet
prochain que il ne poroit mies bonnement à touttes respondre. Li
roys ne s’acordoit mies à ce consseil et disoit que ce seroit à trop
son grant blamme se il requeroit les Escos de trieuwe; mès ses
conssaulx li disoit: «Salve se grace,» car il avoit par tant de foix ars
et courut sus les Escos que de ce ne pooit avoir nul reprouvier, et
que c’estoit grans sens pour un seigneur, quant il a troix ou quattre
guerrez, et il en poet l’une atrieuver, l’autre amoiener, le tierce
apaisier, et le quarte guerriier: si ques li roys, par le consseil de sez
hommez, pria à l’evesque de Lincolle que il y volsist aller. Et chils
l’acorda vollentiers. Enssi se departi ceste feste. Li comtes
Guillaumez de Haynnau et messires Jehans de Haynnau prissent
congiet au roy et à le roynne, et s’en retournèrent arrière en leur
pays avoecquez leurs gens. Si envoya li roys le seigneur de Fil
Wautier, le seigneur de Pont Cardon, messire Jehans Camdos, qui
estoit adonc jones bacelers, le seigneur de Multonne, le seigneur de
Brassetonne, le seigneur de Lantonne et pluiseurs autrez, à tout
deux cens armurez de fier et cinq cens archiers, à Bourdiaux et à
Baione, pour aidier à deffendre le frontierre contre le comte de Lille,
le comte de Pierregoth, le comte de Quarmain, le comte de
Commignez, le comte de Villemur, le seigneur de la Barde, le comte
de Bruniqiel et pluiseur aultre qui là tenoient les camps et y
faissoient très forte guerre et herioient si chiaux de Bourdiaux, que il
n’osoient wuidier hors de leur ville. Or lairons ung petit à parler de ce
et retourons à l’evesque de Lincolle, et quel cose il trouva en
Escoce, et coumment il fu respondus dou dessus dit mesage qu’il
portait de par le roy d’Engleterre, son seigneur.
Il est bien voirs que li evesques de Lincolle esploita tant par ses
journées qu’il vint à Bervich, où il fu liement recheus de monseigneur
Edouwart de Bailloeil, qui en estoit cappittainne. Là sejourna li
evesques tant que ungs hiraux d’Engleterre eut estet en Escoce
querre ung sauf conduit au roy qui se tenait en Haindebourcq, pour
le dit evesque et toutte se mesnie: si ques sus le sauf conduit li
evesquez se parti et s’en vint devers le roy David et les barons et
seigneurs d’Escoce. Il fu volentiers oys de tout ce qu’il leur
remoustra, et li respondirent qu’il en aroient avis. Si fu la responsce
telle et faite d’un baron d’Escoche, messire Archebaux Douglas, et
dist: «Sire, li rois mon seigneur et tous ses conssaux ont bien oy ce
que vous requerés. C’est li entension dou roy nostre seigneur et de
ses hommez, que nul respit vous n’enporterez ne arrés; car nous
sommes tout pourveu de gueriier sus le roy d’Engleterre et sus son
pays, et de contrevengier les despis et dammaiges qu’il nous a fais.»
Et quant li evesques de Lincolle entendi che, si fu tous courouchiéz
et se repenti moult, quant onequez y avoit entré pour faire messaige.
Si se parti adonc des Escos sans congiet et sans amour, et s’en
revint au plus tost qu’il peult en Engleterre et trouva le roy à Londrez
et une partie de son consseil à qui il fist relation de son messaige. Et
quant li roys l’eut oy, si fu durement courouchiés et dist bien que,
tout maugré lui et son consseil, on li avoit envoiiet, et que jammais
cilx blasmes ne lui seroit absolz. Tant estoit li roys yreux que à
painnes le pooit on appaisier, et dist que jammès n’aresteroit, si aroit
si menet les Escos et si destruit leur pays, que jammais ne seroit
recouvret, en quel aventure qu’il dewist mettre che qui dechà le mer
estoit. Si envoiia tantost as pors et as havenes de mer coummander
que on ne laiaist nullui passer jusques à tant que on oroit autres
nouvellez. Et fu par ensi detriiés li voiaiges de monseigneur Robert
d’Artois et de la comtesse de Montfort qui en grant destrèce de coer
estoit de ces avenues. Ossi chil qui devoient aller en Gascoingne
furent contremandet. Et fist li roys ung especial mandement et
coumandement à estre touttez mannierres de gens portant armes, à
Ewruich, le jour de le Pasque ou trois jours apriès; et qui en
deffauroit, il perderoit sa terre, le royaume d’Engleterre et l’amour
dou roy. Fº 74.
P. 6, l. 17: Ewruich.—Mss. A 1 à 6: Bervich. Fº 101 vº.

§ 184. P. 6, l. 21: Li jours.—Ms. d’Amiens: A che especial

mandement que li roys fist, ne s’osa nulz escuser ne delaiier qu’il ne
fust, et vinrent de tous lés d’Engleterre à Ewruic, et furent là en
Paskèrez; meysmes la comtesse de Montfort, qui poursuivoit sa
besoingne, y vint avoecq monseigneur Robert d’Artois. Tant avoit li
roys englès là de gens, qu’il estoient bien cent mil, c’à piet, c’à
cheval; et tantost le jour de le Pasque passet, il se parti de Ewruich
et prist le chemin dou Noef Castiel sur Tin. Or entendirent li Escot
que li roys englès venoit sur yaus si efforchiement que toutte se
puissance y estoit avoecq lui, et en vollenté que de toutte destruire
et ardoir Escoce sans merchy. Si en furent, je vous di, li plus dou
pays d’Escoce tout effraé, car il sentoient leur pays et leur
besoingnes auques en bon estat, et point ne se veoient fort contre le
puissanche dou roy englès. Si se missent ensemble chil dou pais,
prelas, comtez, barons, chevalier et riche homme dez bonnez villez,
et vous dit qu’il y eut là mainte parolle retournée. Li aucun volloient
le guerre, li autre le respit; et li pluisseur amaissent mieux le pais, se
elle pewist estre. Si tenoient ossi li sage homme dou pays le roy à
outrageusement consilliet, quant telle responsce on avoit fait à
l’evesque de Lincolle, et que fort estoit se à ceste venue et
assamblée dou roy englèz trop cher ne le comparaient. Cez parolles
dessus dittez en plain parlement, present le roy et le grant consseil,
messires Guillaumme de Douglas, messires Jacquemes de Douglas,
ses onclez, messires Archebaux de Douglas, ses cousins, et tout chil
de ce sanch les reputoient à grant ynoranche et à grant faintisse. Et
disoient bien que c’estoient cil d’Escoche qui le plus à perdre avoient
aprièz le roy; mes pour aperdre villez et castiaux et tout leur
hiretaige, jà ne seroient en lieu ne en consseil où li oppinion de le
première responsce dessus faitte fuist brisie ne amoliie, car trop leur
retouroit à grant blamme et à vilain prejudisse à tous jours mès.
A che parlement y eut pluisseurs grosses parolles des uns as
autres, car chil de Douglas y estoient si grant et si cremut, et tant
avoient fait de biaux servicez au royaumme d’Escoche, que touttes
mannierrez de gens les en amoient, et meysmement li roys y
ajoustoit grant foy et grant sceurté. Nonpourquant il congnut assés
que li aucun s’astenoient assés de voir à dire pour le doubtanche
des dessus diz. Si emprist le parole de fait et dist: «Je sui, par le
grasce de Dieu, roi d’Escoche, et le tieng en hiretaige par le
sucession monseigneur Robert de Brus, de bonne memore, mon
chier père, qui vaillanment et poissanment le tint et deffendi, tant
qu’il vesqui, contre les Englèz. Depuis nous ont il fais moult de
dammaiges, lesquelx j’amenderoie vollentiers, se je pooie. Or
sommes nous emfourmet qu’il viennent très puissamment sour nous.
Si vous pri et carge en especial que vous me conssilliéz tellement
que ce soit à l’onneur de my et au commun prouffit de mon
royaumme, et que nuls n’y regarde grandeur, orgoeil, ne linage. Et
se vous sentés que nous soyons puissant pour combattre les
Englèz, se le dittes, et nous metons tout au devant à l’entrée de nos
pays.» Dont en y eut aucuns qui baissièrent les testez, et li aucun
qui se veurent acquitter, respondirent: «Sire, nenil, et ewissiens
encorrez otant de gens que nous avons.»—«Or coumande jou, dist li
roys, puisque combattre ne nous poons et que nous n’en sommes
point d’acort, que ceste besoingne soit dou tout cargie sur moy, sur
le comte de Moret, sus l’evesque de Saint Andrieu et sur l’evesque
d’Abredane.» Adonc tous li coummuns conssaux respondi: «Sire,
vous dittes bien.»
Ensi se departi chils parlemens, non que li roys d’Escoche
donnast congiet à ses gens, mès remforça son mandement de tous
lés; car il ne savoit mies coumment li tretiéz se porteroit entre lui et
le roy englèz. Conssaus entre ces quatre dessus noummés se porta
que li doy evesque, c’est assavoir chilz de Saint Andrieu et chilz
d’Abredane, se partirent d’Aindebourch, fondé et enfourmé quel
cose il devoient dire et faire, et vinrent sus sauf conduit deviers le
roy d’Engleterre à Durem, là où il se tenoit et attendoit ses os, et jà
en y avoit grant fuison au Noef Castiel sur Tin. Quant li doy evesque
d’Escoce dessus noummet furent devant le roy englès et aucun de
son consseil, telz que le comte de Lancastre, le comte Derbi,
monseigneur Robert d’Artois, le comte de Warvich, le comte de
Sallebrin, le comte de Norrenthon et de Clocestre, monseigneur
Richart de Stanfort, le seigneur de Biaucamp et messire Renaut de
Gobehen, ils enclinèrent le roy et tous les seigneurs par mannierre
de reverensce et dissent: «Sire, roys d’Engleterre, nous sommes
deviers vous envoiiet de par le roy d’Escoce, nostre seigneur, et tout
son consseil. On leur a dounnet à entendre que vous estez moult
esmeut de gueriier Escoce, enssi que vous avés fait autrefoix; et
bien est appairant ossi que la responsce que li evesquez de Lincole
vous fist, ne vous est mies bien agreable. Sachiés, sire, que à ce
jour que li evesques fu deviers nostre roy ou nom de vous, li rois,
nos sirez, avoit envoiiet en Franche deviers le roy Phelippe, pour ce
que certainnes convenences et alianches sont entre lui et le roy de
Franche. Et ne puet li roys nostre sirez, dounner, prendre, requerre,
demander ne accepter trieuwe ne respit enviers vous, sans le sceu
dou roy de France. En che s’est il obligiez et acouvenenchiéz par
sierment de roy solempnement juret et saielet. Or sont depuis li
messaiges qui en Franche avoient estet envoiiet, retournet, et puet
nos sirez, par le congiet dou roy de Franche, donner, accorder et
accepter trieuwez et respit jusques à un certain terme durant, dont il
n’est nus besoings de chy dire; mès nous sommes fort de par nostre
roy et tout son consseil de prendre et de dounner une trieuwe ung
an ou deux, s’acors le porte, et de che il vous en plaise à nous
respondre.»
Quant li roys englès eut oys les deux evesquez d’Escoce ensi
parler, si leur dist qu’il en responderoit vollentiers à l’endemain.
Ceste responsce leur souffi assés bien. Dont se conssilla li roys tout
ce jour quel cose en estoit bon affaire. Il voloit briefment, c’estoit
tous ses desirs, chevauchier avant sus Escoce, ou cas qu’il avoit ses
gens semons et assembléz en ceste instance. Touttez foix
finablement ses conssaux regarda et conssidera les besoingnes qu’il
avoit affaire en Franche, en Bretaingne et en Gascoingne, et que
ceste guerre as Escos leur estoit trop coustable et perilleuse à nul
prouffit; car s’il avoient tout ce que li royaummes d’Escoce puet finer,
il n’aroient mies le chevanche d’un droit si grant. Bien y pooient
mettre et peu prendre. Si consillièrent au roy que il presist une
bonne et ferme trieuwe à durer trois ans, puisqu’il l’en requeroient, et
que c’estoit grandement à sen honneur. Tant fu li roys conssilliéz
d’uns et d’autres que finablement une trieuwe fu acordée entre lez
Englès et les Escos, et devoit durer de ce jour jusques à le Saint
Jehan Baptiste, c’on compteroit l’an mil trois cens et quarante trois,
et de là en troix ans, et devoit chacuns tenir che qu’il tenoit. Et
pooient chevalier et escuier d’Escoce prendre les gages au roy
englèz, s’il leur plaisoit. Moult fu la comtesse de Monfort resjoïe de
ceste trieuwe, car par lez Escos avoient jà estet ses besoingnes
arrierées.
Ensi se departi ceste grande chevauchie. Et coumanda li roys au
seigneur de Fil Wautier, à monseigneur Jehan Camdos, au seigneur
de Multonne, au seigneur de Pont Cardon et à chiaux qui en
Gascoingne devoient aller, qu’il presissent leur carge de gens
d’armes et d’archiers et fesissent leur voiage. Dont s’appareillièrent li
dessus noummet signeur et vinrent au port de Hantonne, et
ordonnèrent là leur besoingne, et se missent en mer et singlèrent
deviers Gascoingne.
Or dirons de le comtesse de Montfort qui si bien exploita au roy
englès que li roys pria à monsigneur Robert d’Artois, au comte de
Sallebrin, au comte de Sufforch, au comte de Pennebrucq, au comte
de Kenfort et au baron de Stanfort et as pluisseurs autres, que il
volsissent prendre en cure lez besoingnes de le ditte comtesse, et
yaux partir hasteement d’Engleterre et venir en Bretaingne, et
gueriier tellement qu’il y ewissent honneur et la dame prouffit; et chil
signeur li eurent tout en couvent. Si se partirent dou roy et vinrent en
Cornuaille, et pourveyrent là leur navie pour venir en Bretagne. Si
estoient bien mil hommes d’armes et deux mil archiers et otant de
chevaux. De touttez ces gens estoit messires Robiers d’Artois chiés.
En che tamps escheirent les Pasquez si haut que environ Closes
Pasques eut on l’entrée dou mois de may, de quoy en le moyenné
de ce mois la trieuwe de monseigneur Carle de Blois et la comtesse
de Montfort devoit fallir. Or avoit la chevauchie d’Escoce si detriié la
besoingne de la dessus dite comtesse que la trieuwe estoit jà close,
quant elle se parti d’Engleterre. Si estoit bien messires Carlez de
Blois enfourmés dou pourcach que elle faisoit en Engleterre et de
l’ayde que ly roys englès ly devoit faire. Dont messires Loeys
d’Espaingne, messire Carlez Grimaus et messires Othon Doriie
estoient estaubli sus le mer à l’encontre de Grenesie, à trois mil
Geneuois et à mil hommez d’armes et seize gros vaissiaux
espagnolz, tous armés et tous fretéz, et waucroient sus le mer,
attendans leur revenue. D’autre part, messires Ghautiers de Mauni
et li signeur de Bretaigne et d’Engleterre qui dedens Hainbon se
tenoient, estoient durement esmervilliet de leur comtesse de ce que
elle demoroit tant, et si n’en ooient nullez certainnez nouvellez.
Nonpourquant, mout bien supposoient que elle ne demoroit mies
trop à se grant aise, et ne se doubtoient d’autre cose que elle n’ewist
eu aucun villain encontre sus mer de ses ennemis: se ne savoient
que pensser. Fos 74 vº et 75.
—Ms. de Rome: Mesires Carles de Blois fu enfourmés de verité
que son adversaire, la contesse de Montfort, estoit alée en
Engleterre au seqours, et i avoit mené ses enfans pour là demorer
dalés le roi. Si pensa sus li dis messires Carles moult longement, et
puis apella son cousin mesire Lois d’Espagne, ouquel ils avoit moult
grant fiance, et li dist: «Biaus cousins, ce seroit bon, se vous
l’acordiés, que une armée de gens d’armes de Geneuois et
d’Espagnols fust mise sus en la mer, et là waucrast, en attendant le
retour et la revenue de celle contesse de Montfort qui est alée en
Engleterre. Se nous le poions atraper, nostre gerre en seroit plus
belle.» A ce pourpos respondi li dis messires Lois et dist: «Vous
dites verité, et il en sera ce que vous vodrés, car je sui tous près à
faire vostre plaisir.»—«Grant merchis,» respondi messires Carles.
Depuis ne demora gaires de temps que mesires Lois d’Espagne, qui
bien savoit les usages et coustumes de la mer, se pourvei de barges
et de balengiers, et mist sus la mer son armée, où bien avoit deus
mille honmes parmi les Geneuois et les Espagnols, et disoit que
ceuls de sa partie n’avoient donné nulles trieuves sus mer, fors que
sus terre. Qant la contesse de Montfort ot ordonné toutes ses
besoingnes en Engleterre, et elle sceut quels gens elle aueroit, cinq
cens honmes d’armes et cinq cens archiers, et les devoient conduire
messire Robers d’Artois et li contes de Pennebruq, en lor compagnie
devoient estre li jones sires Espensiers, messires Edouwars,
mesires Guis de Briane, mesires Thomas de Walquefare, li sires de
Tallebot, li sires de Boursier, mesires Robers de Noefville, messires
Jehans Paule, mesires Lois Clifort, mesires Guillaume Chifeton,
mesire Richart de Pont Cardon et pluisseur aultre, et se ordonnèrent
et atendirent tout l’un l’autre à Pleumude.
Qant tout furent venu, gens d’armes et archiers, qui compagnier
devoient mesire Robert d’Artois et la contesse de Montfort, il
entrèrent en lors vassiaus et puis se desancrèrent et se missent en
mer, et orent si bonne aventure que onques ne veirent, ne
trouvèrent, ne encontrèrent la navie des Geneuois et des Espagnols,
des quels mesires Lois d’Espagne estoit chiés et conduisières, dont
depuis il furent moult esmervelliet: et la cause pourquoi ce fu, je le
vous dirai. Un petit avant ce que mesires Robers d’Artois et la
contesse de Montfort se departesissent dou havene de Plumude,
uns grans tourmens se mist sus mer, qui espardi tous ou en partie
les vassiaus à mesire Lois d’Espagne et à Othon Doriie et à Toudou,
et furent plus de quinse jours waucrant sus la mer et prendans terre
de isle en isle, avant que il se peuissent tous remetre ensamble. Et
en celle espasce la contesse de Montfort et mesire Robers d’Artois
entrèrent en Bretagne, et prissent terre ou havene de Brest et de
Hainbon, pour estre mieuls logiet à lor aise, dont messires Gautiers
de Mauni et tout li compagnon orent grant joie de lor revenue. Fº 89.
P. 6, l. 22: Evruic.—Mss. A 1 à 6, 8 et 9, 11 à 14, 18 et 19: Bervich.
Fº 101 vº.—Mss. A 20 à 23: Warwich, Fº 151.—Mss. A 23 à 29:
Everuich. Fº 117 vº.
P. 7, l. 5: Hartecelle.—Mss. A 1 à 6: Harteselle. Fº 101 vº.—Mss. A
20 à 22: Hartesellée. Fº 151.—Mss. A 23 à 29: Hartevelle. Fº 117.
P. 7, l. 6: quatre cens.—Mss. A 8, 9, 11 à 17, 20 à 29: trois cens.
Fº 93.—Mss. A 18, 19: à tout trois cens armeures de fier. Fº 102.
P. 7, l. 19 et 20: à l’encontre de Grenesie.—Mss. A 1 à 6: à
l’encontre, en l’isle de Grenasie. Fº 101 vº.—Mss. A 18, 19: à
l’entrée de Grenesie. Fº 102.—Mss. A 20 à 22: à l’endroit de
Gravelinges. Fº 151 vº.
P. 7, l. 21 à 23: en trente.... revenue.—Mss. A 1 à 6: et trente deux
gros vaisseaux espaignolz tous armez et tous fretez s’ancrèrent sur
la mer, attendans leur venue. Fº 101 vº.
P. 7, l. 22: waucroient.—Mss. A 8, 9, 11 à 17, 20 à 22: s’ancroient.
Fº 93.—Mss. A 18, 19: s’en entrèrent. Fº 102.

§ 185. P. 8, l. 3: Ensi.—Ms. d’Amiens: Ensi que messires Robiers

d’Artois, li comtez de Pennebrucq, li comtez de Sallebrin et li signeur
d’Engleterre et leurs gens, avoecq la comtesse de Montfort, nagoient
par mer au léz deviers Bretaingne, et avoient vent à souhet, au
departement de l’ille de Grenesie, à heure de relevée, il perchurent
le grosse navie des Geneuois, dont messires Loeys d’Espaingne
estoit chiéz. Dont dissent leur maronnier: «Seigneur, armés vous et
ordonnés vous, car vechy Geneuois et Espagnols qui viennent et qui
vous aprochent.» Lors sonnèrent li Englès leur trompettez et missent
les bannierrez et les pignons de Saint Jorge hors dessus leurs mas,
et chacuns barons par lui sa bannierre sus son vaissiel. Si
s’ordonnèrent bien sagement et s’encloirent de leurs archiers, et
puis nagièrent à plain voille enssi que li tamps là portoit; et pooient y
estre environ trente six vaissiaux, que grans, que petis, mès nuls si
grans, ne si fors de trop n’en y avoit que messires Loeys
d’Espaingne en avoit neuf. Et entre ces neuf avoit trois gallées qui
se remoustroient dessus tous lez autres; et en chacune de ces trois
gallées estoient li trois corps des seigneurs, messires Loeys,
messires Carlez, messires Othes. Si s’aprochièrent li vaissiel, et
coummenchièrent Geneuois à traire de leurs arsbalestrez à grant
randon, et li archier d’Engleterre ossi sour eux. Là eut grant tret des
uns vaissiaux as autres, et qui longement dura, et maint homme
navret et blechiet. Et quant li seigneur, li baron, li chevalier et li
escuier s’aprochièrent, et qu’il peurent des lanches et des espées
venir enssamble, adonc y eut dure bataille et crueuse, et trop bien s’i
portoient et esprouvoient li ung et li autre. Là estoit messires Robers
d’Artois, qui y fu très bon chevalier, et la comtesse de Montfort
armée, qui bien valloit ung homme, car elle avoit coer de lion, et
tenoit ung glaive moult roide et bien trenchant, et trop bien s’en
combatoit et de grant couraige. Là estoit messires Loeis d’Espaigne
en une gallée, comme bons chevaliers, qui vassaument et de grant
vollenté requeroit et se combatoit as Englèz, car moult les desiroit à
desconfire, pour lui contrevengier dou dammaige qu’il avoit euv et
recheuv ceste propre année asés priès de là, ou camp de Camperli.
Et y fist, ce sachiés, messires Loeys merveillez d’armes, et bien en
avoit l’avantaige, car il estoit en ung vaissiel qui se remontroit
deseure tous les autres, et si estoit si bons chevaliers par mer et par
terre. Là eurent li baron et li chevallier d’Engleterre ung très dur
encontre et perilleus, car il avoient affaire à forte gens, mais il
avoient bons cappittainnes et seurs chevaliers, bien deffendans et
bien assallans. Là eut fait mainte belle appertise d’armes, maint
homme mort, navré et maint reversé en l’aige, qui oncques puis ne
s’aidèrent. Si dura ceste bataille de relevée tout jusques au soir,
toudis combatant, trayant, lanchant et grans appertises d’armes
faisans. Si les convint sus le soir, par pure necessité, partir l’un de
l’autre et ancrer, car la vesprée se couvri, et une noire nuée monta,
qui l’air obscurchi durement. Lors se missent tout à l’ancre, et
entendirent as blechiés et as navrés remuer, bendeler et remettre à
point; et estoit leur entension que jammais de là ne partiroient, se
seroit li une des parties desconfite. Fº 75 vº.
P. 8, l. 4: Salebrin.—Les mss. A 23 à 33 ajoutent: le conte de
Sufforc, le conte de Kenfort, le baron de Stanfort, le seigneur
Despensier, le seigneur de Boursier. Fº 118.
P. 8, l. 8: Grenesie.—Mss. A 1 à 6: Gresile. Fº 102.—Mss. A 8, 9:
Grèce. Fº 93 vº.—Mss. A 15 à 17: Guenerre. Fº 103.—Mss. A 18,
19: Crète. Fº 102.
P. 9, l. 17 et 18: ou camp de Camperli.—Ces mots manquent dans
les mss. A 1 à 6, fº 102.

§ 186. P. 10, l. 4: Un petit.—Ms. d’Amiens: Ung petit devant

mienuit s’esleva ungs vens, ungs orages si très grans et une pleuve
si très grosse et ung tonnoirez et ungs esclistrez si mervilleux, que il
sambloit proprement que li mondez dewist finner. Et n’y avoit si hardi
ne si preu bacheler, ne qui tant ainmast les armez, qui ne volsist
bien estre à terre, car cez bargez et ces naves hurtoient lez unes as
autrez, et sambloit que elles se dewissent ouvrir et partir. Si
demandèrent consseil li seigneur d’Engleterre à leurs maronniers
quel cose leur estoit bon affaire; et il respondirent que d’iaux traire à
terre au plus tost qu’il poroient, car la fortune estoit si grande sus
mer, que, se li vens les y boutoit, il seroient tout en peril d’estre
noiiet. Dont entendirent il generaument à sachier lez ancrez amont
et les voilles, enssi qu’à demy quartier, et tantost eskipèrent et
eslongièrent il les ennemis qui gisoient devant yaux à l’ancre, qui
ossi n’estoient mies trop asceur. Et se boutèrent ou parfont et
n’osèrent sieuwir les Englès qui aprochoient terre, pour ce que leur
vaissiel estoient si grant que se il ewissent froté à terre en telle
fortune, il fuissent romput. Pour tant se missent il ou plus parfont;
mès à leur departement, il trouvèrent quatre nefs englesses cargies
de chevaux et de pourveanches, qui s’estoient tenut en sus de le
bataille. Si eurent bien consienche, quel tamps ne quel tempès qu’il
fesist, de prendre ces quatre vaissiauls et d’atachier as leurs, et de
prendre le haulte mer pour eskieuwer ce peril. Chilz vens et chil
fortune les bouta, ains qu’il fuist jours, plus de cent lieuwes enssus
dou lieu où il s’estoient combatu, et les nefs englesses arivèrent et
prissent terre à ung petit port assés priès de Vennes, dont il furent
tout resjoy quant il se trouvèrent à terre. Fº 75 vº.

§ 187. P. 11, l. 14: Ensi.—Ms. d’Amiens: Enssi et par ceste grant

fortunne se desrompi la bataille sus mer de monseigneur Robert
d’Artois et se routte à l’encontre de monseigneur Loeys d’Espaigne
et de ses gens. Si n’en scet on à qui donner l’onneur, car il se
partirent tout magret yaux et par le diverseté dou tamps. Touttez
voies, li Englès prissent terre assés priès de Vennes et ysirent hors
des vaissiaux, et missent leurs cevaux sus le sablon, touttez leurs
armeures et leurs pourveanches, et puis eurent consseil et advis dou
sourplus, coumment il se maintenroient. Si ordonnèrent à traire leur
navie deviers Hainbon et yaux aller devant Vennes, car assés
estoient gens pour assegier la dessus dite cité. Si se mirent et
chevauchièrent tout ordonneement celle part. Il n’eurent miez
gramment à aller, quant il y vinrent.
Adonc estoit dedens la cité de Vennes, de par monsigneur
Charlon de Blois, messires Hervis de Lion et messire Oliviers de
Clichon, li sirez de Tournemine et li sires de Lohiach, gardiiens et
cappittainnez de Vennes et dou pays environ. Quant chil seigneur
virent venus li Englès, et que il s’ordonnoient pour y mettre le siège,
si ne furent mies trop effraet, mès entendirent au castiel
premierement, puis as gharittes et as portes, et missent en chacune
porte ung chevalier et dix hommes d’armes, dix archiers et dix
arbalestriers, et s’ordounnèrent assés bien pour tenir et garder le
chité contre tous venans. Or vous parlerons de monseigneur Loeis
d’Espaingne et de se routte. Fos 75 vº et 76.
P. 11, l. 20: prisent terre.—Ms. B 6: Che fu environ le Saint Jehan
Baptiste l’an mil trois cens quarante deux que la guerre estoit jà
ouverte entre la contesse et Charle de Blois. Fº 220.
 § 188. P. 12, l. 16: Saciés.—Ms. d’Amiens: Sachiés que, quant cils
grans tourmens et ceste fortune eurent pris et eslevet et boutet en
mer le dessus dit monseigneur Loeys, il furent toutte ceste nuit et
l’endemain tant c’à nonne, moult tourmenté et en grant aventure de
leurs vies, et pardirent par le tourment deux de leurs petis vaissiaux
chargiés de pourveanchez; mais il en avoient concquis quatre sus
les Englès, plus grans assés. Quant che vint environ nonne, li
tempès cessa, li mers s’aquoisa. Si demandèrent li siegneur as
maronniers auquel lés il estoient plus priès de terre, et il
respondirent: «Dou royaumme de Navarre.» Lors furent li patron
moult esmervilliet, et dissent que li vens les avoit eslongniés enssus
de Bretaingne de six vingt lieuwez. Si se missent là à l’ancre et
atendirent le marée, si ques, quant li flos de le mer revint, il eurent
assés bon vent de quartier pour retourner vers le Rocelle. Et
costiièrent Baione, mès il ne l’osèrent aprochier, et puis toutte le
Gascoingne. Et fissent tant qu’il rapassèrent les reus Saint Mahieu,
et là se missent il à terre, et puis vinrent à Camper Correntin, et là se
reposèrent et rafrescirent pour entendre dez nouvelles. Si
envoiièrent deviers monseigneur Charlon de Bloix, qui se tenoit à
Rennes, à savoir quel cose il volloit que il fesissent. Or lairons nous
d’iaux à parler ung petit. Si vous recorderons dou siège de Vennez
et de monseigneur Robert d’Artois et de ses gens, coumment il se
maintinrent. Fº 76.
—Ms. de Rome: En celle prope sepmainne que li armée
d’Engleterre ariva en Bretagne, fallirent les trieuwes entre mesire
Carle de Blois et la contesse de Montfort.
Quant li dis mesire Carles, qui se tenoit en Nantes, sceut la verité
de la venue des Englois que ils estoient arivet en Bretagne, il pensa
bien que il aueroit la gerre. Si envoia tantos à tous lés, sus la mer,
pour oïr nouvelles de son cousin mesire Lois d’Espagne. Et fu
trouvés à le Bai en Bretagne, et jà savoit il que la contesse estoit
passée et retournée en Bretagne. Si fist tant li dis mesires Lois que il
vint à Rennes et trouva là mesire Carle de Blois, qui i estoit venus à
grant gent d’armes. Si ordonna tantos et pourvei li dis mesires
Carles gens d’armes par toutes ses forterèces, et senti bien que
pour celle saison les Englois tenroient les camps, se poissance de