What Mr. Deane had found wasn't all that important to "this" history. It was just gossip. The entry that was important to me was that UMBC was a "Commuter School," but there was no further elaboration. as a commuter student the lexicon made sense to me. Throwing the lexicon out there and walking away would be a disaster. I could picture the "red" pen coming down with the inscription "DEFINE!" Oh no, you're not going to get off that easy: critical writing, critical reading. Using the lexicon was a massive trap. I could extend myself and attempt to define "commuter school" but this may have only ended up as an "attempt." The whole point was to research and develop research methodologies in order to prove or disprove my hypotheses.

As consumers of higher education we throw the lexicon around freely with no clear definition. As a consumer of a "Commuter School" I just nod my head accepting the lexicon because of the images and scenarios it generates. Same thing with the lexicon "City School." Again I would have the same response from personal experience. The third lexicon, "Rural School" in my mind, my definition would be formed from what I knew of the other two schools: isolation and dependence upon the university community for everything. Having never attended a "Rural School" I would find myself running around the surface trying to define the lexicon. Only a student immersed in such a culture could properly define it.

In essence, I was still stuck. I could define "Commuter School" but outside of a social context. Without input from my peers, I would still be only scratching the surface. I needed more data. I needed my peers to tell me what is the Student Culture of UMBC.