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About this series:
Taking on Tomorrow was created to showcase the expertise, scholarship and research of faculty in all disciplines at Madison. A number of factors determine who will be in the spotlight at any given time and what aspect of their work will be highlighted. In this installment, we feature Dr. David Slykhuis, interim head of the department of educational foundations and exceptionalities in the College of Education.
To nominate a faculty member to be featured in "Taking on Tomorrow," please e-mail Eric Gorton at firstname.lastname@example.com. Please provide a brief explanation of why you are nominating this faculty member. Self nominations are encouraged.
Related Content:
Washington Post — Study: Billions of dollars in annual teacher training is largely a waste
Richmond Times — Soifer: Rethinking how to help teachers improve
By David Slykhuis
Interim Head, Department of Educational Foundations and Exceptionalities
Associate Professor of Science Education
James Madison University College of Education
Much has been reported about a recent study of 10,000 teachers that concluded professional development for teachers is largely unsuccessful. The study, by the nonprofit organization TNTP, states it found no evidence that any particular approach to, or amount of, professional development consistently helps teachers improve in the classroom.
It is disappointing to see language with such negative connotations used in conjunction with teachers. Teaching is a profession deserving of more respect than it currently garners. The money spent in all three school districts examined in this two-year study DID improve teacher performance. In fact 19-30 percent of the teachers met their most rigorous definition of improvement and these teachers were in 95 percent of the schools in the sample. They simply did not improve as much as the researchers had hoped, and the researchers were not able to point to a single reason for improvement. This speaks to the complex job of teaching and how it is very difficult to study in a controlled manner. Every day, every class, and every student, presents a new set of challenges that must be met by schools and teachers. These challenges aren't systematic, and often can't be anticipated, forcing schools and teachers to make difficult decisions.
The primary measure of professional development in this study was simply the hours spent in professional development activities. The researchers concluded there was little impact of the professional development due to the fact the number of hours of professional development for teachers who showed gains in performance and for those who showed no gain were similar. This is a poor measure of the effectiveness of the professional development for two reasons; first, all teachers, regardless of their performance, are required by school divisions to attend professional development. Therefore, if all teachers are attending the same professional development, teachers with gains or losses in performance are all going to have similar numbers of hours of professional development, making differentiation based on this metric nearly impossible.
Second, there was no measure if the professional development offered to the teachers was research based for effectiveness. The body of research suggests professional development should be sustained, collaborative and connected to practice. The professional development in the research study took on the 'spray and pray' approach, appearing to offer a wide variety of professional development on ever changing topics. Instead, it should have been focused on one aspect of teacher practice with teachers participating in a sustained topic over an extended period of time while collaborating and working in small groups.
The results of this study were not surprising given the expectations placed on teachers and schools. Schools, and in turn teachers, are facing increasing pressure to produce higher test scores. School districts often turn to the latest trend promising to raise scores and quickly push out professional development on these topics. Many of the newer trends, such as a return to problem based learning, flipping the classroom, or increased technology, likely can have positive impacts on students test scores. They can't, however, show an impact after an afternoon of training and a mandate from administration. In fact, in such an approach, teachers may often feel confused and frustrated as to the expectations placed on them in the classroom, leading to observations and evaluations of their teaching practice to not show growth.
Professional development for teachers during the school year is an admirable idea, but difficult for teachers to absorb and put into practice. The expectation on today's teacher is to meet each and every student in their classroom at their level and to help them grow as a learner. Students have different socio-economic backgrounds, different nationalities and cultures, and different languages spoken in their homes. Teachers must prepare multiple versions of every lesson for every class, grading multiple versions of every assignment for every student, and suddenly teachers have an armful of grading and planning to be completed each night. Given this reality, when teachers attend professional development during the school year, they tend to be more focused on what they need for tomorrow than trying to learn and implement a new teaching strategy.
There are examples of proven quality teacher professional development. One such example is the Content Teaching Academy at James Madison University. Teachers attend this research based professional development for one week over the summer. The week is intensive and is sustained throughout the school year online, and the teachers are placed in small academies for collaboration around a common topic. The evaluations by teachers who have attended the Content Teaching Academy are overwhelmingly positive and teachers often pay their own way to attend year after year. School districts know they are getting a high quality professional development and readily send multiple teachers. The Content Teaching Academy has been offering professional development to teachers since the year 2000 and over 7,000 teachers have attended, impacting over 3,000,000 students.
Dr. Mary Thompson is an Associate Professor of English and the coordinator of the Women's and Gender Studies program, where she teaches courses in women's literature and feminist theory. Her research investigates literary and popular culture representations of reproductive justice issues. Her work has appeared in GENDERS, Feminist Media Studies, Journal for the Motherhood Initiative and Frontiers. Dr. Thompson's current research monograph, Thinking Back Through Our Mothers: Abortion in 21st Century U.S. Women's Life-Writing, is a feminist examination of the unexpected and critically neglected role of abortion in women's life-writing narratives.
Thompson's work investigates narratives about reproductive health by looking at mother-daughter memoirs and mommy memoirs, writing that often overlaps in how it treats reproductive choices. For example, Thompson studies Baby Love: Choosing Motherhood After a Lifetime of Ambivalence (2007) by Rebecca Walker, the third wave feminist icon and daughter of Alice Walker, author of The Color Purple. Typical of the genre, Baby Love is written in journal form, addressed to her future child, and recounts conception, pregnancy, childbirth and forays into parenting. Interspersed are meditations on Walker's relationship with her mother (the two are notoriously estranged). Walker describes having an abortion as a teenager and her concern that, as a result, she is disqualified from motherhood and her fear that she had been sterilized.
Thompson highlights abortion as an unexpected element in mommy memoirs, but notes how Baby Love is a disappointing text from a feminist perspective. As recent studies have shown (Dymond and Willey; O'Reilly and Bizzini; Brown), the mommy-memoir makes a disquieting return to bio-essentialized ideas of motherhood. Baby Love is no exception. On the other hand, comparing how Rebecca Walker writes about abortion to how her mother did in In Search of Our Mothers' Gardens (1983), Dr. Thompson arrives at a different assessment of the genre's feminist contributions. Alice Walker wrote simply that abortion "gave me my life back"—undoubtedly a true if unelaborated claim. Rebecca Walker's reflection on abortion, however, reveals how some pro-choice women (Walker is prochoice) now write openly about feelings of loss following abortion. Thompson's research contends that by rhetorically aligning themselves with the institution of motherhood, authors of mommy-memoirs are authorized to speak about abortion—often in ways that subvert assumptions about abortion and motherhood. Thompson is anticipating completion of her manuscript in summer 2016.
Dr. Thompson's teaching and research interests include American studies, women's and gender studies, and literature/composition. When it comes to women's and gender studies in particular, she is interested in feminist theory and activism; reproductive justice; the body; intersections of gender, sexuality, ethnicity and class; gender/masculinity studies; and third wave feminism.
Dr. Thompson received her M.A. in English from the University of Vermont and her Ph.D. in American Culture Studies from Bowling Green State University. She taught courses at the University of Vermont, Bowling Green State University and Michigan State University before coming to JMU. Dr. Thompson is active on and off campus as she has presented at twenty conferences in the past nine years and has organized several guest lectures at JMU (Katrina Powell, Modhumita Roy, Loretta Ross, and Amy Andre to name a few).
Friendly, flexible and humble are some of the words that students from JMU's Madison Singers used to describe Grammy-nominated recording artist Josh Groban after their performances with him in Washington, D.C. and Philadelphia in mid-September.
Thirty-two voices in the advanced choral chamber ensemble at JMU got the chance to share the stage with the professional artist after Groban's tour manager reached out to director Jo-Anne van der Vat Chromy (known by her students as "Dr. V.").
"Meeting [Groban] was a wonderful experience," says Sam Allen, a senior vocal performance major and seasoned tenor with the Madison Singers. "He seemed incredibly humble." Allen also noted that "the professional music world moves very quickly, and as such, we need to always be prepared. We need to know our music and be ready for any curveballs."
That sentiment rang true for soprano Abigail Schneider as well. A junior studying vocal performance, Schneider says the group "had to quickly adapt to new locations and experiences." She shared her appreciation for Groban's empathy toward having to adapt to frantic situations.
According to Dr. V, one of the best parts of the experience was being allowed to have a picture taken with Groban. "As a recording superstar, his time is precious." After singing a two-hour concert to a sellout house, Groban created the time to join the Madison Singers for a picture in the back alleyway outside the theatre in Philadelphia.
Surrounded by his managers and bodyguards, Groban spent about seven minutes with the Madison Singers--laughing, joking and talking about the pressures and challenges of touring. Then, the pictures happened. "Groban jumped right in and looked as though he was a member of the group!" exclaims Dr. V. The Madison Singers then proceeded to teach him how to do their traditional "turn and laugh," and Groban "completely captured the spirit of the Madison Singers' photo tradition." The pictures taken with Groban will remain a priceless memento and chronicle of an unprecedented and life-changing musical opportunity.
A couple of facets of the experience include learning about touring and rising to the occasion in unexpected and less-than-optimal situations. "Managing adrenaline and managing energy is essential," summarizes Dr. V. "Failing to do so is how careers burn out." Dr. V also stressed the importance of continuing to grow. "JMU's School of Music holds a high level of talent and capacity, but professional opportunities like these allow students to raise their game and prepare themselves for what lies ahead."
While high-stakes tests dominate the high school landscape, students — particularly by their senior year — are yearning to see if there is more to their education. For example, students are introduced to cutting-edge technologies, but don't get the chance to see how they can use these technologies to make a difference in their communities. This has been the driving force behind JMU's Geospatial Semester, a program that has for the past 11 years given thousands of Virginia high school students the chance to learn about and use cutting-edge geospatial technologies. The Geospatial Semester was recently recognized for its success at the annual Commonwealth of Virginia Innovative Technology Symposium (COVITS) in Richmond, receiving a prestigious Governor's Technology Award for the Innovative Use of Technology in Education.
The COVITS is an annual gathering of Virginia's government information technology (IT) leaders who look at the future of IT solutions through guest speakers and workshops. This year, the symposium presented the Governor's Technology Award to 18 different organizations in nine categories, including Innovative Use of Open Data, Best Citizen Portal and Cross-Boundary Collaboration. "It's refreshing to see this model recognized at a time when one might characterize education as frequently being rigid and uniform," said Paul Rittenhouse, one of the managers of the Geospatial Semester, along with Kathryn Keranen. "It's also pleasing to see the program recognized at an industry conference, rather than just within education circles. I believe this speaks to the genuine success of the program."
The Geospatial Semester is an innovative partnership between JMU and multiple school districts across Virginia where high school teachers collaborate directly with JMU faculty members to bring different geospatial technologies like GIS, GPS and remote sensing into the classrooms. "[The JMU faculty] each have a set of schools that we visit once a month to support and teach current lessons, observe, and develop student projects," explained Rittenhouse. "It's a flexible model intended to accommodate the variety of different styles, issues and interests of all the classrooms in participating schools." Through this, students have the chance to earn dual-enrollment credit at JMU for the projects they complete inside and out of the classroom, with over 3,000 students already earning credit. Many of these projects have even been recognized with a variety of awards, while others have been featured at the ESRI International GIS User's Conference.
The Governor's Technology Award is an acknowledgment of the incredible work that all the participants have put into this program. "[The award] is a wonderful recognition of the great work of teachers and students in Virginia high schools," added Dr. Bob Kolvoord, Dean of the College of Integrated Science and Engineering and co-founder of the Geospatial Semester. "They're exploring cutting-edge technologies and applying them in new and innovative ways. We're proud to be a continuing partner in the Geospatial Semester."
JMU journalism graduate Jeff Gammage ('82) was recently part of the Philadelphia Inquirer's coverage of Pope Francis' visit to the city. We asked him to reflect on the coverage.
What was your role in the coverage of the Pope? I was reporting and writing news stories in the lead-up to the pope's arrival and all during the two-day papal visit. That included anchoring the main Sunday story, which sought to encompass all the papal activities, color and reactions in a single piece. Of course, all of us at the newspaper and website were tweeting and posting to social media throughout.
When you're tackling a story with so many angles like this one, how do you decide what to cover? I look for individual stories that aren't being told. For instance, I wrote a piece about how the homeless people who live on the Benjamin Franklin Parkway were being displaced during the pope's visit, and how many of them weren't sure where they would go or how they would find food. Also a story about how the massive security apparatus designed to protect the pope caused thousands of people to be stuck in lines for hours, missing the central event of the weekend, the giant Sunday Mass on the parkway.
What most challenged you in covering the story and how did you overcome it? Everything about the visit was challenging, starting with how reporters would get to work if the trains and subways became overwhelmed by crowds. The highways had been closed in advance. Many of us ended up sleeping downtown for three days, to be sure we could get into the newsroom. Access to specific events, like Francis' meeting with inmates at a city prison, was of course tightly controlled, and worked out with the pope's press people months in advance. The level of security and the crowd sizes were a major challenge. The newspaper attempted to overcome that by assigning virtually every news reporter to coverage. Probably 50 to 75 reporters and editors were directly involved in covering the pope.
What's the most vivid thing you'll remember from covering the Pope's visit? The peaceful, love-your-brother vibe that took hold of Philadelphia for two days. Whether one is Catholic or not, or religious or not, it's clear that Pope Francis is a charismatic leader, humble and sincere, and focused on how all of us should care for one another. That resonated across the city. For two days, everyone I met was thinking about issues bigger than themselves.
Jeff Gammage, a staff writer at The Philadelphia Inquirer, was part of the five-reporter team that won the 2012 Pulitzer Prize for Public Service. He's the author of China Ghosts: My Daughter's Journey to America, My Passage to Fatherhood, and has written widely on adoption for publications including The New York Times. He's a 1982 graduate of James Madison University, and a recipient of the school's Ronald E. Carrier Distinguished Alumni Achievement Award.
By Madeleine Chalk ('18)
In addition to being a crazy comedy about theatre students making fun of theatre, Anton in Show Business is "a celebration of our alumni," says JMU faculty director Ingrid De Sanctis. The show features the behind-the-scenes talent of recent graduates Stephanie Freed and Lizzie Donelan.
Stephanie Freed returns to JMU as a member of the lighting team for the production of Jane Martin's Anton in Show Business. Originally from Waynesboro, Va., Freed graduated from JMU in 2010 with a B.A. in theatre before moving to Washington, D.C. to work as a freelance lighting designer and electrician. After a couple of years, Freed landed a spot on the national tour of the musical American Idiot. She now lives in New York City, where she most recently worked as a lighting designer and electrician for Fashion Week New York 2015.
Want a career in the arts? Freed stresses the importance of "reaching out to people and being genuine." "People want to work with people who are eagerly interested." Equally important, according to Freed, is "to pursue outside interests."
Lizzie Donelan is "happy to be back at JMU" as the costume designer for Anton in Show Business. After graduating with a degree in theatre from JMU in 2011, Donelan moved to Pittsburgh, where she earned her M.F.A. in costume design from Carnegie Mellon. She then relocated to New York and found freelance work assisting costume designer Suttrirat Larlarb on musicals including Finding Neverland on Broadway and Waitress at Boston's American Repertory Theatre.
Donelan considers herself "lucky to be back at such a beautiful, inclusive school," and encourages aspiring artists to "take advantage of their arts degree and all JMU has to offer."
Dr. Clare Croft is visiting Forbes this week as a School of Theatre and Dance Guest Artist. An Assistant Professor of Dance at the University of Michigan, Dr. Croft is an award- winning scholar in the fields of dance history, performance studies, and critical race and sexuality studies. She is also both a dance dramaturg and a dance critic, and her two-day residency at JMU will focus on 1) dance dramaturgy (in support of the fall Dramaturgy course as well as new dramaturgy partnerships and initiatives across STAD) as well as 2) writing about performance, including theatre and dance criticism and movement analysis. Her residency will enable students a chance to strengthen their writing skills through classroom and rehearsal visits, as well as provide an opportunity for additional mentorship for all who hold movement (MT, dance, and theatre) central to their arts-practices. Dr. Croft will also discuss her recently published book, Dancers as Diplomats: American Choreography in Cultural Exchange (Oxford University Press, 2015).
In the past few decades, the world has been shaken like never before by the effects of natural disasters, social turmoil and political unrest. These catastrophic moments cause millions of causalities and leave thousands of homes ripped apart by tragedy. After the 2004 Indian Ocean earthquake and tsunami, over 230,000 people in 14 countries were reported dead, and over 1,200 people were reported dead after hurricane Katrina hit New Orleans in 2005. Traumatic events like these are what inspired Dr. Raktim Pal to look further into the effectiveness of disaster response operations to see how he can make a difference.
As a tenured professor of Computer Information Systems and Business Analytics in the College of Business, Pal decided to take a risk and write about a topic where little research had done to date, but was an area that he truly cared about.
"In 2004 when the Indian Ocean tsunami hit, there were so many people who were affected," said Pal. "Thousands of people died from lack of [disaster relief] coordination, and I thought, well, this is something I may want to look into."
Pal is specifically looking into two different aspects of the disaster relief coordination process. His first interest is in the United Nations (UN) cluster approach, which is when a group of various stakeholders and a designated lead agency work together in the relief operation. Though the effectiveness of the cluster approach has been questioned in the past, Pal found evidence that "if the cluster leads take some specific roles and responsibilities, information reaches its target faster, enabling a prompt humanitarian response."
His second research interest is in the area of how relief and development efforts at refugee camps can improve with better information distribution strategies. Pal is considering other means of information distribution, including social media. He believes that a collaboration between official relief information distribution protocols and social media strategies would be beneficial in disaster situations, saying, "Many of the disaster areas have been helped tremendously because of social media."
Because of the accessibility of wireless internet connections and cell phones, volunteers and refugees are able to use social media outlets, like Twitter, to release need and location information in disaster situations, grabbing the relief agencies' attention. Pal also addresses the idea that information dispersed on social media may not be accurate. He states, "Something is better than nothing," referring to the possibility that even a little bit of correct information is better than none.
From his analysis of how disaster relief information is dispersed currently, Pal hopes to make a difference in how this process can be handled more effectively in future disaster situations. As he is already immersed in his research, Pal hopes to submit his work to several national and international conferences as well as worldwide publications. He has already published his work in this area in a premier journal.
Pal received his Ph.D., M.S.I.E. (Masters of Science in Industrial Engineering) and M.S.C.E. (Masters of Science in Civil Engineering) at Purdue University. His other interests include supply chain management and logistics and project management. He teaches COB 291. Introduction to Management Science and COB 300C. Integrative Business (Operations) in the undergraduate program and MBA 642. Operations and Supply Chain Management in the Innovation and Information Security M.B.A. program.
Dean Mary Gowan from JMU's College of Business co-authored an article in the Summer edition of Peer Review magazine that focuses on critical thinking, ethical reasoning, and a broad world view as important for liberal education and civic literacy. Read the article on the American Association of Colleges and Universities website.
James Madison University is a public institution dating back to 1908. The school is located in the historic and urban area of Harrisonburg, Virginia, approximately two hours from Richmond and Washington, D.C. U.S. News and World Report ranks James Madison University as the 6th Best Regional University in the South, the 2nd Top Public School, and 6th among the Most Up-and-Coming Schools in the country. The school offers a Sport and Recreation Management degree program that is designed to prepare students with the skills necessary to succeed in the sports management industry. The program requires a practicum or internship, and provides opportunities to work with national organizations such as the Association of Outdoor Recreation and Education and the North American Society for Sport Management.
For individuals with an interest in professional or recreational sports, earning a sports management degree means fulfilling a childhood dream. Getting the most out of a sports management degree program means paying attention to campus location. Not all programs provide connections to professional teams and large sport organizations that urban campus programs offer.
Urban settings provide access to professional sport teams, large fitness foundations, and full-service recreational programs. Students participating in sports management programs at schools near large cities have access to internship opportunities that small town colleges do not offer. NFL, MLB, and NBA teams are generally found in urban areas; through internships, students gain experience working directly with these professional teams. Often, sports management internships turn into viable employment following graduation.
Hi, I'm Muhammad!
I'm a Senior Communication Studies major from Fredericksburg, Virginia and I am returning for my second year with the Madison Advising Peers. Beyond the MAP's, I am also involved with the Marching Royal Dukes, the Madison Society, and Student Greater Madison. My favorite part of being a MAP is helping students navigate through the registration process and working with them to come up with their four-year academic plan.
Come visit me and the other MAP's in Roop 201!
WRTC professor Vanessa Rouillon is offering a WRTC 342, Writing Place in Lima/Cuzco, Peru, in the summer of 2016.
Out of 74 programs, only 6 are located in South America, with hers being one of those programs--in Peru. In her course, students will explore remnants of colonization as they produce verbal and visual images, learn survival Quechua, take weaving lessons, and write place.
Apply through the Office of International Programs website. Applications are due Nov. 1, 2015.
If you have any questions, please contact Dr. Rouillon (firstname.lastname@example.com)
Now in her third year as a tenure-track, full-time playwriting professor at JMU, Ingrid De Sanctis loves teaching and creating work that moves people. De Sanctis, whose father was a preacher, says "theatre is a little bit like church" in that people like to gather and be moved.
De Sanctis grew up in New Jersey and spent some time living in Florida before attending Eastern Mennonite University. She earned a bachelor's degree in social work, but her career direction was forever changed after playing Helen Keller in a university production.
After graduation, De Sanctis joined Up with People, a global education organization dedicated to bringing the world together through music and service. De Sanctis travelled to 25 different countries in three years before leaving the group to pursue her M.F.A. in acting from the University of North Carolina – Greensboro. Initially, De Sanctis was drawn to acting; however, as time went on, she became more interested in directing and playwriting. "In the last 10 years, playwriting has become that mysterious, difficult process that really intrigues me."
Also intriguing to De Sanctis are stories of transformation: people who have "moved out of the darkness and into the light." De Sanctis, who says her favorite part of the playwriting process is interviewing people, has had the opportunity to shed light on social justice issues in Torba, a play about refugees in the Balkans; A Body in Motion, a play about survivors of violent crime that was performed for prisoners who were incarcerated for similar crimes; and Sarah & the Dinosaur, a play about a former student who had cancer, where the cancer manifested itself as a dinosaur.
At JMU, De Sanctis has directed Romeo and Juliet, The Trojan Women, and is currently directing the "funny and entertaining" Anton in Show Business, which runs from September 29-October 4 at the Forbes Center.
De Sanctis appreciates stories about the big questions of humanity, survival, brokenness, transformation and empowerment. "Theatre is not about oneself, but about empathy and a response to the world around you."
Asking for assistance can be a difficult thing to do. Asking for help from your peers can be even more awkward. How are you supposed to know if you can trust the advice this person is giving you? After all, they are just a few years older, or even the same age as you. Are they really experts in the field?
While we do not want to relay the perception that we view ourselves as "superior," we do want to emphasize that the consultants at the Communication Center are not just students. The center recognizes that every individual has strengths, and public speaking just happens to be one of the skills the tutors at the Communication Center possess. This is not just natural skill, however. The consultants went through extensive process prior to being hired.
As a whole, the student staff members have gone through classes and experiences that are training them to be experts in their field. The majority of consultants began this process by participating in a semester long training in the field of consultation. This in depth class taught them the procedures, and protocols of consultation.
"The class taught me about word choice and presentation, and how messages are conveyed to the client. Consulting and presentational skills are essential roles to know because the skills are used in almost any field," said consultant Taylor Johnson.
Many consultants are also majoring in various Communication concentrations, and plan to have a profession in this field. For those who are majoring in other subjects, their capabilities were still verified that they have experience in, and are qualified public speakers. In fact, having a mixture of majors represented on staff, is actually one of the strengths of the Communication Center. It allows for a variety of perspectives and skill sets.
"As a political science major I am able to understand students who come to the Communication Center with academic backgrounds different from communication. I am able to recognize different aspects of the communication that are found more predominately in my discipline," said Ellie Miller, who has been a consultant for the past three years.
Prior to being hired, everyone had to go through an interview process, which screened the candidates that were most qualified to serve as peer tutors. Finally, we are firm believers in continuous education and growth. The consultants are constantly reviewing new research, taking additional training, and viewing how they can grow to be a better asset to the center, and to those who utilize the center.
If you would like to learn more about our tutors, please visit the MEET OUR STAFF page. Or just come in for your very own appointment! You can schedule a time to meet us HERE.
Pictured: Alexa Senio, Mallory O'Shea, and Paige Normand discuss their work during the NMC's Idea Lab.
DigiComm at the NMC:
In early June, DigiComm showcased their successful pilot year at the Idea Lab at the New Media Consortium (NMC) Conference in DC. The NMC conference brought together innovative academics, digital storytellers, and industry experts across the world to share their ideas and experiences.
DigiComm showcased their success "Leading Change from the Middle: Media Fellows Across the Curriculum" and discussed our experience assisting both faculty and students to enhance digital assignments and innovation. We presented faculty testimonials, interactive quizzes to test attendees' knowledge of content creation tools, and presented our recommendations and assessment of our favorite web builders.
The NMC has previously highlighted James Madison University and the coordinator of DigiComm, Paige Normand, during their spotlight tour to celebrate educational innovation at universities across the globe.
Until this year, JMU College of Education students transferring from other schools had no specialized supports to help them navigate the ins and outs of becoming a student and teacher licensure candidate.
Enter Chelsea Harrup ('17, '18M), a transfer student from Northern Virginia Community College (NVCC). Harrup transferred to JMU from NVCC at the beginning of the spring 2015 semester. Just six months later, she found herself in a leadership role as the newly appointed co-chair of an initiative for Transfer Student Peer Advising at the JMU College of Education. Harrup says it has been a whirlwind experience for her from the moment she stepped onto campus.
"I'm 24. I transferred in during the middle of the year, older than everyone else, and I could see that everyone was very close and knew what was going on," said Harrup. "It was a struggle for me to be immersed in a new environment, feeling very different and not part of the academic or social culture of JMU."
Harrup credits the support systems in the CoE along with EFEX Professor Dr. Ruthie Bosch in helping her get acclimated to the new environment. Most importantly, Harrup says she felt comfortable talking with Dr. Bosch about some of the struggles she faced as a transfer student, such as becoming part of already established teacher cohorts and navigating the course work and licensure requirements needed to be accepted into a teacher education program.
"I have never had a professor take an interest in me the way that Dr. Bosch has. She pushed me to get myself out there and introduced me to some new people. She has taken a genuine interest in me furthering my education and doing more with the College of Education," said Harrup.
Part of that interest resulted in Dr. Bosch selecting Harrup to be co-chair of the Transfer Student Peer Advising Center. New this year, the goal of the center is to provide a place for COE transfer students to turn when they need help, whether that involves admission to a teacher education program or questions about MyMadison, bus schedules, COE resources, and Praxis testing. Harrup says that most importantly, transfer students need a place where they can come and talk with other transfer students who have gone through the same process.
She said, "It's a very different feeling coming into a new school. They're not freshman, but they are having to learn everything the freshman do. As a 24-year-old junior, I was embarrassed to ask my classmates who had been there since their freshman year. I was scared to ask the wrong questions and felt like I didn't have anyone I could ask without being judged. I hope that I can do that for another student. Even if it's just one student, then I would feel like I did my job right."
The Transfer Student Peer Advising Center is open Monday through Thursday. A staff of four is available for transfer students to drop in and ask questions any time. Harrup works Monday and Thursday evenings. She and her co-chair, Lauren McDaniel, wanted to make sure the center offered daytime and nighttime hours since many of our transfer students have varied work schedules. You can email Chelsea (email@example.com) or Lauren (email@example.com) for more information or to make an appointment.
By: Daniel Vieth
Every day in hospitals and healthcare facilities around the country, medical professionals are tasked with coming together to find better solutions for their patients. Despite the importance for interprofessional communication, many educational programs lack opportunities for students to experience these situations before they graduate. This can lead to ineffective health communication, causing patients to suffer. Looking for ways to combat this issue, graduate programs from JMU's College of Health and Behavioral Studies, including Communication Sciences and Disorders (CSD), Nursing, Occupational Therapy (OT), and Physician's Assistant (PA) joined together to host the Virtual Interprofessional Clinic in the virtual reality platform SecondLife last year. The success of this clinic has led to more upcoming virtual clinics taking place later this year.
SecondLife is a virtual reality world where users produce avatars to create communities, play games or in this case pursue educational opportunities. "For me, SecondLife is just like the real world, but without the bounds," explained Dr. Kathryn Stevens, the Director of the Madison Art Collection and architect behind JMU's presence in SecondLife. "When you're in a virtual world, there is a feeling of immediacy and intimacy that you don't get with other information delivery systems: You connect more." Compared to more traditional face-to-face or phone conferencing, the use of a virtual world allows for participants to come together from any distance with much more scheduling flexibility. "It's really difficult, even in real life, for people to come together on a consistent basis," said Dr. Twylla Kirchen, OT Program Director. "This simulation gives students the ability to login on any computer and interact in a collaborative way from a distance on the same patient case."
The Virtual Interprofessional Clinic utilized SecondLife to bring together graduate student representatives from each of the disciplines, as well as a number of undergraduate and graduate student observers, to review a patient case study and demonstrate how each field would approach a diagnosis. "The students read over the medical records for a fictional patient, Ronnie, made assessments, and then met together in the virtual clinic to make the diagnosis," said Dr. Carol Dudding, Director of the Speech-Language Pathology program for CSD. "It was essentially a virtual case-management conference, or case-mix, where the representatives for each discipline would give and explain their observations." The clinic was followed by a debriefing between the representatives and audiences members, where participants discussed their observations and the impact of having this clinic in a virtual world. "I enjoyed having the conference in SecondLife rather than just a phone conference," explained Kelly Rebholz, a second year OT student. "It was nice to have a visual idea of the situation and having the virtual conference eliminated the significant barrier of scheduling while still allowing interprofessional collaboration."
One of the main purposes for hosting this virtual conference was to help students become more comfortable with working with other medical disciplines, especially as similar case-mixes can be intimidating for newly graduated students entering their fields. "The impact of having all of the disciplines come together was tremendous," said Jessica Gausmann, a second year Speech-Language Pathology graduate student. "Students will be responsible for working on an interprofessional team in the workforce, so the SecondLife conference allowed us to learn about each other's roles and responsibilities, while also giving us the opportunity to advocate for our own disciplines." A better understanding of the roles of other professionals leads to better health communication and better outcomes for patients.
After the success of this first clinic, the Doctor of Nursing Practice (DNP) Program took the reins to help host a series of upcoming Madison Interprofessional Clinics, with the help of a Health Resources and Services Administration grant. Expanding on the original conference design, professors will actually role-play as four different patients, with students from the different disciplines once again coming together to develop a diagnosis for each. Data collected from these clinics will also be used to evaluate the impact of using virtual worlds in healthcare education. "We're actually presenting the first study on how cultural competence may increase in the students at the Collaborating Across Borders international conference towards the end of September," explained Dr. Linda Hulton, Coordinator of DNP. "We're anxious to know the outcomes."
"I think JMU is breaking into an exciting world of possibilities for academics in health care professions with the SecondLife conferences," exclaimed Gausmann. "As technology becomes more advanced and accessible, I think it will be critical for healthcare professionals to stay current with new applications and integration of virtual worlds in clinical practice." Through SecondLife, JMU has given students the opportunity to use cutting edge technologies to work collaboratively and better prepare them for their future careers.
Imagine a group of 8th – 10th grade students coming to campus on a Sunday to start a week of camp that seemed like any other. But by the time those students leave on Saturday, they have designed a 3D printed container to be used on a mission to Mars.
JMU's vision is to be the national model for the engaged university: engaged with ideas and the world. The three parts of JMU's engagement vision, engaged learning, civic engagement, and community engagement, all play a part in shaping the work we do. These three areas of engagement all embrace goals and outcomes that emphasize the value of experiential learning, guided reflection and collaboration. These areas often meaningfully intersect to create experiences that allow for emergent learning.
But what does that look like in action?
This summer, we experienced this with Space Explorers Camp. Different from year's prior, this summer three weeks of camp were held for students spanning 2nd – 10th grade. Before camp kicked off, the JMU student counselors participated in the first weeklong Space Explorers Workshop, and the residential campers participated in a NASA-inspired design challenge for the first time. Shanil Virani, Director of the John C. Wells Planetarium led this summer of firsts, pushing the envelope on what could be accomplished, for the student counselors and the campers.
The workshop
Leading up to camp, the Space Explorers Workshop hosted several JMU faculty and special guest Rebecca Jaramillo of the National Institute of Aerospace and NASA. Each day featured presentations and hands-on activities that provided the student counselors with tools for teaching, influencing, mediating, and learning from the campers.
The student counselors had various majors; some are on their way to become scientists and some teachers. With different levels of experience, the workshop provided the opportunity for the JMU students to learn more about teaching, and going a step further with guest Jaramillo, learning how to teach STEM topics in particular.
John Almarode, a faculty presenter from the College of Education, related to the opportunity this experience could provide for the student counselors. "It's a practice run for pre-service teachers to get a chance to mess up and get feedback. That could help them decide if they want to be a teacher. That happened to me, I enjoyed explaining science more than learning more about it." Almarode's presentation focused on the science of learning as he explained, "You want to engage [students] or else it becomes a babysitting
experience. You need to spawn interest."
Jaramillo had a strong focus on making teaching engaging as well. Before she began working for NASA seven years ago, Jaramillo taught primarily behavior-disordered students for 34 years. She shared her teaching philosophy, "I believe my kids can learn anything anyone else can learn, they just need a different road to get there. So you bring the world to them. That's a good teacher, if you can bring the world to them." With her extensive knowledge on teaching STEM subjects, she focused on the challenges that come with that. "Failure is not an option, it's a requirement. If you don't fail, you'll never know why you succeed."
The design challenge
The first week of camp was residential and those campers participated in a design challenge inspired by NASA's Future Engineers competition. The task – to create a 3D model of a container for space, and present their idea to a panel of judges. The campers were broken into seven teams, each led by a student counselor, and worked on the challenge all week. First, they thought of a purpose for their container: what could be beneficial for a scientist on their way to Mars? Then, they worked with members of The Institute for Visual Studies and the Center for Instructional Technology to design and print their containers in the 3D printing lab, making them come to life.
At the final presentation it was clear the hard work of the campers as well as the student counselors paid off. Through teamwork and imagination each group designed unique containers with equally unique purposes. The purpose of the containers designed included:
In the end, the student counselors survived four weeks all about space. Before this summer, a student counselor may have only had experience learning in a lab, or teaching in a classroom. Now they've all experienced something new, whether it was learning to teach STEM topics, mastering concepts of physics and astronomy, or leading different age groups from week to week. And for the campers, they had a chance to explore in new ways, learned by having fun, and hopefully realized they can do anything they set their minds to.
This is what engagement looked like to us this summer, bringing in pre-college students from our local community and providing a mix of collaboration, experiential learning, and reflection. It made our Space Explorers Camp a fun challenge for all involved.
It seems like bicycles are everywhere these days—on city streets, as icons on t-shirts and coffee mugs, as parts of political platforms. But how did we get to this point? Is the current bicycle renaissance sustainable? Evan Friss, an assistant professor of history, tackles these questions and more in his new book, The Cycling City: Bicycles and Urban America in the 1890s. Published by The University of Chicago Press, The Cycling City makes clear not only that cycling is nothing new in American cities, but also that bicycles were once at the heart of American culture.
In the late nineteenth century, Americans (not the Dutch or the Danish) caught bicycle fever more than anyone else in the world. Beyond purchasing millions of bicycles, Americans reimagined what their cities could look like if designed for cyclists. Paths and ribbons of asphalt would flow in, out and across the city. Women and the less-than-affluent would, they imagined, find the city more welcoming and accessible. Quietly spinning bicycles would silence the thunder of streetcars and elevated railways. Foul-smelling horses would be replaced with a squeaky clean set of wheels. The chaos of urban life would be remedied by charming bicycle trips to the country. Americans drew utopian blueprints and began to build such a world, but the dream of a cycling city faded as the century turned. The nation then witnessed a long period in which bicycles were largely absent from city streets, the minds of urban planners and the debates inside city halls.
Although Friss writes about a period more than a century old, he hopes that his research will help inform contemporary public policy issues. Accordingly, he serves on the steering committee of Harrisonburg's Northend Greenway and JMU's Bicycle and Pedestrian Advisory Committee, and he advocates for better infrastructure and smarter policies to encourage cycling and walking.
Dr. Friss's book is the culmination of a long interest in urban history, a subject in which he regularly offers a course at JMU. His other research interests span the field of public history. He is currently working as a guest curator for a major museum, developing an exhibition about cycling and the city, a project that marries his academic interests and serves as an extension of his book. In the classroom, Friss regularly works with students on projects that similarly combine public and urban history such as the Historical Harrisonburg Walking Tours assignment (http://sites.jmu.edu/walkingtours/). A collaborative project built with the help of the Center for Instructional Technology (CIT), the Walking Tours site allows residents and visitors to listen to audio podcasts narrated by his undergraduate students and learn about the history of important buildings and spaces in Harrisonburg. The tour currently includes 43 landmarks, and Friss expects the project to continue to expand.
As he begins his fourth year at JMU, Friss is delighted to be finished with the book and excited about his current and future research projects.
UWC tutor Maya Chandler prepares a whiteboard mural in JMU's new University Writing Center.
Last spring, JMU's University Writing Center had the privilege of hosting the 2015 conference of the Mid-Atlantic Writing Center Association (MAWCA). As a regional offshoot of the International Writing Centers Association, MAWCA is a collection of East Coast writing center specialists that collaborate among normally divided writing centers to exchange ideas. One of the largest conferences of its kind in the nation, MAWCA is a wonderful opportunity for peer tutors, writing center faculty, and other interested parties to come together and discuss a shared theme; this year's was "Sharing Spaces." On the weekend of April 10th – 11th, JMU's Student Success Center (SSC) opened its doors to representatives of various college and high school writing centers for the event.
|Tutors Melanie Farrell, Carolyn Schubert, and Juliana Garabedian staff the MAWCA 2015 welcome desk
JMU's University Writing Center (UWC) had been in talks to host the MAWCA conference for two years. "Originally, we were going to submit a proposal to host the 2014 conference," said UWC Associate Director Jared Featherstone, "but we decided it would be better to propose hosting the conference in our new space." With the 2015 move to the first floor of the spacious SSC building, the time was finally right.
After JMU was awarded host duties for the conference, UWC tutors, faculty, and staff worked for months to plan the event. A JMU Writing Center team of 30 workers was assembled to design the conference website, coordinate room assignments and meals, staff registration desks, resolve technical and logistical issues, and guide people around the conference, campus, and Harrisonburg area. Review teams of UWC tutors and faculty carefully read and organized the proposal submissions to develop the program. In keeping with writing center philosophy, the UWC reviewers collaborated closely with prospective presenters as they refined their thinking for the diverse conference audience.
|High school and college writing center tutors at a Friday evening workshop breakout session
The Conference
On Friday from 3:00 p.m. to 8:00 p.m. and Saturday from 7:00 a.m. to 5:00 p.m., the first, second, third, and fourth floors of the Student Success Center were bustling with writing center scholars, tutors, faculty, and students from high schools and colleges across the East Coast. Whether they were checking out the posters of research on the first floor lobby, taking a moment to get a bite to eat on the second floor, or attending the 60 panels, presentations, and workshops, attendees had access to wall-to-wall conversation and scholarship with writing center professionals.
More than 240 people from 36 institutions and nine states made the trip to JMU for the conference, and for some attendees it was quite a long journey. Students and faculty from the University of Wisconsin, for instance, traveled 857 miles to be a part of the conference. Of the attendees, 60% were students and 40% were faculty, reflecting the commitment to student engagement that characterizes writing center work and the UWC's vision.
Conference goers took part in panels and presentations on a wide range of topics. Representatives from several writing centers were presenting their original research and discussing tutoring strategies and theory, all centered on the conference's theme of "Sharing Spaces."
|MAWCA conference attendees at a Saturday panel
Many of JMU's UWC faculty members delivered workshops and presentations. Laura Schubert, the UWC's Peer Education Coordinator, was part of a multi-university workshop titled "Writing Center in the Learning Commons: Opportunities, Pitfalls, and Administrative Strategies" with presenters from Old Dominion University and Shippensburg University. Kevin Jefferson and Learning Centers Director Kurt Schick led a workshop on writing center assessment, while faculty members such as Jared Featherstone, Matt Trybus, Eric LaFreniere, Lucy Green, and Carolyn Schubert represented JMU in workshops and panels.
A number of JMU students also shared their insights during MAWCA: Caroline Prendergast and Erik Simmons blended their psychology and tutoring expertise in a panel called, "Sharing of Academic Disciplines in the Writing Center," Dakota Sharp and Taylor O'Donnell led a panel with two JMU faculty members on the value of writing fellows in bridging disciplinary and pedagogical gaps in core science and math classes, and Brooke Covington hosted a presentation on the importance of translingual practice in tutoring international students.
|Nathalie Singh-Corcoran delivers the keynote
On Saturday, Nathalie Singh-Corcoran, clinical associate professor and Writing Studio Coordinator at West Virginia University, delivered a keynote speech in Grafton-Stovall Theater bringing her expertise and experience to the conference's theme. Afterwards, attendees returned to the Student Success Center for more panels and presentations before an evening tour of JMU's brand new writing center space.
UWC faculty and staff hope that The MAWCA conference will have a lasting impact on visiting students and faculty members as well as JMU's own. "We grew as a UWC team in hosting the MAWCA conference," said long-time faculty tutor Kevin Jefferson, "We showed off our collegiality, teamwork, and expertise as much as we showed off our new space in the Student Success Center. Everyone contributed in visible ways--I loved seeing all of the green UWC uniforms during the conference--and in the truly monumental behind-the-scenes effort involved in making it all look so seamless."
Before the conference, Featherstone expressed a desire for JMU to involve itself more in the writing center community. He said, "I think hosting this conference will elevate the visibility of the JMU Writing Center, which may mean that we'll be involved in more collaborations with other centers." Featherstone and his staff are thrilled to have made a contribution to the development of writing centers in the region.
-Rudy Barrett, Graduate Assistant
Suzanne Miller-Corso, the 2009-2010 Distinguished Teacher for the College of Visual and Performing Arts, and the New Dance Festival are both celebrating 20 years at JMU this year. Miller-Corso started as an adjunct dance professor in 1996. A full-time position teaching musical theatre style dance opened up three years later, and Miller-Corso had found her niche.
Growing up in Baltimore, Miller-Corso performed in high school musicals. She stayed local for undergraduate school, earning a B.F.A. in dance from Towson University, a minor in education, and a K-12 teaching certificate. She taught physical education and dance for four years, and then became "thirsty to learn and gain more knowledge." This desire led her to the University of Colorado at Boulder, where she earned an M.F.A. in dance performance and choreography—and found a passion for contemporary modern dance.
This new love had Miller-Corso wanting to teach modern dance, but the path at JMU pulled her in a different direction. Teaching musical theatre would allow Miller-Corso to apply skills and knowledge acquired through performing professionally in the musicals Hello Dolly, Annie Get Your Gun, A Chorus Line and Phantom of the Opera. She choreographed Kiss Me Kate, her first musical, in 1997. She had the opportunity to choreograph Kiss Me Kate again when the Forbes Center first opened in 2010. "It was satisfying to see how my choreography had grown. I think (the latter) was one of my best works."
In 2009, Miller-Corso had the chance to return to her K-12 education roots. She initiated the teaching licensure dance program at JMU, and is currently working to create more dance programs in the public schools because "there are not a lot in Virginia." Arts integration has become an important term to Miller-Corso, who spent her educational leave in 2012 reinforcing science concepts through creative movement at Spotswood Elementary School in Harisonburg. "I'm interested in how students can learn about the stages of the moon through movement, but there's also looking at dance specifically from an arts point of view: art for art's sake."
Interested in "bridging and creating educational partnerships within the community," Miller-Corso helped to develop the Harrisonburg High School Fine Arts Academy—and created the dance curriculum for it. She is excited about being on the Community Arts Board for Any Given Child Harrisonburg, a partner of the Any Given Child national program sponsored by The Kennedy Center advocating access and equity to the arts for K-8 students.
As for the future, Miller-Corso will move away from her teaching of musical theatre style dance, but will remain active in her teaching of jazz, tap, ballet and modern dance.
Welcome to the new semester!
Then, I'm writing with a very exciting opportunity for you: to participate in the JMU Alumni Mentor Program, which will run from October 19, 2015 to November 27, 2015 this fall. Alumni mentors meet with current JMU WRTC student mentees synchronously or asynchronously online, over the telephone, or in person for six weeks and discuss WRTC jobs and internship-related topics.
Please fill out this survey if you are interested.
By Emily Tait ('15)
Visit Madison magazine online to download the Madison app and view this and other stories on your tablet device for an immersive, interactive experience!
UREC director Eric Nickel says the need for an addition and renovation has been pressing for five to 10 years.
Building a healthy relationship with exercise for personal wellness is the mission of the University Recreation Center at JMU. UREC encourages students to unplug and become more involved in healthy activities, to get away from screen time and reconnect with each other and their bodies, to set team and personal goals, and to see improvement through involvement in its programs.
''If students are encouraged to include fitness activities into their daily routine during college, they are much more likely to continue this after JMU.'
"If students are encouraged to include fitness activities into their daily routine during college, they are much more likely to continue this after JMU," says UREC director Eric Nickel. "We are working to develop the next generation of parents to positively influence the choices they will make for their families regarding nutrition and activities. Our high usage rate gives us the opportunity to make an impact on the lives of almost all JMU graduates."
UREC was originally constructed to meet the demands of a student body of 12,500. Today's student body is over 20,000.
UREC, which opened in 1996, is currently undergoing a renovation and addition that will nearly double its size. "The original facility was constructed to meet the demands of a student body of 12,500; today's student body is now over 20,000," says Nickel.
The years have brought changes in students' expectations of their campus recreation facility. Today, as students become more attuned to the wide range of possibilities for fitness and recreation, they look to UREC for a comprehensive experience, with activities that appeal to them specifically. "You have to have diverse offerings to attempt to reach 100 percent of campus," Nickel says. Those offerings range from fitness equipment to adventure challenges to yoga classes, and include over 300 non-credit education programs in addition to credit-based courses.
"UREC's emphasis on student-learning outcomes makes it a leader in the field of collegiate recreation," says Nickel. In fact, UREC supports the academic mission of the university in many ways, collaborating with other areas on campus to develop new learning opportunities.
Nickel provides examples: "Our adventure program partners with Integrated Science and Technology faculty to lead classes on a canoe trip so they can travel safely while conducting water-quality testing on local rivers. Our group exercise program developed on-location events with the libraries during finals week. We work with faculty in sports and recreation management and kinesiology to provide hands-on experiences for students who will be working with people with disabilities in the future. We partnered with Academic Affairs to create and offer the only Campus Recreation Leadership master's degree program in the country."
The new portion of UREC will open in January 2016 and the complete project should be complete by Fall 2016.
Another hallmark of UREC is a student-development model that challenges and supports student employees. One of the largest employers of students on campus, UREC creates an environment where student employees have the opportunity to learn and grow while gaining valuable work experience to complement their studies.
An often-overlooked benefit of UREC's operations is the relationship between exercise and academic success. "We have all heard about the benefits that exercise can have on the body," Nickel says, "but many people are not quite as familiar with the compelling evidence for the strong link between physical activity and brain function. Regular exercise, especially before academic efforts, can improve memory, increase the ability to pay attention, and help people learn."
The newly renovated and expanded facility promises plenty of opportunities for healthier minds and bodies for JMU students, faculty and staff who benefit from its many programs.
By Martha Bell Graham
Micah Hodges, a music industry major, recently served as a First Year Orientation Guide.
By any measure, Micah Hodges ('15) and Ted Aronson ('16) have been successful at JMU. Micah, a gregarious music industry major from Glen Allen, Virginia, performed with the Marching Royal Dukes, joined a social fraternity, and this fall is a FrOG — First Year Orientation Guide — helping JMU freshmen adjust to college life. Ted, a nursing major from Arlington, Virginia, competes on JMU's archery team, participates in several Jewish social organizations, served as president of the Student Advisory Council for Nursing, and has completed an independent study that his professor calls "revolutionary."
Both have autism.
Diagnosed as a young child, Ted benefitted from early and extensive interventions that included speech and occupational therapies.
"All through elementary, middle and high school," Ted says, "I was much more focused on academics instead of being friends with people, having peers. When I came to college, and even the last part of my senior year of high school, I thought that it would be more beneficial to shift from being purely academic to having school also be a way of learning social skills."
Ted Aronson, a nursing major, served as president of the Student Advisory Council for Nursing.
Micah's experience with autism is similar, although his diagnosis came much later. As a high-school student, he knew something was wrong, but he didn't know what. Once he discovered it was autism, he says, "I was devastated. How do I have autism?" Eventually, though, Micah accepted the diagnosis. "Truthfully," he says, "IFor Micah, real progress occurred when he came to JMU. "My first challenges were trying to make a group of friends. I found myself very isolated, lonely as a freshman. I would sit alone at lunch every single day. I would always have my head down. It was very difficult to talk to [others]… especially for me, as a minority student as well."
That changed in the spring of Micah's freshman year. "I had rushed a fraternity called Phi Mu Alpha Sinfonia, which is a men's social fraternity, and I had gotten a bid. … I became a brother at the end of spring."
Both Micah and Ted credit JMU's friendly and open community for helping them carve out successful college experiences despite their disability. Ted chose Madison in part because JMU "embraces being a whole person, like having that social aspect, going to football games, but also being academic," he says.
Nevertheless, college life can present social challenges for students with autism. "There are still times when I'm talking to people and I'm thinking of what to say, and I don't know the correct response when someone says something — what's socially acceptable, what's not," Ted says. "There are still small blurred lines in there, but I try to calculate it as best I can … For someone with Asperger's, we don't understand the social dynamics of a situation, but if we can understand the people — hence their motives, their view of the world — we can have a better understanding of it, so surrounding yourself with different sorts of people would help accomplish that."
Matt Trybus, assistant director of the Office of Disability Services at JMU, says that Ted and Micah's experiences are not atypical. During high school and before, he says, the responsibility for accommodating any disability rests with schools, often with significant parental involvement. When a student enrolls in college, however, managing and seeking accommodations for a disability like autism becomes the student's responsibility. It can create a barrier: How do you get a student who has trouble communicating to do this, including disclosing their disability?
"The system asks people to do something they may not be ready to do," Trybus says. The solution, "is trying to move the student toward more independence as they're coming [to college] because they're going to be having to self-disclose in order to receive accommodations and navigate college."
Trybus says the students who are most successful have meta-cognitive awareness — they know their strengths and weaknesses, accepting both, and when barriers present themselves, they figure out how to navigate.
"They've integrated their disability into their identity," he says. "That's not the definitive quality of who they are, but it's who they are. Those with visible disabilities don't have any of the integration issues because everyone sees it. … You can't hide it." Autism, on the other hand, is often an unseen disability.
One pattern Trybus sees is a conflict in students who do not seek help initially. They face a conundrum: Do I suffer the perceived stigma of autism or do I seize the opportunity to re-invent myself? It often comes down to the question of how much a student wants to succeed.
Trybus is aware of about a dozen JMU students who self-identify as having autism. Among the accommodations he can provide these students are additional time and better surroundings to help with test taking. "My advice [to students with autism] is more to know what their strengths are … what they like, what they are passionate about — and where their limitations are," Trybus says. It's also helpful, he says, "to know what things, what people and what strategies have been helpful [in the past]… and know what their obstacles are to asking for help."
"We want all students to succeed at JMU, and that includes students with ASD."
Posted: August 8, 2015 By Matt Gonzales Daily News-Record
Natalie Doughty, sitting at the piano, recently took part in a string of overseas festivals, including the Zodiac Music Festival, July 4-15 in Valdeblore, France, and the Dublin International Piano Festival and Summer Academy, from July 25-Aug. 2 in Dublin, Ireland. Space at the Dublin Festival is limited to just 16 students, whom officials hand-select from different corners of the world. (Courtesy Photo)
Doughty (center), at the Zodiac Music Festival in Valdeblore, France, graduated summa cum laude in May from James Madison University with a degree in piano performance. She plans to go back for a 2-year graduate assistantship to continue her piano studies. (Courtesy Photo)
Natalie Doughty, at the Dublin International Piano Festival and Summer Academy, says attending the festival ranks "pretty highly" on her list of musical accomplishments so far. (Courtesy Photo)
Natalie Doughty fell in love with the piano around the time most children learn the alphabet.
She recalls lying in her bed as a young child, eyes wide and jaw agape, attentively listening to various classical piano CDs — usually the works of Johann Sebastian Bach — that her mother would play for her each evening. She remembers the astonishment that overtook her as she wondered how it was possible for ten fingers to bring to life such colorful, spectacular sounds.
Shortly thereafter, her intentions became clear: She wanted to become a pianist. She began taking lessons from her mother — also an accomplished pianist — Svetlana Doughty.
"My earliest memory with the piano is learning the names of the lines of the treble clef," said Doughty, noting how she would employ pedagogical methods to learn the notes E-G-B-D-F — Every Good Boy Deserves Fudge — and sound them aloud as a memorization technique.
Svetlana Doughty recalls marveling at her daughter's progress in learning the piano at such a young age.
"She started playing when she was 4 years old, simple stuff, nothing fancy," recalled Svetlana Doughty. "Then by the time she was 6, she would climb on stage, perform in front of a crowd and smile and bow like a seasoned performer — it was a joy to watch."
Nearly two decades later, Natalie Doughty, 21, has forged a career out of the instrument that captured her attention as a child and is building quite the resume in the process. In May, she graduated summa cum laude from James Madison University, in Harrisonburg, with a degree in piano performance.
She recently concluded a month long musical voyage overseas, showing off her piano chops at a string of prestigious festivals, including the Zodiac Music Festival, July 4-15 in Valdeblore, France, and the Dublin International Piano Festival and Summer Academy, from July 25-Aug. 2 in Dublin, Ireland.
Her attendance at the latter event, which she attended as a solo study, caught her by surprise. The space is limited to just 16 students, whom festival officials hand-select from different corners of the world. They are "the next generation of pianists," as described by an event press release.
"I was completely astonished," said Doughty, of her invite. "I couldn't believe it at all."
The Dublin International Piano Festival and Summer Academy is a classical music program made up of concerts and masterclasses for both students and lovers of piano. Selected students have the opportunity to learn from international master pianists, attend seminars with accomplished performance psychologists and world-renowned composers, and perform the works of Claude Debussy, Frederic Chopin, Alexander Scriabin and Wolfgang Amadeus Mozart in private and group masterclass sessions.
Natalie Doughty said the event was "an absolute joy," while noting the high levels of performance, intellect and friendliness from each of the participants and instructors on hand.
The concentrated seminars, masterclasses and lessons she participated in helped foster her skills, supporting Doughty on her path.
"I will always consider the Dublin Festival as one of the most precious pianistic experiences I have had," she said.
'On The Right Track'
While the Dublin International Piano Festival may have been a foreign experience for the Harrisonburg native, she is no stranger to local, regional and statewide piano competitions. Since she was 7 years old, she has competed in piano competitions, such as the International Young Artist's Competition, Virginia Music Teachers Association Competitions, Bland Festival and the Shenandoah Valley Bach Festival.
At many of these events, as well as the host of others at which she's performed over the years, she recalls her pieces being "very well received" by audiences.
But while her talents have garnered her local acclaim and various awards, recognitions and brass along the way, she also knows what it's like to experience defeat. On countless occasions, she has stood on the sidelines only to watch another pianist realize victory.
According to her father, John Doughty, she hasn't let defeat define her. If anything, it pushes her, serving as the fuel to ignite her desire to improve.
"The beautiful thing is that there's always a learning experience that comes with losing," said John Doughty. "In many ways, those defeats were more beneficial than the victories."
Svetlana Doughty echoed this sentiment, adding how her daughter has responded well to criticism, both constructive and crass, over the years and perpetually identifies avenues of improvement.
"She's had some setbacks in life, but she's never given up," she said. "She has a unique disposition in that she doesn't crumble under pressure."
Natalie Doughty attributes this temperament to a discipline born from Biblical texts Zechariah 4:10 and Matthew 25:23, which emphasize the importance of focusing on and working out the "little things" of life, from which great things are made.
"Every morning, every day, you're in the practice room doing the little things — singing, counting, working out tricky passages, drilling in rhythms, and slow practicing," she said. "When people are focused on a finished product or result, it is easy for them to get discouraged when things don't work out as quickly or positively as they had imagined."
She added, "Being accepted into these festivals validates that approach to me and basically means 'you're on the right track.'"
'What Lies Ahead'
While Doughty may have been flabbergasted by her admission into the Dublin Festival, her piano instructor at JMU, Lori Piitz, was far from it. She couldn't hold back her laughter when admitting she wasn't in the least surprised by Doughty's acceptance into the program.
"When she plays, you're wrapped up in her world and many people are engaged by that," said Piitz, before calling her a "model student" in the classroom studio.
She also referred to Doughty as a dedicated pianist who is constantly absorbing information in order to improve as a performer.
"She has great aspirations for making this her career," added Piitz. "And she's been a pleasure to have in the studio."
Doughty says her experience in Dublin ranks "pretty highly" on her list of musical accomplishments so far, noting the unique chance to work with some of the world's most accomplished faculty and pianists and foster relationships with her peers on an international level.
John and Svetlana Doughty are continually amazed at their daughter's journey, and how she continues to add to her repository of achievements.
"She's had some amazing help [from piano instructors] over the years, and we're just thankful for those opportunities," said John Doughty, referring to Piitz, Svetlana Doughty and local piano instructor Maurita Eberly, who tutored Natalie Doughty during high school.
While many parents may be proud of their children's accomplishments, when John Doughty speaks on his oldest daughter's journey, you can't help but feel the elation in his words.
After pausing to collect his thoughts and steady his emotions, John Doughty continued.
"My daughter has a great future ahead of her," he said, in nearly a whisper. "And we're very proud of her."
What's next for Natalie Doughty upon returning to the Valley? More learning, more performing and a touch of teaching.
Shortly before graduation, she accepted a 2-year graduate assistantship to continue her piano studies at JMU. She also plans to continue playing at various local events and teach a few students in the art of her most cherished instrument.
"I am not sure what the future holds for me beyond that," she explained, "but I am excited to see what lies ahead."
Contact Matt Gonzales at (540) 574-6265 or email@example.com
Michael Critzer presents "Superheroes and America: With Great Story Comes Great Responsibility"
By Devin Boehmer
Madison Honors, the student organization of the JMU Honors Program, was pleased to debut their Mad Talks series on Monday, September 7th with WRTC Instructor Michael Critzer. A group of 45 students and faculty members gathered to hear Critzer present "Superheroes and America: With Great Story Comes Great Responsibility." He discussed the importance of superheroes in American society as mythological heroes. Critzer provided an insightful first Mad Talk to a room with standing-room only and elicited lively questions and discussion.
The Mad Talks series is designed by Madison Honors to emulate the popular Ted Talks, a series of unique presentations with topics ranging from lectures on the state of the economy to musical performances. They are intended to engage all students, not just those in the JMU Honors Program. The next Mad Talk is scheduled for Friday, September 3rd and will feature Dr. Jack Kaye, Associate Director for Research of the Earth Science Division of NASA.
By Martha Bell Graham
Visit Madison magazine online to download the Madison app and view this story on your tablet device for an immersive, interactive experience!
When Laurie ('15M) and Robert Weese retired from the military, they expected to move. But having two sons diagnosed with autism, they considered their options carefully. "We started checking out locations — Tennessee, New Jersey, Indiana, Montana … all over the place."
While traveling through the Shenandoah Valley one day, they stopped at the Rockingham County School Board offices, where they met Scott Hand ('79, '80M), director of pupil personnel services. He took them to visit county schools. What the Weeses found was a community supportive of autism and engaged with a university replete with services and opportunities to help their sons.
It's not uncommon for parents to seek out a school district that will support their child and then move there, says Keri Bethune, coordinator of the autism certificate program at JMU, because support for children and families is essential in addressing autism and its many ramifications.
What the Weeses found was a community supportive of autism and a university replete with services and opportunities to help their sons.
First identified in 1911 as a subgroup of schizophrenia, Autism Spectrum Disorder is a developmental disability causing social, communicative and behavioral difficulties. It became a separate diagnosis in the 1940s, but until the 1960s parents were routinely advised to institutionalize their children. The assumption was that nothing could be done for children locked in their own minds, some without the ability to speak and many without the skills to interact socially.
Autism has been blamed on everything from a lack of mother's love to genetics to environment to vaccines — the latter, a myth discredited by multiple scientific studies. Real progress in addressing autism began in the 1980s, when treatment options emerged and parental pressure, allied with professionals, began to unlock a diagnosis that had created more mystery and anxiety than clarity.
Gay Finlayson ('76) understood the anxiety. More than three decades ago, she and her family were living with a child they did not understand. The only diagnosis Finlayson received for her daughter, Marit, was Pervasive Developmental Disorder Not Otherwise Specified. In other words, no one really knew what was wrong.
Finlayson, though, had an advocate in her mother, Elizabeth Finlayson, founder of JMU's Bachelor of General Studies program (now the Bachelor of Individualized Studies). "My mother's connection to the world of higher education was important," Finlayson says. In fact, it was her mother's encouragement that led Finlayson to have her daughter evaluated at JMU's Child Development Center. The diagnosis was autism.
Getting a correct diagnosis was only the beginning for Finlayson. Her insurance company dropped the family, and services were extremely limited, creating a problematic irony: "Most families had to wait for services," she says, yet Finlayson knew the earlier the intervention, the better the outcome.
Finlayson's answer was to advocate for her family, which would soon expand to three children, including a son also diagnosed with autism — a coincidence that is not uncommon. Her personal journey became one that thousands of parents travel in search of help for their children.
JMU's Interprofessional Autism Clinic provides an experiential learning environment for students who will eventually work with children with autism.
For many years, insurance companies refused to pay for autism services, offering a single excuse: There is no viable treatment. Parents disagreed. Research in applied behavioral analysis, along with extensive and growing anecdotal evidence, convinced them that treatment was indeed possible.
"What happened," says Trevor Stokes, professor of graduate psychology and a licensed applied behavioral analyst, "is that the parents who were the consumers of services … could see that it was effective." When pediatricians diagnosed autism and prescribed ABA treatments, he says, insurance companies, persuaded by research — much of it emanating from universities — were compelled to comply.
Despite the acknowledgement that ABA worked, there were other limiting factors: Who, for instance, would provide the prescribed treatment, especially as the number of diagnoses skyrocketed? According to the Centers for Disease Control, today 1 in 68 children is identified with ASD, an increase due in part to greater public awareness and an expanded definition. In 2013, the American Psychiatric Association revised the Diagnostic and Statistical Manual of Mental Disorders to lump together several diagnoses, including Asperger's, a mild form of autism, under the single Autism Spectrum Disorder.
The prevalence of autism has created a need for, if not a shortage of, ABA professionals, Stokes says. He adds that the Affordable Care Act has expanded coverage of mental illnesses in general, plus this year the Virginia General Assembly upped the age limit for required services from 6 to 10 — a change set to begin in fiscal 2016.
To address the need for more ABAs, five years ago JMU developed a collaborative program within the College of Health and Behavioral Studies that prepares graduates to become licensed ABAs. The designation, granted by the commonwealth's Board of Medicine, requires 1,500 hours of supervised practicum work followed by a board certification exam. Steered by JMU's three licensed ABA professionals on faculty — Stokes; Keri Bethune, who also serves on the governor's advisory board on licensing ABAs; and Dan Holt of the psychology department — the program is an integral part of a large network of services and opportunities available to the autism community through JMU.
When the Weeses first brought Garrett to JMU, he was a nonverbal 7-year-old. Now he makes eye contact, his vocabulary is increasing, and he is able to help with family chores.
Every week, Garrett Weese, who first came to JMU as a nonverbal 7-year-old, visits Occupational Therapy Clinical Education Services, a clinic within the Institute for Innovation in Health and Human Services. Over the past six years, he has made slow but steady progress. He makes eye contact now, his mother says, and has an increasing vocabulary. He also dresses himself and does family chores. Garrett's brother Nathan has benefitted as well. Nathan has "only a little bit of autism," as his mother once described to him. Nathan is now a successful high-school student with a bright future.
OTCES is one of several clinics on campus that offer autism services. These include an ABA clinic under IIHHS and a Speech-Language-Hearing Applied Laboratory, part of the Department of Communication Sciences and Disorders. Each provides a different therapeutic approach.
'IPAC is very innovative because we've brought together people from different disciplines. We can do the merged treatment at one time … which is not a traditional approach, but this is the creative part of what we do. '—Trevor Stokes, professor graduate psychology and a licensed applied behavioral analyst
These different approaches converge in the university's Interprofessional Autism Clinic. Also under the umbrella of IIHHS, IPAC offers blended autism services to the community. Stokes explains: "IPAC is very innovative because we've brought together people from different disciplines — from ABA, from psychology, occupational therapy, and speech and language pathology. We can do the merged treatment at one time … which is not a traditional approach, but this is the creative part of what we do."
At the same time, IPAC provides a fertile experiential learning environment for JMU students who will eventually work with children on the spectrum. One such opportunity is JMU's summer autism camp, which is run by occupational therapist Liz Richardson and Marsha Longerbeam, a speech and language pathologist.
While the benefits to children with autism are indisputable, there is added benefit for parents. "When [parents] come in for an appointment, they don't just drop the child off," Stokes says. "There's an expectation they'll be involved in some way. As a result, parents learn strategies and therapies to help their children that might otherwise take years of trial and error."
"No child with autism is like another child with autism," Bethune says. "It is very much a disability where educational plans, behavior plans and strategies all have to be individualized."
Bethune, who coordinates the behavior specialist concentration within the College of Education, is a regular presence in local elementary and secondary classrooms, supervising JMU students and teachers who work with children with autism.
"It's really, really important because we know that autism is one of those disability areas where kids could look a million different ways and be served in a variety of settings," Bethune says. "They could be in the general education classroom, with no extra support, all the way to a separate school, depending on the level of need of the student. What we know is that getting good evidence-based interventions early makes a very big difference in the outcome for these students."
A year ago, COE began offering a one-year course sequence leading to an autism certificate — an extension of the university's traditionally strong exceptional education program.
"The cool thing about the autism certificate program," says Bethune, "is that it's not just education students." It is open to students in all majors and is offered at both the undergraduate and graduate levels. Right now there's a waiting list to enroll.
The upshot of this kind of collaborative education is that JMU is preparing students in ways that create a kind of autism advocacy throughout the commonwealth.
Scott Hand represents the hundreds of educational professionals coming out of JMU whose impact in local schools is significant. In Rockingham County, autism programs employ the Competent Learned Model, which is based on the principles of ABA, direct instruction and precision teaching.
Robert Weese, Garrett's father, is especially appreciative of this impact. Before coming to the valley, he would drop by Garrett's school and find him isolated in a classroom. "Educationally he was being left behind because the teachers were not required to learn. Here in Rockingham County, they are encouraged to learn about autism, and JMU helps that."
Occupational therapist Liz Richardson (right) and Marsha Longerbeam, speech and language pathologist, run a summer camp at JMU for children ages 3 to 7 with autism.
Beyond IPAC, the campus clinics and school systems full of JMU-educated professionals, other services and opportunities are available to families. Some are associated with Madison directly while others are tangential — like music.
Laurie Weese's weekly calendar often includes a visit to Studio B Music for Living LLC, a private music therapy studio in Rockingham County. "Garrett loves to sing," she says.
"Science tells us that engaging in a musical experience activates almost our entire brain," says Brianna R. Priester, a licensed music therapist, instructor of music at JMU and owner of Studio B. "Individuals who may not be able to verbally communicate may be able to sing. The music works around the language barrier and spreads throughout the brain to activate different triggers." Music therapy can also help with the development of social skills, daily-living activities like chores and self-care, emotional regulation, stress and anxiety management, and self-expression, she says.
Additionally, children with autism benefit from physical and sensory experiences. That is the rationale behind JMU kinesiology professor Tom Moran's Project Climb, an outreach program of adapted physical education for children with disabilities, including autism.
John "Jack" Martin, a utility locator in JMU Facilities Management, had a similar idea when he, along with his wife Becky ('74) and retired educators Sue ('78) and Philip ('79) Hutchison, developed a baseball program for children with disabilities in nearby Bridgewater, Virginia. Neither official nor clinical, Martin's program nonetheless provides something extra: "It gives Garrett a chance to feel like an ordinary boy," Robert Weese says.
Ask Allison Lindsay ('16) what is wrong with her brother and you'll get a swift answer: "Nothing. He's just different."
Autism has always been a part of Lindsay's life. Her older brother Sam and younger sister Mikela both have autism. While Mikela falls on the milder end of the spectrum, Sam, who also has epilepsy and some degree of cerebral palsy, is profoundly affected. To Lindsay, though, he's just her brother.
Lindsay knows firsthand one truism about autism: It impacts the whole family. "I remember going to kindergarten," she says, "and I had no idea that not everybody had a brother like Sam … but I learned that that wasn't the case. But I am so grateful to have him. Our family is a very chaotic, fast-beat family, and I think Sam gives us the opportunity to step back. He teaches us patience, and he teaches us just to be empathetic and aware. He's my favorite person."
Like so many people who are close to autism, Lindsay sees the disability but also the person. Autism is part-handicap, part-barrier, she says, but it can also come with astonishing talents and potential. One of those is intelligence. "You see a whole range of intellectual levels," Stokes says, from incidences of autism with intellectual disability "to people on the spectrum whose intelligence is very high."
Understanding the family dynamic and recognizing a need to support local autism families prompted two JMU professors, Debi Kipps-Vaughan in graduate psychology and Julie Strunk in nursing, to organize a support group for families, especially those with adolescent children on the spectrum. "Teenagers with autism have a unique set of needs," including independence, sexuality and transition planning for when they leave high school, Kipps-Vaughan says. Now families can come together to support and learn from each other.
Another positive outcome from the support group is the benefit to JMU psychology students, who provide child care. "They get to see and interact with whole families," Kipps-Vaughan says, "something they could never learn in a classroom."
Often overlooked by the media, and to some degree by public opinion, is the fact that, as Finlayson says emphatically, "little children with ASD grow up to be adults with ASD."
For professionals like Bethune, it's a concern. "It's a hot topic," she says, "because the supports for adults look very different than the supports for children. We still have to have transition services to figure out what's going to be next for that student. … There's no mandate for us to continue. So there are a lot of different options. For example, if the child wants to go to college, transition services should help with the application process and then the child has to go through that university's Office of Disability Services [to] get whatever accommodations they need. They have to advocate for themselves. So self-advocacy is really, really huge."
'We want all students to succeed at JMU, and that includes students with ASD.' —Matt Trybus, assistant director of the Office of Disability Services
Self-advocacy is exactly what JMU professor of computer science Brett Tjaden encourages the dozen or so ASD students he advises every year to practice. The students are referred to him by the Office of Disability Services.
"One of their big challenges," Tjaden says, "is social interaction. That's hard enough for most people entering college. But for people with that disability, it's a lot harder. … Getting along with roommates is certainly one of them. Interacting with teachers is another."
Tjaden has a special empathy for these students because he understands how much potential they have. "With most differences, there are strengths and weaknesses," he says. "Very often we tend to focus on the weaknesses that come with a particular disability and not enough on the strengths."
Until the mysteries of autism are unlocked, families affected by the disorder will continue to focus on the positives.
"It bothers me when people kind of pity me: 'Oh, I'm so sorry you have an autistic son,'" Laurie Weese says. "But I say, 'He's great. He's just different. He doesn't talk … but he's a great kid."
Siblings of children on the spectrum exhibit a special empathy. "I am not a naturally patient person," Lindsay admits. "But Sam has taught me that everybody has setbacks, whether it is an experience or a disability, and he makes me so much more aware of that. I just love him so much." Lindsay has told her parents unequivocally that she intends to take care of her brother for the rest of his life.
The same is true of Garrett Weese's brother Connor. "Connor is a wonderful kid," Robert Weese says. "He's the youngest, but at the same time he has big shoulders. He's had to help a lot, especially with Garrett. It's easy for Laurie and me to forget he's the youngest because we rely on him to help. I thought it would be a problem, but now he's enthusiastic. If we go roller skating, he says, 'I'll go with Garrett,' and he loves doing it."
Families like the Weeses and the Finlaysons would agree that there is a certain joy in embracing ASD individuals for who they are and what they can offer. Perhaps that is a lesson autism can teach us all.
The mouse rhodopsin gene viewed in a user-friendly browser.
Dr. Ray Enke pulls up a chart on his computer and begins explaining what it shows:
"That's the rhodopsin gene," he says, pointing to the colorful display. "This is the chromosome up here, that's where the gene rhodopsin sits, that's its neighbor gene, that's its other neighbor gene . . . so you can visualize the data."
Just as amazing as what he sees, says Enke, an assistant professor of biology, are the advances in technology that make such information so accessible. To keep up with the technology advances, such as a Genome Browser developed by and hosted at the University of California, Santa Cruz, JMU's new Center for Genome and Metagenome Studies held a three-day workshop this summer on bioinformatics — the computational side of biology.
"We want our students to stay on the curve with all of this stuff, but in order for them to stay on the curve, we have to have faculty who know how to teach this stuff," Enke said.
While faculty made up the majority of participants — including from Eastern Mennonite High School, Radford University and Virginia Commonwealth University—students attended as well. And in addition to learning about the user friendly Genome Browser, the first two days of the workshop, supported by 4-VA at JMU, featured Data Carpentry experts and emphasized some more advanced programming.
"The Data Carpentry portion of the workshop was really focused on coding. Taking big data sets and running them through different types of analysis, but you first have to learn a set of basic coding commands," Enke said. "I have basic computing skills. Some of my colleagues, like (Dr.) Steve Cresawn (associate professor of biology), he writes his own scripts, he teaches a bioinformatics class where students are actually sitting on the command line coding in a Unix shell. All that stuff is extremely useful for studying biology, but makes people like me very anxious to even think about."CGEMS, co-directed by Cresawn and and Dr. Jim Herrick, associate professor of biology, will soon begin planning for next summer's workshop, Enke said.
By Jim Heffernan ('96)
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The Health Place on East Main Street in Stanley, Virginia is home to Healthy Families Page County.
Healthy Families Page County provides education, resources and support for families in Page and Shenandoah counties who have been identified as being at risk for poor parenting outcomes. In 2001, a community coalition identified the need, and JMU's Institute for Innovation in Health and Human Services, together with faculty and students, have engaged with the community to address the need since 2002.
''Our program makes them realize that somebody cares and that there are ways you can do things that will make your life better and your child's life better.' — Yvonne Frazier, Healthy Families program manager
Page County residents are screened for participation in the program based on risk factors including whether the parent is single; was late in receiving prenatal care; has a history of mental health issues or substance abuse, insufficient employment, income, or support; and other factors. Services begin prenatally or shortly after birth, and are offered for five years.
Healthy Families Page County is located at The Health Place in Stanley, Virginia. Emily Akerson, coordinator of clinical and interprofessional initiatives at IIHHS and a former nurse practitioner in Page, oversees the program, including grant writing.
One of Healthy Families' signature services are home visits that provide information and guidance on child development, parent-child relationships, nutrition, health and safety, and other issues important to the child's well being. Healthy Families also provides referrals to local health care and social services agencies as well as free supplies and materials to assist families in creating a safe, nurturing home environment.
"We're really about helping families become more self-sufficient and empowered," says program manager Yvonne Frazier, a Shenandoah County native who has been involved with Healthy Families Page County since 2010.
At the outset, participants receive four home visits per month, but that number decreases over time. They must go three months without a visit and without a crisis before they can "graduate" from the program.
"Many of these families are used to being under the radar," Frazier says. "They don't have much education or experience beyond their home county. They've never had set goals, and they really can't see much of a future for themselves. Our program makes them realize that somebody cares and that there are ways you can do things that will make your life better and your child's life better."
The program provides field and clinical placement opportunities for social work, nursing and psychology majors, engaging students in interprofessional learning experiences that address the priority health needs in the community.
Healthy Families programs in Page and Shenandoah counties provide field and clinical placement opportunities for social work, nursing and psychology majors, resulting in over 2,200 hours of transformative student learning experiences during 2014-15. Like all IIHHS programs, Healthy Families connects the campus with community and engages students in interprofessional learning experiences that address priority health needs. In addition to supporting families through home visiting, students participate in Interprofessional Family Reviews in which home visitors consult with advanced-practice nurses and clinical psychology faculty and students about family challenges. Program leadership is in conversation with faculty from other majors so that the needs of families can be more fully addressed through student and faculty involvement.
Last spring Frazier formed the Collaboration for Community and Family Empowerment, in which students from various disciplines were involved in projects ranging from improving the quality of rural day care facilities to assisting free clinics and food pantries.
Frazier and IIHHS leadership want to continue to build partnerships with neighboring counties while at the same time giving JMU students valuable field experience. "We're creating not just engaged students, but empathetic adults," Frazier says.
Diane Secord, ODS's Learning Strategies Coordinator, is busting two common studying myths so you know how to study better!
Myth: Studying for long periods of time = good grades
Fact: Not necessarily. Good study practices involve taking breaks and chunking the information in order to categorize and organize main ideas and details.
Myth: By reading and rereading over my notes is the best way to retain information.
Fact: Not true. Studying involves being engaged and connecting to the information. By creating your own summaries or using graphic organizers or self-testing, studying becomes an active process which increases the level of retention.
Try using the study cycle:
Learning Strategies Instruction (LSI) is a student-centered academic coaching program where our trained student staff helps any JMU student with increasing their academic success. If you're interested in finding out what else LSI has to offer, click here to visit their webpage.
This summer I was able to spend three weeks at Fort Riley, Kansas shadowing a Platoon Leader. This program, Cadet Troop Leader Training (CTLT), afforded me the opportunity to really "see" the Army for the first time. The "lens" of ROTC sometimes obscures the "picture" of the Army; it was refreshing to view it through my own eyes. I was paired with a First Lieutenant (1LT) from C Battery, 1-7 FA. I learned about an officer's daily life, his interactions with his coworkers, and about some basic equipment used in the Field Artillery branch.
Pictured above is the unit crest of the 7th Field Artillery Regiment. It consists of a shield, a boar's head, and a script superimposed on two crossed field guns. The shield is scarlet, the color representative of Artillery, and the boar's head is indicative of their regimental hospitality. Finally, the script reads "NEVER BROKEN BY HARDSHIP OR BATTLE," the regimental motto.
I truly hit the ground running when I arrived in Kansas. I got off my plane at 2200 on a Sunday night and was out training by 0430 the next morning. When my PL, 1LT Reed, said we were going to the field for two days I was not the least bit excited. However, when we got out there, I learned more than I could have ever imagined. I was able to be a part of a convoy, spend time in Paladins (left) and Bradleys, call for fire, participate in a field leader's reaction course (pictured below), and learn about the GPS system they use as well as the Blue Force Tracker. Furthermore, I was able to fire an automatic grenade launcher called the MK-19. There are no words to accurately describe this weapon except "boom!"
I learned how an officer should interact with his subordinates and NCO counterparts. He was able to complete the mission while treating everyone fairly and with the respect they deserved. I spent time talking to Soldiers of every rank from Private to Sergeant First Class which allowed me to see the organization through their eyes. This will help me when I become an officer because I now know what these Soldiers like and dislike about different styles of leadership.
The thing I liked the most about CTLT was how positive the environment was. Everyone I talked to was more than happy to teach me what I wanted to know. Being attached to an Active Duty unit for three weeks conjured up a lot of questions: can you keep your license plate from anywhere you have been stationed? How do you request time off? What do you do if one of your Soldiers gets injured? How late do you generally work? The list goes on. I believe this experience has helped me immensely in my preparation to become a commissioned officer.
I think that anyone who is given the opportunity to participate in CTLT should do so. Even if the branch assigned to you isn't in your top 3 or 4 choices, you will learn a ton about what it means to be an officer. It is a very different environment than TRADOC, the command that Cadet Command falls under.
Daniel Beaty is an award-winning actor, singer, writer and composer. He won the 2007 Obie Award for Excellence in Off-Broadway Theater for Writing & Performing, the 2007 AUDELCO Award for Solo Performance, and two NAACP Theater Awards including Best Actor.
Beaty will perform his explosive solo play MR. JOY at the Forbes Center on Saturday, September 19 @ 8 pm.
Daniel Beaty Interview with Jen Kulju (M'04)
Q: How and at what age did you start acting, singing, writing, composing?
A: I recited James Weldon Johnson's "The Creation" for a school assembly in second grade, and I just thought I was doing exactly what I was supposed to be doing in the world. When I saw Dr. King give his "I Have a Dream" speech, I began to feel that someone could not only bring people pleasure with their words, but they could move them deeply by sharing in front of big groups of people. So, for several years I did the motivational speaking as a child trying to be like Dr. King, which led me into acting and singing by middle school.
I had teachers who really encouraged me, teachers named Mrs. Adams and Mavis Jackson. They would call the local service organizations like the Kiwanis and NAACP and say, "I've got this second grader … this third grader has written a speech. Can he come to your meeting and share?" I became known on the circuit of these service organizations as a young motivational speaker, and I traveled all over country giving speeches.
Q: What have been some of the highlights of your career?
A: I've had so many wonderful moments and more to come. I'm working on a play now with the brilliant director Moises Kaufmann about the life of the performer and activist Paul Robeson. I spent last year touring that all over the nation at really wonderful theatres. I literally just wrapped up playing the lead in my first feature film that I also co-wrote called "Chapter and Verse" with really wonderful stars. It was a new world for me, but an unbelievably exciting world.
Q: What do you find most rewarding about your career?
A: I love being able to tell the stories that I'm passionate about … that I believe the world can benefit from hearing – whether that's laughter or that's being provoked to think deeply. I've been very blessed to build a career around things that I care about versus necessarily having to take the next job available.
Q: What do you find most challenging about your career?
A: I'm in a moment of tremendous growth, and I have not yet been able to build a team to support the growth that I'm having. So, the challenge is, "How to do you it all?"
Q: Why do you do what you do?
A: I believe my purpose in the world is to transform pain into power. I wrote a book of the same title. I spent the first 25 years of my life in a lot of pain, emotional pain from some traumatic things that happened in my home. As I developed the skills to negotiate that pain and to be present in my life, I wanted to tell stories that caused people to know or at least consider the idea that though we all have pain and painful experiences, life doesn't have to just be that … that we can find paths to be free and really enjoy our lives and to be connected to our purpose. That's really what my stories are always about. They're about people who face challenges but who dig deep into their resiliency to overcome.
Q: What do you believe is the purpose of theatre?
A: Theatre possesses the unique ability to allow us to see ourselves and see ourselves in a community conversation. While social media and the Internet is connecting us as a world community, I think there is something very powerful about gather physically around a thought or idea. And it's really important for playwrights to create work that feels relevant and "truly theatrical," whatever that may mean, so that the audience is engaged.
Q: What's the most important lesson you've learned in your life?
A: I have so many. That's part of why I write because I have so many different lessons I've learned in my life. They constantly change as new things happen. I think the most important current lesson is "everything in balance." I am most good to myself and to the world when I have a balanced life, and that means a life rooted in purpose, but also time with family and friends, time to rest, time to ponder the choices I've made and next steps.
By Jim Heffernan ('96)
Visit Madison magazine online to download the Madison app and view this story on your tablet device for an immersive, interactive experience!
At a time when integrating behavioral health services with primary care in rural settings is gaining momentum, JMU serves as a model. For more than a decade, the university's graduate psychology faculty and students have been providing counseling services in Page County in consultation with local physicians.
'The thinking was that we would open the doors, work with primary care, and see if JMU could play a role in helping deliver some of these services.'
Tim Schulte, a licensed clinical psychologist and coordinator of Counseling and Psychological Services at JMU, began bringing his advanced graduate psychology students to Page in 2004 in response to a community health needs assessment as well as some changes in the local mental health services landscape. "The thinking was that we would open the doors, work with primary care, and see if JMU could play a role in helping deliver some of these services," he says.
Since then the initiative has grown, thanks to a steady building of relationships with primary-care physicians, Valley Health-Page Memorial Hospital and community leaders. JMU faculty and students now offer mental health services two days a week at The Health Place, a community health center in Stanley, and at Page Healthcare Associates, a Valley Health physician practice in Luray. More than 200 clients received services last year.
Schulte and his colleagues in graduate psychology at JMU have been bringing their students to Page County since 2004 to help deliver mental health services to an underserved population. More than 200 clients received services last year.
Too often mental health in rural areas falls to primary care. "While we [as physicians] receive some training during residency in the area of mental health, it's certainly not to the extent that some patients require," says Dr. David Switzer, a founding partner in the primary care-behavioral health initiative in Page. "As much as I enjoy the patient interaction, our time with them is very limited. For those folks who truly have a counseling or therapy need, that's not something we can provide."
JMU has stepped in to meet that need, which allows for coordination of patient care and helps rural doctors like Switzer be more precise in their diagnoses. "That is so helpful when you're floating out here on your own," he says. "You want to make sure you're doing the right thing for your patients and not doing harm."
In addition to meeting a community need, the initiative, which receives support from JMU's Institute for Innovation in Health and Human Services, offers a training ground for future mental health providers.
One of the future goals for the initiative involves working with Valley Health to create some shared positions for student internships and residencies, and expanding services into neighboring Shenandoah County.
By Kyle Kearns ('15)
John Galiani ('90) and his brother Kirk have excelled in the fitness industry
After fighting doubts about his original university, John Galiani ('90) decided to follow in his sister's footsteps. She had transferred to James Madison University after feeling uncertain about her own school and found the academic home she'd been looking for. John felt the same way. "JMU is an amazing place," says Galiani, "the people there are just special."
In order to maintain his competitive, athletic lifestyle, Galiani balanced rigorous finance classes with weekend rugby matches. He gained valuable experience from those years on the pitch at JMU. "We were really a ragtag group of people from a wide variety of backgrounds and future goals," says Galiani, "it taught me how much can be accomplished by a diverse group of talented people with a common goal, and the willingness to work hard to accomplish it."
Galiani says his time spent at JMU was "a collection of experiences both in the classroom and out of the classroom that prepared [me] for the next stage in life." Little did he know at the time, the next stage in his life would be a massively successful partnership in the health club industry with his brother Kirk.
In the early '90s, the lease on Kirk's current gym was about to expire, so he set out to find the owner a new location for the club's operation. When Kirk couldn't convince the owner to go for the new place, he called his brother John. Together, they managed and operated the establishment on their own, creating a full-service gym complete with aerobics and cardiovascular equipment. It was the duo's first of many successful gyms. Today, John and Kirk operate US Fitness Holdings, one of the top ten largest health club operators in the country.
"I never had any great plans to build a big business," says Galiani, "I went into the fitness business because it was something I always enjoyed. I was happy to work with my brother, and I had passion to help improve lives through fitness."
The brothers point to passion, humility and honesty for their success in the health club industry. "If you deliver a superior experience, the money will come," Galiani says. "To be a successful, I believe you should focus on how to deliver a superior service or product to your customer, not on how to make more money."
"There are numerous studies that show a significant return on investment for money spent by employers on employee fitness participation. The benefits include higher employee productivity, fewer sick days, lower medical claims, and the ability to attract and retain better employees."
The Galiani brothers opened a number of Gold's Gym franchises throughout the Washington, D.C., area before partnering with a private equity firm to purchase Gold's Gym International in 1999. John and his brother Kirk would serve as COO and CEO, respectively. They immediately sought to extend the brand—to turn Gold's Gym into something bigger, not just a place to lift weights. The two added a reliable revenue stream by building a robust product licensing division, as well as opening company-owned stores. Between memberships and officially licensed products, like gym equipment and apparel, John and Kirk grew Gold's Gym International into a massive success.
Five years after the Galiani brothers purchased and developed Gold's Gym, they sold the company to start their own health club, Onelife Fitness—a successful chain of fitness clubs that maintains 10 locations throughout Virginia, with an additional club in Missouri. When they sold Gold's Gym, the brand had over 650 clubs in more than 20 different countries.
Onelife Fitness partnered with New Evolution Ventures in 2011 to create US Fitness. This company recently made headlines for acquiring Sport & Health, an extensive health club operating out of Washington, D.C., as well as Atlanta Fitness, operating out of the Southeast. In its entirety, the US Fitness now features a portfolio with over 40 clubs.
"Our [current health care] system is burdened by well over $100 billion annually in excess costs due to inactivity and obesity. Why we don't incentivize preventive health care baffles me. Currently, our system is really sick care. You get sick, then you get care."
"No one would think it's OK to not change the oil in your car and wait for a problem, then change the engine."
Galiani offers numerous tips for staying fit. Above, JMU graphic designer Laura DeBusk ('14) puts an artistic twist to his advice.
When asked about employers offering fitness plans as benefits for their employees, Galiani replied, "absolutely. There are numerous studies that show a significant return on investment for money spent by employers on employee fitness participation. The benefits include higher employee productivity, fewer sick days, lower medical claims, and the ability to attract and retain better employees."
By William "Bill" Hawk, Chair, Madison CollaborativeRead how JMU alumnus Brian Hochheimer ('80) put the 8KQ into action at Emmes Corporation.
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Bill Hawk teaches introduces JMU freshmen to ethical reasoning during Orientation.
Bioethics, the study of moral issues emerging from developments in biology and medicine, demands our very best, well-informed and highly effective, ethical reasoning. This edition of Madison features health care practices and systems that touch many bioethical concerns. Huge moral controversies about abortion, surrogacy, organ transplants, euthanasia and equitable access often dominate university-based moral instruction. The vexing everyday issues of executing an advanced medical directive, having children vaccinated, alleviating medical errors, initiating hospice care and declining further medical interventions call for equally nuanced moral judgments. The Madison Collaborative: Ethical Reasoning in Action, JMU's program preparing students with skill in ethical reasoning, encourages a strategy of asking Eight Key Questions to assist in working through knotty bioethical situations.
'Health care practices and systems touch many bioethical concerns. ... and frequently involve extremely complex ethical decisions.'
Behind the pills, prostheses and palliatives that we have come to expect from the health care system lays a seldom visible arena of ethical concern: biological and medical research. Clinical trials and biological research is necessary to developing therapeutic drugs and medical regimens, but these frequently involve extremely complex ethical decisions. To how much risk may we expose research subjects? How do we calculate the risk and inform the subjects in soliciting their consent? Are some members of our society unable to make an informed consent? Tough ethical questions surround the frequent use of placebos against which medications and medical interventions are tested. When very positive or negative results are being discovered, should the research regimen be stopped early? These are but the tip of the iceberg of bioethical questions that surround that scientific research necessary to produce safe and effective medical interventions.
'Bioethical issues will only become more complex and difficult as research and technology proceed. ... JMU [wants] students and alums to be change agents with a strong moral compass.'
Early this summer Madison Collaborative faculty members were privileged to work with a company that assists and manages medical and biological research. Brian Hochheimer ('80), chief financial officer of Emmes Corp. in Rockville, Maryland, contacted us after reading about the Eight Key Questions strategy in Madison magazine. He wanted to make it available to Emmes' professionals. The company contracts with the National Institutes of Health and other government, university and private research organizations to set up and manage clinical trials and research studies. "Ethical reasoning and clinical trials are intertwined. A clinical trial must have an ethical foundation in order to advance science," says Hochheimer. "Emmes is Hebrew for truth. Our work must be perceived to be truthful and accurate for us to be a partner in the scientific pursuit."
Bioethical issues will only become more complex and difficult as research and technology proceed. As JMU students and alums such as Brian Hochheimer engage with those knotty problems, we want them to be change agents with a strong moral compass. Questioning our reflexive responses to complex issues with an accessible set of ethical questions, Eight Key Questions, is proving to be a useful way to clarify moral direction. As Hochheimer says, "The Eight Key Questions of the Madison Collaborative are woven into the framework of what we do at Emmes. … An ethical approach to business is at the core of the Emmes culture."
Better ethical decision-making benefits not only the decision maker, but everyone. We encourage all JMU alums to adopt the practice of asking Eight Key Questions before making moral decisions.
Editor's note: The article above appeared in the fall 2015 issue of Madison. Hochheimer volunteered to give Madison readers an inside look into how the Emmes Corporation uses the 8KQ to promote ethical decision-making in the conduct of clinical trials and studies. You can read his extended comments below.
Brian Hochheimer ('80) discusses the many ways the 8KQ can be applied to clinical research and studies to the benefit of all.
The Eight Key Questions are "embedded in Emmes' DNA," says Hochheimer. "The conduct of a clinical trial or study embodies all of the concepts of the Madison Collaborative and the 8KQs. It begins with protocol development and study design, and carries through the creation of informed consent documents, the design and development of study forms to the commencement of enrollment and data collection. Then, when completed, it is imperative that the data is handled in a way that creates trust and confidence in the reports and papers generated and published."
Project selection at Emmes is based upon science first and profit second. We are committed to protecting the credibility and integrity of our staff and to ensure public trust in our research related activities. Emmes leaders will not sacrifice their individual and our corporate reputation for the promise of a short term gain. It is a champion approach to taking on new projects. Unless someone on the leadership team is prepared to champion the project, and convince the leadership team of the viability of the science, we won't pursue the business.
For a clinical trial or study, once the protocol has been established and approved, the informed consent document is the critical piece of the study. At the outset of the trial it receives more scrutiny than nearly any other study document. As a government contractor we have to adhere to their accounting and billing rules for contracts and grants. We have to balance their requirements with the requirements of our commercial clients.
Emmes answers to a number of "higher beings." We adhere to the rules and regulations applicable in our field and through training ensure that our staff are current and up to date in all relevant jurisdictions.
Above all, we have an obligation to protect the human subjects involved in our trials. All trials are reviewed by an Institutional Review Board. In addition to the IRB reviewing the overall trial (at the sponsor level), Emmes has its own internal IRB responsible for reviewing all projects to ascertain that the specific work being performed by Emmes for that trial is appropriate.
Emmes' Director of Human Resources, Jennifer Hester, and Brian Hochheimer discuss rights and responsibilities during clinical trials.
Emmes holds its staff to standards that exceed those required by its clients. Staff are not allowed to hold equity stakes in our clients or study partners. Emmes expanded the definition of "Principal Investigator" for financial conflict of interest reporting to ensure that even the appearance of a conflict or impropriety is avoided. When we are responsible for convening IRB panels and DSMBs, we are responsible for making sure that these groups are staffed with the proper level of expertise and experience. Our internal training programs are designed to ensure that staff have the necessary skills and experience to fulfill their duties – which ranges from computer programming to clinical site monitoring.
Many of our studies involve subjects with serious health issues. Some studies require staff travel to locations where risk of infection exists. Even though we are not directly involved with the care of the human subjects in the trial, Emmes staff are acutely aware of the impact our work has (or could have) on the trial participants. Some of our scientists are interested in a particular modality because a close friend or relative has been stricken with that disease. All of these situations combine to create an empathy for the human subjects involved in the study.
Emmes, and its Principal Investigators, are committed to completing the task at hand. When finances and trial responsibilities collide, we find ways to get the job done. Stopping work in the middle of a trial is not an option where trial subjects could be placed at risk. The outcome of the trial can greatly impact our study partners. A doctor's career could be launched by a successful study. The stock of a pharmaceutical company could dramatically rise or fall based upon reported results. The ability of our Principal Investigators to deliver fair and balanced trial results is critical.
There's a seasonal ebb and flow when it comes to student issues. Here are a few things your student may be experiencing this month…
Students need to express their autonomy and spread their wings when they get to school. This doesn't mean that they've stopped needing you, though — of course not! You are an integral part of your student's support system and cheering section, and that won't change.
Learning to be autonomous, however, means that students need a chance to…
It's natural to be protective, wanting to shield your student from difficulty. Yet, students need things to get messy at times so they can learn coping strategies and become resilient. Figuring out how to handle the tough stuff — and tapping into the many supportive people on campus for assistance — will help your student gain strength and character.
So, be there to talk things through when students need that and to offer support, by all means. Yet, leave the actual "doing" primarily up to them. As a result, they'll develop autonomy and faith in their own abilities.
Here are some simple ways to help build your student's sense of autonomy…
Fire safety both on and off campus requires vigilance and common sense.
So, what can students do to keep themselves fire safe? Here are some recommendations…
For these and more tips, head to www.campusfiresafety.org.
The majority of fatal fires happen in off-campus housing. What do many of them have in common?
Successfully handling college academics requires some intentional strategies. Here are a few to share with your student…
Keep Up. College academics are likely different than what you experienced previously. There's absolutely no shame in asking for help if you're having trouble keeping up! Do it sooner rather than later so you can tap into help from your instructor, the learning center and more.
Pursue Topics You Enjoy. Take on a project that you want to spend time with, rather than one that you feel you should. The process will be so much more enjoyable and interesting!
Know and Be Known. Get to know your professors and TAs. Stop by office hours or right after class. Being a known student is better than being an anonymous, unknown element.
Go to Class. Part of being that known element is going to class regularly. You just won't learn as much or benefit as much if you're not there. And instructors notice!
Be Respectful. What instructors will remember is if you're disrespectful when they're trying to teach. So, don't text during class, talk loudly with classmates, use obscenities or publicly shame them in any way. Bring up concerns privately, in a calm manner.
Do the Work. This one may seem simple, yet it makes all the difference. Do the reading, keep up with assignments and take responsibility for your learning. No one can impact your academic success the way that you can.
It will soon be time to visit campus for this annual ritual. To make it a calm, positive occasion, here are a few questions to consider and act on ahead of time…
Where to Sleep? Book a place to sleep, if you're planning to stay overnight. Hotels, bed and breakfasts, and campgrounds typically book up quickly.
What to Do? Look through the campus listing of all there is to do that weekend. You may need to make reservations for certain things.
What Does He/She Want to Do? Check with your student to see what he/she would like to do during your visit. There may be certain things students want to show you and people they'd like you to meet.
How to Compromise? Express the types of things you hope to do when on campus, too, so that everyone has some input into how things will go.
Who Will Come? Determine if siblings and other relatives will be joining you.
Where and When to Eat? Make meal reservations in town — it's a busy weekend! See if your student has a favorite joint to show you or if there's a restaurant that he or she has been itching to try.
What to Bring? Ask students if they'd like you to bring anything they need to school and/or take anything back — that'll help you plan your vehicle space.
We look forward to having you on campus with us!
If your student has a car on campus, make sure he or she follows some smart rules of the road that go along with car ownership/borrowership…
One of the biggest challenges faced by college students is staying organized. It can be an overwhelming task as they attempt to balance multiple responsibilities, relationships and schedules. However, by applying a few simple steps, they can get — and stay — organized. Here are some strategies to share…
Set goals and priorities – identify your goals, prioritize them, break them down into manageable objectives and stick to them. Write them out and put them in a visible place — like your planner, on your phone or on your mirror. This will help motivate you and keep you focused.
Implement a filing system – Eliminate both physical and cyber clutter — and find things when you need them — by creating your own filing systems. This might involve using multiple files on your laptop and sorting through papers once instead of letting them pile up.
Manage your schedule – Your calendar is sure to fill up fast with all the meetings, activities, events, and of course, classes you need to fit into each day. Use one calendar for everything and give yourself some wiggle room in your schedule between activities, too.
Prepare ahead of time – Avoid procrastination, sleeping in or rushing to get something done. Preparing ahead will not only help you stay organized, it will also reduce your stress. Wake-up earlier, get your clothes and backpack ready the night before, make a to-do-list and write deadlines in your planner or phone.
Lose the clutter – When you enter your room at the start of the year, you do not have clutter and, likely, your mind works better as a result. How can you maintain a clutter-free environment? Recycle unnecessary paper, have specific spots for specific things and use files to manage necessary paperwork.
Edit regularly – Every other month, edit through your paperwork to see what may not be necessary. With so much available on the Internet, information can get stale quickly. So, edit out the clutter and you'll breathe much easier!
Paper can be the biggest enemy of organization. We are bombarded by paper — through the mail, our computers, newspapers, classes and meetings — it's everywhere! When trying to organize paper, do the following:
Source: www.lifeorganizers.com/school-family/college-organization.htm
If your student is feeling lonely or homesick, here are some quick encouragers to share…
What happens when health professionals are faced with ethical situations they feel powerless to solve? A Q&A with Erica Lewis, assistant professor of nursing at JMU.
What is moral distress?
Moral distress is the complex response that results from a serious compromise to our moral integrity; when we choose to to do an action that violates our core values.
What are the symptoms of moral distress?
This state of discomfort can easily manifest itself through emotional and physical symptoms. Individuals experiencing moral distress may feel paralyzed — unable to reason when faced with future ethical dilemmas. Moral distress can be disguised as emotional exhaustion. However, the experience is distinct from emotional exhaustion because the distress is a result of our ethical value systems being compromised.
Is moral distress a common problem?
Many health and human service professionals, dealing with issues such as end-of-life care and quality of care, have been known to experience moral distress in their careers — in fact, the occurrence of moral distress has been most widely documented in these professionals. Moral distress has been experienced by those in business, military and educational settings.
What keeps us from acting after we make moral decisions?
An array of personal, environmental and practical constraints. A timid person who works on the lower rungs of a corrupt and rigid hierarchical system, for example, may very well feel disempowered to act. If that person has to make decisions quickly or lacks resources (such as a supportive group of coworkers), it's highly unlikely that she will be able to act — even if she recognizes an ethical solution to a moral dilemma.
Can anything be done to prevent and treat moral distress?
While there is a lack of clear evidence to guide prevention and treatment of moral distress, recommendations based on anecdotal evidence can be offered. The most important way to prevent moral distress is to design an environment aimed at encouraging moral decision-making and empowering decision-makers to act. In these environments, typical constraints that oftentimes lead to moral distress should be removed.
But if designing a specialized environment seems impractical, individuals can work on ethical decision-making skills by using an inquiry-based framework, reflecting on past experiences, surrounding themselves with positive role models, role-playing and maintaining their well-being.
Are there tools that can help us develop ethical reasoning?
The James Madison University Eight Key Questions framework is one tool that can be used to guide moral reasoning. Being able to recognize an ethical dilemma and follow an established reasoning process allows for purposeful decision-making when faced with right and wrong — ethical decision-making can be nurtured with practice. Reflection before action helps eliminate retrospective regret and thoughtless action.
Dr. Erica Lewis applies her expertise in the field of ethics through her work with the Madison Collaborative. "I have seen that ethical reasoning can be learned," she says.
Meditative life practices, such as journaling, can also help us identify and solidify our moral values. Reflective practices allow us to recall, and grow from, prior experiences. Positive friends and mentors may also serve as supports to enhance resiliency during difficult times and prompt us to take moral action. If a difficult conversation is part of the ethical solution, then role-playing can help build confidence and fluency. Finally, overall well-being is important. Fatigue, in particular, can be a barrier to stepping up in difficult circumstances.
Is there anything else we can do to cope with the problem?
We can also help prevent moral distress in those around us. Support is important, both during and after experiencing a moral dilemma. Having someone present in the situation can make a big difference. We can offer to stand with others during their difficult time, role-play conversations in advance and ask for help using the appropriate chain of support.
by Elizabeth Hoover
In an essay published in The Sun, Ross Gay describes his first foray into beekeeping. He writes, "I took off my shirt and wore my thinnest-soled shoes, so as to be both as close to the earth as I could and as vulnerable to the bees as they were to me. I was trying to convey to them my good intentions." He admits this seems "crazy," but he also knew it was "right."
This is also how Gay approaches the poem, fully present and unprotected by cynicism or wit. And he approaches it with good intentions: to celebrate, to assert the sacredness of the body, or, in his words, to try to be "as un-brutal as I can." He does this even while exploring brutality and asking how the violence around us shapes who we are. In fact, the beautiful image of bees concludes an essay about the unrelenting psychological and physical damage people of color suffer at the hands of the police.
And often his poetry seems just on the edge of crazy—sentences pushed to their fullest extent, similes swerving the poem into new directions, and a pile-on of joyful descriptions. But the poems are also right, the product of endless revision, studying of syntax, and willingness to combine play and prayer.
His work is complex, both in its craft and in its emotional range. As francine j. harris writes in her review of Gay's third collection of poetry, "Nothing quite prepares you for the emotional spectrum of Catalog of Unabashed Gratitude."
Gay is the author of two other poetry collections: Bringing the Shovel Down (University of Pittsburgh Press, 2011), and Against Which (Cavankerry Press, 2006). He has received fellowships from Cave Canem and the Guggenheim Foundation. He is a founding editor, with Karissa Chen and Patrick Rosal, of the online sports magazine Some Call it Ballin', in addition to being an editor with the chapbook presses Q Avenue and Ledge Mule Press.
An avid gardener, Gay is a founding member of the Bloomington Community Orchard, a free-fruit-for-all orchard committed to improving food security and engaging the community in sustainability issues.
In this three-part interview with Furious Flower's assistant director, Elizabeth Hoover, Gay talks about how gardening has changed his approach to writing, the importance of the body in his writing, and his advice to young writers.
The Garden as Lyric Space | Gay describes how working in a garden has opened up new possibilities in his poetry and what writers can learn from gardens.
Terrifying Tenderness | Gay talks about how male intimacy is often mediated by violence, why it is important for him that the body be present in his poems, and how line-breaks speak to our mortality.
Listening in Strange Ways | Gay offers advice to young writers, explores the relationship between the sentence and the line, and describes how he engages audiences at a poetry reading.
The Communication Center begins the Fall 2015 semester with expanded hours. The Center saw an increase in the number of students, amount of appointments, and services offered during the last academic year. The Communication Center is now open more days and longer hours on each day to accomodate the increased usage. The new operating hours for Fall 2015 are:
Monday: 10am-7pm
Tuesday: 10am-7pm
Wednesday: 10am-7pm
Thursday: 10am-5pm
Friday: 10am-2pm
Sunday: 5pm-8pm.
In addition to the new hours, the Center is also piloting a third presentation room. Students, facutly and staff will now be able to practice their presentations in one of three state of the art presentation rooms. In addition to presentations, the Center also offers additional support for practice job interviews, data visualization, research posters, SCOM 121/122/123 exam preparation, information literacy & MREST tutoring, and much more. Please stop by or make an appointment online.
by Karen Risch Mott
Now in its eleventh year, the Furious Flower Children's Poetry Camp (August 3–7, 2015) provided workshops to 77 children. Nearly 40% of them attended at no cost to their families. This demonstrates a continuing commitment to the original mission of the camp: to offer an integrated arts experience that excludes no one and to bring literature, visual art, dance, and music together for a week-long celebration of creativity in all its forms.
More than 60% of the campers this year came from immigrant families or members of a racial or ethnic minority. This, too, is part of the Furious Flower Poetry Center's mission: to cultivate, honor, and promote diverse voices. At Children's Poetry Camp, attendees aged 7 to 13 express themselves in words, movement, painting, sculpture, and rhythm making.
The camp also serves as a training ground for more than 20 mature students interested in working with young people. It is staffed primarily by JMU students who serve as camp counselors and a core group of poetry lovers who attended the camp when they were younger and are now in high school or studying at other universities. Counselors interact with community kids, help keep them engaged and safe, and set an example of inclusive group dynamics. Similar to the campers, the counselors come from a variety of backgrounds; this year's group of counselors spoke more than 10 languages.
"This program helped me develop my love of many different forms, and I'm grateful to have the chance to do the same for other kids now."
—writing workshop teacher Kyra Bennington
To gauge the camp's success, Furious Flower can point to the high number of returning campers, counselors and teachers, about half each year. Among the six teachers, who conceive the curriculum and lead the workshops, is Kyra Bennington (pictured above, second from right), a Harrisonburg native who has attended every poetry camp since it began. She became a camp counselor in her teens, assisted the director last year, and taught her first series of workshops this year. She now studies English at Brooklyn College in New York.
"Teaching this year made me think about everything I was exposed to at this camp, things I wouldn't necessarily have learned at school" Bennington offers. "Would I have had any sense of poetry beyond the couplet and the haiku if I hadn't been involved with Furious Flower? I don't know. But this program helped me develop my love of many different forms, and I'm grateful to have the chance to do the same thing for other kids now."
Campers showcased their talents for friends and family at a final performance in the Memorial Hall Auditorium on August 7. While the main objective is to put kids in touch with their creativity, the camp also seeks to help them build the confidence to display it. As one parent put it, "This is a great program that inspires children and adults to try their hardest, to never give up, and to believe that anything is possible."
To see more photos from this event, visit https://www.flickr.com/photos/furiousflower/albums/72157656650725740.
Who does what, and when? How do we plan, write, and revise as collaborators? How do we truly benefit from working together, instead of falling prey to all of the problems. How do we define roles and responsibilities? How do we play well with others?
Greetings colleagues,
As the 2015-16 academic year commences, I want to take this opportunity to update you on important news and information relating to our campus community. We have a lot to be proud of!
On behalf of the JMU community, I was excited to welcome the 4,400 new Dukes at the university welcome during 1787 Orientation. The JMU Class of 2019 represents 32 states and 23 countries. I can't wait to get to know them and see all the amazing things they will do. For more information about the Class of 2019, read more.
It was inspiring to hear from our friend and donor Dick Roberts at the Opening Faculty Meeting. He came all the way from Virginia Beach to tell us in person how much JMU means to him and his wife, Shirley Hanson Roberts ('56), and why their latest gift to JMU has been designated for faculty support.
His message underscores what we heard on the Why Madison Presidential Listening Tour from students, professors, alumni and parents--that what makes JMU unique and superior is students' close relationships with professors. It's also why we have made certain to preserve and nurture that distinctive element of the Madison Experience for the future. It is a foundational component of the Madison Plan, JMU's strategic plan for the future.
On behalf of all of us in the Madison community, I want to thank Dick and Shirley for their continued commitment to JMU with this $1 million gift to establish the Shirley Hanson Roberts '56 and Richard D. Roberts Endowment for Faculty Support.
The Roberts gift was one of the major highlights of a banner year in fundraising. I'm proud to say that fiscal year 2015 was JMU's largest giving year in history. Our donors made contributions totaling more than $18 million. For the first time, total individual major gifts of $8.2 million surpassed that of our bedrock annual fund giving, which also celebrated a banner year with almost $5.3 million. Organizations gave more than $3.2 million, and estate giving totaled almost $1.4 million.
With leadership from the Robertses, faculty support tripled from $502 to $1.7 million last year. Program support more than doubled from FY14 to FY15, from $2.4 million to $4.9 million. Capital support increased to $5.6 million for the proposed Convocation Center and CoB Learning Complex.
Our success in giving is due to the generosity of more than 17,582 donors who gave us their input during the listening tour and then embraced that input included in the initiatives set forth in the Madison Plan. In this way, we are charting JMU's future course together. I thank all of our donors--faculty and staff, students, parents, alumni and friends. You all contribute to making the Madison Experience what it is.
As many of you know, James Madison University mourns the loss of 2012 alumna Alison Parker. She was a promising, young journalist who was murdered along with her colleague on Wednesday morning. At the request of her family, the university has created the Alison B. Parker Memorial Fund to benefit students in the School of Media Arts and Design. Alison loved her time here at Madison and her family could think of no better way to celebrate her life than to honor her in perpetuity. To give to the fund, visit http://bit.ly/1K3SgXq. While we all grieve the loss of anyone from our Madison family, I'd like to express my deepest condolences to those who knew Alison during her time here and through her involvement as an engaged alumna. She truly embodied the Madison experience and she will be sorely missed.
As most of you are aware, the university was able to partner with the General Assembly and the governor to provide a 2 percent merit increase for most employees that will be reflected in their Aug. 31, 2015 pay advice. In addition to this increase, the university leadership has identified resources for several strategically important internal compensation initiatives. These compensation adjustments are effective Nov. 25, 2015, and will be reflected in the Dec. 16 pay advice. The initiatives include a variable 1 percent merit increase for instructional faculty, salary inversion and compression assistance for instructional faculty as well as administrative and professional faculty with more than 10 years of continuous service and an in-band adjustment process for classified employees. For complete details on eligibility, click here.
I am pleased to report that Human Resources has been working in partnership with the senior leadership team to enhance employees work / life balance through a variety of means. Human Resources has created a new Work / Life Balance and Wellness Council to showcase and promote work / life and wellness benefits and resources available to employees. Additionally, the creation of employee resource groups that will draw together employees who share similar experiences will hopefully create a more enriching, inclusive and engaging workplace for all employees. In addition to recently announcing a Roth 403B as an investment option, Human Resources is also on the verge of being able to offer a number other benefits including discounted identity theft protection and access to an expanded list of discounts and perks at local retailers, restaurants and services around town. Finally, I am pleased to announce once again that, to enhance your flexibility during the summer, we will once again operate on a modified schedule during the summer of 2016 allowing employees to leave work after noon on Fridays.
Law Professor Stewart Harris opens the third year of the Madison Vision Series: Contemporary Issues in an Engaged Society on Constitution Day, Sept. 17. Harris teaches at Appalachian School of Law and hosts National Public Radio's "Your Weekly Constitution." As part of his lecture, Harris will be taping an upcoming episode of the nationally syndicated radio show. Join the audience at 3:30 p.m. in the Concert Hall of the Forbes Center for the Performing Arts. Harris' lecture, and all Madison Vision Series presentations, are open the public free of charge. Dr. George Kuh, director of the National Institute for Learning Outcomes Assessment (Oct. 8), Russ Reeder, JMU alumnus and CEO of iCitizen, an online platform for communication among civic-minded individuals (Oct. 22), and Dr. Danielle S. Allen, a political philosopher widely known for her work on justice and citizenship (Nov. 19), complete the fall semester's Madison Vision Series slate of stellar speakers.
The Valley Scholars program has welcomed its second cohort of 35 students this fall. These scholars are academically motivated eighth graders from economically disadvantaged circumstances from eight local middle schools. Valley Scholars creates an opportunity for these students to benefit from mentorship and academic enrichment experiences from eighth grade through high school graduation. When the students qualify for admission to JMU, they will receive full scholarships covering tuition and fees. We are delighted to invest in this important enterprise for the future of the Shenandoah Valley. By providing initial funding, leadership, staff and management, programming, expertise and infrastructure, we will guide our three pilot cohorts of local students through their nine-year program. We currently have 70 students enrolled, and our goal is to expand the program to a total enrollment each year of 315 students representing 16 schools from the Shenandoah Valley when the program is fully funded. To learn more about the program and schedule, visit the Valley Scholars webpage.
As is often the case, we begin the academic year with a new exciting building on campus. JMU's first apartment-style residence hall, Apartments on Grace, opened this month and its 507 residents begin to move in today. The 200,000-square-foot building is awaiting LEED Silver certification and includes a sand volleyball and a basketball court to encourage a sense of community and physical fitness. Other recently completed projects include the Newman Lake Dam restoration and a renovation of Lakeview Hall - the former WVPT television studios. Lakeview Hall is now home to several collaborative academic programs including 4-VA, JMU X-Labs and the Center for Assessment and Research Studies. There are a number of exciting projects in progress including the UREC expansion and the D-Hall replacement. For a complete list, click here.
A number of parking options were added over the summer to compensate for the loss of about 300 spaces due to the construction of the new Mason Street Parking Deck. The university has added nearly 800 new spaces throughout campus. New parking options this year include more commuter spaces on Grace Street, additional commuter spaces on Harrison Street, expanded resident parking on South High Street near Memorial Hall and a new remote parking lot at a discounted price. Since many of these new spaces are on the periphery of campus, we are asking members of the JMU community to plan ahead when making parking decisions. The new Mason Street Parking Deck and its 1,000 new parking spaces is scheduled for completion in August 2016. For all the changes to parking around campus, visit Parking Service's website.
I am pleased to report that JMU is among nine state universities that have signed on as partners of the Virginia International Trade Alliance, a new initiative to boost Virginia businesses in the international marketplace. As partners to VITAL, state universities will identify companies that have international business as a corporate strategy and conduct international research to position these companies for global expansion. VITAL also will partner with trade associations and the Virginia Chamber of Commerce to serve their member companies as they increase their international sales. JMU joins with Christopher Newport University, College of William and Mary, George Mason University, Old Dominion University, University of Mary Washington, Virginia Commonwealth University, Virginia Military Institute and Virginia Tech to help VITAL achieve its goals of increasing Virginia exports, creating jobs and increasing the number of companies enrolled in the state's international trade programs.
The JMU Office of Environmental Stewardship and Sustainability has created, in conjunction with a number of campus partners, a fascinating campus tour that highlights many of the sites on campus where facilities, environmental stewardship and learning are interconnected. The tour is currently online but beginning in October, you will notice purple and white markers around campus that indicate an environmental stewardship tour site. Each of the markers will have a QR code to point individuals to more information about the site. I encourage everyone to take a minute and learn more about our environmental stewardship efforts on campus.
JMU's already award-winning student newspaper earned a nod from The Princeton Review in its annual survey of college students. The Breeze is ranked No. 11 in the Best College Newspaper category in "The Best 380 Colleges: 2016 Edition," the guide the education services company publishes to spotlight outstanding colleges and universities. The annual guide includes profiles of each institution and rankings in 62 categories.
In the world of college athletics, it's an exciting time of year. Every school feels invigorated for a new beginning with optimism for a big season from each of its sports programs. The hard work by coaches, staff and student-athletes during the spring and summer will be on display at our competition venues. At James Madison, we have much to be proud of from last year and much to look forward to in 2015-16.
The development of our strategic plan, Engaged in Excellence, was a major achievement of the past year. Its focus on the experience of our student-athletes will continue to steer our decision-making leading up to 2020, and its importance in regard to revenue growth will make that focus possible.
This year we welcome some new faces to the Athletics staff. Tim Foley has been promoted to head coach for men's soccer, and Marlin Ikenberry joins us to lead the baseball team. Our new radio play-by-play announcer is Dave Thomas.
What's fall without football? James Madison will enter the 2015 season nationally ranked in the STATS FCS Preseason Top 25. The Dukes were picked 12th in the major media poll. The Dukes were also picked 13th in the FCS Coaches Poll, marking the first time in three years that they were ranked in the top 15 of both polls heading into the season. Madison opens the 2015 season on Saturday, Sept. 5, against Morehead State at 6 p.m. at Bridgeforth Stadium.
Each of the JMU Fall sports are expecting big seasons in 2015 with each picked in the top half of the conference's preseason polls and each expected to contend for a league title. Men's soccer returns much of its 2014 squad as the Dukes look to defend their CAA crown. Volleyball and field hockey were each picked ahead of last year's finishes with second-place CAA predictions and high expectations. In the program's 26th season, all under Dave Lombardo, women's soccer was picked to finish third in the CAA. Cross-country will be seeking its eighth title in its 16th season under Dave Rinker. Go Dukes!
For additional athletics news click here.
Congratulations to Claire Elverum, a senior international affairs major and honors student from Chesapeake, Virginia, who was selected for a Rotary District 7570 Skelton/Jones Scholarship. The scholarship provides up to $30,000 to fund one year of post-baccalaureate study at a recognized university in a country other than the United States or Canada. Claire's first choice program is a master's degree in development studies at the University of Dar es Salaam in Tanzania. She is also considering the University of Cape Town in South Africa and the School for Oriental and African Studies (SOAS) in the United Kingdom.
I wish you a productive and rewarding year as we engage with new and returning students and with each other to further James Madison University's mission to prepare students to be educated and enlightened citizens who lead productive and meaningful lives.
Jonathan R. Alger
On Sept. 17, Oct. 6, and Nov. 5, 2015 the Furious Flower Poetry Center presents three poets on the JMU campus. For more than 20 years, this academic center has been bringing established and emerging poets to Harrisonburg to provide students and the local community with opportunities to experience live readings. All of the readings are free and open to the public.
Who should attend a poetry reading? If you care about contemporary issues and culture, meaning, language, art, history, live performance … or if you want to spend an hour doing something extraordinary, poetry readings are for you. In his article "Poetry Makes You Weird" writer Eric G. Wilson explains that poetry "estranges us from our normal habits of thought and perception, nullifies old conceptual maps, and so propels us into uncharted regions, outlandish and bracing …".
What will happen at a reading? When read aloud, poetry can become more accessible and immediate. Furious Flower invites accomplished poets to read their work; some will present only recent poems, and they may even include pieces they're still working out or have yet to publish. Others will read their "greatest hits." During our spring reading series, a poet reads for 45 minutes, and then we host a Q&A session for the final 15 minutes.
When and where are the readings? Join us at the following dates and times:
Sept. 17 at 4pm in Madison Union 405 | Author of the memoir A Question of Freedom (2010) and the poetry collection Shahid Reads His Own Palm (2010), Betts spent more than eight years in prison, where he completed high school and began reading and writing poetry. After his release, he founded a book club for African American boys while attending Prince George's Community College in Largo, Maryland. Later, he was a full scholarship student at the University of Maryland, where he earned his Bachelor of Arts. Betts' writing has garnered accolades and awards, and he is a Cave Canem Workshop fellow. - See more at: http://www.jmu.edu/events/furiousflower/2015/09/17-reginald-betts.shtml
Oct. 6 at 4pm in Grafton-Stovall Theatre | Known for her poetry and for her scholarship in tribal history, Wood is a member of the Monacan Indian tribe. Her work often explores themes of identity, culture, and language through poetic portraits of historical and contemporary Virginia Indians. She directed a tribal history project for the Monacan Nation, conducted research at the National Museum of the American Indian, and served on the National Congress of American Indians' Repatriation Commission. In 2015 she was named one of the Library of Virginia's "Virginia Women in History." This reading is presented in partnership with the Department of English. - See more at: http://www.jmu.edu/events/furiousflower/2015/10/06-karenne-wood.shtml
Nov. 5 at 4pm in Madison Union 405 | Yona Harvey's poetry collection Hemming the Water (2013) won the Kate Tufts Discovery Award from Claremont Graduate University, and fellow poet Bruce Lowry characterized it as "combustion and passion ... music and poetry ... often about the heart, but also about heartbreak and struggle and resilience of spirit." More of Harvey's poems can be found in jubilat, Gulf Coast, Callaloo, West Branch, and various journals and anthologies, including A Poet's Craft: A Comprehensive Guide to Making and Sharing Your Poetry. Harvey is an assistant professor in the Writing Program at the University of Pittsburgh. - See more at: http://www.jmu.edu/events/furiousflower/2015/11/05-yona-harvey.shtml
For updates on these events and all we do at Furious Flower, follow us on Facebook or Twitter.
Thanks to the Center for Multicultural Student Services for their continued support of and partnership in presenting poets at JMU.
By Brooke Covington ('13), ('15M)
In the wake of two successful stream restoration projects in the last five years, a third restoration project in the Edith J. Carrier Arboretum has begun.
The initial two projects restored 3,000 linear feet of stream channel on the JMU campus. The current project will restore 1,000 feet of linear stream in the arboretum to stabilize the eroding channel, improve aquatic habitat and reduce the amount of nutrients and sediments being transported to the Chesapeake Bay.
Initial Phases
The first phases of the project began after the Center for Watershed Protection conducted a storm water retrofit study in 2013 to assess and rank over 30 public land sites based on opportunities to reduce pollutants and improve storm water management and quality. Of those sites, JMU's Arboretum ranked number one, gaining heroic status on the list. Estimates indicate the restoration project will reduce the Chesapeake Bay pollutants of concerns by more than twice as much as any of the other public land sites and at less than half of the cost.
According to JMU's Energy Conservation and Sustainability Manager Abe Kaufman, the Arboretum stream restoration gained momentum quickly. "We knew the Arboretum stream was in need of restoration," said Kaufman. "But once we realized just how impactful this project would be, we partnered with design firm Ecosystem Services who helped us to locate grant funding and design the project."
With the help of Ecosystem Services and the Central Shenandoah Planning District Commission, JMU applied for and received two grants from the National Fish and Wildlife Foundation—a $40,000 grant for the project design and a $200,000 grant for the actual restoration construction. In addition to these grants, JMU has also contributed $100,000 to help support the initiative. Once funded, Ecosystem Services launched the design phase in late 2014
After the design phase was completed in early 2015, construction plans for restoring the degraded urban stream channel began to take shape. Stormwater Coordinator Dale Chestnut explained, "Over time the stream channel has been straightened to maximize developable land, but this has caused the stream to become entrenched and destabilized—it is no longer natural, which has caused severe erosion and increased pollutant loads." Establishing a meandering stream pattern and making the stream level with the floodplain, Chestnut said, will improve water quality by reducing excess nutrients from pouring into neighboring Blacks Run and Cooks Creek watersheds, both of which filter back into the Chesapeake Bay.
Unfortunately, a number of trees must be removed from the Arboretum to make way for the heavy equipment needed to perform the restoration. "We are saddened by the fact that we must remove some trees," said Kaufman. "But once the stream has been completed, we will replant trees and native vegetation, ultimately leaving the site in much better condition."
Restoration plans also call for establishing a riparian buffer and creating wetland areas adjacent to the stream, which will improve water quality by preventing some of the urban runoff from entering the stream channel. A $7,550 grant from the Virginia Department of Forestry will cover much of the new plant material costs.
Currently, the construction phase is expected to last until late fall, with additional long-term post-construction monitoring to ensure that the stream is still functioning as designed.
Education and Outreach
Though better for the environment, this restoration project also offers opportunities for research and educational outreach. From the early design phases, Ecosystem Services and JMU invited Eastern Mennonite University and JMU students to participate and learn about the various on-site engineering design principles of stream restoration. Ecosystem Services co-founder and principal engineer Kip Mumaw explained, "We wanted to include students because the practice of restoration is still evolving and the methods that we are proposing represent important new tools for improving water quality and biological communities. It is extremely important that students in the sciences gain perspective on how practitioners and scientists are working together to tackle ecological problems."
Within the JMU community, both faculty and students will continue to use the Arboretum stream and its surrounding areas as a living laboratory for research studies and field samplings. Moreover, a grant from the National Fish and Wildlife Foundation has funded post-restoration water quality monitoring to be completed by ISAT professor Dr. Robert Brent and a team of student interns in the summer and fall of 2015. Providing students with experiential learning opportunities outside of a traditional classroom setting is a staple value of the university. "Restoring the Arboretum stream is an excellent way for students to be engaged in applied science and learn how professionals are conducting restoration projects," said Mumaw. "This type of sustained involvement will hopefully influence their perspective on our responsibility to the environment and our collective impact on aquatic resources."
Reaching beyond the JMU community, permanent informational signage in the Arboretum will educate visitors on the stream restoration and the innovate measures being taken to manage stormwater in the Arboretum. "Ultimately the Arboretum is an educational resource not just for students, but also for other contractors who can visit and learn more about stream restoration projects and constructed wetlands," said Chestnut. "Really, JMU is a great one-stop place for visitors to see innovative technologies at work in the field." Because of that fact, the CSPDC, along with other local project partners, will hold workshops in the Arboretum to train storm water practitioners on the technical methods used to assess streams for potential restoration.
A Sustainable Future
Welcoming over 18,000 visitors each year, the Arboretum is a well-suited place to promote environmental stewardship. As natural resources diminish, the significance of sustainable practices grows—and this stream restoration is just one effort among many that JMU has implemented to facilitate ecological resiliency on campus and in our community.
With hopes of removing the Blacks Run and Cooks Creek watersheds from Virginia's impaired waters list, this restoration is a heroic feat to say the least. But JMU and its project partners are confident that this project, upon completion, will not only enhance the sustainability of this site, but also the instructional value and beauty of our on-campus botanical oasis.
By Jordan Bogner ('15)
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Choosing a health plan isn't easy, but the Affordable Care Act is designed to make it easier for young adults to obtain coverage.
"The concept of the Affordable Care Act is to get as many people as possible under the tent, and young people are an important part of that," says David Cockley, associate professor of health sciences, who teaches a course on ACA. Before the Affordable Care Act, privately insured young adults were more than twice as likely as older adults to lose their insurance coverage in the course of a year, often because they aged off of their parent's plan, graduated from school or changed jobs. Now, most health plans that cover children must make coverage available to children up to age 26, even if they are married, not living with their parents, attending school, not financially dependent on their parents, or eligible to enroll in their employer's plan.
Associate Professor David Cockley teaching a class.
Once you age off of parental insurance, here are some things to remember:
Liz Pyburn, a student in the Quantitative Psychology Concentration of the Psychological Sciences M.A. program, received the competitive "Best Paper by a Graduate Student" Award from the Northeastern Educational Research Association (NERA). Liz presented this empirical research at NERA in October 2014. Her paper, along with numerous other papers, was subsequently reviewed for quality and contribution to the field by scholars attending the conference. Liz will be formally recognized for her award-winning research at the NERA 2015 conference. Below is a brief summary of her praise-worthy work, which was supervised by her advisor and co-author Dr. Jeanne Horst.
Liz is now a 1st year doctoral student in the Assessment & Measurement PhD program at JMU.
Pyburn, E., Johnston, M., Horst, S.J., & Hathcoat, J. (2014, Oct). A psychometric evaluation of Miami University Diversity Awareness Subscales. Paper presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT.
Abstract: Scores from two subscales of the Miami University Diversity Awareness Scale (Learning/Knowledge and Intercultural Interaction) were systematically evaluated using data collected from 2,332 sophomore undergraduate students. The study was conducted in four stages. Item wording was carefully evaluated (Stage One). A series of factor analytic studies on full and reduced sets of items were conducted using random, independent subsamples (Stages Two and Three). There was support for three factors (Cultural Awareness, Personal Awareness, and Openness to Diversity) when analyzing the reduced set of items. Configural and metric invariance across gender was also supported (Stage Four), providing evidence for similar properties of the scores for males and females. Implications and suggestions for use of and future development of the scale are addressed.
Hospitality Management receives the 2015 McCool Breakthrough Award at 2015 ICHRIE Conference held in Orlando, Florida on July 27- August 1, 2015.
The McCool Breakthrough Award is an award to honor the spirit of Willie McCool. This award is given to an individual, group, program, school, college, association, or corporation that has made a significant break through or introduced a unique approach in the spirit of ICHRIE's mission. The award recognizes an event, activity, or program in the spirit of Willie McCool, a dedicated and successful astronaut and son of Audrey and Barry McCool.
In summer 2013, JMU Outreach & Engagement, in partnership with JMU's School of Hospitality, Sport and Recreation Management and the Downtown Dining Alliance, offered a Professional Restaurant Manager Certificate program for area restaurant professionals. This two-month program offered expert content in the areas of cost control, finances, human resources, law, leadership, management, marketing, and customer service, and was intended for rising management. The program was immediately successful, with 12 enrolling. Recently, we contacted Amanda Cannon, who was one of the participants, and has since opened the widely acclaimed Food Bar Food restaurant in downtown Harrisonburg in partnership with Chef Jeff Minnich.
While she was a student at JMU, hospitality was not Amanda's major but she worked her way through school in the field of hospitality at downtown restaurants. After graduating and getting a job in an office she realized that was not her passion. "I came back to Harrisonburg and downtown, and have loved being a part of the restaurant scene for the past ten years, watching it grow."
Upon coming back to Harrisonburg, Amanda worked at the Joshua Wilton House before going on to be part of the first management team at Clementine. In the summer of 2013 she was working as the General Manager of the Local Chop and Grill House.
"My boss at the Local heard about the Professional Restaurant Manager Certificate Program and brought in the flyer. I saw it as a great opportunity between the Downtown Dining Alliance and JMU." Amanda described the content of the program as being very hands-on and relevant to her daily work as a general manager, and for her future adventure owning a restaurant.
"Cost Control and Financial Management were some of the most valuable things we learned, and I use them all the time now. Dr. O'Fallon (who taught that section) had so much real life experience that he was able to really relate to us and apply the concepts in a very practical way. I keep the binders from this course above my desk at all times! Leadership and Management was very engaging and helped me think about what kind of manager and owner I want to be, how I want to engage with my staff. When you're building a new place you are setting culture and the tone from the top down. This program helped me make those choices intentionally so I could create the culture I wanted. "
Dr. Michael O'Fallon led the program, with support from other faculty in the School of Hospitality, Sport and Recreation Management. He described the experience as a success, saying "It was truly a pleasure working with Outreach & Engagement in developing the Professional Restaurant Manager Certification program. Our School continuously looks for opportunities to work with local businesses. The opportunity that we had with these 12 industry professionals, during the certification courses, was a highlight for our school. Personally, I enjoyed the teaching opportunity as these young professionals brought a perspective of the industry that was both challenging and rewarding."
None of the organizations involved in planning this restaurant certificate program could have accomplished it on their own, which is why the partnerships formed through this process have generated such powerful rewards. Community engagement, defined as the mutually beneficial and reciprocal partnerships between a university and its surrounding communities, is a critical part of JMU's mission to be "the national model of an engaged institution." As Amanda describes, "This was another great example of partnership between the Harrisonburg community and JMU as an educational resource."
Steve Buckhantz, the play-by-play announcer for the Wizards, started his sports career working at campus radio station WXJM and at Harrisonburg's WHSV TV.
The bright lights illuminated his already stoic stature on the court while he wrapped up his Comcast SportsNet post-game show following a bitter battle between two in-conference rivals. When the on-air light on top of the TV camera went off, Buckhantz's long day of work was finally over and he headed to the front row of the Verizon Center, where a group of kids and a college student awaited him.
He gave a broad smile as soon as his eyes caught the row's gaze.
"Do you guys want to see some of the players? Come up to the front of the row!" he eagerly requested to the group of younger children.
And then he turned to the college student whom he had only known from a phone conversation.
"Glad you could make it out. How are you doing?" he said.
Buckhantz has surpassed his 17-year career mark as the voice of the Washington Wizards. Accompanied by former-NBA player, Phil Chenier, his broadcast is filled with quality facts and charisma. After nearly 40 years in sports broadcasting, he shows no signs of slowing down.
As a play-by-play announcer, Buckhantz's work begins in August when the NBA Summer League starts up. Buckhantz follows players throughout every game, building his own set of detailed notes: a compilation of stat-lines, physicality and even random facts.
"I do a lot of research on the teams, which is easier now with special software," Buckhantz said. "…But there once was a time where we had to do it evergreen…it was all written on paper."
And just as the research methods have evolved, so has his career, starting all the way back at Washington Lee High School where he played football and hosted the morning announcements.
Buckhantz said those days were all about "getting my feet wet with communications."
In college,he dove in.
After attending the University of Miami for his first semester, he decided he wanted to go to a smaller school.
Ellis Wisler, who was his high school football coach, was instrumental in Buckhantz's move to James Madison University. Wisler, an assistant football coach at JMU at the time, had touted the school to Buckhantz.
Attending JMU allowed Buckhantz to finally get his hands on all of the equipment. He became the sports director at WXJM, the school radio station, but that wasn't enough. One day he found an open position to do color-commentary for the JMU men's basketball team. He auditioned by recording his own color commentary for a Washington Bullets basketball game. He also worked at Harrisonburg's WHSV-TV, his first break into television.
Each media market led to a larger one: Harrisonburg, then Chattanooga, then Nashville, and then Atlanta, where he finally got to cover professional teams.
From watching future-NBA legend Dominique Wilkins develop at the University of Georgia to open media play-days on the fresh, green course of the Masters at Augusta, Buckhantz was there to witness it all.
In 1984, he got one of his biggest opportunities: broadcasting sports for his hometown at Washington, D.C.'s FOX 5 News.
Although he has achieved prominence in the sports broadcasting business, he's always looking for more.
Buckhantz continued to do play-by-play behind the scenes. For 14 years he was the voice of Navy Football and also broadcast a few NFL games that FOX covered.
In 1997, Buckhantz's childhood dream came true when he was chosen as the new play-by-play voice of the Washington Bullets. It was the career destination he had always wanted.
He has chiseled his name into the D.C. and NBA scene with his sporadic lingo, "Dagger!" and "Backbreaker!" As a native of the capital's basketball culture for so long, his knowledge and input on the team is insurmountable.
Since Buckhantz travels with the Wizards to every game, he has an inside look at their chemistry. He's able to analyze beyond a regular stat sheet bringing their personalities to the frontline of every broadcast.
Even with such an admired resume, the Verizon Center has become his true home.
"Right now," he said, "I'm doing what I love to do."
Story by Kathaleen Maniatakis ('16); Photo Courtesy Wikimedia Commons.
By Jen Kulju (M'04)
Liz Connor, Christian ("Josh") Myers, Mary Lowman and Marion Grey graduated with degrees in the visual and performing arts this past May. From full-time jobs to summer internships to advanced study, these recent arts alum are making their way in the world!
Liz Connor returned to her home state of Florida after graduating with a double major in art history and modern foreign languages, with a concentration in Spanish. Connor began her first year as a biology major, but switched her sophomore year. After making the change, she interned with the Sawhill Gallery/Duke Hall Gallery of Fine Art for two years. She volunteered as a writer with the College of Visual and Performing Arts PR/Marketing office for one semester. A work-study program with art history professor Dr. Maureen Shanahan allowed Connor to further her understanding of Spanish and art history.
Connor accepted a job as an art consultant with Cutter & Cutter Fine Art Galleries in St. Augustine, Florida, about 45 minutes from where she grew up in Jacksonville. Hired with the belief that she could sell art and establish relationships, Connor will work primarily with collectors, and European and American art from the 19th century to modern day. She will also work with artists and may even have the chance to put her Spanish skills to use. Connor is excited "to see the transition between artists creating the artwork, getting it into the gallery, and then selling it to collectors and seeing it in their homes!"
Josh Myers will attend the University of Virginia School of Law in the fall after graduating with a double major in political science and music performance. Myers says the presenting skills he learned in music, such as delivering a performance with confidence and responding "on the fly," will help him in his quest to become a successful lawyer one day.
Myers grew up near Columbia, South Carolina, where he attended the South Carolina Governor's School for the Arts and Humanities in 11th and 12th grades. It was there that he developed an interest for arts and public service—and the desire to pursue these paths. While at JMU, Myers played the cello in the Symphony Orchestra for four years, and also participated in various string chamber music quartets and quintets. Outside the classroom, he worked on Capitol Hill, served on several political campaigns, and interned with Americans for the Arts, a non-profit organization dedicated to advancing the arts in America. Myers says both the music and political sciences programs at JMU encourage students to delve into public service outside of the classroom—and he can't wait to get involved in UVA's extensive public service program!
Mary Lowman is from Richmond, Virginia, and graduated with a bachelor's degree in theatre and dance, with a dance concentration. She was involved in a number of productions during her time at JMU. As a member of the Contemporary Dance Ensemble, she performed in New Voices in Dance her junior and senior year. She worked on New Voices behind-the-scenes her freshman through senior years, as the sound board operator, assistant stage manager and stage manager. She served as the assistant stage manager and stage manager for Dancescapes her junior and senior year.
Lowman enjoys working backstage and performing—especially Butoh. She traveled to Japan last summer for a dance intensive with Dairakudakan, and hopes to continue her love for Butoh following graduation. Lowman accepted a summer internship with the American Dance Festival in Durham, N.C., where she will work in production and takes classes with professional dance companies including Paul Taylor Dance Company, Pilobolus, and Doug Varone and Dancers.
Marion Grey hails from Roanoke, Virginia, and graduated with a bachelor's degree in theatre and dance, with a theatre concentration. During her four years as a Centennial Scholar at JMU, Grey acted in a number of shows including The Horribly Long Trip of Edgar Allen Poe (Ensemble, Madeline), R.U.R. (Rossum's University Robots) (Dr. Helman), The Red Coat (Mary), Spring Awakening (Ensemble), Romeo and Juliet (Servant, Ensemble), ALL SHOOK UP (Sylvia), The Trojan Women (Helen), Classifilied (Ensemble), Clybourne Park (Francine and Lena), Machinal (Lawyer for the Defense), and Cinderella (Fairy Godmother Superior) with the Playshop Players for JMU's Children's Theatre.
In June, Grey started an 11-month contract with National Players with Olney Theatre in Maryland. Now in its 67th year, National Players is the longest running touring company in the U.S. Grey will travel to middle schools, high schools, colleges and community theatres from "Vermont to Texas" to perform A Tale of Two Cities, A Midsummer Night's Dream and Julius Caesar. As one of 10 chosen by the company for the 2015-2016 Season, Grey will also help to do "everything off-stage and backstage." She is excited about having a job she is excited about! Check out her July write-up in The Washington Post!
By Jen Kulju (M'04)
Christopher Morales has always been interested in shoes. When Morales got his first pair of "nice shoes," he says he held them in his hands, feeling the material, looking to see how they were made. When they became old, he cut them in half to see what was inside.
Morales grew up an athlete, playing baseball, soccer and football. In his spare time, he drew shoes. "There's nothing I'd rather do than draw a pair of sneakers," reveals Morales. That realization led to Morales' dream of working as a lead shoe designer for Nike®.
Pursuing that dream led Morales to JMU's Industrial Design program, where he is now a rising senior. According to Morales, the program's approach to problem solving involves risk-taking and empathy. "The whole design process requires walking in someone else's shoes to deliver a creative solution," declares Morales.
Morales had the opportunity to move one step closer to his dream by interning with Charlottesville-based OESH® Shoes, where he not only learned "the business side" of shoe manufacturing, but also had the chance to use the machines to cut materials.
With one year remaining at JMU, Morales is taking in all he can before applying for a post-graduate internship with Nike®. "I am learning how important every class is… What I learn in metals, I can use in my industrial design class, and what I learn in sculpture, I can apply to graphic design."
Beyond loving shoes and wanting to design them, Morales believes shoes can solve physical problems as well as social problems. From getting children "to pick up a shoe instead of a gun" to "making them want to play basketball instead of being on the streets," Morales is excited about the future of shoe design to change the world.
It's likely hitting your student now... he or she is heading to college in a few weeks. With that revelation will likely come some excitement - and some anxiety - regarding topics such as:
The first month of school often sets the tone for the year ahead. Knowing some short cuts and tricks can help your student succeed in getting acclimated to campus.
For instance...
If your student is struggling with class material, encourage him to talk with his professor during office hours, make a meeting with a TA, attend a study skills workshop and visit the learning center for tutoring assistance.
If your student is feeling lonely or homesick, encourage her to talk with a residence hall staff member, someone in campus ministry, a peer educator or a caring counselor in the counseling center.
If your student is unsure how to get involved, encourage him to check out organizational meetings, talk with returning students, seek the counsel of trusted professionals on campus, participate in a service project and to just try something new.
If your student is hoping to make new friends, encourage him to reach out through simple efforts like inviting others to dinner, joining an intramurals team, saying hello to people in class and on campus, and being his genuine self instead of who he thinks he ¿should¿ be.
If your student is wanting to become the best version of herself, encourage her to pursue interests, stretch beyond her comfort zone, reach out to others, learn new things, listen well, meet campus faculty and staff, seek out a mentor and receive feedback willingly.
These efforts and more can help your student dig right into campus life in positive, productive ways!
Effective communication is a major component of successful relationships. And this doesn't just mean talking! Listening is a significant part of the equation, too. How is your student as a listener? Now is the time to find out.
Being an effective listener involves active listening skills. Active listeners spend almost equal amounts of time talking and listening. Sharing this fact with your student can help him/her build strong relationships with roommates and other peers.
Here are some other suggestions to share regarding being an effective listener...
Give Your Full Attention. There are many things going on in the world, so it's easy to have your eyes wander or unintentionally listen in on another conversation happening right next to you. Do all you can to keep your eyes and your focus on the person who is speaking to you.
Stay in the Moment. A common mistake people make when listening is they start to develop their response while the speaker is still finishing his thoughts. You are bound to miss something being said if you are worried about what you are going to say next. So, stay in the moment.
Limit Advice. Not everyone is seeking your ears for advice. Sometimes people just need to process through things to figure it out on their own. Be careful not to give advice before you are asked for it!
Be Patient. The individual speaking to you has something important to share. Don¿t interrupt or respond before she has finished. In terruptions are frustrating and may come across as if you don't care or aren't interested.
Ask Follow-up Questions. Confirm what you think you are hearing by asking follow-up questions. Not only is it a good idea to repeat back what you understand the speaker to be sharing, it also demonstrates how well you are really listening.
Display Nonverbal Feedback. Let the individual speaking know that you are really listening with a nod of the head, a laugh when appropriate and direct eye contact.
One way to help without giving advice is by answering questions with questions. For example, if someone asks you which English class you think he should take, consider asking him some of the following questions to help him answer his own question:
Language is spoken not only through words but also through actions. Consider using these tips to listen effectively in nonverbal ways...
Safety is a number one concern on campus. Here are 25 tips to help students keep themselves - and their communities - safe...
In a society where we often tend to be sleep-deprived, short naps are becoming one tool to help improve mood, alertness and performance while reducing mistakes and accidents. They give us a way to relax and rejuvenate.
So, as your student establishes her sleep patterns at school this fall, jumping in bed for a brief nap could be a useful tool.
To get the most out of napping, the National Sleep Foundation offers the following tips...
The Right Length. Naps should be the right length, about 20-30 minutes, to maximize short-term alertness. This way, nappers won¿t get groggy or have a difficult time going to sleep that night.
The Right Environment. Naps should be in the right environment, where the temperature is comfortable, noise is limited and little light is filtering in.
The Right Time. Naps shouldn't be too late in the day, when they could affect nappers' nighttime sleep, or too early in the day, when their bodies might not be ready for more sleep.
Getting good, consistent sleep at school is important for all students, as being overtired can cause moodiness, a lack of energy, stress, anger and a higher susceptibility to illness. Plus, it can result in difficulty retaining new information and a lack of concentration, two very essential skills that will help your student succeed academically. If tossing a nap into the mix sometimes helps, then it could be time to hit the pillow.
In order to keep student loans in check, here are a few things to help your student keep in mind¿
Consider other sources - have you looked at scholarships, grants and work-study before borrowing?
Sources: Financial Planning, about.com; MappingYourFuture.org
When students head to college, their values will be tested. Decisions about a variety of things, from alcohol to intimacy to how to spend their time, will come up daily. That's why talking about values now – and throughout the year – can help students feel more comfortable with their decision-making.
Ask your student to consider his or her values on the following topics…
By Jen Kulju (M'04)
"Keep working hard, but never forget to enjoy what you're doing," was Anthony Poehailos' take-home message at the College of Visual and Performing Arts Commencement Ceremony this past May. Poehailos, who majored in music education while at JMU, graduated at the top of his class and was also the "Outstanding Graduating Student" in the School of Music for 2015.
According to Poehailos, having fun with what you do is particularly important for artists, who "tend to get burned out from trying to achieve perfection." While Poehailos had a nearly perfect G.P.A., he doesn't equate his success to turning in "perfect" homework, but rather to getting enough rest. "It is important to get your homework done, but I always made sure to get a good night's sleep."
Discipline and effective time management skills permitted Poehailos to participate in a number of music activities during his time at JMU. He was a member of the Marching Royal Dukes (MRDs) for four years, where he served as the leader of the clarinet section for three years, a member of the Wind Symphony for four years, where he acted as principal clarinetist for one semester, and a member of the Symphony Orchestra for two-and-a-half years. Poehailos was also a member of the Symphonic Band and played in a woodwind quintet with a couple of friends.
Highlights of Poehailos' JMU experience include marching with the MRDs in the Macy's Thanksgiving Day Parade ® in 2013 and in the New Year's Parade in Rome in 2015. "It was humbling and wonderful to be a part of bringing JMU to national and international audiences."
Poehailos credits Scott Rikkers, director of the MRDs, as one of a few faculty members (along with Dr. Janice L. Minor and Dr. Stephen Bolstad) who most closely influenced his views on music and music education. "We're focused not just on making students better musicians, but making them better people," shares Poehailos.
Another high point for Poehailos came in 2014 when the Symphony Orchestra performed Carmina Burana at the National Presbyterian Church in Washington, D.C. "My favorite moments were those where we went outside of JMU and got to show audiences what we in the School of Music and at the university could do."
In addition to performing and studying, Poehailos was involved in the JMU Catholic Campus Ministry for a couple of years, and was also a member of the Kappa Kappa Psi band fraternity, where he had the opportunity to "be involved with music in a service-oriented realm." Helping to set up for performances at football games and for the annual Pops Concert during JMU Family Weekend at the Convocation Center in the fall allowed Poehailos to "give back to the music community and to JMU at large."
Giving back through teaching—either in the public school system or as a private instructor—is on Poehailos' career radar. "I want to be able to pass on music to the next generation and to help them grow as individuals through music." Before returning to his music ed roots for full-time employment, however, Poehailos will head to Penn State in the fall to pursue a master's degree in music performance.
Joseph Kuykendall (SRM '16), traveled with "Managers on a Mission" group to help run a sports camp for the villages and orphanages in Ghana, Africa. Josephn and the team worked for two weeks in a Christian orphanage in a village about an hour outside the capital city of Ghana, Africa.
For the first week the group ran G.A.M.E.S. which involved stations of Games, Art, Music, Enrichment and Sports (hence G.A.M.E.S.) for the 110 kids to participate in. For the second week the children learned how to play basketball and volleyball and held a knockout and volleyball tournament to help the children practice all their new skills they had learned. For each aspect of G.A.M.E.S. the children were taught sports and competition lessons from the Bible to supplement the activities.
"Keep working hard, but never forget to enjoy what you're doing," was Anthony Poehailos' take-home message at the College of Visual and Performing Arts Commencement Ceremony this past May. Poehailos, who majored in music education while at JMU, graduated at the top of his class and was also the "Outstanding Graduating Student" in the School of Music for 2015.
According to Poehailos, having fun with your life's work is particularly important for artists, who "tend to get burned out from trying to achieve perfection." While Poehailos had a nearly perfect G.P.A., he doesn't equate his success to turning in "perfect" homework, but rather to getting enough rest. "It is important to get your homework done, but I always made sure to get a good night's sleep."
Poehailos' discipline and effective time management skills permitted him to participate in a number of music activities during his time at JMU. He served for four years on both the Marching Royal Dukes (MRD) and the Wind Symphony. During his time serving, he acted as a leader for the clarinet section for the MRD and served a semester as a principal clarinetist for the Wind Symphony. He was also a member of the Symphony Orchestra for two-and-a-half years. He also participated in the Symphonic Band and in a woodwind quintet with friends.
Poehailos says that his "My favorite moments were those where we went outside of JMU and got to show audiences what we in the School of Music and at the university could do." Some of those highlights include marching with the MRDs in the Macy's Thanksgiving Day Parade ® in 2013, performing Carmina Burana with the Symphony Orchestra at the National Presbyterian Church in Washington D.C. and performing in the New Year's Parade in Rome in 2015. "It was humbling and wonderful to be a part of bringing JMU to national and international audiences."
In addition to performing and studying, Poehailos was involved in the JMU Catholic Campus Ministry and was also a member of the Kappa Kappa Psi band fraternity, where he had the opportunity to "be involved with music in a service-oriented realm." Poehailos helped to set up for the performances at football games and for the annual Pops Concert during JMU Family Weekend at the Convocation Center. It was important for Poehailos to "give back to the music community and to JMU at large."
Poehailos credits his success to faculty member and director of the MRDs, Scott Rikkers, (along with Dr. Janice L. Minor and Dr. Stephen Bolstad), as someone who most closely influenced his views on music and music education. "We're focused not just on making students better musicians, but making them better people," shares Poehailos.
Giving back through teaching—either in the public school system or as a private instructor—is on Poehailos' career radar. "I want to be able to pass on music to the next generation and to help them grow as individuals through music." Before returning to his music education roots for full-time employment, however, Poehailos will head to Penn State in the fall to pursue a master's degree in music performance.
By: Brett Seekford
The idea for establishing a grade school garden began with Dr. Amy Goodall's desire to complete an island biogeography study of butterflies in an urban setting. While establishing projects, it became known that "Each Harrisonburg Public School was on board to create a garden," Goodall said. During fall 2011, Principal Anne Lintner and a second grade teacher, Regina Hissong, from W. H. Keister Elementary School (KES) contacted us to say, "We are ready to do this," Goodall explained. "We also had interest in creating a vegetable garden for schools by two GS seniors who needed to complete a capstone project as a part of their requirement for graduation. Another student was interested in butterflies so we all worked together to plan a garden that accommodated both vegetables and butterflies," Goodall added. "It's very unique [the garden]. There are other public gardens in the city, but they do not have this kind of combination."
To make this a reality, Goodall, her students, the KES principal and faculty created an assignment for KES students to find out which vegetables they like to eat and which butterfly species they wanted in their garden. In spring 2012, the garden plot was built and planted with flowers, herbs, and vegetables that would engage students and attract those butterflies. Through collaboration among the Principal Anne Lintner, KES faculty, JMU faculty and students, the garden has been a success. The garden continues to be an ongoing project where JMU and KES volunteers work throughout the year to provide upkeep and maintenance.
Goodall explained the continual research to ensure the garden serves its purpose: "Gardens change every year based on the age and expansion of the perennials, reseeding of annuals, differences in weather, and how soils change. We rework parts of the garden each year in response to environmental conditions. We also change things in response to observing what the children like to see in the garden."
Working on the garden has impacted Geographic Science student volunteers, too. Kyle Schwizer '13, Geographic Science, found his work at KES to be enlightening. "We would try to do as much as we could, we really wanted this garden to take off and it did. From watering and caring for all the plants to redesigning the beds, adding soil and mulch when needed. We didn't see it as a chore; it was something we loved to do," Schwizer stated.
Melanie Freshwater '15, a current junior at JMU, agrees with Schwizer that the garden provides a gratifying way to spend her time. She elaborated, "It is always rewarding to raise a garden and be able to enjoy the fruits of labor, but even more so, it is great to know that students that have never been exposed to gardening have access to the KES garden, can learn, share, practice and pass on the skills and joys of the garden!"
The garden has become an important feature of KES. Since its implementation, KES teachers have used the garden to teach students important aspects of science, such as irrigation, measurements, and insect identification. Students also spend time in the garden during recess.
"When I am in the garden at the elementary school, the students love to come into the garden with their questions and interesting comments about things like bugs and the shapes of vegetables," Goodall said. With all of the functions the garden provides, it has become an integral feature to academic and social life at KES.
JMU students have not forgotten their experiences at W. H. Keister either. Despite working in Frederick County now, Schwizer visits Harrisonburg regularly. "It is great to see changes and improvements that are made upon our arrival. I would love to eventually move even closer to Harrisonburg and be a volunteer in the garden," he said.
Likewise, Freshwater continues to stay updated on the garden's progress: "Even if I relocate or continue my travels, I will always return to check on the garden and trust that it is in the care of good hands."
By: Julie Stern
Anna Fisher, a James Madison University alumna, recently started working with the Don Edwards San Francisco Bay National Wildlife Refuge (NWR) in California. Fisher graduated in 2010 with a Bachelor's Degree in Geographic Science, with concentrations in Geographic Information Systems (GIS) and Environmental Studies.
"Anna was the type of student who knew where she was going and took the steps necessary to get there," said Dr. Mary Tacy, geographic science professor. "We are proud of what she has achieved since graduating from JMU."
As a wildlife refuge specialist, Fisher produces GIS products for resident biologists, coordinates seasonal waterfowl hunting, and assists with visitor services programs to help restore former salt ponds into marsh habitat.
"[NWR] is my dream agency and I hope to spend the rest of my career here," Fisher said. "Sometimes it takes a little time to figure out what you want to be when you grow up and it has taken several internships and jobs to figure out that I want to be a wildlife biologist."
Previously, Fisher spent five years as a natural disaster coordinator for the U.S. Fish and Wildlife Service. She looked for new opportunities in the NWR system and the wildlife refuge specialist position seemed the perfect fit for transitioning into this new field.
She says her decision to do both GIS and environmental studies has been extremely useful in her career.
"A lot of the work that biologists do requires GIS and environmental management skills," Fisher said. "… I knew I had a passion for conservation and natural resources (hence environmental studies), but I also loved the versatility of GIS and the many disciplines it can be applied to."
Although several JMU professors inspired Fisher to work hard in the geographic science program, she said Drs. Amy Goodall, Helmut Kraenzle, and Mary Tacy impacted her the most.
"Dr. Amy [Goodall] piqued my interest in the natural resources side of geography. She had a real sense of wonder for biological processes and their relationship to the landscape," said Fisher. "Dr. Kraenzle always pushed his students to work hard and try things that might be outside of our comfort zone. His passion for GIS was contagious."
During her senior year, Fisher worked with Dr. Tacy as a teacher's assistant. Dr. Tacy worked closely with Fisher; the two have remained in touch over the years.
"Anna [Fisher] was definitely an impressive student," said Dr. Tacy. "She excelled in every class she took in our program so I knew she was going to go on to do great things."
Fisher credited the geographic science program with helping her develop oral communication, project management, and technical GIS skills. Oral communication skills, she said, are crucial to her job because she has presentations and briefings every week. Meanwhile, being proficient at project management allows her to juggle several tasks at once.
Fisher's advice for the students in the geographic science program or looking to join is to get their feet wet and start applying for internships early in their college career.
"Also, don't be afraid to apply for things that are a little outside the box for you," Fisher said. "I didn't think I could get a position in emergency management, but I did. You probably won't get to start out with your 'dream job' so be willing to try other things, even if it's outside your GS major."
Fisher plans to pursue a master's degree in conservation biology this fall at the University of Wisconsin Stout.
The Center for Wind Energy at JMU has been recognized with a 2014-15 Creating Excellence Award from the Virginia Department of Education.
The center was recognized for collaborating with Massanutten Technical Center to develop dual enrollment courses in wind turbine mechanics and introduction to wind energy.
"Students taking these courses at MTC will be more prepared to enter a four-year college like JMU and pursue a science or engineering major," said Remy Pangle, associate director of the Center for Wind Energy. Pangle attended a luncheon on Thursday, June 11 to receive the award, along with representatives of MTC, which nominated the center for the award.
The Center for Wind Energy was chosen as the Region 5 winner of the Creating Excellence: Business and Industry Partnership Award. The Creating Excellence awards are presented annually to recognize exemplary programs and partnerships that promote excellence in career and technical education.
"This recognition gives merit to the work that we have been doing with MTC and we hope to see other schools get interested in offering these dual enrollment courses," Pangle said.
The Center for Wind Energy has been working with MTC since 2013. More information about the center is available on its website.
More information about Massanutten Technical Center, a career and technical education center serving the students of Harrisonburg City and Rockingham County Public Schools, is available on its website.
By: Daniel Vieth
Each year, an increasing number of veterans take advantage of the GI Bill to pursue educational opportunities in America, doubling in four years to over a million student veterans in 2013 (MentalHealth.gov). JMU supports this trend by enrolling many student veterans, such as Brent Kiomall ('13). Kiomall graduated with an Integrated Science and Technology (ISAT) degree after serving in the US Infantry in Iraq and Afghanistan. The discipline and skills that Kiomall acquired from his service and in ISAT prepared him to excel, leading to a successful career in the alternative fuels industry. Most recently, Kiomall had a large part in designing a state-of-the-art facility for his company, Blossman Services Inc.
Kiomall decided to attend JMU after a visit to the campus following his return from service. "At the time I was attending Bellevue Community College [in Washington State], and I had no clue what I wanted to major in. I only knew that somewhere in science was where I belonged," explained Kiomall. "After my tour, I knew JMU was the right decision." Kiomall was also inspired by his older brother, Justin Kiomall, another veteran planning to attend JMU. "Justin had a lot of friends who attended JMU, and they all had amazing experiences here," Kiomall added. "They talked him into going, and then he talked me into it." The brothers both graduated with ISAT degrees in 2013.
During Kiomall's time in ISAT, he participated in the Alternative Fuels Lab (AFL), working with a team of eight (?) other ISAT students to modify a Harley Davidson motorcycle to run on biofuel. "Brent was one of the main design and research students to figure out the new fuel injector system," explained ISAT professor Dr. Chris Bachmann. "He helped lay the foundation for the Harley Davidson project." Kiomall took on the fabrication position, which involved designing and building small brackets for the project.
For his ISAT Capstone project, Kiomall had the opportunity to work with Dr. Karim Altaii and two other classmates to reduce energy consumption at a resort in Puntarenas, Costa Rica. The team used an e-Monitor to measure energy consumption data from circuits, and used a Forward Looking Infrared (FLIR) camera to identify areas of the hotel rooms that needed extra insulation. "We ended up making repairs to 108 hotel rooms," Kiomall explained. "The project was a great success, and we estimated that our work would add up to about $40,000 in saving per year for the resort."
The experiences Kiomall gained from his time with the ISAT program quickly landed him a job in the alternative fuels industry as an Application Engineer at Blossman Services Inc (BSI), a company that focuses on the design, engineering and manufacturing of technology for propane-fueled engines. "My two main areas are small engines that have about 50 Horsepower or less and heavy duty diesel engines like those commonly found in 18 wheelers," Kiomall explained. "It's definitely exciting work because I'm doing many things at once for a variety of projects."
Most recently, Kiomall had a major hand in the design and construction of the new Blossman Autogas Research & Technology Center, an extremely energy efficient facility that can generate 100% of its power on site from a propane-powered micro Combined Heat and Power (CHP) generation system (60%) and from a photovoltaic (PV) solar power system (40%). "Using some basic methods that I learned in ISAT from my senior capstone project, we were able to reduce a substantial amount of energy consumption," said Kiomall. The building now produces 68% less emissions compared to conventional facilities.
Kiomall credits his time in ISAT as a great stepping stone for his position at BSI. "ISAT professors stress the ability to approach problems from different views, which has been a necessity in my job thus far," said Kiomall. "I'm rarely able to solve a problem with the first idea, so I need to quickly shift to another approach." Kiomall also talked about the need for teamwork in his career being one of the most fundamental parts of the job. "People think and work differently, so understanding this upfront and being able to work in a team with mixed backgrounds gave me a leg up in the workplace." Lastly, Kiomall credits the discipline he gained during his time in the US Infantry as having a huge impact on his life during and after college.
Kiomall is one of many successful student veterans who chose to pursue degrees after their time in the service. "I had a very positive impression of Kiomall right from the beginning, as well as tremendous respect that he served our country and came back," added Bachmann. "He has the enthusiasm, the knowledge base, he's naturally curious, and I could tell he would go far in the real world."
In May of 2015 Dr. Cindy Klevickis and Mr. Eric Fitzgerald led an IDLS 395 class giving students a blended learning opportunity that included group projects, hands-on learning, online discussions and a community action project. They visited Smith Island, Virginia Chesapeake Bay Foundation facility to get some serious hands-on experience.
The Chesapeake Bay Watershed extends over six states and 64,000 square miles including forests, farms, industries, wildlife habitat, cities, suburbs, 17 million people and more than 50 major rivers and streams. The Chesapeake Bay itself is North America's largest estuary. Through learning about environmental, geological, historical, social, political and economic issues related to the Chesapeake Bay, Watershed students were able to gain an interdisciplinary understanding of the interrelated issues that affect the environmental and economic health of the Bay.
The students experiences gave them opportunity to explore the role farms and agriculture production play in the heath of the Chesapeake Bay as well as look at the "Dead Zones" areas with too little oxygen to support life. This experience allowed them to explore climate change and predict future effects of those changes.
They were also able to identify the stakeholders and learn about the conflicting views on fisheries management in the Chesapeake Bay. Through interviews with watermen, farmers, environmentalist and citizens, students were able to look at policies from varying points of view.
The Smith Island experience also gave students the experience of living a simple life. Staying on the island comes with restrictions one of those, no showers. Students had to consider many things when packing for the trip including bring a bandana to use as a napkin, your trash will be carried back home with you, so don't bring excess packaging, for example don't pack little bags of snacks, just one big bag of snacks. Also consider not taking more food on your plate than you will eat, this way we reduce waste. Every effort is made, on Smith Island, to compost, reduce, reuse, and recycle.
The students learned a great deal from their experiences and had a great time. Click here to see and read more about this amazing experience.
by Elizabeth Hoover
In 2014 Dawn Lundy Martin wrote her first libretto. It was part of "Good Stock on the Dimension Floor: An Opera," an experimental video by HOWDOYOUSAYYAMINAFRICAN? (The Yams Collective for short), an artistic collective that advocates for greater diversity in the art world.
The piece was in the prestigious Whitney Biennial, but the collective withdrew. They objected that the Biennial curators had also included pieces by Joe Scanlan, a white Princeton professor who hired African American women to perform as fictional black artists.
Rooted in disrupting monolithic notions of black identity, The Yams Collective felt that remaining in the show would have been antithetical to their work. In an email they sent to all Whitney Biennial artists, the collective expressed dismay at a white male artist using black female bodies for artistic gain under the guise of "conceptual art." They wrote, "This is a wound that deeply penetrates the surface of ourskin."
This incident is emblematic of some of the core themes of Martin's artistic practice: Her work is uncompromising, rooted in the body, often collaborative, and wastes no time with hero-worship of institution. For Martin, poetry, performance, and activism are interrelated and arise from an urgent need to disrupt and dismantle dominant narratives of race, gender, and identity.
In addition to being a member of The Yams, she founded—along with poets Duriel Harris and Renaldo Wilson—the Black Took Collective inspired, in part, by Erica Hunt's essay on "oppositional poetics."
Her most recent book Life in a Box is a Pretty Life confronts the brutality meted out on black, female, and queer bodies. "I will not sing to you. I refuse to sing to you," she writes, announcing the book has other aesthetic investments besides beauty. As Julie Marie Wade writes in Lambda Literary Review, "I admire Dawn Lundy Martin's … resourcefulness in deploying a language that routinely fails us, and then, more resourceful still: her deployment of that same failing language to articulate the experience of failure."
As a guest blogger in the Harriet blog in 2013, Martin described what she values in a poem: "When I think about the poetry that appeals to me most, it is that poetry that resists closure, urges the reader to participate uncomfortably (sometimes without resolution) in its meaning-making, and stimulates our sense of linguistic possibilities. In short, it works against master narratives. This later thing, I believe, is revolutionary."
In addition to Life in a Box is a Pretty Life, Martin is also the author of Discipline, winner of the 2009 Nightboat Books Poetry Prize and A Gathering of Matter / A Matter of Gathering, which was selected by Carl Phillips for the 2007 Cave Canem Poetry Prize. She has published numerous chapbooks and received the Poetry Society of America's National Chapbook Fellowship in 2003.
In this two-part interview with The Fight & the Fiddle's editor Elizabeth Hoover, Martin describes her writing process, some of the ideas that inform her work, and the need for "oppositional poetics."
Is it possible to make a choice? | Martin describes her use of primary texts in her projects, her love of chapbooks, and how her investment in multivalant poetry creates a through-line between her two books Discipline and Life in a Box is a Pretty Life.
Innovation as necessity | Martin talks about her interest in the theorist Slavoj Žižek; the productive discomfort of working collaboratively; how she co-founded the Black Took Collective; and what experimental poets contribute to their field.
By Jan Gillis ('07)
Caitlin McAvoy ('15)
Talk to Caitlin McAvoy ('15) for a few minutes, and you'll realize that performance is an important part of her life. Her Madison Experience as a Musical Theatre major and Honors student included acting, dancing and vocal performance. McAvoy's academic career provided an opportunity for self-discovery as well. "I realized there's an avenue for my art form to help people in a direct way," she says.
That realization stemmed from the Hillcrest Scholarship for Service and Leadership. The scholarship experience allowed her to travel to Deborah House in Sibiu, Romania, to teach dance to a group of 28 girls. Her goal: To research and implement a dance therapy inspired program for young, female survivors of sexual abuse.
The challenge was daunting. Within a few days McAvoy needed to develop a rapport with the girls and prepare them for a public dance performance while at the same time navigating through a significant language barrier.
'If I had not had the education I received at JMU, I would not have had this opportunity or been at all prepared for it.'
"If I had not had the education I received at JMU, I would not have had this opportunity or been at all prepared for it," McAvoy says. "That is due especially to the Dance and Community class taught by Professor Kate Trammell. During that class students learn how to use dance and movement therapy inspired activities with various populations such as daycare classes, individuals with special needs and senior citizens."
What about the English/Romanian language barrier? "Communication was magical. We had a translator, but after the first day we didn't need the assistance. It's hard to explain, but we didn't need language. I taught by visuals, and the girls picked it up. Even outside of teaching we were able to communicate without a translator. We just used physical movement in order to convey what we needed to say," McAvoy explains. "I always say this, and it sounds so cliche, but dance is a universal language. After this trip it's much more than just a saying to me."
McAvoy used part of her scholarship funds to purchase leotards, tights, tulle, and prop materials for her Romanian students. The tulle, cut in strips and tied with ribbon, made perfect tutus for the young performers.
'I wanted to empower my students and help them see themselves as artists and strong women.'
However, the experience was about more than crafts and dance movement. "My senior Honors Thesis was 'Dancing with Romania: The Research and Practical Implementation of Dance Therapy for Victims of Sexual Abuse,'" says McAvoy. "I wanted to empower my students and help them see themselves as artists and strong women, which is why the performance aspect was so important."
Empowerment and performance go hand-in-hand. "It gave each participant a chance to say 'I am here, I have something to express, and here is your chance to listen to my story,'" says McAvoy.
"One of my favorite moments was post-performance. One girl came up to me and in her broken English called herself a beautiful ballerina. That idea, that she saw herself as a beautiful being and a capable artist—that was what I wanted to accomplish."
In the end, McAvoy found a confidence and empowerment of her own. "In my future I see myself opening a dance studio based on positive body image and female empowerment, as well as continuing service trips of this nature," she says.
'Without JMU I would have never found this life path, but now I can't imagine my life unfolding in a better fashion.'
"I went to Romania thinking I would change lives, but the girls changed mine in ways I could never imagine," says McAvoy. "I have now discovered what is the start of my life's work. I am planning my trip back to Romania and beginning my work locally to start dance therapy programs for girls surviving abuse. Without JMU I would have never found this life path, but now I can't imagine my life unfolding in a better fashion."
Here are a few things that new students may be experiencing this month as they prepare for college:
Students leaving home to attend college are likely concerned about their friendships. Questions may arise in their minds such as:
All of these feelings are completely natural, as big changes are happening. Some of these concerns may have to do with separation anxiety, which in adults is "characterized by an excessive fear of physical or emotional separation from close attachment figures or environments, usually the home" (Kirsten, Grenyer, Wagner & Manicavasagar, 2008).
"Part of the adjustment process for first-year students involves grieving the loss of precollege friendships as they have known," according to Jennifer Crissman Ishler, DEd, an assistant professor of counselor education at Pennsylvania State University. "This loss and separation often trigger emotional distress resulting in adjustment difficulties."
Crissman Ishler said this phenomenon often tends to hit females harder than males.
First year programs and events give students some built-in ways to make the transition easier. There are also many peer helpers – from staff in the residence halls to those at orientation – who are genuinely interested in helping your student. Encourage her to seek out these resources so she can focus less on the perceived friendship losses and more on what's out there to gain!
To help your student contend with the possibility of separation anxiety, you can:
Sources: "The Prevalence of Separation Anxiety in Undergraduate Students," Boise State University Undergraduate Research and Scholarship Conference, April 12, 2010; "Separation Anxiety in College Freshmen," WebMD Health News, August 12, 2003
With so much focus on your college student, it can be easy to forget about the impact that her leaving can have on younger siblings. Sibling relationships can be enduring, and a sense of loss can be felt in a number of ways when an older sibling heads off to college.
Take Time to Talk with Younger Siblings. Ask them how they are feeling about the upcoming transition and explain some of the ways things might change at home. Consider discussing…
Be Careful Not to Send a Guilt Trip. Consider…
Involve Younger Siblings in Planning for Your College Student's Departure. Consider asking younger siblings to…
You know your family best, so you'll determine the best ways to involve everyone in the upcoming transition. Working together will build lasting memories while also making the process go more smoothly.
There are a variety of ways that parents can help those children still at home stay connected with an older sibling at college.
Plan Family Gatherings
Make Virtual Connections
Plan a Campus Visit
Fresh starts. They're quite appealing. That's why so many people make New Year's resolutions!
The beginning of a new academic year offers the collegiate version of New Year's Eve – with a fresh start available to everyone. Whether your student will be new to campus or is returning for another year, it's time to think about what he or she is looking for in that new start.
A Recipe for Success
Rather than just wishing for a good new start, though, there are some ways your student can set herself up for success. For instance…
Fresh starts often take preparation, so encourage your student to get going now to be ready to tackle the start of the school year with gusto!
A fresh start often involves some goal-setting. Here's a simple example…
Goal: To get comfortable with people living on my residence hall floor.
Action Steps:
Belonging is a potent force in most people's lives and college students are no exception. When they come to campus, they're looking for a place where they can fit and matter.
Encourage your student to talk with orientation leaders, residence hall staff and other student leaders about how they found a sense of belonging on campus. Hearing peers' stories is one of the best ways for students to envision how they can belong among the campus community, too.
There are so many examples of ways students can find campus nooks that fit them and their personality. They include…
Finding purpose is a key piece of belonging. When students engage in purposeful activities with other people, that sense of belonging tends to naturally kick in.
It's going to take effort on your student's part, without a doubt. Encourage him to reach out and try new things. Or she can talk with a student leader about her interests and where they might fit on campus. Promoting a sense of belonging of ten starts with these simple conversations where students can see the possibilities – and see themselves in the midst of them!
Self-esteem is a belief in one's self, or self-respect. And, according to many experts, it is something that often eludes many college students. For one reason or another, many young people suffer from a lack of self-esteem, which can affect how they adjust to college life and function as students.
What are some signs of healthy self-esteem?
People who have a healthy sense of self-esteem, generally speaking, will feel competent in their ability to cope with life's ever-changing situations. They trust their judgment and know when to get help when a particular challenge arises. They feel capable of making sound, responsible choices and can handle change when it occurs.
But healthy self-esteem is not egotism. It is never a feeling of superiority over others. In fact, if a person seems to need to remind others of his talents or skills, it could be a symptom of someone who is trying to compensate for a lack of self-esteem.
What can you expect this year?
At the college level, issues of self-confidence and competence can surface as students try to adjust to an unfamiliar setting and challenging academic expectations. The good student might have to work harder to maintain the same grade point average, while the mediocre student might have concerns about being good enough to make it. Being away from home can also contribute to an unsettled feeling. An otherwise self-confident young adult might show signs of insecurity and emotional withdrawal for the first time in his life.
Students are adjusting to a new social scene as well. Their relationships with friends from home are changing even as new relationships are developing. It takes time for students to find their voice and identity within a different setting.
What helps?
These dips in self-esteem are normal when people face new challenges.
As students continue their academic and social pursuits, and begin to enjoy some degree of success, their self-esteem levels often start to rise again.
Things will likely get better if they…
Build on pre-existing strengths. All students have competencies in various areas and often just need to be reminded of them, especially as they're being challenged right and left by new things on campus. By helping them focus on their strengths rather than weaknesses, they can grow in self-esteem and self-confidence.
Avoid comparisons. If your student is struggling with self-esteem and begins to look around at others who have greater skills and achievements, he may back himself into a dangerous corner. It's your student's responsibility only to try his best. From that effort alone he can find personal satisfaction and a healthy sense of pride. Remind your student that he doesn't have to be the best at something in order to be a valuable asset to the campus community.
Try new things. Your student can never know about a hidden talent or personal strength if he never tries new things. Now is the time for healthy experimentation, whether it involves a different academic area, a new responsibility, a new interest or hobby, or even a new group of friends. Your student – and you – might be surprised to find what interests or talents are just waiting to be discovered!
If your student struggles with self-esteem issues, assure him that he is not alone! There are counselors and other staff members on campus who have chosen to work with college students and who know their issues. Your student can call now to see what services are available so he is plugged into a support network right at the beginning of school.
More than anything, make sure your student knows that it's a real sign of strength to ask for help. We encourage that mightily and look forward to helping your student get on the road to healthier self-esteem.
In the spring semester, 2015, students in Erica Cavanagh's IDLS 400 class got to experience first hand what they have been talking about in their class, Food: An Exploration of Family, Culture, Production, and Globalization. This semester guest speaker Patricia Foreman, author of City Chicks and Chicken Tractor, talked to the class about the benefits of raising backyard chickens and their role in creating and maintaining healthy top soil for sustainable food growth. The class also visited Polyface Farms in Swoope Virginia, and a Pilgrim's Pride industrial chicken operation in Fort Seybert, West Virginia.
The class gave the students opportunities to see how food affects quality of life. In brief, how one eats is inseparable from physical and emotional health and in part determines how well one will be able to learn and move about the world. To be sure, genetics play a role in personal health, but while we don't have much control over our biological inheritance, adult Americans do have varying degrees of control over what they eat and how it was produced. To have control means that one has choices and to have choices involves ethics. What relationship does food have to ethics? And what are ethical choices when it comes to food? These were two core questions IdLS students addressed in this course.
The field experiences of this course offered students real-life information about food and how we come to eat what we eat, what that food says about us, how it affects us, others, animals, and the environment, and finally, how the food we eat arrives in our hands and on our tables.
Click here to see and hear more about their amazing experiences.
Photo courtesy of Alexander Daev.
The Forbes Center for the Performing Arts at James Madison University has announced the schedule for the 2015-2016 season that features performances by Grammy-winning musicians, world-renowned guest artists, and award-winning JMU theatre, dance and music students and faculty.
Highlighting the season are performances by Grammy Award-winning musicians Chick Corea (jazz piano) and Béla Fleck (banjo); Chicago's legendary sketch and improv comedy theatre, The Second City, in its irresistible new show, Fully Loaded; and Moscow Festival Ballet's in the enduring classic Swan Lake.
Grammy Award-winning musicians Chick Corea (jazz piano) and Béla Fleck (banjo). Photo courtesy of therealchicago.com.
Season offerings go on sale to the general public on Friday, June 26. Tickets will be available at www.jmuforbescenter.com or at the Forbes Center Box Office in person or by phone at (540) 568-7000.
Other notable performances include MR. JOY, a solo tour de force featuring Obie Award-winning actor, singer and writer, Daniel Beaty; Aquila Theatre's witty production of The Adventures of Sherlock Holmes; Danú, who combines traditional Celtic instruments and breathtaking vocals to perform a St. Patrick's Day celebration featuring JMU's Madison Singers; Julie Fowlis, a Gaelic folk singer and multi-instrumentalist who was featured in PIXAR's animated film, Brave; and Tenebrae, one of the world's most outstanding vocal performance groups.
Featured shows also include singers from the Metropolitan Opera Rising Stars Concert Series; Cory Band, the world's top brass band ensemble; the electrifying, genre-crossing musical trio, Time for Three; a mischievous retelling of Shakespeare's Nearly Lear featuring solo performer Susanna Hamnett; the world-renowned Sonos Handbell Ensemble; The Very Hungry Caterpillar and Other Eric Carle Favorites by Mermaid Theatre of Nova Scotia; and Theatergroep Kwatta's lighthearted and inspirational production of Love That Dog.
Susanna Hamnett in Nearly Lear, Sonos Handbell Ensemble, The Very Hungry Caterpillar and Other Eric Carle Favorites, Love That Dog and Forbes Fat Tuesday are new "Forbes Family Fun" events this season; Holidayfest and Sing Out! return to the lineup. Forbes Family Fan events are geared toward young audiences and their families, and this year's series is sponsored by Union Bank & Trust.
Photo of Second City cast by Kirsten Miccoli.
The season opens September 11-12 with Eisenhower Dance headlining the New Dance Festival. The festival also features dance faculty members Ryan Corriston, Suzanne Miller-Corso, Shane O'Hara and Kate Trammell. Trammell will perform a humorous solo by famed New York choreographer Claire Porter.
Other dance events include Dancescapes featuring JMU's Virginia Repertory Dance Company and New Voices in Dance featuring JMU's Contemporary Dance Ensemble.
The three-day Contemporary Music Festival features music by Virginia Sinfonietta and guest composer Stephen Hartke, winner of the 2013 Grammy Award for Best Contemporary Classical Composition. Dr. Sonya Baker, opera singer and associate dean of JMU's College of Visual and Performing Arts, will present a retrospective of Marian Anderson's 1939 Easter Concert in For Thee We Sing. The season also includes Bitches Brew – A Tribute to Miles Davis and Fusion Jazz with Robert Jospé and the Inner Rhythm Sextet, featuring music faculty member Bob Hallahan and JMU alum Butch Taylor (formerly with the Dave Matthews Band.) Another highlight is the fifth annual Jazz 4 Justice, a concert in cooperation with Virginia State Bar's Diversity Conference benefitting Blue Ridge Legal Services Inc. and JMU School of Music scholarships.
The JMU Opera Theater will perform Rossini's romantic comedy, The Barber of Seville, in the fall, as well as Opera and the Silver Screen: Classy Tunes from Classic Cinema and Franz Lehár's The Merry Widow in the spring.
The School of Theatre and Dance presents Anton in Show Business, a comedy by Jane Martin; the enchanting Śakuntalā and the Ring of Recognition by Kalidasa; The Wild Party, winner of the Outer Critics Circle Award for Outstanding Off-Broadway Musical and Drama Desk Award for Outstanding Music; Pretty Theft by Adam Symkowicz; and the unique musical showcase, First Lady Suite, by Michael John LaChiusa.
Contact Jen Kulju, public relations coordinator at the Forbes Center, at (540) 568-4394 or email@example.com for further information.
The College of Education at James Madison University welcomes an estimated 200 pre-service teachers into the profession each academic year. For the first time, we invited Teachers of the Year from area schools to share their hopes and give advice to some of the students who will begin their teacher education programs in the Fall of 2015.
The question was simple:
"Do you remember your first year teaching in the classroom? Your first mentor? The first classroom you set up? Maybe you remember one of your students from that very first year. Professor Larry Huffman does, and he got the chance to spend time with some of his first students and celebrate 50 years in education. We don't want you to have to wait 50 years to see the impact you make in the classroom. We want you to have the opportunity to impact the life of a future colleague now."
Six teachers agreed to join their future colleagues for an evening of reflection and encouragement:
Augusta County: Allison Sprouse
Harrisonburg City: Cathy Soenksen ('13)
Page County: Deborah Norton ('83)
Rockingham County: Kim Tate
Shenandoah County: Jaclyn Roller- Ryan (Virginia 2015 Teacher of the Year)
Staunton City: Heather Durham
The teachers were passionate and candid in their advice and their messages to the future teachers in attendance. The students were also given the opportunity to ask questions and network at a small reception after the presentations. Students left the evening feeling hopeful for their future carreers, with new connections to each other, and the award-winning teachers who inspired them.
It wasn't just the students who got something out of the evening. College of Education Alum Cathy Soenksen ('13) wrote to the COE thanking us for the experience.
"Our profession will be enriched with the addition of your students, whose questions and comments in the lobby display already that sense of purpose and passion for the field and for the children they will encounter. I thoroughly enjoyed the evening and would be more than interested in attending, in audience or on panel, in the future."
JMU contingent poses for a photo outside the headquarters for Chime Sports
Marketing/Golden Goal in Rio de Janeiro.
How much can students learn in a study abroad trip lasting just one week?More than what can be learned in an entire semester, says Jordan Clevey, one of nine JMU students who spent seven days in Brazil in May studying the ways the South American country manages its sports and recreation.
Having hosted the World Cup soccer tournament last year and now preparing to host the Olympics in 2016, the timing is ideal to study international sport management in Brazil, said Dr. David Shonk, associate professor of hospitality, sport and recreation management.
Shonk and his students, who were joined by five students and a faculty member from West Virginia University, spent four days in Rio de Janeiro and three days in Sao Paulo, a city with 12 million residents.
In Rio, they visited sport management organizations such as Chime Sports Marketing/Golden Goal; the Rio 2016 Organizing Committee for the Olympic and Paralympic Games; Fluminense Futbol Club; the iconic Maracanã Stadium, where the Opening Ceremonies of the Olympic Games will take place; and Project Grael, a social responsibility initiative that promotes sailing to underprivileged children. In Sao Paulo, they met with representatives of ESPN Brazil, Anschutz Entertainment Group, sport management faculty at the University of Sao Paulo, Club Pinheiras, and Sport Club Corinthians Paulista. They also made visits to the Futbol Museum at Pacaembu Stadium and the Sao Paulo Municipal Market.
"Our students demonstrated an incredible
amount of flexibility, strong work ethic, a
high level of professionalism, strong
communication skills and a tremendous
ability to work in diverse and sometimes
challenging environments as a cohesive
Shonk said, noting that in addition to
their studies, they arranged a six-hour
overnight bus trip to Sao Paulo when their flight was canceled due to weather.
Adam Shor, a rising junior, said the experience taught him about cultural differences "on and off the field by having the ability to directly tie the learning to real life experiences such as attending soccer games or walking on the street." The trip also provided an opportunity to bond with people he would not have met otherwise, he said.
Rising senior Natalie Fioretto said visiting stadiums and other facilities was a jaw-dropping experience. She also saw firsthand how "the whole culture of soccer is drastically different from the U.S." Another highlight, she said, was seeing how ESPN is run and how it compares to other broadcast companies in Brazil.
Clevey noted that the government "plays a huge role in sports in Brazil," including funding athletes who could one day play for the Brazilian national team. Clevey also said the structure of professional sports is completely different in Brazil. "Where sports here in the U.S. are very business driven, clubs in Brazil are very socially driven."
Shonk said he hopes to arrange another trip to Brazil, or another country in South America, maybe in 2017. The students who went this year raised money to pay their way and earned two credits.
This summer, JMU EUPS students had the opportunity to intern at the 10th annual Trento Economics Festival that took place in Trento, Italy from May 29 through June 2, 2015. They worked with the event's press office to cover the contributions of important participating economists, including Joseph Stiglitz, Thomas Picketty, Paul Krugman, Tony Atkinson, and many more. EUPS students wrote about economists' talks, prepared questions for participants, and posted coverage on social media platforms. Take a look at the playlist of all of their videos (above) and their infographic (below) on the event.
On October 1st, 2013, the United States Central Intelligence Agency (CIA) and Clinton Presidential Library made history by releasing more than 300 previously classified documents related to America's involvement in the 1992-1995 Bosnian War - the earliest any collection of CIA documents had ever been released. One of the key factors in releasing these documents was for scholars to study America's successful use of intelligence to help end the war. To encourage universities like JMU to become involved, the CIA reached out to Intelligence Analysis (IA) professor and former CIA analyst Dr. Timothy Walton six months prior to the release. "It was just all the stars coming into alignment, with the CIA releasing the documents and being interested in having scholars take a look at them," said Walton. "It's just a match made in heaven for the engaged university." With Walton's planning, JMU hosted an international academic conference, published a compilation of the scholarly research from the conference, and started a connection with the Scholarship Fund for Gifted Students at the American University in Bosnia and Herzegovina.
The conference, entitled 'Intelligence and the Transition from War to Peace,' was hosted at JMU on March 19-20, 2014. "The conference was a multidisciplinary examination of the role of intelligence in ending the fighting and genocide of the crisis in Bosnia," explained JMU President Jonathan Alger, who gave the opening remarks at the ceremony. "We brought together scholars from around the United States to look at the newly released documents from the CIA archives and the Clinton Presidential Library to help us understand this process." Some other attendees at the conference included former Clinton Administration principal deputy Jan Lodal, who gave the keynote address, JMU professors Dr. Mark Piper and Dr. Pia Antolic-Piper, former naval intelligence officer Dr. Jonathan Smith, and a team of intelligence officers from the Netherlands. "I was delighted at the people we were able to get," Walton exclaimed. "We had people who really had some good and interesting stories to tell."
Following the conference, Walton edited and compiled the scholars' research into a book, 'The Role of Intelligence in Ending the War in Bosnia in 1995,' which was published on September 26, 2014. "The idea behind this book was to have people from different academic backgrounds look at the exact same documents to provide an overall integrated picture of the Bosnian War," explained Walton. "We had experts on religion, political science, linguistics, a military analyst, an intelligence officer and more, so we had all of these angles and got a really well-rounded view." For example, a group of JMU professors including the Pipers wrote 'Beyond Bosnia: Ethical Reasoning in Political Deliberations about Humanitarian Intervention,' which argues that larger ethical reasoning should have been involved in the deliberations following the war. "The conference and book were an excellent example of JMU scholars making novel contributions on a timely, important topic with a variety of experts," said Dr. Mark Piper. "The editing work done by Dr. Walton was also remarkably efficient and very high quality."
Early on in the process of putting the conference and book together, the scholars began discussing what to do with the royalties of the book. "Typically professors and scholars don't do it for the money," Walton explained. "We started talking and decided it wouldn't make a difference with the money for us as individuals, but if we put it all together we could give it to some charitable organization." After looking at a number of charities around Harrisonburg, the group realized that even a modest sum could make a much larger difference for individuals in Bosnia. With a little research, Walton found the Scholarship Fund for Gifted Students at the American University in Bosnia and Herzegovina. "Students in Bosnia are like students everywhere," said Walton. "They want to get a good job, have a family, and career. But Bosnia is one of the hardest places to make that happen." This scholarship intends to give Bosnian students a greater education and help them escape from poverty and crime in their country. "There's some good and smart kids in Bosnia, and what they need is an education," Walton added.
"This conference exemplified each of the three pillars of engagement: engaged learning, community engagement, and civic engagement," President Alger explained. "It was a model for what JMU should be: a place of convening and learning where serious people, sometimes from far beyond Harrisonburg, can come together to discuss and debate complex and challenging issues." Thanks to the careful planning of Walton and the contributions of scholars from JMU and beyond, the conference and book on intelligence's role in the Bosnian War have been a success, with the book's proceeds going directly to helping students in Bosnia achieve their goals.
Four faculty from the JMU Sport and Recreation Management program (Dr. Miki Sato, Dr. Dave Shonk, Dr. Josh Pate and Professor Angela Hayslett) attended the North American Society for Sport Management (NASSM) Conference on June 2-6, 2015 in Ottawa, Canada to present their research.
Dr. Miki Sato presents his research on Japanese Sport Spectators.
Professor Angela Hayslett presents her and Dr. Emeka Anaza's research on Risk Management at Athletic Venues.
Dr. Dave Shonk presents his research at the Teaching and Learning Fair on Service Quality.
When Vernon McCandlish was entering the job market about 25 years ago, jobs such as malware analyst and digital forensics incident responder didn't exist.
Now those jobs, and a host of others in the cyber security industry, are in dire need of people to fill them, said McCandlish, one of seven speakers who participated in a Virginia Cyber Security Commission town hall meeting April 24 at JMU.
A senior malware analyst for General Electric, McCandlish spoke on behalf of the Virginia Cyber Security Partnership, a public-private partnership of cyber professionals devoted to sharing information about cyber threats and providing training and support for combating threats.
"So what are we looking for in cyber security careers?" McCandlish asked. "Anybody. I want anybody. The big one is critical thinking and creative juices."
Dr. Edna Reid, associate professor of intelligence analysis at JMU and a retired FBI intelligence analyst, said JMU is teaching cyber security skills in a number of programs and from a variety of perspectives. "Cyber security teams in government and in industry, they need analytical support and that's what we focus on," she said. "And we use the national cyber security workforce framework."
The framework, developed by the National Initiative for Cybersecurity Education and the Department of Homeland Security, identifies seven categories of cyber security jobs along with the knowledge, skills and abilities they require.
The computer science department is the foundation for cyber security education at JMU, especially on the technical side, Reid said. But other aspects of cyber security are taught in intelligence analysis, the school of communication studies and the College of Business.
The university is looking to augment its cyber security training with professional development short courses that would offer certificates, Reid said.
McCandlish, Reid and the other speakers also stressed the importance of educating the general public about cyber security threats and how they can respond.
Cyber Security Commission member Jennifer Bisceglie said, "We want to make sure we're educating the person in their house, we want to educate the school-aged kids, we want to get to the small- and medium-sized business owners who know they need to protect themselves, but may not know how to do it."
At JMU, "We're looking at how we can do outreach to the community to help enhance the cyber hygiene for our citizens," Reid said.
The university is exploring ways to provide cyber security training to k-12 teachers and is in discussions with the National Integrated Cyber Education Research Center in Bossier City, La. on ways to do that. The center has received a $5 million grant from DHS for k-12 cyber security education and training.
Other ideas, Reid said, include the possibility of setting up kiosks staffed by cyber experts in shopping centers or other public areas and holding a student cyber security video competition. In June, the computer science department will host 20 high school technology teachers from Florida to Wisconsin for a week-long cyber defense boot camp that is funded by the National Security Agency and the National Science Foundation.
McCandlish said the nature of hacking and other cyber threats has changed a great deal since he has been involved with the industry. "Hacking in the '90s was for bragging rights; now there are other motives. We need to know our adversaries."
Among the other motives are organized crime, terrorism and state-sponsored espionage.
"We're looking at how we can do outreach to the community to help enhance the cyber hygiene for our citizens." — Dr. Edna Reid
Cyber Security Commission member Rhonda Eldridge discussed how her company, Technica Corp., is working with DHS on a program called Continuous Diagnostics and Mitigation to monitor web traffic and spot threats before they become major issues. With so much data being passed around the Internet, monitoring the Web traffic going in and out of government agencies and large corporations can be a daunting task, but one that is necessary.
The goal of CDM, Eldridge said, is to look at what data is being gathered and figure out a straightforward way to know what's going on. "It's a methodology so you can choose the right tools and share the right resources," she said.
The town hall meeting was the third of five being held around the state. The final meeting is scheduled for June 9 at Norfolk State University.
Gov. Terry McAuliffe established the Cyber Security Commission in 2014, bringing together experts from the public and private sectors to develop recommendations that will help position Virginia as a leader in cyber security.
"Upon taking office, the governor recognized the imperative to address cyber security issues, not only to protect our own state network, but also to protect networks within the private sector," said Brian Moran, Virginia Secretary of Public Safety and Homeland Security.
Galiani offers these tips for getting fit and maintaining a healthy lifestyle:
Set reasonable and obtainable goals.
Results are motivating and will keep you coming back. If you are new to fitness, start slow and build on duration and intensity later.
Make exercise part of your routine.
If you're a morning person, exercise before work. If you have extra energy at night, do it then. The key is to fit exercise into your schedule.
Find what you like to do
Find what you like to do, whether it's basketball, swimming or instructed classes. Going to the gym must be something you look forward to, so choose a club that has the things you like and the support to get the results you desire.
In the early '90s, the lease on Kirk Galiani's gym was about to expire, so he set out to find the owner a new location. When Kirk couldn't convince the owner to go for the new place, he called his brother John ('90), a recent graduate of James Madison University with a degree in finance. Together, they managed and operated the establishment on their own, creating a full-service gym complete with aerobics and cardiovascular equipment. For the Galianis, it was the first of many successful gyms. Today, John and Kirk operate US Fitness Holdings, one of the top 10 largest health club operators in the country.
"I never had any great plans to build a big business," says John Galiani. "I went into the fitness business because it was something I always enjoyed. I was happy to work with my brother, and I had a passion to help improve lives through fitness."
The U.S. health care system is burdened by well over $100 billion annually in excess costs due to inactivity and obesity, he says. "Why we don't incentivize preventive health care baffles me. Currently, our system is really sick care. You get sick, then you get care. No one would think it's okay to not change the oil in your car and wait for a problem, then change the engine."
By: Julie Stern
Anna Fisher, a James Madison University alumna, recently started working with the Don Edwards San Francisco Bay National Wildlife Refuge (NWR) in California. Fisher graduated in 2010 with a Bachelor's Degree in Geographic Science and concentrations in Geographic Information Systems (GIS) and Environmental Studies.
"Anna was the type of student who knew where she was going and took the steps necessary to get there," said Dr. Mary Tacy, geographic science professor. "We are proud of what she has achieved since graduating from JMU."
As a wildlife refuge specialist, Fisher produces GIS products for resident biologists, coordinates seasonal waterfowl hunting, and assists with visitor services programs to help restore former salt ponds into marsh habitat.
"[NWR] is my dream agency and I hope to spend the rest of my career here," Fisher said. "Sometimes it takes a little time to figure out what you want to be when you grow up and it has taken several internships and jobs to figure out that I want to be a wildlife biologist."
Previously, Fisher spent five years as a natural disaster coordinator for the U.S. Fish and Wildlife Service. She looked for new opportunities in the NWR system and the wildlife refuge specialist position seemed the perfect fit for transitioning into this new field.
She says her decision to do both GIS and environmental studies has been extremely useful in her career.
"A lot of the work that biologists do requires GIS and environmental management skills," Fisher said. "… I knew I had a passion for conservation and natural resources (hence environmental studies), but I also loved the versatility of GIS and the many disciplines it can be applied to."
Although several JMU professors inspired Fisher to work hard in the geographic science program, she said Drs. Amy Goodall, Helmut Kraenzle, and Mary Tacy impacted her the most.
"Dr. Amy [Goodall] piqued my interest in the natural resources side of geography. She had a real sense of wonder for biological processes and their relationship to the landscape," said Fisher. "Dr. Kraenzle always pushed his students to work hard and try things that might be outside of our comfort zone. His passion for GIS was contagious."
During her senior year, Fisher worked with Dr. Tacy as a teacher's assistant. Dr. Tacy worked closely with Fisher; the two have remained in touch over the years.
"Anna [Fisher] was definitely an impressive student," said Dr. Tacy. "She excelled in every class she took in our program so I knew she was going to go on to do great things."
Fisher credited the geographic science program with helping her develop oral communication, project management, and technical GIS skills. Oral communication skills, she said, are crucial to her job because she has presentations and briefings every week. Meanwhile, being proficient at project management allows her to juggle several tasks at once.
Fisher's advice for the students in the geographic science program or looking to join is to get their feet wet and start applying for internships early in their college career.
"Also, don't be afraid to apply for things that are a little outside the box for you," Fisher said. "I didn't think I could get a position in emergency management, but I did. You probably won't get to start out with your 'dream job' so be willing to try other things, even if it's outside your GS major."
Fisher plans to pursue a master's degree in conservation biology this fall at the University of Wisconsin Stout.
In March, College of Education faculty members attended the Virginia Association of Early Child Educators' (VAECE) 59th Annual Conference in Richmond, VA. The VAECE is an organization consisting of school administrators, classroom teachers and assistants, teacher educators, family childcare providers, state employees, psychologists, students and parents dedicated to advancing the welfare of young children and their families.
The conference provided these stakeholders with several workshops, seminars, motivational lunches, exhibits and networking opportunities. Early Elementary & Reading Education (EERE) professors Dr. Holly McCartney, Dr. Dorothy Sluss, Dr. Reece Wilson, Dr. John Almarode, Mrs. Nancy Guerrier, along with EERE Honors Program student Dakota Gagliardi, delivered presentations on trending early childhood hot topics and practices.
This year, EERE Emerita faculty member Sue Hutchinson received the Virginia Outstanding Service to Children Award. Professor Hutchinson has shown her dedication to early childhood education over the years, beginning her teaching career in 1974 in Rockbridge County. Since then, she has served as an elementary school teacher, as well as a college instructor at Eastern Mennonite University before beginning her tenure at JMU. As a fulltime instructor in the EERE department, she continued to impact young children through her work as an instructor of early childhood education and as the director of the lab school, the Young Children's Program (YCP). She successfully saw the YCP through two NAEYC accreditations, earning an uncommon and exceptional rating of 100% in the most recent cycle.
Professor Hutchinson has also been heavily involved in advancing the welfare of young children in the local community. She played an integral part in establishing the Challenger Division of Little League Baseball, which allowed children of ages 5-18 with special needs the opportunity to safely participate in recreational sports.
Additionally, Dr. Teresa Harris, Dr. John Almarode and Dr. Susan Barnes presented the results from the Virginia Early Childhood Needs Assessment. This assessment was intended to identify the children and families in Virginia who are likely to need early childhood care, education and professional services, in addition to what these families and providers of care in education claim they want and need. These faculty members arrived at their findings after analyzing information available in state databases and survey responses.
President-Elect Dr. McCartney, Dr. Almarode, and Dr. Barnes all currently serve on the VAECE Executive Committee, along with the Full Board of VAECE.
For more information regarding the VAECE, the VAECE 59th Annual Conference, or the JMU COE faculty members' presentations and contributions, please visit http://www.vaece.org/program.html.
The JMU College of Education was well represented at the March 2015 Teachers of Promise (TOP) Institute at Virginia Commonwealth University in Richmond. The TOP Foundation was established to create a community of educators that are dedicated to "supporting the work of individuals, organizations, and teams who seek to discover, identify, celebrate, and encourage high caliber teachers-to-be."
Dara Hall, Field Experiences Coordinator, represented the CoE along with students Chris Chase ('14 PHETE), Deserae Barney ('14, '15M ELED/TESOL), Courtney Jordan ('14, '15M ELED), Joanna Showalter ('14 ECED-MAT), and Jordan Wilson ('14, '15M SEED-Math). According to the attendees, the conference has significantly impacted the way they view education.
"The conference encouraged me to be the best teacher I can be and to not hold back when it comes to doing what is in the best interest of the children and giving them the rich educational experience they deserve," stated Barney, a student enrolled in the ELED and TESOL programs.
During the conference, Barney attended two concurrent workshops: "Enhancing Learning through Community Involvement" and "Having a Life Beyond the Classroom." According to Barney, both of these sessions were extremely enjoyable and insightful, as they provided her with a variety of best practices and strategies that can be applied in the classroom.
"I have tons of ideas I would like to try and seeds I would like to plant in my future school," admitted Barney. "I used to say, 'maybe after teaching for a few years, I could bring up some of my ideas.' The TOP Institute made me realize that I don't have to wait just because I am the 'new teacher'. I will take all that I have learned during my time at JMU and all of the encouragement and elevation I experienced at the TOP Institute, and step into the world of teaching full speed ahead, with the goal of contributing as much as I can to a remarkable and enriching educational experience for each and every student I meet."
Barney and the other students attending the TOP Institute were nominated by COE faculty within their departments based on their performance in the classroom and dedication to the field. The two-day conference consists of mentor group discussions, a gala dinner, keynote speakers and professional development workshops ranging from a variety of different teaching-related topic areas.
This spring, the OIP's International Student and Scholar Services, in partnership with Eastern Mennonite University, brought together approximately 250 participants from 65 countries and 23 institutions across the United States for the 25th annual International Student Leadership Conference. This year's conference theme – "Right? Wrong? Ethical?" – built upon the campus-wide emphasis on questions of ethical importance. Dr. Bill Hawk, chair of JMU's Madison Collaborative, developed a case study and workshop materials that drew from the Madison Collaborative's Eight Key Questions to highlight eight vital human values – fairness, outcomes, responsibilities, character, liberty, empathy, authority, and rights – with a significantly global outlook. Throughout the weekend, students chose from more than a dozen workshop sessions, all geared to set them thinking, interacting with one another, and gathering ideas and skills to take back to their home institutions and to their lives outside the campus.
Internationally successful entrepreneur Miki Agrawal was this year's ISLC keynote speaker, and her appearance at JMU was made possible by a grant from the Proctor & Gamble Fund of The Greater Cincinnati Foundation for "Strengthening Business Leadership Learning." Ms. Agrawal has been hailed by many publications and thinkers as one of the foremost Millennials, creating a global shift on the business and social front with her dynamic combination of energy, chutzpah and international savoir-faire. As a French-Canadian of Japanese-Indian descent, she brings a worldview to everything she does. Her session with the students featured her three-step approach to innovative and ethical problem solving, tackling the things that "suck in the world" by creating a business/cause/event/movement to solve such problems.
Considering what students might learn from conference, ISSS Assistant Director Thomas Lavenir stated, "Being an ethical leader sometimes means having to take actions that are inconvenient and unpopular, but an ethical leader is always one who sees the interconnectedness of individuals, cultures, experiences and passions by implementing multidisciplinary solutions to address complex problems. An ethical leader thinks outside of the box and relies on others to obtain different perspectives and solutions by trusting and empowering them."
One student participant commented, "I've been to many conferences in the past, and I can truly say that this one was for the books! Overall, it was a great experience. I really liked how on the Friday night session we had to use our critical thinking skills and use our leadership characteristics to solve these social problems. I really liked how helpful and caring all of the group leaders were. Something positive that I will take away is that we can be/will be the next leaders of our generation. Conferences like the ISLC help and motivate us to do the right thing and to change the world in a great way!"
Last year, over 500 JMU students, registered and non-registered, utilized ODS's SharePoint Notetaking website weekly. Shortly after the start of Fall 2014, it became obvious that our SharePoint website was unable to handle the numerous log ins and uploads. Even with actively troubleshooting problems, holding training sessions, and working with students one-on-one, SharePoint seemed to be creating a barrier to accessing notes.
Fortunately Bryan Brown, of Student Affairs Techincal Services, realized in Spring 2015 that he was able to program Outlook and Access to interact with each other. Now volunteers are able to email their notes as attachments to email@example.com, and with the click of a button, Access processes these emails and funnels them out annonymously to the students' who've requested notes. This is an exciting change for the upcoming 2015-2016 academic year. The Notetaking and Accommodations Assistant hopes that this new system will reduce barriers within the program and allow students to effortlessly access their notes at their own convienence.
By Jim Heffernan ('96)
What if you received a cash reward each time you completed a workout or fought the urge to reach for a cigarette? Would you be more inclined to stick with such a program?
The Changing Activity, Substance Use and Health (CASH) lab at JMU develops and tests interventions for health risk behaviors among college students such as alcohol, smoking and inactivity. The lab's researchers, mostly undergraduate psychology majors, employ a practice called contingency management, in which participants receive a series of rewards for adhering to a treatment program. Not surprisingly, cash is a popular incentive.
'One of the barriers to changing behavior is actually initiating that first behavior change.'
"Very often one of the barriers to changing behavior is actually initiating that first behavior change," says the lab's founder and faculty mentor, Dr. Jessica Irons, an experimental health psychologist and associate professor of psychology at JMU. "If you're a smoker and haven't experienced abstinence from smoking in five years, you may not even remember what that feels like not to smoke. So if I say to you, 'Just quit,' then good luck. But if I can engineer something that helps you remember what abstinence feels like, you're more likely to be successful. I may have to pay you a little bit to get you started, but then your natural reinforcers kick in. And as you begin to see results, that becomes your motivation and you don't need the incentive anymore."
With exercise intervention, subjects volunteer to work out in the CASH lab for up to eight weeks under supervision. "We give them a schedule of what they will be doing, and the participant knows they have flexibility and can schedule when they want to come in," Irons says. "We try to remove barriers for them. ... As long as they fulfill their requirements, they will get the cash."
Participants can choose to be paid after each session or receive a lump sum weekly. The amount is nominal —usually $5 or $6 per session.
"There have been a lot of critics [of contingency management] who say, 'Why should I be paying someone to treat a risk behavior that they already shouldn't be doing?'" Irons says. "But in the long run it is so much cheaper, and the reason is because it actually works. The students do it and they engage in it. And it ends up saving [society] money because the health patterns that students establish while in college tend to follow them."
Greetings colleagues,
The Board of Visitors met today and I was proud to present some of the JMU achievements you helped make a reality. I'd like to share some of my BOV presentation as well as update you on news from that meeting.
Today, the Board of Visitors approved the university's 2015 – 2016 budget. As approved, the $523.8 million budget includes funding for a number of university priorities such as faculty and staff compensation and additional support to maintain our 16:1 student to faculty ratio. The budget continues to reflect the university's academic mission as we find new ways to be more effective and efficient with the resources entrusted to us.
I am pleased to report that the approved budget contains a 2 percent salary increase for eligible classified, administrative and professional and instructional employees effective August 10, 2015. Eligible wage employees will also receive a 2 percent increase beginning on August 16, 2015. Details about eligibility and FAQs about the salary increase will be available from Human Resources in the near future. I firmly believe that our people are our most valuable asset. I am so appreciative of all that you do for the university each and every day. Thank you!
Today's Board of Visitors meeting was the last for a number of the board members. Pablo Cuevas, Barry DuVal ('81), Leslie Gilliam ('82), Don Rainey ('82) and Fred Thompson have all served with distinction during their time on the board. They have all been quick to share their knowledge, passion and expertise with JMU and the university is a better place because of their service. We thank them for their contributions and look forward to maintaining our ties with each of them.
In their places and to fill a vacant seat, Governor McAuliffe appointed several distinguished individuals to serve on the board beginning July 1, 2015. The appointments include:
I am happy to share news of two new significant gifts for faculty support. Sarah Miller Luck ('14, '15M) has established an endowed teaching award for excellence in education in honor of John Almarode. Dr. Almarode, who has been recognized with the first award from the endowment, had a significant impact on Sarah's student experience. Dick and Shirley Roberts, whom you'll remember as the philanthropists behind the Shirley Hanson
Roberts Center for Music Performance in the Forbes Center, have created an endowment for faculty excellence with another generous private gift to JMU. Dick has often said that close student-faculty interaction is the essence of JMU's distinctive culture. I thank Dick and Shirley and Sarah for understanding and supporting the crucial role our faculty plays in shaping the Madison Experience for our students. I also thank our development officers for taking this Madison Plan priority to our donors so effectively.
There are no better examples of our faculty shaping the student experience than two pioneering Madison women, Dr. Leotus "Lee" Morrison and Dr. Patricia Bruce. As you probably know, we lost these two friends early last month. Their leadership at the international, national and state level laid a foundation for women in an era when opportunities for women were extremely limited. Their legacy lives on through the alumni they taught and coached and the colleagues they touched. They will continue to make an impact on this campus through the JMU Morrison Bruce Center for the Promotion of Physical Activity for Girls and Women and the Bruce/Crawford/Morrison/Rummel Scholarship, to which they contributed through gifts from their estates.
James Madison University is ranked No. 11 on The Princeton Review's Top 25 Online MBA Programs list for 2015. The educational services company released its first ranking of business schools offering the best online master of business administration programs on May 12. According to The Princeton Review, rankings were based on 2014 surveys of 80 business schools offering online MBAs (at which 75 percent or more of their program was online), plus surveys of nearly 2,000 students enrolled in the programs. Information from surveys of graduates of the online MBA programs was also used.
JMU Destination Imagination extended its record streak by winning gold, silver and bronze at the 2015 Destination Imagination Global Finals tournament this past week. For the first time ever, JMU DI medaled with ALL teams it brought to the competition! DI is a competitive, team program that requires students from around the world to use creativity and innovation to solve "challenges" that cross a wide range of areas including technical, mechanical, structural and architectural design, theatrical, literary and fine arts, scientific exploration and improvisation. This is a great example of engaged learning through high impact practices.
JMU was selected for the President of the United States' 2014 Higher Education Community Service Honor Roll. We were recognized for extraordinary and exemplary community service contributions of our students, faculty and staff in meeting critical community and national needs. All of us on this campus can feel proud of this award because it recognizes all of our individual engagement efforts as well as our collective impact.
In that same vein, JMU also received the Charlie Wampler Community Builder Award from United Way of Harrisonburg-Rockingham County.
Our women's tennis team was recognized by the NCAA for being in the top 10 percent of all squads in the country in their sport for achieving top multi-year Academic Progress Rates. That is what we mean by student-athlete achievement at JMU.
With support from the Madison Vision Fund and the provost's office, Dr. Benson and I worked with the Faculty Senate this year to provide mini-grants for faculty who proposed projects related to the facets of engagement in our strategic plan—engaged learning, community engagement, and civic engagement.
The Senate recently selected the inaugural class of eight recipients for these mini-grants. The grants are funding: a Biotechnology Mobile Lab, Collaboration between JMU students and the Youth Group of the Islamic Association of the Shenandoah Valley, Page County Outreach, 2015 Summer Autism Clinic, Alliance for Nonprofit Partnerships, Drama Workshop for Area's Homeschooled Children, Breaking Bread and Breaking the Bubble, and Scale Model of Solar System on the JMU Campus. The program was a big success, and we hope to continue it.
I thank you for producing an engaging spring semester and wish you well in your summer teaching, research and service endeavors.
Jonathan R. Alger
This past semester, several tutors from the JMU Communication Center had the opportunity to attend the 2015 National Association of Communication Centers Conference. The conference was held at Mary Washington University in Frederiksberg, VA on April 17th-18th.
The JMU Communication Center was represented by four student tutors who all presented research and spoke on panels—JMU's panel was entitled "Reaching Out from the Center: Coming Together through Outreach and Engagement".
During their panel presentation, the JMU tutors explored the concept of outreach and its importance for Communication Centers. Building on the notions of outreach and engagement, they offered examples of how the JMU Communication Center has reached out to students, faculty, and the Harrisonburg community. Attendees of the panel were encouraged to ask questions and share ideas for outreach that have work on their campuses.
Director, Paul Mabrey presented his paper "Rethinking Communication Centers for the 21st Century: From Public Speaking to Public Advocacy". Graduate student, Leanna Smithburger won "Best Graduate Student Paper" for her work "Facilitating Learning Through Facilitation: How Facilitation Skills Can Inform Communication Center Tutoring Best Practices".
Over the course of the conference, the students had the opportunity to speak with peers from across the nation and learn about research in the field. After learning so much, the tutors are excited to implement some new ideas and practices at JMU's own Communication Center.
There's a seasonal ebb and flow when it comes to student issues. Here are a few things your student may be experiencing this month:
Here are 8 suggestions for ways your student can maximize the summer months…
The summer months offer your student great opportunities for growth. Yet, they fly by quickly, so encourage your student to dig in today!
As mentioned in the front-page article, planning ahead is a way for your student to make intentional strides toward his or her career goals. And what better time than the summer to do some planning!
Here are a few initial questions that can help your student direct his/ her efforts…
Sure, your student may not have pinpointed his or her exact career field of choice. That doesn't matter, though. Any learning opportunities will help your student make progress on the path of career exploration.
During orientation, your student may need to take some tests. If he/she is prone to test anxiety, here are some anxiety control tips from the University of Illinois at Urbana-Champaign Counseling Center that can help…
Source: University of Illinois at Urbana-Champaign Counseling Center, www.counselingcenter.illinois.edu
If your student had a less-than-stellar academic term this past spring, he or she may be worried about the need to do better next time around. Here are some key considerations to share with your student to help him or her get more academically prepared…
Explore Areas of Difficulty. What are some of the reasons your student struggled last term? Did she get anxious about taking tests? Did she not keep up with reading? Might there be a hidden learning disability that is causing her difficulty? Or did she let her social life get in the way of academics? Exploring these possibilities now can help your student pinpoint the problem so she doesn't repeat her mistakes in the fall.
Keep the Brain Limber. Rather than taking a full brain rest, encourage your student to keep his mind active during the summer months. This can include regular reading, doing puzzles, learning new things, and listening to interesting TED talks or podcasts. Engaging in creative pursuits and testing his memory can also help (like seeing if he can name the U.S. state capitals or the people who lived on his floor last year). The brain needs stimulation so it's ready to work at full capacity in the fall!
Check in with an Advisor. Campuses don't shut down over the
summer. So, if your student is worried about her academic performance, encourage her to check in with her academic advisor or another trusted campus professional. This person can help her develop a pathway to success – starting now – so she doesn't have to stew over things all summer long.
Prepare Ahead. It also can't hurt for your student to contact professors that he's scheduled to have next term. He can ask them about ways to prepare for success in their classes, from reviewing information from a prerequisite class to reading some course materials. Responses may vary with this approach, yet it really can't hurt to ask! This also shows that your student is committed to his learning process.
Doing some intentional exploration and planning now can help set your student up for a more academically successful year ahead!
Here are some ways to connect with your student – through good, meaningful conversation! Topics might include…
By tapping into these types of intentional discussion topics, you'll help your student reflect on his or her experiences while also connecting on a deeper level.
Summer can be so lonnnnnnng! Your student may be missing her college friends terribly and feeling like it'll be forever until she can see them again. You can help by offering some suggestions for connecting from afar…
Host a Virtual Birthday Party. If a friend is celebrating a summer birthday, your student can organize a virtual birthday party. This could involve everyone bombarding that person with birthday mail, singing together during a Facetime or Skype date, and everyone texting her with photos of the most delicious-looking birthday cakes ever!
Send Postcards. It may feel "old-fashioned" yet as your family travels somewhere this summer, mailing out postcards to school friends can be a different way to connect. Real mail shows that you're thinking of someone – and who doesn't love that feeling? Give your student a book of postcard stamps to get started.
Read the Same Book. Having a common experience, even if they're not in the same place, can help friends feel more connected. Reading the same book will give them something to talk about that has meaning.
Pick Up the Phone. Sometimes texting or Facebooking doesn't have the same feel as hearing someone's voice. So, encourage your student to call friends or Facetime with them now and then. That instant connection can remind them all of the warmth of being in one another's presence.
Orientation is an important time to gather information and get more comfortable with campus, for both you and your student. Some simple tips can help parents and family members make the most of this experience…
We look forward to seeing you!
By Nancy Bondurant Jones
Emily Lewis Lee
When Emily Lewis Lee ('43) returned to JMU in spring 2001 to participate in the university's celebration of James Madison's 250th birthday, the jacket she wore was adorned with five special pins. To her U.S. Army first lieutenant bars, a caduceus designating hospital dietician, her JMU pin and a Tri-Sigma violet, she added the insignia given to all former servicewomen who attended the dedication of the women's service memorial in Washington, D.C. The pins linked important facets of Emily Lee's past to the present.
Lee's experiences at World War II-era Madison College and with Tri-Sigma helped determined who she was and what she stood for. And although the war spanned only a brief four years in comparison to 51 years working with Tri-Sigma and the university's service boards, the war significantly shaped Lee's generation.
Some events carry such power that they forever define the lives of those involved. World War II was that event for Lee. Long after, Lee would preface her nostalgic conversations with "before the war" or "after the war." "Before" for Lee and other young women at the newly named Madison College was a halcyon time. When she arrived at school in 1939, the yearbook capsuled memories of "worship services in the green out-of-doors at camp … the shuddering organ in Wilson on Sunday afternoon worship … candlelight services … and firelight picnics in professor Dingledine's back yard."
But one Sunday their world turned upside down — the Japanese unexpectedly attacked the U.S. Naval Base at Pearl Harbor. President Franklin D. Roosevelt responded with a call to Congress for a declaration of war. At Madison College, patriotic fervor reigned. President Samuel Duke announced leave for all staff members who left for the military. Young women bought defense stamps, knit wool squares for overseas and collected tinfoil and tin cans for the "war effort." At least eight professors — Anderson, Barber, Mc-White, Pittman, Schneider, Schubert, Smith and Tressider — joined the armed services. Virginia Gov. Colgate W. Darden Jr. requested one-fifth of the college's typewriters for the army.
"At first it didn't change our lives too much," Lee said. "But then one of my best friends, Frances "Dinny" Agnor Traver, was engaged to a VMI cadet, so she left school to get married."
Soon, wedding announcements and news clippings lined Lee's scrapbook. By graduation in 1943, the halcyon days had disappeared — the college camp closed, Dingledine had died, and blackouts supplanted many candlelight evenings.
After graduation, Lee entered Johns Hopkins in Baltimore for a six-month internship followed by another six months at Halloran Hospital on Staten Island before she entered the Army Medical Corps as a dietician. Then came medical basic training at Atlantic City, where big hotels were serving as hospitals to ships unloading the wounded from Europe's battlefields.
Lighter moments eventually brightened the horizon. Like countless others, Lee met her future husband, Luther M. Lee, while they were both stationed at Ft. Bragg, N.C. "I outranked him when we were married in 1946," Lee said. "I was a first lieutenant; he was a second then."
The war had ended, the Allies were victorious, and Lee was ready for her discharge. "We had to spend our first Christmas apart, though," she said. "He was at Fort Jackson, and I was at Fort Bragg. You know in the '40s, you just didn't travel like you do now."
Like millions of other returning service men and women, Luther decided to take advantage of the G.I. Bill, a thank you from a grateful nation to those who had answered the call to arms. He entered the University of South Carolina in Columbia to become an attorney. Going all year with only a week off at Christmas and one in the summer, he finished in 1950. The couple lived in one room, then in a small garage apartment.
"Living conditions were something at that time," Emily recalled. "I sat for days in that room with nothing to do while he was gone, so I went to the [Veterans Administration] hospital, and they said they'd love to have me. So I started working as a dietician."
At Madison College, then still officially termed "a state college for women," the times also were "a 'changing." Thirty-nine men enrolled full time in the fall of 1946. At the close of 1947, part- and full-time men numbered 101. It would take another decade, however, before Madison College housed males.
Nearly six decades later, Emily Lee was widowed but still vitally involved with the university and equally proud of it and the wartime contributions of her generation. To reflect that continuing pride, she pledged the cost of a terrace for the new alumni building to remember and honor individuals connected with JMU who served their country in World War II.
Today, the alumni center displays the names of WWII veterans who attended, taught or worked in any capacity at Madison. And, their photos and written memories are included in a scrapbook housed at the Leelou Alumni Center.
RICHMOND, Va. - Freshman second baseman Kyle McPherson, a Sport & Recreation Management major, of the JMU baseball team has been named the Colonial Athletic Association Rookie of the Year.
McPherson, the only Duke to start all 51 contests in 2015, hit .311 on the year, the second-highest average on the team, and posted an on-base percentage of .401. He racked up 40 runs, the third-most on the team, in his first collegiate campaign and tallied 19 extra-base hits--11 doubles, a team-high four triples and four home runs--that produced a team-high 92 total bases.
The Chesapeake, Va., native picked up multiple hits in 17 contests, the second-most of any Duke, including a team-high 12 three-hit performances. McPherson, who was a two-time CAA Rookie of the Week and also earned a spot on the All-CAA Third Team, is the first JMU player to ever garner CAA Rookie of the Year honors and the first Duke since Carroll in 2012 to make the league's All-Rookie Team.
"Coming in as a freshman, Kyle was our most consistent player all season, offensively and defensively," Head Coach Spanky McFarland said.
by Elizabeth Hoover
In 2003 Kyle Dargan announced himself as a major young talent with his debut poetry collection, The Listening. Selected by Quincy Troupe for the Cave Canem poetry prize, this book showed off Dargan's acrobatic skill with language: '"Sunlight, the language / of melanocytes. Diglossic / skin, chromatic kin. Come / together reluctant collage."
The collection garnered national attention. In the New York Times, Eric Henry lauded Dargan for his "attractive, melodic line that no one would mistake for prose. ... It's like a spoken shorthand, blending the creative elision of lyric poetry with the wit, brio and irony of black English and hip-hop slang."
Now just over thirty years old, Dargan is entering a new phase in his writing marked by the publication of his fourth collection, Honest Engine. In this volume he grapples with loss; five people close to him died within two years of each other. He notes in the introduction: "My previous book … ended with the Rapture. This collection begins at a rupturing." The Washington Independent Review of Books, noting that the book addresses the socio-political as well as the personal, applauds Dargan for it: "There are terrific lines in each poem, stirring from spiritual sources and sadness spawned from anger."
A professor at American University, Dargan is dedicated to making poetry available and accessible to diverse audience and has partnered with the President's Committee on the Arts and Humanities to produce poetry programming at the White House and Library of Congress. In addition he's worked with and supports a number of youth writing organizations, such as 826DC, Writopia Lab and the Young Writers Workshop. He is also the founder and editor of POST NO ILLS magazine.
In this three-part interview conducted by The Fight & the Fiddle editor Elizabeth Hoover, Dargan discusses limits to poetry's political efficacy, hip-hop's influence on him, and how his poetry has changed as he enters his thirties.
The Poetry of Possibility | Dargan ruminates on how poetry can allow individuals to vocalize possibilities and give readers a comprehensive view of humanity. He discusses his new poetry that explores the theme of masculinity.
"Poets Are the Caretakers of Language" | Dargan describes his work's relationship to hip-hop and how he gathers diverse sources of inspiration.
Being the Person Left | Dargan contextualizes his recent book, Honest Engine, in the trajectory of his life and career, and he explains how his writing style has changed to emphasize clarity and craft.
(Top row, left to right): JMU Senior Vice President, Student Affairs, Mark Warner; JMU President Jon Alger; BBBS Executive Director Susan Totty; (Bottom row, left to right): JMU student chapter members Julie McNally, chapter vice president; Margaret Prescott, chapter president; and Sancho Sequiera.
JMU's student chapter of Big Brothers Big Sisters won a 2015 Governor's Volunteerism and Community Service Award and was honored recently during an awards ceremony at the Governor's Mansion in Richmond.
'We have made an impact on our community, and we are so excited to continue to do so in the future.'
Students Margaret Prescott, chapter president; Julie McNally, vice president, and Tim Geiling; and professor Kevin Hardwick represented JMU at the ceremony. Executive Director Susan Totty and Program Director Rebeca Barge represented Big Brothers Big Sisters of Harrisonburg-Rockingham County.
"It was truly amazing to be surrounded by so many others that have a passion to serve and for our organization to be given this award," said Prescott. "Receiving recognition for all of the time that we as JMU bigs have devoted to making a difference in the lives of children in this community was an honor. This award means so much to us because it shows that we have made an impact on our community, and we are so excited to continue to do so in the future. "
Governor Terry McAuliffe cited the JMU students' "commitment and service to the Big Brothers Big Sisters in Harrisonburg-Rockingham County, that consistently serves more children annually than any other BBBS agency in Virginia."
The local BBBS organization reports providing mentoring services to 680 local children in 2014, with more than 500 JMU students contributing more than 28,000 hours of volunteer service.
The JMU organization won in the educational institution category. The annual awards were also given to adult volunteer, community organization, corporation, faith-based volunteer service, family volunteer service, senior volunteer and youth volunteer.
Additional information about the program and bios on this year's recipients can be found online at http://www.vaservice.org/go/volunteer/governors_volunteerism_awards/.
On Friday, May 8, 2015, seventy years after the unconditional surrender of Nazi Germany to the Allied forces, Europeans celebrated Victory in Europe Day. World leaders took part in the events globally, including memorial services and parades from Canada to Russia, highlighting seven decades of European peace. The EU also marked a major milestone on May 9, 2015--sixty-five years had passed since the Schuman Declaration, which provided the foundation for what eventually would become the EU.
Coinciding with both important dates was the European University Institute's (EUI's) annual State of the Union event. This year's theme, "Confronting the Future of Europe", was discussed over four days with numerous keynote speeches, round tables and debates. EUPS students had the privilege of attending the full program at Palazzo Vecchio during the culminating session, hearing from important European decision makers such as Italian Prime Minister Matteo Renzi, EU Counter Terrorism Coordinator Gilles de Kerchove, and the EU's High Representative for Foreign Affairs and Security Policy Federica Mogherini.
Highlights from the day's events included lively debates on the future of surveillance and freedom in Europe and the interface between Europe and the broader world. Despite the challenging discussions on pressing current issues, the original spirit and jubilation that brought these international actors together was not lost. Mogherini reminded listeners that the EU had won the Nobel Peace Prize in 2012. With that award, the Nobel committee recognized the Union's contributions to peace and prosperity and called for Europe to reinforce these values and live up to the honor.
EUPS students are no strangers to brushing shoulders with high-level EU representatives, but the State of the Union's theme and local setting made this meeting unique for students. "It was inspiring seeing so many former and current European policy makers and academics come together to discuss the future of the EU in Florence, which became literally the center of Europe this past week" shared JMU's Jason Martinez.
Also in attendance was the U.S. Ambassador to the EU, Anthony Gardner. After an inspiring speech on the future of the transatlantic relationship, students were fortunate enough to meet Gardner for a quick photo-op. "It's encouraging to hear our studies are important. I'm hopeful that my work here in Florence will help me find a career when I go back home," noted Erika Kotterer.
Rosemary Girard ('15)
Rosemary Girard, the Student Speaker for the 2015 University Commencement Ceremony, graduated summa cum laude, Phi Beta Kappa, was a JMU Honors student and was the Advocacy Studies Outstanding Student of the Year. A double major in communication studies and writing, rhetoric and technical communication, Girard interned in JMU's Office of Communications and Marketing, worked in media relations on the fringes of Capitol Hill, and spent two summers interning at the Library of Congress. She begins a master's degree in public relations and corporate communications at Georgetown University this fall. Her commencement speech sums up the Madison Experience.
Good afternoon President Alger, Board of Visitors, friends, family, the James Madison University community and the Class of 2015.
We are here today, of course, to celebrate each of our individual accomplishments. But I think we'd be missing a key component of the JMU degree if we did not also celebrate the JMU experience itself.
JMU wasn't founded until 1908, but the groundwork for our university was laid long before. It was laid in 1751 when James Madison, our namesake, was born, and his ideas about engagement and civic discourse began to form. And it was laid in 1787, when Madison and our founding fathers were drafting and debating about the Constitution—although at JMU, 1787 resonates more with FrOGs in yellow t-shirts and bright-eyed first years being enveloped by their new home.
These dates would later be etched into the foundational values of JMU, a national model for the engaged university—a university that lives out the ideals of James Madison while also looking toward the future with students who actively want to Be The Change.
We've seen it in JMU's commitment to engaged learning, where our professors' office doors are open to students far more than they probably have time for. Where it's near impossible to come by a JMU Duke who hasn't studied abroad, completed an internship, performed undergraduate research, or participated in a capstone or service learning course.
We've seen it in JMU's emphasis on civic engagement, where students care about democratic affairs, they care about change, they have a steadfast drive to contribute to the common good, and they care about achieving all this through respectful and meaningful dialogue. That's James Madison—whose skills in debate shaped our nation. And that's James Madison University—where I have consistently seen students fight for change, fight for something different, and, most importantly, fight for what's right.
And third, we've seen it in JMU's engagement with the community, where JMU students realize that part of the college experience—part of learning, even—is being a productive and helpful member of the community. That's why JMU has one of the largest Alternative Break Programs in the country. And that's why each spring, I see students clear their schedules with eagerness to participate in the Big Event and Relay for Life.
Dukes, if there's one lesson to glean from all of that, it's that we are lucky. I know that James Madison would be proud of this university. Because for all of those reasons I listed, JMU students are different. We're graduating not just with a degree, but with an experience, a mindset, that has made ethics and engagement a critical part of each of us.
We're all happy to celebrate the memories we've made in four short years—the friends we sat with for two hours at E-hall, the roommates we couldn't wait to see after a hard day of studying, the professors who pushed us to think outside the box.
And, today, we're also here to celebrate all of our hard work. Our late nights in the library, breakthroughs in research, tirelessly working on papers we couldn't wait to turn in.
But here's the thing, Dukes: That was the easy part.
In fact, if there's one thing we can take away from Madison and this university it's that education shouldn't make you feel omniscient, done, or complete—it should humble you. In addition to becoming experts in chemistry or political science, I hope that you've also become experts in asking questions, in admitting when you're not sure, and then seeking out the answers.
There is still so much we don't know. Despite the fact that we're all here today to honor the completion of a degree of higher education, we are here to celebrate commencement—a new beginning, as it's called—and I hope that, for all of you, this is the beginning of a commitment to lifelong learning.
And there's still so much to do. So, congratulations, Class of 2015. Let's all be solutions, let's all be engaged, let's all Be The Change. That's part of James Madison University, and now it's a part of all of us.
Rosemary Girard ('15)
Rosemary Girard, the Student Speaker for the 2015 University Commencement Ceremony, graduated summa cum laude, Phi Beta Kappa, was a JMU Honors student and was the Advocacy Studies Outstanding Student of the Year. A double major in communication studies and writing, rhetoric and technical communication, Girard interned in JMU's Office of Communications and Marketing, worked in media relations on the fringes of Capitol Hill, and spent two summers interning at the Library of Congress. She begins a master's degree in public relations and corporate communications at Georgetown University this fall. Her commencement speech sums up the Madison Experience.
Good afternoon President Alger, Board of Visitors, friends, family, the James Madison University community and the Class of 2015.
We are here today, of course, to celebrate each of our individual accomplishments. But I think we'd be missing a key component of the JMU degree if we did not also celebrate the JMU experience itself.
JMU wasn't founded until 1908, but the groundwork for our university was laid long before. It was laid in 1751 when James Madison, our namesake, was born, and his ideas about engagement and civic discourse began to form. And it was laid in 1787, when Madison and our founding fathers were drafting and debating about the Constitution—although at JMU, 1787 resonates more with FrOGs in yellow t-shirts and bright-eyed first years being enveloped by their new home.
'JMU students are different. We're graduating not just with a degree, but with an experience, a mindset, that has made ethics and engagement a critical part of each of us.'
These dates would later be etched into the foundational values of JMU, a national model for the engaged university—a university that lives out the ideals of James Madison while also looking toward the future with students who actively want to Be The Change.
We've seen it in JMU's commitment to engaged learning, where our professors' office doors are open to students far more than they probably have time for. Where it's near impossible to come by a JMU Duke who hasn't studied abroad, completed an internship, performed undergraduate research, or participated in a capstone or service learning course.
We've seen it in JMU's emphasis on civic engagement, where students care about democratic affairs, they care about change, they have a steadfast drive to contribute to the common good, and they care about achieving all this through respectful and meaningful dialogue. That's James Madison—whose skills in debate shaped our nation. And that's James Madison University—where I have consistently seen students fight for change, fight for something different, and, most importantly, fight for what's right.
And third, we've seen it in JMU's engagement with the community, where JMU students realize that part of the college experience—part of learning, even—is being a productive and helpful member of the community. That's why JMU has one of the largest Alternative Break Programs in the country. And that's why each spring, I see students clear their schedules with eagerness to participate in the Big Event and Relay for Life.
Dukes, if there's one lesson to glean from all of that, it's that we are lucky. I know that James Madison would be proud of this university. Because for all of those reasons I listed, JMU students are different. We're graduating not just with a degree, but with an experience, a mindset, that has made ethics and engagement a critical part of each of us.
We're all happy to celebrate the memories we've made in four short years—the friends we sat with for two hours at E-hall, the roommates we couldn't wait to see after a hard day of studying, the professors who pushed us to think outside the box.
And, today, we're also here to celebrate all of our hard work. Our late nights in the library, breakthroughs in research, tirelessly working on papers we couldn't wait to turn in.
But here's the thing, Dukes: That was the easy part.
In fact, if there's one thing we can take away from Madison and this university it's that education shouldn't make you feel omniscient, done, or complete—it should humble you. In addition to becoming experts in chemistry or political science, I hope that you've also become experts in asking questions, in admitting when you're not sure, and then seeking out the answers.
There is still so much we don't know. Despite the fact that we're all here today to honor the completion of a degree of higher education, we are here to celebrate commencement—a new beginning, as it's called—and I hope that, for all of you, this is the beginning of a commitment to lifelong learning.
And there's still so much to do. So, congratulations, Class of 2015. Let's all be solutions, let's all be engaged, let's all Be The Change. That's part of James Madison University, and now it's a part of all of us.
We provide the lunch & afternoon coffee, you provide the energy to collaborate, write or reflect. Come enjoy fellowship with colleagues in the productive and beautiful environment on the Fifth Floor of the Rose Library. Select consultation services available.
Register - Nov 22: Fourth Fridays Fifth Floor for Faculty 12-4pm
The Center for Faculty Innovation is holding its second annual Art & Photography Contest. This year's theme is Life's Milestone Moments. The purpose of the contest is to showcase milestone moments in our professional lives and careers as educators. This contest also provides faculty with an opportunity to showcase their photography. The photographs of the top 10 winners wiil be displayed in the CFI suite (5th Floor of Rose Library) during the remainder of the 2013-2014 academic year.
We welcome submissions from photographers of every skill level. If you are interested in entering any of your photographs, please download the Rules and Entry form and submit your work to the Center For Faculty Innovation by Friday, November 15 at 5 PM.
The CFI Blog explores the "Beautiful Questions" that are raised by life in academia. Read our latest post by Assistant Director Doulgas R. Harrison entitled, "Making Peace with PowerPoint."
How might we use digital technologies to spark innovation in our classrooms and at the same time build upon the core skills and pedagogies within our disciplines? This six-week institute explores this question by introducing instructors in the humanities and social sciences to an array of theories, methods, and technologies associated with the digital humanities.
Through readings, discussion, demonstrations, and hands-on workshops, participants will:
With the help of the instructors, CIT staff and CFI faculty, and fellow institute members, participants will mobilize digital humanities tools and methodologies to design a fully realized assignment for one of their classes. Participants will receive a $400 stipend, contingent on full participation in the institute (attending all sessions, completing assignments, and participating in discussion). One of the guiding principles of the Digital Humanities is that the knowledge we produce needs to be freely accessible. Accordingly, the work completed by participants will be made publicly available on the institute website.
Facilitator: Seán McCarthy, Ph.D., School of Writing, Rhetoric, and Technical Communication
Facilitator: Andrew Witmer, Ph.D., Department of History
The institute is sponsored by the Division of Academic Affairs, College of Arts and Letters, Center for Faculty Innovation, and the Center for Instructional Technology.
New Faculty Orientation (NFO) is a one-day event designed to warmly welcome new faculty to all aspects of life at JMU. The Office of the Provost and the Center for Faculty Innovation sponsor this interactive, informative, and essential introduction to life at JMU for ALL new full and part-time faculty. In preparation for NFO, be sure to download the New Faculty Resource Guide.
To access information about employee benefits at JMU, visit the New Faculty Benefits Overview and Orientation, provided by Human Resources.
Thanks to the excellent proposals received from the JMU community, the Center for Faculty Innovation is proud to present over 40 sessions for the 8th annual May Symposium. Visit the 2014 May Symposium website to explore the various workshops, roundtables, and institutes being offered to support faculty work in Teaching, Scholarship, and Career Development.
This year, Conference Wednesday represents an evolution of the May Symposium experience based on feedback requesting more offerings after the grade submission deadline. Register for Wednesday, May 14th, and attend any sessions taking place on that day – including the lunch plenary by visiting scholar, John W. Creswell. Wednesday concludes with the Noftsinger Celebration of Madison Scholarship talks and reception.
May Symposium 2014 also has a full range of institutes and lockdowns offered throughout the week. These sessions may require applications or pre-registration, so plan now to attend if you are interested in one of these offerings.
A master schedule of the week's offerings is available in the resource box on the home page so you can start planning your May Symposium experience now. Please visit the website for a full listing and description of everything being offered at May Symposium 2014.
Rose Library, June 9-13, 2014
JMU's Course Redesign Institute for STEM (Science, Technology, Engineering and Mathematics) will provide an opportunity for faculty to learn and apply the principles, methods and strategies for developing an aligned course in a STEM discipline. This Institute will focus particularly on the design of tools for assessing student learning in STEM disciplines. Topics will include measurable learning objectives and associated assessment methods, evidence-based pedagogies and technologies, and content development. Faculty will also have the opportunity to start building new relationships with colleagues from other departments, colleges, ranks and institutions and reflect on the various approaches to teaching and learning.
Rose Library, June 16-20, 2014
jmUDESIGN encompasses an array of initiatives designed to guide faculty through the course design and course redesign processes. jmUDESIGN begins with an intensive, 5-day summer institute succeeded by on-demand consultations and optional summer workdays. Whether one is envisioning a brand new course, redesigning a course that has been taught the same way for years, or wanting to change delivery mode (Face to Face, Hybrid, Flipped Classroom, Online, etc.), jmUDESIGN will provide participants with the skills, knowledge, and support necessary to foster a learner-centered environment within which each activity and evaluation is mapped to meaningful outcomes.
Read Doctoral Student Rodgers Good Researches How Work Makes a Difference.
Teaching Analysis Polls (TAPS) provide faculty with feedback on what helps and hinders student learning. Conducted by faculty for faculty, TAPS are held between weeks 5-9 of the semester. Registration closes when 80 requests are received.
Applications are now being accepted for three Faculty Associate positions in the Center for Faculty Innovation (CFI). The CFI works to enhance academic culture by encouraging excellence in teaching, scholarship, service, and leadership for JMU faculty. Faculty Associates are selected from among full-time, 10-month JMU instructional faculty who receive a course release during the fall and spring semesters (optional summer stipends for Center-related work are also available in some cases). Joining a diverse and collaborative team for up to three academic years, Faculty Associates contribute substantially to the development, delivery, and evaluation of CFI programs that support the development of JMU faculty. Faculty Associates have the opportunity to work closely with a CFI faculty professional in one or more of the Center's primary areas of focus: teaching, scholarship, career development, and academic culture. New associates will be selected in spring 2014 and begin their work with the CFI in the summer or fall 2014. In addition to the specific positions detailed below, all applicants must possess an interest in university faculty development, be well organized, and be willing to work collaboratively on team-based initiatives.
Career Development Area Faculty Associate
The CFI's Career Development Area is dedicated to efforts that cut across the teaching, research, and service/leadership domains of faculty life. Career Development activities, initiatives, and programming provide opportunities for faculty at all stages of their careers to set clear goals, identify concrete action plans, and document effectiveness and excellence as part of continuous improvement in faculty improvement and success. Read more about the Career Development Area, including area outcomes and current activities. Faculty Associates in the Career Development Area have the opportunity to play integral roles in planning, deploying, and assessing career development workshops, roundtables, institutes, and other activities. These include centerpiece initiatives in Career Development, including New Faculty Orientation and Academic Portfolio Institutes, as well as Madison Career Fellows and Peer Orientation and Development Groups. Associates will also work with faculty and CFI's Authentic Partners to create programming and events that respond to faculty interests and needs in career development. Faculty with experience or interests in learning more about faculty mentoring; faculty performance assessment and evaluation; academic governance and leadership; and the integration of teaching, research, and service/leadership are particularly encouraged to apply.
Teaching Area Faculty Associate
The CFI provides an array of inclusive, evidence-based workshops, institutes, communities, and consultations designed to encourage, foster, and support excellence in teaching and learning. To that end, we welcome applications from candidates interested in a Faculty Associate position in the Teaching Area. Read more about the Teaching Area, including outcomes and current activities. The candidate selected for this position will focus primarily on course and curriculum development initiatives such as jmUDESIGN. Ideal applicants will possess some or all of the following characteristics: knowledge of evidence-based pedagogies, awareness of trends and innovations in teaching and learning, experience teaching online and/or hybrid courses, and proficiency in course and curriculum development.
Scholarship Area Faculty Associate
For the Scholarship Area Faculty Associate position, the CFI encourages applications for this position from faculty who have interest in and/or experience with working on initiatives involving the scholarship of teaching and learning, the scholarship of engagement, scholarly writing programs, and/or research methodology. The CFI respects the diversity of scholarship that JMU faculty engage in and seeks to be responsive to that diversity by offering inclusive, evidence-based enrichment opportunities. Scholarship Programs create a vibrant community of scholars engaged in mindful, scholarly pursuits, both individually and collectively. Read more about the Scholarship Area, including area outcomes and current activities. Ideal candidates will be accomplished practitioners whose scholarship agendas align with the scholarship of teaching and learning, the scholarship of engagement, research methodology, and/or scholarly writing. Preference will be given to a candidate who will focus on the Scholarship of Teaching and Learning (SoTL).
Application Materials
"I support ___________________'s application for the position of CFI Faculty Associate.
Name: __________
Title: ___________"
Application Process
Fri, 18 Apr 2014 12:30 PM - 2:00 PMLocation: Rose Library 5211; lunch will be provided at noon.Roundtable
The third in a series of roundtables on developmental teaching and student learning, this discussion is designed to build awareness of the state of mental health for college students. In partnership with the CFI, the Counseling and Student Development Center (CSDC) will engage participants in informed, reflective dialogue designed to explore mental health issues on university campuses and specific concerns associated with the JMU student population. Faculty and staff will be invited to share their perspectives; facilitators will also provide information about services provided at the CSDC in an attempt to address students' needs and concerns.
This roundtable is designed for faculty to make progress towards the following outcomes:
Facilitators: Shirley Cobb, Nina Critz, Patricia Crocker, Leslie Gerrard, and Colleen Tennyson.
Authentic Partners: Counseling and Student Development Center, Student Affairs and University Planning
The JMU RN/BSN online program provides access to higher education for working nurses across the Commonwealth. This adult degree completion program offered through a collaboration of Nursing and Outreach & Engagement provides a fully online format for RN's to bridge from an Associate's Degree in Nursing to a BSN. The online format was a deliberate shift begun in 2013 to decrease barriers of access to higher education not only for local nurses but nurses from across the Commonwealth of Virginia.
Many program faculty, including the program coordinator, have traversed the same RN/BSN education pathway as their students, and use these experiences to assist students in navigating their own success in higher education.
For example, Jamie Lee notes: "Now I have a chance to work with nurses who are taking a path similar to my own. If I can mentor just one student the way that Dr. Smith mentored me, I will feel like I have been successful in my role here as a nurse educator. It's a privilege to work at JMU and to have this opportunity to impact the health of Virginians by helping nurses reach their goal of completing their BSN."
Another program faculty Karen Jagiello states "Here is the beautiful thing - I get to teach my passion, women's health. But I also get to share my journey with the students in the RN-BSN program. I was right about the entry level into nursing and many nurses who have practiced for 10, 15, 20 or more years are being required to return to school or lose their jobs. I can share with them the journey to their BSN through a better understanding of their personal, civic, and professional responsibilities."
Program Coordinator Nena Powell remarks "Making a difference, even with one nurse in a rural educationally disadvantaged area of Virginia can go far in impacting change not only with health care in that community but giving hope to individuals/families that higher education is available for them."
Collaborative use of JMU resources has provided students with tools for success. The program features an extensive orientation session for incoming students. This orientation session features faculty and staff from across the university who provide their expertise to assist students in acculturating to the JMU community and learning environment. Individuals from IT, CIT, Library Resources, and the Writing center provide introductory sessions and support upon entry and throughout the students tenure in the program.
Student Success! All of the efforts described have fostered the success of this group of adult learners. The goal of improved access to educational advancement has been realized because the current student cohort of 94 students (with 44 more admitted for fall) is made up of students from all corners of Virginia. The program has maintained quality and value with this online transition; in 2014 it was ranked 6th in quality RN/BSN programs in the Southern United States and 13th in value. Current program attrition is less than 1%. This program embodies engagement with communities and nurses across the Commonwealth.
Construction of the university steam line project is set to begin May of 2015. The project consists of installing steam lines to connect the university's main power plant to the north campus power plant. This is necessary to meet new regulations set by DEQ.
The construction will greatly impact traffic patterns throughout campus. Facilities Planning and Construction will be overseeing the project and will be posting current information as to traffic delays and alternative routes for visiting campus.
Thank you in advance for patience as infrastructure upgrades progress.
By Martha Bell Graham
Visit Madisonmagazine online to download the Madison app and view this and other stories on your tablet device for an immersive, interactive experience!
McLaughlin ('01) started Small Fry in March 2012. Every week she teaches kids in her hometown of Philadelphia how to cook and eat healthy.
After putting herself through JMU by working retail at Harrisonburg's Valley Mall, plus volunteering with Young Life, a campus organization, plus completing majors in communication studies and computer information systems, Alissa headed to New York City where she worked as an event planner.
But Alissa is a Philly girl at heart and missed the city she loves. She returned to her city and in 2010, after years of hard work — which also included cleaning houses — and lots of serious saving, Alissa struck out on her own. She started her own event-planning company, Radiant Matter. From the beginning, she had three goals: to start and run her own company without incurring debt; to support the local economy; and to provide jobs. Alissa succeeded in all three — although she admits it hasn't been easy. "Event-planning years are like dog years," she says, good-naturedly. Today Radiant Matter employs 50 people, including 15 full-time staff, and has established national clients such as EY (formerly Ernst and Young) and Oracle.
But Alissa had one more important goal. She wanted to give back to the community she loves. She noticed a huge population of kids in inner-city Philadelphia who are hungry and angry — "hangry kids" they're called. "A lot of the kids in this bracket will grow up to work in the food industry, many of whom will pursue careers in the hospitality field," Alissa explains. The area is filled with hotels, restaurants and a large convention center, all supporting a vigorous hospitality and tourism industry. Why not give them a head start?
"In our city, people who are of greater means can afford to eat healthy and prepare balanced meals....The simple fact is that produce is sometimes too expensive for people on fixed incomes."
She approached Mick Kaye, the director of the MAC, about starting a program to help kids. He was interested, and in March 2012 Small Fry was born.
Every week Alissa teaches kids to cook and eat healthy. "Some kids didn't know what brown rice was [when they first came to Small Fry]. Now they're talking about quinoa," she says. She also teaches kids how to shop wisely, cook creatively on a budget, and she strives to send the children home with a meal or two for their families each week. Small Fry also keeps them off the streets and creates a sense of community in a population that needs a "continuity of care," she says. "Many are from single-parent homes or foster care."
Alissa, Small Fry and the MAC have developed a friendship and mutual trust. The center works with her to fit Small Fry into their 365 days of programming that includes African dance, crafts and an urban youth basketball league that is more than 50 years old. "I feed them. They dance them and play sports with them," she says. Along with cooking, the children's math skills and reading skills are bolstered by calculating and reading recipes. For Alissa, Small Fry is about much more than food. It's about helping kids learn to interact positively. It's about helping families establish healthy lifestyles. It's about shoring up a community. It's about pre-training kids, many of whom will be the future of the local food service and hospitality industry. It's about consistency and stability. It's about giving back. It's about being the change in a community she loves.
In a nation where private funding from wealthy donors fuels political campaigns, Lawrence Lessig told a Madison Vision Series audience on April 13 that equality—the kind that James Madison idealized—has now been forgotten. "Because though our republic now defends the equality of race, and of sex, and has begun to effect equality for sexual orientation," Lessig said, "our tradition has forgotten [the] core commitment of a republican government."
Lessig's lecture, "Madison's Forgotten Egalitarianism," drew from his highly regarded body of academic work, legal expertise, and political activism.
In 2014, Lessig cited that about 5.4 million Americans gave at least $1 to any congressional campaign (about 1.7 percent of the population). But of that 5.4 million, the top 100 gave as much as the bottom 4.75 million combined. These are the "relevant funders," whose contributions are enough such that their views matter to candidates, and the candidates figure out where they must stand in order to get this funding and get their party back into power. And, in order to be a relevant funder, Lessig chose the number $5,200—a contribution amount that 570,854 Americans, or 0.02 percent of the population, made in 2014—demonstrating that a miniscule amount of the U.S. population truly has a stake in the outcome of electoral processes.
"It's the money primary. It's not [just] a white primary, it's a green primary," Lessig said. "It's one stage in a multi-stage election, the first stage that determines who can qualify to run in a regular election process. It is a system of Tweedism."
To explain Tweedism, Lessig told the story of Dr. Lawrence Nixon, a Texas citizen in the early 20th century who was black. In 1923, Texas had adopted a statute that explicitly established the Democratic primary as an all-white primary with an open general election, resulting in a democracy responsive to whites only. This system can be traced to Boss Tweed, where, as Lessig explained, "Tweedism [is] any end-stage process for electing, which has at least two stages, where the Tweeds get to dominate the first stage and everyone gets to participate in the second stage. But the consequence of that domination is a filter which excludes and biases the effective election."
This is the system of campaigning that we effectively have in the United States, Lessig said. But it can be rebuilt.
First, "Tweedism is legal," Lessig said. "Nothing I'm talking about here is bribery. I'm talking about corruption of a system, of representative democracy." Though it was not pure, the framers of our Constitution intended for us to have a representative democracy, one that ought to be "dependent on the people alone." But, this improper dependence on funding cheats democracy.
Second, Lessig added, "Tweedism is inequality…[it] is unequal status…[It is an] unequal vote, which means unequal influence, because when we think about what it means to be responsive to the funders, we need to recognize the very different influence that funders have relative to the influence all of us would have if, indeed, we could control the process." Madison envisioned a system of government that avoided aristocracy, and our system today caters and is responsive to the rich more than the poor.
Third, "Tweedism is fixable," Lessig said. Both Republicans and Democrats have proposed changes that reform campaign finance systems: the possibility of vouchers, for example, that citizens can put toward any candidate of their choosing, or a matching fund proposal, in which candidates can commit to taking small contributions and have them matched to exponentially increase their value.
"If we did that, perhaps a hybrid between these Democratic and Republican proposals," Lessig encouraged, "Then when candidates run, what would matter would be the votes, not the unequal money…what would matter [would be] the equality of citizens."
Lessig encouraged James Madison University, a national model for the engaged university, to consider this inequality and seek to remedy it. It is a system of inequality that benefits only a few, and strays greatly from Madison's vision of egalitarianism and democracy.
"And the reason to fight for that equality…is to restore a basic possibility of a representative democracy that could do something other than respond, as this one does, to the interests of the tiny fraction of the very few," Lessig concluded. "And what we need to find is the will…to stand up and demand that equality and to begin that demand now."
April 29, 2015
By Rosemary Girard ('15)
At the beginning of my job as an Accessible Media Assistant, I was completely ignorant about disability and what the Office of Disability Services did at JMU, but this is exactly why I took this job! I came into this job as a Mathematics Major for Secondary Education. Clearly, being on track to become a high school teacher meant that I would need to know a thing or two about how disabilities would play a role in my future students' lives. Yet, I came from a background where learning came easily to me, my family has no history of disability, and my friends only spoke of disability as a distant concept. I am now leaving with a completely different mindset and with a completely different career goal.
It was through my job at ODS that I became aware of not only the daily hurdles that so many students face in their education, but also more importantly, I became aware of the vast array and necessity of support systems put in place for students. Being witness to the passion of the staff in ODS, the determination of the students we serve, and the ways in which education has been made accessible to so many who otherwise would face roadblocks in higher education has inspired me in so many ways. It is not that students with disabilities are incapable of learning, in fact they are equally capable. Rather, education needs to be presented in ways beneficial to the students, campus needs to be accessible to all peoples, and administrators, professors, and peers need to be made more aware of the needs of all of their students. In my role at ODS, I have found such a joy in assisting in making plans for student success, helping professors make their classes accessible, and most importantly, making college a possibility for students with disabilities.
When I began this job, I believed it would be important for my future as an educator, but upon entering my senior year I could not imagine my future without the work I enjoyed—not teaching mathematics, but creating those important opportunities for each college student to succeed. After getting over the initial panic of leaving the career field that I had spent four years and an undergrad education preparing for, I began searching for ways to be involved in student success at the higher education level. Soon I discovered that there is a whole Master's program and field dedicated to the same things I am so passionate about! Today, I am proud to say that after graduating in May of 2015, I will be continuing my education through the College Student Personnel Administration M.Ed program here at JMU – the school that has had such a profound impact on me over these four years.
Danielle Gallagher
JMU Class of 2015
Congratulations to JMU's Amanda Crandall ('17), who has been accepted into the National Oceanic and Atmospheric Administration's Ernest F. Hollings scholarship program. The national award will give her two years of tuition, and an internship at NOAA next summer.
The Ernest F. Hollings scholarship program aims to increase undergraduate training in oceanic and atmospheric science, research, technology, and education and foster multidisciplinary training opportunities.
The members of the JMURJ Editorial Board would like to congratulate Amanda and to wish her years of happy, successful researching!
By Scott Oslin
Cassidy Lawson works with UPB as part of her graduate assistantship through the CSPA program at JMU. Photo by Michael Watkins for JMU University Unions.
Cassidy Lawson, UPB's graduate assistant and a second year student in JMU's College Student Personnel Administration (CSPA) program, has had a hand in almost everything you could think of on a college campus. For all of her involvements in her undergrad career, it's easier to ask what she wasn't a part of at Radford University. She even graduated as a Psychology and English double major in its Class of 2013.
"I was an RA for two years, I was a peer instructor for new student programs, I co-taught a class with a faculty member for two years," Cassidy said, "I was a tutor at our resource center. I wrote for The Tartan, and I was in the English club and a couple of honor societies."
Despite all of it, Cassidy was never really stretched too thin. "It was tough at some points, but I liked being busy. It was more empowering."
Her love of all of the elements in college life started as she was raised in Wytheville, VA. "I grew up with just me and my mom. She's a photographer. She's always supported me with her art and encouraged me to explore whatever it is I wanted to do." Cassidy cites her mom as a driving force to becoming a first-generation college student. Coupled with all of her activities in undergrad, Cassidy felt spurred to not only pursue more, but to become a part of higher education.
At one point, she considered teaching. "I didn't find that it was great for me. I'm a people person and that's where I get my energy. The students weren't as passionate about English as I was." Cassidy found later that her passion lies in, well, passion. "[In student teaching], there was so much rigidity, but I found student affairs was my future."
In the CSPA program, students gain practical experience through assistantships around the JMU campus. Her first year in CSPA, Cassidy was the hall director for Ikenberry Hall. Currently, she's taking several student development courses and acting as UPB's graduate assistant. "I help out with Center Stage and Spotlight Sounds. I help the directors figure out what's going on in their committees and help out with events. I'm always going to what they're putting on." Alongside UPB Coordinator Anna Lehnen, Cassidy figures out the contracts and the logistics to make UPB's events successful around campus. From Frostfest to Big Sean, she's a supportive force behind the student organization.
On the academic front, Cassidy's learning how to be a professional in the student affairs field. "You come to work every day for the students. You really have the students and their development in mind, helping them find out their strengths and what their passions are." Becoming an active member of a student affairs environment, for Cassidy, means becoming invested in the lives and the futures of that university's students.
Sometimes, though, the job does get frustrating. "When you're in a college setting, there's always going to be dumb decisions. You have to help students learn from them." Fortunate to be in college However, not all of the students she's seen act the same way. "[Some] students don't realize their own privileges. They're not self-aware with themselves and how they affect others." It's this grounding that has kept Cassidy so appreciative of her opportunity and she hopes to impart that to others in the future.
Outside of her busy academic and extracurricular life, Cassidy enjoys the simple pleasures. "I have a JMU bucket list. I try and hang out with my friends a lot. I like going to the planetarium, going to sporting events, and going to the Reddish knob."
Where does she go from JMU? "If the opportunity arose, I'd stay in Harrisonburg. It's a good mix of a college town and it has a good community outside of the student body. It's a nice diverse area just two hours away from DC." Wherever she ends up, Cassidy's infectious drive will inspire those around her.
As for now, Cassidy''s dedication to serving the student body continues to be a welcome addition to the JMU community.
April 10th, 2015
Cohen Center for the Study of Technological Humanism, James Madison University
Written by: Yu Zhang
Andy Clark is a professor of philosophy and Chair in Logic and Metaphysics at the University of Edinburgh in Scotland. Before this, he was director of Cognitive Science Program at Indiana University in Bloomington, Indiana and previously taught at Washington University in St. Louis, Missouri and the University of Sussex in England. Professor Clark's papers and books deal with the philosophy of mind and he is considered a leading scientist in mind extension. He has also written extensively on connectionism, robotics and the role and nature of mental representation.
On April 3rd, 2015, Andy Clark gave his lecture, named after his book "Natural-Born Cyborgs? Reflections on Bodies, Minds, and Human Enhancement" to students and faculty at James Madison University. At the beginning of his lecture, Prof. Clark gave a conclusion of his studies, "The human being, more than any other animal on the planet, is characteristically open to a cascade of biotechnological innovation." "The deepest and most transformative biological technology mergers may not be the most obvious ones." Then, he further explained his opinions to four aspects:
"Augmenting the body; Extending the senses; Enhancing the mind; Why care"
1. Augmenting the body
Clark started with an example: "Normally you don't feel as if you are using your hand to do the washing up." "Stelarec controls the mechanical hand by means of surface electromyography (EMG)… After some practice, he hardly feels twitching his stomach muscles to move the third hand. Instead, he simply feels as if he directly wills the third hand to move, just as he wills his biological hands to move." This demonstrated the "directionness" that characterizes our control over our own body parts has nothing to do with the nature of signal themselves.
Human brains adapt very rapidly to the presence of a new, controllable "Third Arm". Our natural body – considered as the most stable set of transparent equipment through which we confront the wider world – is essential but still changeable and even alterable. So what's the difference?
2. Extending the senses
The first wave of human sense extension started in 1960s with the Tactile Visual Sensory Substitution (TVSS). In the "Blind Walk" experiment, after some practices, the blind subjects stopped feeling the stickling on the back and start to report rough quasi-visual experiences of looming objects etc. Clark believes these examples clearly indicate the potential of sensory of human being
3. Enhancing the mind
You think you are controlling your minds? Maybe your minds are not so good at controlling as you imagined. Human brains like ours are master of productive laziness. The reason the "Card Trick" can fool us is because our brains usually get too much detail information. In fact, we believe we encode more information than we actually did.
"The world is external memory," Clark said. "It is not that all the thinking happens inside." "The bio-you always have to be the immediate instigator of the bio-external loop" "Without any process of conscious cue" Further, our minds' enhancement blurs the boundaries between what we know, what we sense, and what we actually are.
"You is just the larger distributed system" Andy Clark concluded
4. Why care?
Why it is important to prove the existence of Natural-Born Cyborgs? Clark believes that we should not accept a neural, or even a biological model of person and minds. There are many people in the world having mind problems; such as Patrick Jones with his severe memory impairments. Patrick cannot remember a person talked with him minutes ago. But with his smart phone and all the "Cloud" technology, he is able to recall whom he has spoken with, what was decided and so on. Patrick is currently living with incredible skills, as well as optimism and good humor.
On the other side, the moral question is, "how should we best identify familiar yet fluid items such as minds, persons, and agents." Is human biological or artificial, or hybrids with a little bit of both so we cannot even tell where the boundaries are?
In 1981, I enrolled in a seminar called "Theories of Reading," a required course in the University of Virginia's Ph. D. program in English Language, Literature, and Pedagogy.
The man behind "Theories of Reading" was Ralph Cohen, William Kenan Jr. Professor of English, founder and editor of New Literary History, whose books included The Art of Discrimination, New Directions in Literary History, Studies in Eighteenth Century British Art and Aesthetics, History and …Histories Within the Human Sciences, The Future of Literary Theory, and Studies in Historical Change. About Cohen, I knew only what I heard from others. He had been on leave for a year, which he spent as the Northrop Frye Professor of English at the University of Toronto. He edited New Literary History, which he had founded in 1968; he was known among graduate students as one of the hardest working senior faculty, not resting on his international reputation but still racking up book after book, article after article. Among graduate students, his support was widely sought, and when received, more greatly valued. I was not sure at all what to expect from him or from "Theories of Reading."
Each Tuesday, we met him in his Wilson Hall office, a classroom converted for New Literary History. While waiting in the hallway outside his office, we speculated on whether or not there would be a cleared off table around which all of us could sit. Every nook, cranny, shelf, desk top, wall--indeed every square inch of space--contained piles of books and journals and essays. Each Thursday he put one student in charge of what he termed "lab day," held in a classroom in Old Cabell Hall, where the student taught a text to the rest of us in a way that exemplified a reading theory that had been under discussion.
At the first class meeting, Cohen did not lecture but asked us why we had signed up for this particular seminar. He was not killing time, or filling out the hour, or merely feigning interest in us. He never wasted time or used classroom gimmicks. The only reason he briefly interviewed each of us was to weigh our interests against his plans for the course, plans which none of us would fully understand until well into the semester. When my turn came, I remember saying my only triumphs as a high school English teacher occurred when students gave self-reflexive responses to literature. I was not looking for any special theory of reading, but I was hoping to learn ways of getting beyond self-reflexivity and allowing students to respond with whatever the literature meant to them. Cohen did not say anything directly in response. He continued speaking with each student.
As a high school teacher, I developed an interest in reader-response criticism, and in an effort to arouse my students' interest in A Separate Peace, Hamlet, "Ozymandias," and "The Road Not Taken," I encouraged them to interpret texts in terms of their personal experiences. I still tested them on plot, theme, poetic diction, and character, but I no longer put the same emphasis I once had on the historical period in which Shakespeare wrote or on the biography of Shelley. The "text" was losing its importance not only to students but to my own teaching approaches, so what was I to do? Was there a theory that accommodated these changes or applied to my circumstances? Was the problem of student resistance unique to my experience or was there some explanation that Professor Cohen could provide?
Cohen assigned Louise M. Rosenblatt's book on Literature as Exploration, which defended a transactional approach to reading, and essays by Wolfgang Iser on gaps in the literary text, by E. D. Hirsch Jr. on validity and interpretation, and by Norman Holland on the psychology of reading. I was persuaded by Holland's argument that "meaning" was a function of the connections readers made between texts and their lives. But I was not prepared to defend Holland or my interest in his theory of reader response criticism, and therefore my defense of reader-response criticism withered under the force of Cohen's questions. "When reading, are you merely finding confirmation for what you already think and believe? Is all that you find confined to what you, the reader, bring to the text?"
Cohen did not discourage students from using historical periods, biography, intertextuality, gaps, reader-response, or genre, nor did he argue against any particular theory of reading. But he stressed that any theory informing our teaching must be justified to students. When we squirmed and said we really didn't think theory made a difference to a twelfth grader interpreting Hamlet, Cohen explained that denying the existence of a theory was in itself a theory. Then he reiterated we must justify our way of reasoning and theorizing. He made it clear there was a theoretical context at work every time readers construed words on a page, and he made us—and me, in particular—realize reading theory was connected to a system of language beyond any one text or even group of texts. Teachers of literature needed to explain why reading mattered not only to an individual reader but also to critics and teachers who need to share critical vocabulary if they hoped to converse intelligently about the practices of reading and teaching.
Cohen believed reader-response criticism was limited and incomplete, and I realized for myself why it was inadequate for my aims as a high school English teacher and as a Ph.D. student. I don't read Hamlet because the brilliant soliloquies express recognizable feelings, or Lord Jim because of the testing situations in which Jim finds himself and because I view defining moments of my experience as "testing situations," or My Antonia because Willa Cather depicts aspects of farming life for which I yearn, or In Memoriam because Tennyson's example of overcoming grief affirms my religious beliefs and helps me understand the grieving process I felt after losing my father to a heart attack when he was 58 and I was 22. Before "Theories of Reading," I would have supplied the aforementioned reasons for reading, but I went beyond these reasons as a result of Cohen's teaching.
The second class meeting was supposed to discuss Susan Suleiman's book, The Reader in the Text: Essays on Audience and Interpretation (Princeton UP, 1980), in which she reviews reader response theory, but halfway through the discussion, Cohen asked for our views on historical changes, and he queried whether we believed in a history of big changes or of small changes. I remember thinking, "Where is he coming from? Suleiman doesn't talk about a theory of history in her chapter. This is a course called 'Theories of Reading,' so why is he bringing up this idea?" I distinctly recall the feeling of standing on the edge of a precipice looking into a yawing canyon as I listened to Cohen connect reader-response criticism to the theory of historical change.
I can still hear him saying that what we emphasize in literature presupposes a view of historical change, and I remember thinking that I didn't understand the connection, that I didn't know what he was talking about. I didn't like it but I went along with him. I found his words, coupled with the intensity of his delivery, to be intriguing. Did I have a theory? Does history follow any logic other than chronological unfolding of "great" events? I had never heard another professor theorize like this about literary and historical change, I had never heard any other teacher argue that literary history and literary theory were more important than close readings and explication de texte. I knew then that Cohen's approach to teaching was entirely different from any that I had encountered.
Over the course of fifteen weeks, I inventoried my assumptions, not only about historical change but also about my reading processes, and about other presuppositions I held regarding the purposes of writing, aims of education, functions of language, the place of genre, the roles of a teacher, the ethical dimensions of education, the nature of literary change, and the value of literary study. I never, absolutely never imagined "Theories of Reading" altering my views to the extent that it did. I learned that each theory of reading had its weaknesses. It didn't matter if I read from the perspective of multiculturalism, feminism, New Historicism, New Criticism, Deconstruction, GLBT, phenomenology, hermeneutics, structuralism, post-structuralism, or post-modernism. What I gained, thanks to Cohen's perspective, was a philosophical awareness of issues that influenced every reader and every theory of reading. One course--the brainchild of Ralph Cohen--radically transformed me and my career.
But I am making my point weakly. Let me explain a few more of the philosophical issues that Cohen introduced to students enrolled that semester in "Theories of Reading."
The most profound issue involved the AIM that I as a teacher needed for each class that I taught. This is not a simple concept. It does not mean "purpose," or "objective," or "intention." It was more far-reaching, philosophically, than any of these terms. Cohen often said, "You have to know your aim in teaching, and you have to justify this aim in terms of its advantage to your students. Any time you justify an aim you are involved in the ethical dimension of teaching."
"Ethical"? I thought, "Isn't all teaching 'ethical'? Where is the ethical dimension on Bloom's taxonomy of objectives?" But Cohen was not using a model of Piaget's or Bloom's or Barzun's or Whitehead's. When he used "ethical," he meant that teachers must select one point for emphasis or one point for students to "take away" from each class meeting. Over and over, he asked us, "What is your aim, why did you select it, how is it to the advantage of your students, and what do you want them to take away from your class meeting? Every act of teaching," he said, "inevitably has an ethical dimension." He then repeated: "Your aim should be advantageous to the students, but you waste their time and yours if you can't articulate your aim and justify it." He urged us to announce our aim at the beginning of each class period.
I remember a "lab" class devoted to Raymond Chandler's The Big Sleep in which Cohen disagreed with the student teacher's elitist dismissal of the novel; he predicted that it and similar novels of the pot boiler genre would become part of the literary canon because of how well they captured Los Angeles in the 1940s. While conceding many of his colleagues in the English department would reject it as unsophisticated or not part of the canon, Cohen argued for "appreciation" of the mystery novel and its depiction of a lost era and of a Southern California milieu. Cohen also used "appreciation" as an aim of teaching A Midsummer's Night Dream, because any other aim might be wasted on high school students who found Shakespeare boring or linguistically inaccessible.
This led to another nuance of the ethical dimension of teaching. When students resisted Shakespeare, Cohen said a teacher could either act like a parent and make them read it "because I told you so" or present reasons reading Shakespeare was to the students' advantage. He cited the implications of their resistance, and illustrated it by stating that students who rejected Shakespeare on the basis of the difficult language should realize this response lumps them with a majority of students and further suggests that resistance might be a symptom of conformity to peer pressure of one's group. Many able students resisted Shakespeare because their friends did not like or approve, but their resistance cost them opportunities to individualize themselves and set themselves apart from the group. If they wanted acceptance, then they could conform. If they wanted respect, then they could resist following the herd mentality and tackle Shakespeare's language. One way of individualizing oneself, Cohen said, is through one's ability to understand and use language. "Show them the implications of their resistance" became a useful principle whenever students dismissed literature as "boring."
Cohen was not merely invoking the linguistic commonplace that a speaker's language was a representation of that speaker's world or the related commonplace that "language reveals identity" and marks one's economic class or level of educational achievement. Instead, Cohen argued that one's use of language represents one's attitudes toward growth and change. Reading A Midsummer Night's Dream, to stay with the example of Elizabethan English, changes a reader's ability to give linguistic shape to experience. It changes the reader, although the reader doesn't think it does. Language presupposes a speaker's view of the world, presupposes the ability to understand oneself, presupposes interaction among speakers of the same language, and, thereby, presupposes that change results from interaction.
As I listened to Cohen explain why it was useful to show students the implications of their resistance to Shakespeare's language, I couldn't help but flashback to my experiences as a young reader and nod in assent to the argument that reading Shakespeare was an experience that changed me, not only in the effects on my ability to understand the play on its own terms, but also in the effect that grappling with Elizabethan English altered the way I chose other courses (I gained confidence to read middle English, which led me to take a course on Chaucer) and improved my grades in all of my courses. I felt a sense of increased independence from other English majors, not to mention increased independence from my non-English major friends and from friends of mine who didn't attend college.
Never had I imagined that "good teaching" would be such a difficult concept to master. I altered what I took from Cohen, who had received, altered, distorted, and improved upon what he incorporated from his teachers. I didn't yet fully understand everything Cohen said about a theory of historical change, or about ways in which genres change while retaining their identity. But I realized that what mattered was what I selected, what I did with my selections, whether my students understood what I intended for them to understand, what they did with it. They could ignore what I presented to them, select ideas that mattered to them, apply these ideas to new circumstances, and add new features to old features thus inserting new instances into the flow of time. Learners make themselves.
When I entered the graduate English program, I did not realize I was searching for a teaching mentor, but clearly I was. I needed a Socrates to quiz me and turn my thinking inside out and right side out again. I couldn't do this on my own. There was no way I could manufacture on my own the kind of pedagogical infrastructure capable of sustaining the weight of all the curriculum guides, lesson plans, standards of quality, standards of learning, cultural literacy, grammar, usage, composition skills, and all the rest of the "stuff" that I was "given" to teach by somebody sitting on a book or on a curriculum committee that never seemed to acknowledge the ethical dimension of teaching, the teacher's presuppositions regarding language, the question of what constitutes a "text," what it takes to for students to adopt a teacher's goals as their own, and how it happens that some students learn not to accept mediocrity as their target but instead aspire toward originality in their thinking and in their writing.
My interests didn't include the eighteenth century, Cohen's area of literary specialization. What did interest me was Cohen's theoretical mind. Regardless of the period, genre, or author, he possessed the knack for asking "releasing questions" such as "Why do we say what we do about a poem?" or "Why should we study literature?" He often linked questions such as "What is Romanticism?" "Is Romanticism something that is present only in a particular time period or is it present in every time period?" "What is it that we identify as Romantic? How is it related to the past? How does a particular movement arise?" But, given my interest in teaching, my favorite question was "Why do you teach literature aside from the fact that it's a job for you?" because it not only made me confront my career choice but also because it forced me to identify values of mine that I wanted to express through teaching. Asking the fundamental question of why I taught literature put me once again into the ethical dimension of education.
All of these points stuck with me, and I became a better teacher as a result of studying under Cohen. I listened and observed him take the class through issues that I never encountered in my previous graduate education, and I vowed that one day I would become the kind of teacher that he helped me to create in my imagination. Under his watchful eye, I connected practical classroom problems to philosophical and theoretical contexts; for me, these were connections that I possibly had felt but probably never articulated for myself. Cohen pushed and expanded our ways of thinking about pedagogy. We had to do the rest on our own.
My intellectual development needed Cohen. I resisted the tight guidelines that told me what to teach and where I needed to take my students. I refused to follow the same plans that a committee chose for me. Once, before starting a tenth-grade teaching position, I was handled a three-inch notebook entitled The Curriculum Guide for Tenth-Grade English, which listed the books for the academic year, objectives for each grading period, points to be learned, behaviors to be achieved, and paper topics to be assigned. Within the guide, each teacher was given freedom to emphasize crucial points, and I remember one of my colleagues devoted six weeks to teaching "the comma." I couldn't follow this guide or abide by the approach to teaching English. At the other extreme, before the start of my very first teaching job, during my interview, I asked the principal for the curriculum guide, but he only smiled and told me to create my own. The books for ninth grade English had been selected by a committee, and all ninth grade classes used them. I could not add books but I was "free" to teach the way I decided was best for my students. The school system dictated what should be taught but I chose how my students would learn. I didn't know where to begin.
Luckily for me, during one semester of fifteen weeks, I made connections between everyday, practical realities which I had faced in my high school classrooms and the intellectual questions which Cohen posed. It became clear that he theorized teaching in ways that I doubt any of the seminar students had ever heard before. I stopped writing lesson plans that separately targeted cognitive and affective behaviors and I started conceiving of "aims" that I had for each class meeting, each month, and term. No matter how the seminar students conducted "lab sessions," in which the works under discussion represented a hierarchy of literary genres from Wordsworth's "Yew Trees," Don Quixote, A Midsummer Night's Dream, Lord Jim, The Big Sleep, "The Purloined Letter," and Joseph Andrews, we learned to select one major aim on which to concentrate and to defend this aim in our Tuesday discussions.
What I also took away from Cohen was that content knowledge was crucial but that I couldn't become a fully accountable teacher without learning more history, more literary knowledge, more philosophy, and more theory. I couldn't fully connect historical and literary forces, which I inherited but would never understand unless I brought my questions into conscious awareness, without deciding exactly how what I chose to emphasize was in fact advantageous to students. Without articulating such advantages, I might as well return to my self-reflexive, throw-the-material-against-the-wall-and-see-what-sticks approach to teaching. I refused to take that route. Instead, I became intellectually accountable to an ideal of teaching larger than myself and more comprehensive than any single method of teaching or one school of criticism.
Of course, I sometimes speak in clichés regarding teaching, such as "Good teachers teach to their students." "Teachers influence eternity." "You start where the students are." But I internalized new beliefs. I needed to construct or, as it were, reinvent myself as a teacher. I didn't have to teach the way I was taught or the way I was told to teach. I had to create my teaching persona, and not imitate Cohen or any other teacher. Inevitably, I would incorporate his ideas but I would inevitably alter them, too.
Let me be clear that Cohen doesn't favor one theory of reading over another. He's not dogmatic. He's a realist. He is looking for interesting ideas in his students while continuing to analyze literature and culture in his inimitable way and unique style. As a philosopher, Cohen's vision of teaching is more comprehensive than seeing genres, generic continuities and discontinuities, permanence and impermanence, wholes and parts, constancy and change, order and disorder, structure and formlessness, content and process, the tensions between a fixed center and mutability. He has never taken sides with the conservative interests in academia, the essentialists, the naysayers, the opponents to change, and the classicists. He does not align himself with any camp or school of criticism. Throughout his publications, he holds up a mirror to artists, their works of literature and art, and he channels seemingly inexhaustible energy into making readers rethink their established ideas, their interpretations set in stone, their understandings and their misunderstandings of the positions to which they are most deeply committed.
At UCLA in the 1950s and1960s and at the University of Virginia since 1968, Cohen attracted a following of graduate students, humorously called "Cohen-Heads" in the days of the "Cone Heads" on Saturday Night Live, to courses entitled "Genre," "Theories of Literary History," "Classic to Romantic," and "Problems of Literary Theory." Students wrote dissertations under him and moved on to teaching careers across the United States. I'm sure these courses were challenging in every sense of the word, but I doubt that they offered the same view of teaching methods that I enjoyed as a student in "Theories of Reading." There, Cohen raised the curtain, so to speak, to let students understand the questions he asked himself when planning a class.
These days, in the second decade of he 21st century, Ralph Cohen is responsible for creating the Cohen Center for the Study of Technological Humanism. He remains a mentor to me, to his other students, and to hundreds of scholars whom he has published, helped to publish, or published as co-authors. I have interviewed him several times about his teaching philosophies and practices. Although his former students invited him to speak at their colleges and universities, it's unfortunate that more teachers haven't had the privilege of watching Cohen elevate teaching into a philosophical inquiry where "why you teach" determines "what and how you teach." "Articulate your aims for the sake of the students," he said every class meeting during the fifteen weeks of "Theories of Reading." Until that class, I never knew how to lift my sights above tedious, practical necessities and to create an invigorating, intellectual atmosphere that fans deepest instincts for learning. Cohen is unforgettable. He fans the fires of curiosity that burn within learners of all ages.
Thank you, Ralph.
In honor of Sterling Brown's birthday The Fight and the Fiddle offers this excerpt from Dr. Joanne Gabbin's paper on Brown, presented at the College Language Association's annual conference, which was held in Dallas (April 2015).
. . .
by Dr. Joanne Gabbin
Born on May 1, 1901, in a house at Sixth and Fairmount in Washington, D.C., Sterling Brown was the last of six children and the only son born to Reverend Sterling Nelson Brown and Adelaide Allen Brown. Equipped with college educations from Fisk University, his parents in one mighty leap from slavery to freedom were able to raise their own children in the burgeoning black middle class of Washington, the city reputed to have "the most distinguished assemblage of Negroes in the world." This status often came with narrow interpretations of culture, an entrenched sense of color consciousness, and a hysteria surrounding what must be the path of middle-class respectability. Brown rejected all of these notions as they applied to his life. Educated at Williams College and Harvard University, Brown said that he received his finest education from semi-literate farmers and migrant workers of the rural South. It is significant that, though he was the son of a Howard University minister and professor, he did not confine his referents to the boundaries of a preacher's home; they included the blues moans and jazz of the barrel houses from Memphis to Missouri and the speech of the "low-down" folk.
After graduating from Harvard in 1923, Brown decided that he wanted to teach. At the suggestion of both his father and historian Carter G. Woodson, Brown went to Virginia Seminary in Lynchburg, where he taught English for the next three years. There Brown became intensely interested in writing poetry. For the first time, he said, "I found something to write about. I found a world of great interest and it was a world of people, and the poetry of the time—the poetry that I was reading—was a people's poetry." The black people of the rural communities surrounding Lynchburg, who were as steeped in the traditions of the spiritual, the blues, the aphorisms, old lies, and superstitions of folk life as they were in the purplish red clay of the foothills of the Blue Ridge Mountains, taught the young professor something of folk humor, irony, fortitude, and shrewdness. He met Mrs. Bibby and Calvin Big Boy Davis, both of whom significantly figure in his later poetry that appeared first in Southern Road (1932). In Brown's subsequent teaching posts at Lincoln University in Missouri (1926–1928) and Fisk University (1928–1929), he found himself wandering to the hotels and shoeshine parlors in Jefferson City, to the black business establishments in Nashville, and to the honky-tonks in The Black Belt. One of his students at Lincoln University remembers that "there were those who considered Prof. Brown a bit 'tetched' to be spending so much time with 'those weird characters' that frequented The Foot, an area that bordered the campus." Brown conversed with a man named Revelations, a self-appointed prophet of doom, and he spent long hours listening to the tales and jokes told by a waiter named "Slim" in the Jefferson City Hotel. When Brown got to Fisk University in 1928, he joined the faculty with other erudite academics, including Charles S. Johnson, Horace Mann Bond, John Work, Edith St. Elmo Brady, and Aaron Douglas. But Brown could just as likely be found telling lies with Will Gilchrist at Gillie's Bar as engaging in get-togethers with his distinguished faculty members. He carried this preference for the company of the folk with him to Howard University in 1929, when he began his long career there that would extend well into the 1970s.
Sterling Brown's border crossings were often as social and psychological as they were geographical and literary, and they were peppered with dichotomies and complexities.
Brown's genial, vivacious personality often made him the center of a larger social group made up of Howard professors, Washington professional people, and an array of nationally acclaimed celebrities , such as Willie "The Lion" Smith, Eubie Blake, Duke Ellington, Oscar Brown, Jr., Roscoe Lee Browne, and Jimmy Witherspoon. For decades, Brown's home was a gathering place. During the fifties, scholars in black literature and culture, such as Robert Bone, Jean Wagner, Rosey Pool, Benjamin Botkin, and Alan Lomax, found their way to 1222 Kearney Street where tall tales and white lightning flowed. During the sixties, Brown was the respected advisor to the Nonviolent Action Group, or NAG, Howard's version of SNCC (the Student Nonviolent Coordinating Committee begun at Shaw University). Stokely Carmichael, Courtland Cox, Charlie Cobb, and Mike Thadwell were among the students who sought guidance from "Prof." The students would crowd into his basement lined with shelves of books and phonograph records where there would be rousing discussions on Marxism, Pan-Africanism, civil rights, Malcolm X, Martin Luther King, Jr. and nonviolent vs. direct action. Whatever the time, writers and scholars visiting Washington, D.C. made the Brown home a priority stop for a chance to sit at the feet of the venerated poet.
Nowhere is Sterling Brown's legacy as builder of the black aesthetic tradition more evident than in his career as a critic. As interpreter, reviewer, and editor, Brown consistently raised the standards of criticism and encouraged writers to extend the possibilities of their art. In pioneer critical surveys The Negro in American Fiction and Negro Poetry and Drama (1937), he laid the foundations for the study of black images in American literature. Brown put into place an aesthetic philosophy which has the folk tradition as the basis of art. A valuable consequence of this approach is a model for the realistic depiction of life, one that does not encourage what Brown called "artistic aridity." A second consequence is the rescue of dialect and the lowly as subject matter from complete and shamefaced disavowal. Also this aesthetic approach eschews assimilation, which Brown saw as a negative goal of black writing. His journey from the halls of academia to the juke joints of Missouri and back again taught him about the richness of his cultural tradition to provide the foundation for African Americans to approach American society as creators and innovators.
Read more in Gabbin's first book, Sterling A. Brown: Building the Black Aesthetic Tradition (1994), available from most booksellers.
WRTC Outstanding Minor, Daniel Vieth, receives award April 23, 2015
The School of Writing, Rhetoric and Technical Communication's 2015 Awards Ceremony and Reception took place on Thursday, April 23, 2015 in the JMU Festival Ballroom.
The following students received recognition:
Outstanding Graduate Student: Brooke Covington
Outstanding Major Student: Charity O'Connor
Outstanding Minor Student: Daniel Vieth
First Place Winner: Rachel Palkovitz
Second Place Winner: April Pickens
Honorable Mention: Melvin Scott Bouboulis
Honorable Mention: Austin Shifflett
Write of Passage Scholarship Winner: Gabriel Lee
Kessler-Arasanyin Scholarship Winner: Allison Capley
Whitten Maher Scholarship Winner: Lauren Hunt
Dylan Owens: On Dealing with Life
Jackie Brennan: On Wordsmithing and Chaplin and Misplacement of the Soul
Tyler Morris: The Writer's Room: From Coffee Shop to Small Screen
Bea Chua: Confessions of a Part-time Baker
Peter Belechak: Candy Crush Saga and Society: How One Game Has Exploited Our Technological Dependence to Achieve Unprecedented Success
Katherine Sederstrom: Art for Consumers' Sake
Daniel Vieth: The Impact of Sports Metaphors on the Media and Public Sphere
Stephanie Pasewaldt: A Healthy Mind
Giuliana Macaluso: Life, Death, and Somewhere in Between
Kristen Baker and Marta Vucci (co-authors): L.E.G.O.: Leave Everyone's Gender Out
Eryn Mann: Dog Food: Cooking as a JMU Student
There's a seasonal ebb and flow when it comes to student issues. Here are a few things your student may be experiencing this month:
If your student is coming home for the summer, you likely want to welcome him or her with open arms. Here are some simple ways to do just that…
Provide a Space. Even if your student doesn't have a room at home, make a space that he can call his own during the summer. That way he won't feel so much like a visitor.
Have a Get-Together. During the first week or two of her homecoming, consider getting family and friends together to welcome her. It can be a backyard barbecue, a simple dessert potluck, a picnic in the park or bowling on a rainy day. Gathering important people in one place will help her feel welcomed back home.
Don't Go Overboard with Mandates. Students who are bombarded with mandated rules and responsibilities all at once might feel like they want to run the other way. Instead, make it a mutual conversation where your student can talk about ways he can pitch in this summer while you also talk about your expectations. The end results are fairly similar – it's just the method that can make all the difference.
Be Encouraging. Your student may be taking summer classes, doing an internship or working hard this summer. Whatever the case may be, provide encouragement and support along the way to help keep her going.
Consider putting a few welcome home tidbits in your student's space to welcome him or her…
The end of the academic year is a good time for reflection and your student may be ripe for such self-awareness. Once she's done with classes and exams, you can help her take a look at where she is now that the term is over and where she'd like to be when it comes to becoming her genuine self.
For instance, how does she feel about herself when it comes to things such as…
Add other topics that are important to your student, too. Examining these traits now allows your student to set some summer goals for the areas she'd like to focus on. Perhaps she's interested in serving others on a more regular basis by steadily volunteering for the same agency. Or maybe she wants to work on becoming a more informed citizen by reading the newspaper on a daily basis.
Whatever the case may be, taking an honest look at herself now so she can set goals can help your student work toward becoming her most genuine self this summer.
Ask your student: "What two areas would you like to intentionally work on throughout the summer? How will you go about doing this? And how can I support you along the way?"
Now that the weather is much nicer, more and more people are taking up biking as recreation, and to cut back on transportation costs and environmental impacts. Here are some bike safety tips to share with your student…
For more information about Bike Safety and Fitting a Bicycle Helmet, go to www.nhtsa.gov and type "bike safety" in the top search bar.
A Key Component of Today's Job Searches
Networking is a skill that students need to develop as they explore potential careers and lay the foundation for their job search. It's about making connections. And in today's technological times, there are a variety of avenues that your student can take in networking with potential employers.
Social Networking
According to some career experts, online social networking is one of the best things that has happened to recruiting. Yet, it's important that students take care when networking through this medium by keeping a few tips in mind:
An increasing number of employers will check students' Facebook and LinkedIn pages when considering whom to hire. Questionable photos and content could sabotage your students' chances by creating negative impressions. Consider talking about this now so that your student doesn't find himself in a compromising position during the job search.
Nurture relationships – once you make a connection, keep it going
Establish connections – find a mentor, attend events & become known
Talk with alums – they're often eager to help students succeed!
Write thank yous – you'll remain positively in people's minds as a result
Offer assistance – it's not just about what you can "get" from people
Really be real – be genuine, show your interest & be you!
Keep at it – perseverance will get you far
These resources can help students refresh their knowledge by summer's end while also learning some new summer smarts…
Values, Questions & Decision Making
So much growth happens during the college years. One area in which this is really noticeable is in the area of ethical development. Students may be pondering questions such as: What do I value and why? Why did my parents teach me to…? What should I do about…? What do I want to be and how does this relate to what's important to me in life? These questions are just a few of many that college students ask themselves during their college experience.
An Ethical Framework
Researcher Dr. Karen Kitchener offers five ethical principles as a framework for exploring values and making decisions. These principles are used worldwide as people develop ethically…
Do No Harm – Make every effort to avoid psychological and physical harm of others, both intentional and unintentional.
Benefit Others – Aim to promote the personal growth of others and make a positive contribution to others' welfare.
Respect Autonomy – Remember that everyone has the right to think, choose and act, as long as their actions do not interfere with the welfare of others. They also have the right to privacy, confidentiality and informed consent.
Be Just – Demonstrate fair treatment of all individuals and fair distribution of goods, services and rewards.
Be Faithful – Keep promises and be truthful and loyal in all endeavors.
Part of the growth process that students go through in college is figuring out who they are ethically and how their values guide their lives. These five principles can provide a roadmap for making good, fair decisions along the way.
"It takes less time to do a thing right than to explain why you did it wrong." - Henry Wadsworth Longfellow
Ethical Decision Making
As students continue to explore their personal values systems and determine what they believe and why, here are some questions they can ask themselves when making decisions:
The academic year is winding down and here are some suggestions for ways your student can wrap it up right!
Don't Burn Bridges. It's tempting to say what you really think as you're heading out the door, yet the one it can most hurt is you. You never know who might overhear, start rumors, think the worst of you or have a negative impact on you within a leadership position or job. Better to let it go and not burn any bridges.
Follow the Rules. Quiet hours in the residence halls are for everyone's benefit at this stressful, study-filled time of year. Move-out processes are to help you avoid extra charges and not leave a mess for the cleaning staff. It's not hard to follow the rules in place at the end of the year since they're all, ultimately, for your own benefit.
Stay Organized. During the last days of the term, there are multiple details to keep track of, from study group times to packing to getting all the academic work turned in. Make lists, put reminders in your phone and use other organizational methods that work for you.
Leave Time for Goodbyes. Saying goodbye to friends who mean a lot to you isn't something to just hope will happen. Just imagine how awful it'll feel if they leave without a proper goodbye! So, plan to see these people intentionally so you can let them know what they mean to you before the summer separation.
Encourage your student to think about these important wrap-up details as he makes the most of these final days. It'll be intense, for sure, yet he'll come out on the other end feeling more satisfied and relieved.
In "Animating Gender Roles: How Disney is Redefining the Modern Princess," author Juliana Garabedian examines the Disney Princess franchise, from Snow White and Cinderella all the way to Merida and Anna.
Her essay divides the Princess line into three categories, analyzing their parallels with three waves in feminism to argue that the female characters created by Disney reflect and sometimes even reinforce gender roles. Garabedian's careful analysis and research suggests that children—and their parents—almost literally buy into the Princess mythology: "children take social cues from what they see on screen, so playing with figurines after a movie has created a concept reinforces these ideas through repetition." But there's good news: recent Princess films in what Garabedian terms the "Progression period" abandon the "princess-needs-prince" pattern in favor of independent, brave, and heroic female leads.
For Garabedian, writing and then revising "Animating Gender Roles" was itself a transformative process: "JMURJ gave me the opportunity to write something better . . . . [I]f you learn from revisions and work toward the end goal of bettering yourself as a writer, it's worth it in the end." Now, she says, "In addition to being able to show that I'm contributing to the writing community, I get to show my friends and family what I've been working toward for the past four years."
Garabedian, from West Chester, Pennsylvania, will graduate this spring with a major in Writing, Rhetoric and Technical Communication and a minor in Creative Writing. In addition to her interest in professional writing, she enjoys writing novels and non-fiction essays. Cosmopolitan recently featured Garabedian's work as a finalist for their 2014 fiction contest. Garabedian plans to attend graduate school at JMU and eventually pursue a career in publishing or corporate communication.
More than 150 youth converged onto the James Madison University campus April 17-18 for Ability Olympics, a two-day, free event for youth with disabilities as well as their siblings and friends.
The young athletes participated in 13 different sports that culminated with a closing ceremony speech by Lauren Darensbourg from the President's Council on Fitness, Sports and Nutrition and each athlete awarded an Ability Olympics medal.
Friday, April 17 was a social event for the athletes, allowing them to participate in contests around JMU's Convocation Center, enjoy a dance party, and socialize with each other and their JMU student mentor for the weekend.
Saturday, April 18 was a day of sport at Godwin Gym as the athletes took part in sports such as swimming, soccer, golf, gymnastics, tennis, and other events to both learn skills and showcase their abilities in front of their peers and parents. One highlight of the day was when the JMU men's soccer team welcomed the athletes, participated in the opening ceremony, and then assisted with the soccer stations for the morning hours.
More than 230 JMU students volunteered over the two-day event, many of whom are Sport and Recreation Management majors.
Ability Olympics is co-directed by Dr. Thomas Moran from the Department of Kinesiology and Dr. Joshua Pate from the School of Hospitality, Sport and Recreation Management. The mission of Ability Olympics is to show that anyone can be an athlete.
Join the JMU Adapted Sport movement on Twitter at @JMUAdaptedSport and on Facebook at James Madison Adapted Sport.
The Sport and Recreation Management faculty and students celebrated the senior class accomplishments with the 2015 SRM Senior Sendoff on Thursday, April 16 at JMU's Montpelier Room.
JMU Associate Athletic Director Kevin White served as keynote for the event, providing students with a lasting message that he carries with him each day: PUSH. The acronym stands for Purpose, Understanding, Servant Leadership, and Humility. White encouraged the graduating seniors to recognize the influence they have now rather than waiting until they begin the next stage of their lives.
Five graduating seniors were honored for their outstanding achievements. Aryton Glasper was named the SRM Outstanding Senior as voted on by the faculty for his work in and out of the classroom. The SRM Highest GPA awards went to Austin Davidson and Tori Lugar. SLAM, the student organization for SRM majors, honored two seniors for their dedication and participation in the club: Taylor Tuccito and Sean Wheeler.
The SRM program celebrated 124 seniors who are graduating in May or who have graduated this past December. Commencement ceremonies for the SRM class will take place Friday, May 8 at 7 p.m. at Bridgeforth Stadium.
To see the all the wonderful pictures taken from the event, click HERE!
By Elaina Taylor
Two students enjoy good weather and great company at Madipalooza 2015 on the Festival Lawn. Photo by Stephen Meyer for JMU University Unions Technoogy and Design.
This past Saturday, April 11th, students were treated to more than just fabulous spring weather, thanks to Madipalooza 2015. Hosted in its usual spot on the Festival Lawn, the event gave students the chance to relax and let out pre-finals stress with their friends before saying goodbye for the summer (or longer). Over 7,000 students poured out to enjoy the free event in the sunshine and take advantage of the delicious food, awesome giveaways, and cool games and activities while soaking up the live music that permeated the air.
The event featured a varied lineup of musicians who played from 1-7 p.m. starting out with local band Strong Water, then headliner Misterwives. Afterward Tyler Bryant and the Shakedown, Chris Lane, Great Caesar, Can't Stop Won't Stop, and Steal the Prize rocked the stage.
Strong Water won the Rumble Down Under competition at TDU to play for Madipalooza, and made the most out of their opportunity to open for the other musicians by getting the crowd grooving early.
"It was really surreal for all of us," said senior geology major Greg Brennan, the band's lead singer and guitarist. "We've been to Madipalooza in the past but never thought we would get a chance to perform, but I'm so glad we gave it a shot because we had a blast."
Much of the crowd chose to simply sit and listen to the afternoon tunes, while others braved the long lines to participate in some of the activities set out for their enjoyment. At the entrance, students could enter their names for various door prizes and raffles. The lucky winners received gift cards, a fit bit, a Keurig machine, Roku and Chrome cast, a pair of Beats headphones, an iPad, and a TV.
Near the entrance, long lines snaked out from the fan favorites: airbrush tattoos, caricatures, and the henna booth. Further in stood the imposing Zeroshock drop zone where daring students could jump off a tower to free-fall onto the blown up landing pad. Next came the inflated Meltdown, a game where two levers swung around trying to knock participants off their wobbly stands. Needless to say, the Meltdown won almost every time.
Food and drink stations dotted the lawn, and the occasional pie eating contest and donut eating contest satisfied the craving of those with a sweet tooth.
Cornhole occupied a space next to the highly anticipated laser tag, where teams battled it out inside the large, inflated arena. Winners took home bragging rights, while the losers often pegged their frustration at the poor souls who volunteered for the dunk tank nearby, much to the amusement of bystanders.
But even those who had consumed their fill of the festival couldn't feel bad for splitting early. As students left they were treated to a photo booth complete with the silliest of props, as well as some sweet giveaways, which included Madipalooza t-shirts, phone speakers, fanny packs, frisbees, and more.
"Overall just some great music and activities, and good weather to boot," said senior studio art major Gabby Chase, "I've been coming since I was a freshman because I just love the atmosphere, and it became a tradition."
Morgan Baggesen, another senior about to graduate, said, "I went to Madipalooza as a freshman, but didn't go the next two years, so I thought it would be nice to bookend my JMU experience by going one last time." The communications sciences and disorders major went on to add, "I wanted to soak up the last of the JMU experiences with my friends while I could, especially at an event like this that pulls out the JMU spirit."
Interested in seeing what you missed at Madipalooza 2015? Check out the University Unions Flickr account to see pictures of Madipalooza and the Madipalooza photobooth.
Dr. Sean McCarthy awarded the 2015 Provost Award for Excellence in Outreach and Engagement
Dr. Sean McCarthy, WRTC Assistant Professor, was awarded the 2015 Provost Award for Excellence in Outreach and Engagement at the Academic Affairs Awards and Retirement Recognition Program on April 22, 2015.
The Provost's Award for Excellence in Outreach and Engagement is given to honor instructional and administrative faculty members who have made a sustained commitment to fostering outreach and engagement by leveraging the resources of JMU with those of the community. This award recognizes the scope and impact of the engagement activity and its impact on the community.
JMURJ is happy to announce its first publication from the natural sciences: "A Bioinformatics Approach to Revealing the Genetic Basis for Host Range Specificity." Using Phamerator, a bioinformatics software program developed to compare and analyze phage genomes, Hayley Norian performed an association study to research the relationship between gene products and the host range of these phages.
Sounds dense, right? Norian coaches readers new to mycobacteriophages, phams, and bioinformatics through her literature review, methodology, results, and discussion. Her careful explanations along the way position readers who haven't spent years in the lab to appreciate the real-world implications of work with the potential to aid in diagnosing and treating a
Norian's paper exemplifies JMURJ's commitment to publishing challenging, innovative research that rewards a diverse academic audience willing to come along for the ride. The end of the ride—the potential to diagnose and treat a growing list of antibiotic-resistant bacteria responsible for some of the world's most debilitating and deadly diseases—isn't so bad either.
Hayley Norian ('14) from Oradell, New Jersey, graduated from JMU with a major in Biology. As a member of the Honors Program, the National Biological Honor Society, and Phi Beta Kappa, Norian remained very active on campus. She hopes to attend medical school and pursue a career in emergency medicine
Joseph Kuykendall (SRM Major) volunteered at the NCAA Final Four to work with the Media Coordination Team (Indiana Host Committee) to make sure all media operations ran smoothly. His responsibilities included the following:
* Running Stats
* Handling Media aspects on the floor at the game
* Restocking different media periodicals that the team's published for the event as well as those produced in the stadium
* Working the U.S. Basketball Writer's Association Writing Seminar
Joseph quoted about his experience:
"It was an absolutely incredible experience that allowed me to see how such a large communications operations can be effectively run. From observing press conferences, to media room setup and media hospitality, just to name a few, I gained valuable knowledge.
The amount of time, effort and resources put into the Final Four is so vast that it is difficult to describe. Getting this first-hand experience will only help me to understand the operations related to a large event such as the Final Four.
Additionally, this opportunity allowed me to work with and network with various other college athletics media members and administrators--connections that will be extremely beneficial in the future."
Editor Sean Cassidy (right) and Managing Editor IJ Chan helped lead the student newspaper staff to statewide honors.
The Breeze, the student newspaper at James Madison University, received one of the top honors given by the Virginia Press Association among mid-sized, non-daily newspapers in the state on Saturday.
The newspaper, the only student publication in a category of professional, community newspapers, received the association's Grand Sweepstakes for overall excellence in news and advertising. The Grand Sweepstakes was the staff's most significant honor at the VPA's annual meeting in Roanoke. The Breeze competed against 18 other non-daily newspapers with circulations of 5,000 to 9,999.
This is the second consecutive year the staff has won the Grand Sweepstakes.
In addition to the Grand Sweepstakes honor, The Breeze won eight first-place, seven second-place and five third-place honors in various news and advertising categories for work completed in 2014. For these awards, The Breeze competed in a division that includes 40 newspapers with circulations between 5,000 and 9,999. The Breeze publishes 7,000 copies twice a week, on Mondays and Thursdays.
"Once again, our students proved that their work is on par with similar-sized media organizations run by professionals," said Brad Jenkins, the newspaper's general manager. "Being recognized in this way really gives our students an advantage as they pursue media careers."
Here is a rundown of honors The Breeze received at the annual awards banquet Saturday night in Roanoke.
First Place
• Patrick Mortiere, IJ Chan and Lauren Hunt, multimedia news report
• Dominique Escalera, online video
• Blair Rosen, illustrations
• Blair Rosen, informational graphics
• James Chung, breaking news photography
• Corey Tierney, editorial pages
• Staff, general makeup
• Staff, slick publications (Port & Main magazine)
Second Place
• Patrick Fitzsimmons, online video
• Staff, illustrations
• Blair Rosen, informational graphics
• Holly Warfield, feature photo
• Wayne Epps Jr., sports writing portfolio
• Christine Horab, fashion and personal care ad design
• Tori Smith, home and garden ad
Third Place
• James Chung, photo illustration
• Matt Schmachtenberg, sport news photography
• Amanda Ellison, front page design
• Staff, special sections
• Kylie Donahoe, food and drug ad design
Senior School of Media Arts and Design major Sean Cassidy led The Breeze as editor during the contest period. He recently completed his second and final year leading the organization. Rising senior Wayne Epps Jr., also a SMAD major, began work as editor in April. Judges from members of the Oregon Newspaper Publishers Association selected the VPA award winners.
UWC Writing Fellows Taylor O'Donnell and Kody Sharp with JMU
Through student engagement and an active role in the classroom experience, the UWC Writing Fellows are taking an innovative approach to teaching writing in the college classroom.
Unlike a traditional teaching assistant, fellows help lead writing workshops, deliver mini-lessons on writing-related topics, hold student conferences, and collaborate with professors on the assignment design. This gives Writing Fellows a unique position, in a variety of disciplines, as liaisons between the professor and the students.
This semester, there are a total of nine fellows working across campus in a variety of disciplines including ISAT, engineering, biology, nursing, social work, and general education courses.
UWC tutor Dakota Sharp, a senior Communications Sciences and Disorders major, worked as a fellow last semester in the Engineering program, helping students with their senior capstone projects. Sharp says that his favorite part of being a Writing Fellow was "the opportunity to help students over an extended amount of time. Being a resource that students can trust as a peer opens up so many more opportunities to help. It's also fun to develop the curriculum for problems you aren't an expert on—and you get to become an expert in the process!"
Over the course of his fellowship, Sharp discovered an important difference between his role as Writing Fellow and as peer tutor: "At the UWC, we don't have the opportunity to check in on students after their visit to see how their writing has progressed. As a Writing Fellow, you're given the opportunity to observe students longitudinally and help them master many skills instead of the few you can help them with in one 45 minute session."
The increase in direct, specific feedback and peer interaction creates a mutually beneficial learning experience—for the students and tutor—that in turn helps to elevate the quality of instruction taking place in the classroom.
Tutor Caroline Prendergast, a fifth-year WRTC and Psychology double major, is also a former Writing Fellow. For her Honors Thesis Project, Prendergast looked at the impact the Writing Fellows program was having on students from a quantitative perspective. While working as a fellow in a psychology lab course, she gathered data on the students' scores for multiple drafts of their reports while also taking a look at measures of "blocking" (the things that prevent students from being effective, empowered writers), time use, and supplemental instruction use. The results of her study aren't available while she is awaiting IRB approval, but she anticipates that the data collected will help determine the effectiveness of the Writing Fellows program, and perhaps aid in its continued growth.
To learn more about the Writing Fellows Program or to request a Writing Fellow, faculty can contact Writing Fellows Coordinator Laura Schubert at firstname.lastname@example.com.
-Allison Michelli, Peer Tutor
GREENVILLE, N.C. – History was made for the James Madison softball team as junior Jailyn Ford (SRM Major) threw the program's first-ever perfect game while also breaking the career strikeout record to cap off a doubleheader sweep against East Carolina on Wednesday at the ECU Softball Stadium.
The No. 23/24 Dukes stretched their program-record win streak to 25 games after downing the Pirates by 6-1 and 13-0 scores, improving to 34-6 on the season. ECU fell for the fifth and sixth straight games to drop to 11-34 on the year.
Ford went the distance in game two, striking out 13 ECU batters without allowing a single player on base for the first time in the team's 14-year history. It was also the third time ever that JMU held an opponent without a hit.
Needing just 11 strikeouts to make individual history, Ford also surpassed former JMU great Meredith Felts (2006-09) to become the all-time strikeouts leader at JMU, with 584, besting Felts' 581 career K's.
Architectural Design at James Madison University
The Interior Architecture program at James Madison University is very pleased to announce that we have a new name, Architectural Design. This exciting new name aligns with our teaching pedagogy and is the first Architectural Design Program in the history of James Madison University approved though our curriculum review process.
The name Architectural Design reflects the wide range of career options that are available to our students. The Architectural Design program is fully accredited by the National Association of Schools of Art and Design, and prepares students for professional work or graduate study in Architecture, Landscape Architecture, Engineering or Interior Architecture. Students enrolled in this program gain the technical, creative, and expressive skills to become highly inventive design thinkers.
The Architectural Design program offers intensive education in the design process. The curriculum instills purpose, craft, technological competence, and versatile thinking. The Architectural Design curriculum is centered on a 6-studio sequence. The teaching of design process and a design ethos is at the heart of the program.
Additional required coursework in architectural history, materials & methods, computer modeling, professional practices, and study abroad supplement the studio sequence and support design projects of increasing sophistication and complexity.
For more information regarding the Architectural Design program at James Madison University, please contact the area coordinator, Evelyn Tickle: email@example.com
Architectural Design at James Madison University
The Interior Architecture program at James Madison University is very pleased to announce that we have a new name, Architectural Design. This exciting new name aligns with our teaching pedagogy and is the first Architectural Design Program in the history of James Madison University approved though our curriculum review process.
The name Architectural Design reflects the wide range of career options that are available to our students. The Architectural Design program is fully accredited by the National Association of Schools of Art and Design, and prepares students for professional work or graduate study in Architecture, Landscape Architecture, Engineering or Interior Architecture. Students enrolled in this program gain the technical, creative, and expressive skills to become highly inventive design thinkers.
The Architectural Design program offers intensive education in the design process. The curriculum instills purpose, craft, technological competence, and versatile thinking. The Architectural Design curriculum is centered on a 6-studio sequence. The teaching of design process and a design ethos is at the heart of the program.
Additional required coursework in architectural history, materials & methods, computer modeling, professional practices, and study abroad supplement the studio sequence and support design projects of increasing sophistication and complexity.
For more information regarding the Architectural Design program at James Madison University, please contact the area coordinator, Evelyn Tickle: firstname.lastname@example.com
Kristina Rubio is the Graduate Assistant for MAD4U at JMU. Photo by Michael Watkins for JMU Technology and Design.
By Charity O'Connor
Kristina Rubio is a Cali girl at heart, but has found her home here among the Blue Ridge Mountains at JMU. Having grown up in Diamond Bar, CA, a suburb of Los Angeles, life here in Virginia was a change of pace. Rubio completed her undergraduate degree at the University of Tennessee, Knoxville before taking a year off and deciding to further her education at JMU. Rubio is a first year graduate student in the College Student Personnel Administration (CSPA) program and the graduate assistant for MAD4U.
"Student Affairs is the education that happens outside the classroom." Rubio first discovered her passion for Student Affairs after going on an alternative spring break during her undergraduate time. This division of higher education is dedicated to fostering the growth of students, and this critical development is what Rubio finds most rewarding.
Rubio supervises a staff of seven "MAD4U-ers," and together they hold ten events per week. "It's really amazing how much work can be completed with just a set of really awesome, intentional people." Rubio also helps plan MAD4U's special events, one of their largest being their "For Love" benefit gala. Each year this gala benefits a different cause, providing dukes with a fun evening, as well as life changing funds to a charitable organization. Previous galas have included For Love for Haiti and For Love for the Gulf.
"The intentionality is something that stands out for me. We do things for a reason, and we put thought into what we do," Rubio says of MAD4U's events, particularly Teatime. She sees MAD4U and its housing in the Office of Student Activities and Involvement as a sort of home for students. What motivates Rubio most is the students, and the ways that their passionate involvement demands thoughtful programs.
When she's not organizing Open Mic Night or working with the MAD4U-ers, Rubio is likely to be cooking or daydreaming about her next trip. Having travelled to 24 states during her 24 years, she hopes to see more of the world in the future. Or, on a relaxing day, Rubio might be binge watching her favorite show, Gilmore Girls, or training for her goal of running a half marathon.
Rubio sees her journey through graduate school ending in a place where she can pursue a happy marriage between her love of Student Affairs and service learning. Having given a year of service to AmeriCorps, Rubio is passionate about not only helping others, but also facilitating valuable experiences through service. While she hasn't nailed down her plans yet, she is optimistic that another year in school will help her narrow her focus.
As our society continues to become more globalized, decisions impacting sustainability and environmental welfare have grown increasingly critical. It is imperative that these decision-makers possess a strong understanding of what it means to cultivate a globally sustainable way of living, knowing and being.
Dr. Theresa Harris
JMU launched a summit series on March 25th entitled, "Cultivating the Globally Sustainable Self". Faculty from the College of Educationplayed an integral part in the planning, developing and hosting of the summit series. COE Dean Phillip Wishon, Dr. Teresa Harris and Dr. Timothy Thomas all served on the summit's Steering Committee. Their primary responsibilities included collaborating with outside organizational representatives, inviting the summit participants, organizing the speakers, panels, and discussions, compiling associated readings and materials, and working closely with the Project Committee to coordinate processes, outcomes and establish a plan for achieving these goals within the summit's three year plan.
In addition to serving on the Steering Committee, these COE faculty members along with Learning, Technology, Leadership and Education (LTLE) professor Dr. Edward Brantmeier served as Summit Council members. Each of these faculty members were responsible for overseeing and carrying out the summit's goals and outcomes by actively engaging in the event's activities while maintaining collegial relations at a local, national, and international level.
Faculty, students, staff and administrators from various discipline areas within the JMU community, along with representatives from outside organizations were invited to attend the four-day summit. The Friday evening keynote address by Dr. Riane Eisler was also part of President Jonathan Alger's Madison Vision series. Speakers, panel presentations and group discussions allowed for these stakeholders to engage in conversation while sharing ideas on creating a learning environment that encourages sustainable behaviors. These events were intended to assist individuals in understanding why and how transformation of sustainable teaching occurs, for whom, and under what circumstances.
For more information regarding the summit's overview and rationale, goals, itinerary of events and outcomes, please visit http://www.jmu.edu/summitseries/index.shtml
Makenzie Beam is the Graduate Assistant at JMU Fraternity and Sorority Life.
By Charity O'Connor
One would not immediately assume that accounting and Greek leadership are a common pair. But for first year graduate student Makenzie Beam, the two coexist seamlessly to make up her first and only year here at JMU. Beam is about halfway through the completion of her Masters of Accounting program, and is also one of two Graduate Assistants for Fraternity and Sorority Life (FSL).
Beam, a May 2014 grad, received her Bachelors in Accounting from Furman University in South Carolina. But coming to JMU was coming home for Beam, a Harrisonburg native, and she has easily found her place amongst the teeming Greek community here.
Having been a member of a sorority during undergrad, the Greek community is not new to Beam, and getting involved at JMU was a given: "I thought since I'm only here for a year, it would be a great way to really get involved in JMU." Beam's favorite aspect of her graduate assistantship is the people. "The majority of my time is spent meeting with people and working with people, which I just think is really fun. There's something new and different everyday." She channels this love of people into her position, and tirelessly works to promote the best interests of the Greek community.
Beam works on several different ongoing project areas throughout the year including, Leadership Institute (LI), Greek Week, advises Junior Panhellenic, co-advises Panhellenic Council, and serves as a general resource for the JMU students and staff of the Greek community. LI is one of the most hands on opportunities for Beam to plan, and the program seeks to cultivate strong leadership skills in new Greek student leaders through a weekend retreat every January.
Beam sees her work as the FSL graduate assistant applicable in many ways, and the skills she learns here will stay with her well into her future career as an accountant. "I think working with people is just always a really good skill to have, and realizing that you can branch out of your area [is important]." Beam's passion for people, and affinity for providing support to Greek organizations will likely lead her to continue to stay involved long after she graduates, as a Greek adviser.
Looking to get involved in the Greek community? Find out more at info.jmu.edu/fsl
By: Lori News
Posted: April 13, 2015
Have you ever wondered what it would be like to spend the summer working with nationally and internationally known doctors and researchers? Thanks to a stipend from the JMU Huber Endowment this became a reality for Ellie Jordan, a senior Pre-medicine, Economics Major and Biology Minor. Jordan completed a summer internship at the National Cancer Institute (NCI) working with Dr. Vance Berger, who is known for his research on biases and threats to the validity of medical studies, and especially clinical trials.
When asked what it was like to work with Dr. Berger, Jordan explained that it was an honor. "I was amazed by his level and depth of knowledge on all fronts, even outside of his specialty of clinical trials. He is one-of-a-kind and it is very humbling to work with him," she said.
Drs. Bill Grant, Rhonda Zingraff, and Sharon Babcock collaborated to identify Jordan for the competitive summer internship. Although the majority of students who successfully land internships with Dr. Berger are graduate students, Babcock, Jordan's pre-med advisor, still saw Jordan as "a student whose talents and interests made her exceptionally suited and competitive for a summer internship."
During the internship, Jordan was responsible for educating herself about clinical trial randomization, which is a method of experimental control used in human clinical trials and other biological experiments to prevent selection bias and insure against accidental bias. After she was familiar with the topic, Jordan was asked to analyze and integrate a large data set from simulated patient allocations into understandable results. She was also responsible for writing two working papers in the area of randomization and bias in clinical trials.
However, Jordan discovered how difficult it was beginning each paper. "I would review literature for hours in hopes of finding some legitimate evidence that would support my thesis. I probably wrote about 10 drafts of each paper, so it was also hard not to get frustrated." Though, she said, once she started writing it became easier. Jordan later presented this information to the Biometry Research Group at the National Cancer Institute.
Jordan explains that the most memorable part of the internship was having the opportunity to work with other interns from around the world. "One was from Brazil and studying pharmacy, and the other was from California and studying statistics. We all became very good friends and learned so much from each other and our respective areas of study," she said.
In addition to learning from her fellow interns, Jordan says she also learned a lot about how to conduct research, allowing her to enhance her professional writing and research skills. Because of her involvement with Dr. Berger's research and her own research development, she hopes to further contribute in changing the way clinical trials are run for the betterment of society.
"I also found it very valuable to be aware of bias in clinical trials not only because of my own health and exposure to medications, but also because of my ambition in entering the medical field," she explains.
Looking toward the future, Jordan has applied to a few medical schools; however, she said she is beginning to rethink her future path to gain more clinical experience. Currently, she is looking into working as a medical scribe or emergency room technician for a few years while taking additional classes. From there, her next step would be to possibly apply to either an accelerated nursing program or a physician assistant school.
Babcock believes Jordan's academic pursuits and decisions have allowed her to excel in the classroom under diverse disciplines. "She is a notable role model and mentor for her fellow Pre-Professional Health students," she said. "I value tremendously the impact of students who follow their academic passions and successfully navigate a college experience that reflects their interests and talents."
Jordan's advice to other students interested in pursing an internship is "to seek out internships that may seem intimidating because they are guaranteed to challenge you and teach you something/many things that will, no doubt, be valuable in your future career."
Dr. Erica Lewis, a professor in the Department of Nursing, has spent much of her professional career studying the nature of ethics and how to best teach it to others. She first developed a strong interest in the field while working to attain her Ph.D. at the University of Virginia.
Since coming to JMU in 2013, she has applied her expertise in this field through her work with the Madison Collaborative, an organization seeking to teach students ethical reasoning. In her role as a Madison Collaborative Associate, she offers workshops and one-on-one consultations with faculty while also promoting the study of ethics via social media.
The Madison Collaborative seeks to provide both students and faculty with the resources to develop ethical reasoning skills. To achieve this goal, it has created Eight Key Questions that will aid people in determining the best course of action when facing an ethical dilemma. The questions span many different facets of the decision-making process, such as: Fairness – How can I act equitably and balance legitimate interests? Outcomes – What achieves the best short- and long-term outcomes for me and all others? Empathy – What would I do if I cared deeply about those involved? To apply these questions, case studies are created as one of the many methods the Madison Collaborative uses to test one's ethical reasoning.
Lewis described her experiences with the organization: "Through my work at the Madison Collaborative, I have seen that ethical reasoning can be learned. I have observed students make great strides in their ability to make ethical decisions and follow through on their decisions."
She has adopted the method of case studies to convey the Madison Collaborative's Eight Key Questions. "Ethics case studies should involve a level of tension between ethical principles. The Eight Key Questions can be used to develop and evaluate this tension," Lewis explained. "This is what creates a rich discussion and learning environment."
One-on-one consultations have allowed the case study method of learning to be disseminated to faculty. "I listen to the faculty discuss their needs and course objectives," she said. "Together we make a plan for them to move forward to meet their course objectives. I work with the faculty giving them the tools to build case studies that map to their own curriculum," she added. Faculty have been receptive to using this learning technique.
Bill Hawk, the chairman of the Madison Collaborative, explained the importance of Lewis' role: "With her experience in both using and designing case studies, she helps to provide valuable guidance to faculty who are interested in more effectively using case studies in their instruction, especially when it comes to developing ethical reasoning skills."
Lewis has redesigned the Nursing Department's curriculum so it better addresses ethics and moral distress.
The fields of nursing and ethics are intertwined, Lewis states. She clarified, "Nurses face many ethical decisions in their practice. They are also particularly well suited to help others understand the empathetic element of ethical reasoning. I relied on the Eight Key Questions to revise the Nursing Department curriculum ethics content so that all nursing students receive systematic, progressed exposure to ethical reasoning."
One case study she has used involves students admitting that they have hit another person's car to begin a discussion about medical error disclosure. Her method of teaching proves that ethical reasoning is related to most fields of study and everyday choices.
Lewis, moreover, has taken this ethical reasoning approach to other facets of her life. She explained that she has utilized the Eight Key Questions of the Madison Collaborative in her role as an ethics committee member at the local hospital.
Lewis clearly embodies the teachings of her field of study, performing ethical reasoning in all venues. The Eight Key Questions make that easier.
"What kind of future will our children inherit?" Dr. Riane Eisler—renowned social and systems scientist, attorney and author—asked a Madison Vision Series audience on March 25.
"We have to show that the struggle for the future isn't between right and left, religion and secularism…it's between this pullback [from] the domination system and the movement toward the partnership way of life," Eisler concluded. "We have an opportunity in our research [and] in our classes to weave this in and to begin to make that new story."
More specifically, she continued, "What kinds of social systems support optimal human development? What kinds of social systems support the expression of our human capacities for consciousness, for caring, for creativity, or, alternately, cruelty and destructiveness?"
Eisler's lecture, "Re-Examining Human Nature and Re-Creating Society: Four Cornerstones for Transformation," synthesized decades of Eisler's cutting-edge research into four main foundations for a new kind of society: childhood relations, gender relations, economics and stories.
What we are continuing to learn from neuroscience is that the human brain is flexible and adaptive—it develops in interaction with its environment. And the most important environment that we are exposed to is culture, a way of life that is reinforced in all of our social institutions. Given the fact that our brains develop most rapidly during the first few years of our lives, our family institutions, then, along with other intimate relationships, are influenced by what kind of society we live in and what kinds of relations that society supports.
Our world has tended to understand social processes through rigid binaries—right versus left, religious versus secular, capitalist versus communist. "I am inviting you to join me today in going outside these old categories and looking at human societies from a perspective that transcends them," Eisler said. "The lens of two underlying social configurations: the domination system and the partnership system."
Eisler asked the audience to think of all the modern progressive movements that have occurred—the abolitionist movement, women's rights and the civil rights movement, for example—and to notice their common thread. Each one has challenged entrenched systems of domination. And this system of domination and authoritarian rule does not just exist in the state, but is also embedded into our personal relationships and families. It relies on the rigid ranking of one half of humanity over the other—men being superior to women—where anything in the realm of masculinity is given higher value than stereotypical female qualities. And it's perpetuated through a system of institutional violence.
"Most of the progressive social movements have focused on dismantling the top of the domination pyramid, but far less attention has been paid to changing the foundations on which that pyramid keeps rebuilding itself," Eisler said. There is irony, however, in the fact that many individuals who consider themselves progressive devalue the rights of women and children as "just" women's issues and "just" children's issues, despite both playing critical roles in the world's overall social structure. "We have to pay much more attention to these primary human relations," she added.
Relating these historical precedents to four cornerstones of recreating society, Eisler called for a shift in thinking on four issues.
First, an attention to childhood relations. Because we know from neuroscience that children gain an almost full base understanding of the world in their childhood years, this window is critical for demonstrating the partnership system over the dominant one.
This comes, secondly, from gender relations. There are currently two fundamental halves of humanity, and children learn to equate differences with either superiority or inferiority. If the men and women in their lives most intimately connected to them—most often, their mothers and fathers—are unequal in terms of power and partnership, children will generalize those differences not only into their own perceptions of sex and gender, but in other racial, religious or sexual orientation differences. "We have to really focus on changing this tradition of devaluing not only the female half of humanity," Eisler said, "but also everything associated with the female half of humanity"—of compassion, of empathy and of sensitivity.
Economics is the third cornerstone, where the devaluation of "the feminine" adversely affects a nation's quality of life. Eisler cited research demonstrating that the status of women can actually be a better predictor of general quality of life than a nation's GDP. "When women are devalued, so are values like caring for people," Eisler emphasized. "We have to change our thinking about what is and what is not valuable."
Finally, stories constitute the fourth cornerstone. Our culture, our gender relations, and domination-partnership continuums are all socially constructed through the narratives we tell and re-tell as truth. "We've already seen how we need a new story," Eisler said. "It's up to you to see that that new story spreads." And because culture is a human creation—devised and reinforced by humans themselves—we also have the capability of igniting transformative change that improves these systems and, through acknowledging Eisler's four cornerstones, draws them toward the system of partnership and a more peaceful, equitable future.
Eisler said she was happy to be on James Madison University's campus, where she noted that the warmness and caring nature of the university was an excellent setting for her presentation. It is through JMU's engagement, she said, that we can play a part in shaping the future she hopes for.
April 8, 2015
By Rosemary Girard ('15)
by Elizabeth Hoover
Published in the summer 2014 Virginia Quarterly Review, Camille Dungy's essay "A Brief History of Near and Actual Losses" narrates her experience visiting Cape Coast Castle in Ghana, where thousands were held before being loaded on ships to make the deadly Middle Passage. When asked what she thought of her visit, she replies, "Honestly, I don't know what to think."
The essay gives no easy answers, pat revelations, or false closure. As in her poetry, the essay creates a space for the reader to explore and question our troubled past and imperiled present. In her review of Dungy's third collection of poetry Smith Blue, Molly Spencer of Flycatcher writes, "It's … a survival guide for those of us who wish to navigate … contradictions deeply and well."
The surety in Dungy's poetry comes not from resolving contradictions but from her ceaseless attention to craft, which sustains readers through the difficult journeys her poems take. Suck on the Marrow travels through 19th-century Virginia and Philadelphia and is told in the voices of fugitive slaves, kidnapped Northern blacks, and free people of color. Remica L. Bingham-Risher writes in Obsidian, "Each piece of Dungy's historical puzzle gives depth and life to those curtained and disappeared by unaware, uninterested, or obstinate gatekeepers."
Dungy also confronts those "unaware, uninterested, or obstinate gatekeepers" as an editor. Her landmark anthology Black Nature: Four Centuries of African American Nature Poetry challenged received notions of what constitutes nature poetry and added important voices to the field. She is also the co-editor of From the Fishouse: An Anthology of Poems that Sing, Rhyme, Resound, Syncopate, Alliterate, and Just Plain Sound Great.
In an interview with Lunch Ticket, she remarked, "So why not use my poetry to try and make true that this world can be a better place? Why not use my poetry to try and make people uncomfortable with how things are so that they can move towards trying to change things towards something better?"
A professor in the English Department at Colorado State University, Dungy is a two-time recipient of the Northern California Book Award, has twice been nominated for an NAACP Image award, and was a finalist for the Balcones Prize. The Culture Trip recently named her one of the "10 Young American Poets Changing the Face of Poetry."
In this three-part interview conducted by The Fight & the Fiddle editor Elizabeth Hoover, Dungy talks about how her processes as a poet, editor, and essayist are invested in transformation.
What do you love in a poem? | Dungy explains how editing Black Nature articulated her vision of nature poetry, how editing informs her own writing, and what it means to fall in love with a poem.
Transforming Form | Dungy describes how her willingness to push herself with rigorous—but also mundane—formal exercises leads to epiphanies and what poets' "mutations" of received form contribute to the poetic tradition.
The JMU Symphony Honors Concert is right around the corner, and two students in particular are busy preparing. DMA music student, Clement Acevedo, and master's student, Guilherme Andreas, will get their chance to perform with the JMU Symphony Orchestra on Sunday, April 19 @ 2 pm at the Forbes Center for the Performing Arts.
Acevedo, a pianist, and Andreas, a flutist, won the 2015 JMU Concerto/Aria Competition earlier in the semester to earn a coveted spot in the concert. Acevedo will perform Ravel Piano Concerto for the Left Hand in D major, and is from the studio of Dr. Gabriel Dobner. Andreas will perform Reinecke Flute Concert in D major, Op. 283, and is from the studio of Dr. Beth Chandler. Both students played these pieces in the Concerto/Aria Competition.
While both students had the opportunity to choose their music, Acevedo says, "the music chose me." Acevedo sustained an injury to his right hand last year, so opted for a left hand-only piece. Andreas selected his piece because he believes it "is one of the most beautiful concertos written for flute."
Acevedo and Andreas have been practicing with the Orchestra—Andreas for a month and Acevedo for the past week. "To perform in this concert is a huge opportunity. I feel humbled and grateful," shares Andreas. Acevedo adds, "It is truly an honor." "I only hope that performing my piece will give a glimpse into the collective talent in the JMU School of Music."
Also on the program for the Honors Concert is the JMU Chorale, who will sing Francis Poulenc's Gloria.
By Jen Kulju (M'04)
Since its inception in 1980, more than 130 public schools across the Commonwealth have participated in the James Madison University Student Print Exhibition. The "traveling print show" is the brainchild of printmaking professor, Jack McCaslin, who began the exhibition four years after starting at JMU. "I didn't think it [the show] would go more than a year. Now, here we are 35 years later," jokes McCaslin.
McCaslin created the show with the hope of generating "good publicity for the JMU art programs in a freely available, portable format that could also serve as a unique opportunity for high school students to see, study and hold the art of the college 'big kids' who were just a few years ahead of them."
His students make fine art print editions, multiples of the same image, so McCaslin reserves the right to ask students to retain a copy for the exhibition. Each year, 32 pieces of past and current student work are selected for the show, which include representations of the four printmaking processes: screenprinting, lithography, relief printing (wood block, linocut, etc.) and intaglio (etching and engraving). Depending on demand, McCaslin has put together up to three shows for a given year. Schools across Virginia have the opportunity to sign up during the summer and fall on a first-come, first-served basis for the exhibition that runs from October through May.
This year, Harrisonburg High School celebrated "Youth Art Month" in March with the exhibition. Art teacher, Jauan Brooks, who is a former student of McCaslin's, requested the show. Brooks graduated from JMU with a B.S. in studio art in 1994 and a master's in art education in 2005. She has taught at HHS for 20 years, and says the school has had some connection to the show for at least the last 10 years.
Brooks believes it is valuable for her students "to see what students at the college-level are creating and figure out why they created it." We're always trying to teach students to read and interpret images, to examine what the artist is trying to express in the artwork. Students can relate to students who are not that much older than they are," says Brooks, who used the show to supplement a teaching unit on printmaking (pictured below) and exhibited the pieces in a central area of the high school.
McCaslin says that when he was in high school, he didn't get a chance to see the work of college-level students. High school students are now getting that opportunity thanks to McCaslin—and his idea seems to be making an impact. "I think it's pretty neat that some of my current students have told me that they saw the show in high school."
One of those students is senior printmaking major, Brittany Sink (pictured above), who says she was inspired by "the most beautiful print of an elephant" in high school. Sink is one of five current JMU students with work in the 35th Annual JMU Student Print Exhibition. The others include junior Melissa Huryk (studio art major), senior Mariah Davis (studio art major, art education teaching licensure), senior Stevie Marckel (graphic design and printmaking majors) and Pam Watkins (continuing education student).
According to Watkins, "It is an honor [to have work selected for the show]." "It means 'Jack' likes my work, and he wants other people to see it." Marckel echoed Watkin's response to having work selected. "It's gratifying. It's nice to know that 'Jack' not only likes my work, but feels like they're good examples of different techniques."
McCaslin mentions that he looks for examples that illustrate specific techniques, high aesthetic stands, and subject matter that would be appropriate and of interest to high school students. (The show is typically sent to high schools, but middle and elementary schools have also participated.) Popular themes have been "dogs and roommates" over the years, and students "make prints of all sizes," according to McCaslin. The pieces are either shipped or driven from one location to the next.
Brooks drove this year's traveling print show to Riverheads High School in Augusta County, where it will be on display throughout the month of April. Carleigh Boyd is the art educator at RHS. She graduated from JMU in 2013 with a B.F.A. in graphic design, and is a former student of McCaslin's, and has had art selected for the traveling print show (see above).
Photos by Bob Adamek.
Digital Communication Consulting, a program in the JMU Learning Centers, is now accepting applications from all faculty who are interested in hiring a Media Fellow for spring 2016 classes.
Apply Now
(Applications due by 5:00pm November 20, 2015)
About the Media Fellows Program:
Media Fellows are extensively trained undergraduate tutors of digital communication. Our Media Fellows can offer a range of services in class, out of class, and online to assist your students in creating more sophisticated, usable, and professional online content:
Benefits for Faculty:
Faculty who incorporate sustained digital assignments in their course could benefit from a partnership with a Media Fellow:
Media Fellows hold no grading responsibilities.
Media Fellows are currently funded through individual departments at $10/hr. The fellowship can range from 40 to 100 hours a semester depending on the size and needs of your class.
For a showcase of the Media Fellows' work, see our Media Fellows page.
Applications for Media Fellows for spring courses are due by 5:00pm November 20, 2015. Apply Now
I'd like to share with you some of the information that senior leadership presented to the Board of Visitors today as well as news from that meeting. Chief among this news are the achievements of our exceptional faculty, staff, students and donors.
Today the Board of Visitors approved an upgrade of three concentrations into individual majors in the School of Theatre and Dance. Dance, Musical Theatre and Theatre will each become majors with a bachelor of arts degree. The change was prompted by the re-accreditation process with the National Association of Schools of Dance and National Association of Schools of Theatres. The proposed majors involve no additional curricular changes, and no additional resources are required for the upgrade.
We are gaining traction across campus as we near the completion of Year 2 of our Quality Enhancement Plan. The Madison Collaborative: Ethical Reasoning in Action includes a focus on ethics across our academic and student affairs programs.
Every component in the Division of Student Affairs is incorporating the 8 Key Questions into its programming.
In Academic Affairs, more faculty members are using the 8 Key Questions strategy in their instruction -- in courses in general education and in the majors. I look forward to even greater faculty involvement and adoption as we make ethical reasoning a top priority. JMU faculty members have made numerous presentations to national professional groups on this topic.
Under the newly established Madison Collaborative Educators program, students teach students ethical reasoning skills.
Finally, this spring we are piloting The Madison Collaborative Interactive, an online learning activity that builds upon the ideas learned during "It's Complicated" (the Orientation program that introduces all incoming first-year students to the 8 Key Questions).
I am pleased to announce that we have concluded three successful important national searches in Academic Affairs.
Dr. Adam Murray will be joining us as the new dean of Libraries and Educational Technologies. Dr. Murray currently serves as dean of University Libraries at Murray State University.
Dr. Jie Chen will be the Dean of the Graduate School. Dr. Chen is coming to us from the University of Idaho, where he serves as the dean of the College of Graduate Studies.
Dr. Bradley Newcomer will be joining us as the director of the Honors Program as we seek to take the next step to develop a full Honors College within JMU. He is coming to us from the University of Alabama at Birmingham, where he serves as the Assistant Dean for Undergraduate Honors and Research and Professor and Director of the B.S. in Biomedical Science Program.
Our continuing efforts to provide competitive compensation for our faculty and staff have been successful this year. We are pleased to be able to provide a bonus to all eligible full-time classified, wage, and A&P faculty employees this year. We are working hard to provide competitive salaries and benefits to all employees.
Earlier this academic year, we were able to provide a salary increase for our instructional faculty, and we want to acknowledge and thank the Faculty Senate for their resolution of appreciation for our continuing efforts on this front.
Our people are our most important resource and the key to the quality of the experience we provide, which is why we have made this a priority. The state budget plan for this coming year currently includes salary increases for faculty and staff. I want to thank Vice Presidents King and Benson for their tireless leadership in managing the budget carefully.
During their recent meeting, the Board of Visitors considered tuition and fees for the 2015 - 2016 academic year. As you are probably aware, only 29 percent of JMU's budget comes from general funds provided by the Commonwealth of Virginia. While we are grateful for this state support, that leaves tuition and fees as the primary source of revenue to cover the costs of fulfilling the university's mission.
A number of factors will affect the university's budget next year. The increased costs of medical insurance and retirement benefits, faculty and staff compensation increases approved by the state (for which JMU provides the majority of the funding), costs associated with operating new facilities, new faculty positions needed to maintain our 16:1 student-faculty ratio in light of enrollment growth, and the continuing impact of state budget cuts from this past year all place demands on the university's budget. The university continues to work hard to improve efficiency in all aspects of operations and to focus on key strategic priorities in order to control expenses. Given all of these factors, the Board of Visitors voted to increase undergraduate tuition and fees for the 2015 - 2016 academic year by a modest amount overall so as to maintain our focus on access and affordability. This increase was necessitated by the need to cover mandatory budget reductions, cost of continuance and other mandatory costs required by the Commonwealth. The university's budget for the next academic year will also include increases in financial aid to help families who are working hard to cover these costs. For more detail on 2015 - 2016 tuition and fees, please visit the Board of Visitors' summary of discussions and actions.
JMU continues to be one of the Commonwealth's and the nation's best values in higher education. Of the 15 public, four-year institutions of higher education in Virginia, JMU's total in-state costs rank 11th while our out-of-state costs rank 10th. We strive hard to provide a world-class education at a reasonable price. We understand that families make a lot of sacrifices to support their students in higher education, and we will continue to do everything we can to ensure that students of all backgrounds can afford to attend JMU. I am grateful to the Board of Visitors and all of the faculty, staff and administrators who help make this possible each year.
I am delighted to announce a transformative gift of more than $3 million from California Pizza Kitchen CEO and alumnus G.J. ('84) and Heather Hart to name the School of Hospitality, Sport and Recreation Management in the College of Business. We made the formal announcement earlier this month at the Annual Stewardship Luncheon, where we celebrate our donors and the impact of their giving on JMU. The Harts appeared on video from California, where 10 of our students and school director Michael O'Fallon were participating in CPK's annual operators conference for the seventh year. G.J., a Shenandoah Valley native, and Heather want to continue the tradition of excellence in the College of Business and to ensure its leadership in higher education. Theirs is the first naming gift for a school at JMU and hopefully the first of many to come that will have a profound and unending impact on thousands of JMU students. Please read the story and watch the video to learn more about this exciting gift and their philosophy of giving back.
JMU faculty, students and staff continue to engage in the world around them and to gain national attention for their outstanding work. Listed below are just a few of the recent recognitions earned by members of our community.Please join me in congratulating all of our award recipients for their phenomenal work. I am extremely proud of our JMU community and all of the tremendous effort, intelligence and drive that these awards reflect.
Fulbrights in the Honors Program
History and Spanish major, James Brady ('15), was awarded an English Teaching Assistantship in Mexico. International Affairs major, Adam White ('14) was awarded an English Teaching Assistantship in South Korea. A third Fulbright went to JMU, alum Patrick McCauley ('10), who majored in physics and minored in creative writing, astronomy, and mathematics. He was awarded a research grant in Australia where he will begin a Ph.D. as part of the Space Physics Group at the University of Sydney. His research will focus on solar physics.
Achievements in the sciences
Amanda Crandall ('17) has been accepted into the National Oceanic and Atmospheric Administration's Ernest F. Hollings scholarship program--a national award that will give her two years of tuition and an internship at NOAA next summer. Physics professor Kevin Giovanetti received the 2015 Award for Innovative Excellence in Teaching, Learning and Technology at the 26th International Conference on College Teaching and Learning, recognizing his work on robotics with NOVA Labs in Reston.
The Debate Team continues its streak
The Cross Examination Debate Association (CEDA) named the JMU Debate team as the top public debate team in the nation for the sixth time in nine years. Lindsey Shook, Assistant Director of Debate, received the Galentine Award for top female debate coach in the nation.
In addition, two debaters, Jacob Bosley and Ellie Miller, were named to the All-American team. Eight were named National Debate Scholars: Jackson Hendrix, Jacob Bosley, Luke Montiero, Rachel Keith, Matt Mueller, Nick Lepp, Ellie Miller and Samantha Perez.
Finally, I was honored and humbled that CEDA selected me as the recipient of the Public Advocate of the Year Award. The award is given to an individual who has made a positive contribution to public discourse on matters of social importance. Past recipients include U.S. Senator Elizabeth Warren and former U.S. Secretary of Health and Human Services, Donna Shalala. From my perspective, the award is truly a reflection of our entire university's commitment to civic engagement and civil discourse.
Nursing program achieves national ranking
For the first time in the program's history, U.S. News and World Report ranked the Graduate Nursing program on the Best Nursing School list for graduate programs. Our program was ranked #122 out of more than 500 U.S. programs on the list. This achievement is especially noteworthy because JMU was ranked against all types of institutions, including research-intensive universities and academic health sciences centers.
Outstanding student learning
The Council for Higher Education Accreditation (CHEA) presented JMU with the Award for Outstanding Institutional Practice in Student Learning. This award recognizes JMU as a national leader in preparing students and is an undeniable sign that we are working hard to deliver on the points of our strategic plan.
Big Brothers Big Sisters award
And last but not least, Big Brothers Big Sisters of James Madison University was selected to receive the 2015 Governor's Volunteerism and Community Service Award in the Outstanding Educational Institution category. A team from JMU and Big Brothers Big Sisters will receive the award at the Governor's Mansion on April 30.
Women take CAA basketball title
Women's basketball captured the regular-season CAA title and conference tournament for the second consecutive year. This is the sixth consecutive season in which they've won at least 25 games. JMU also took three of the top CAA postseason awards: junior guard Precious Hall ('16) was named Player of the Year; senior center Lauren Okafor ('14), was named Women's Basketball Scholar Athlete of the Year; and Coach Kenny Brooks ('92) was named Coach of the Year.
Men share regular season basketball title
Men's basketball earned a share of the CAA regular-season title. This is the first time since the 1999-2000 season that the Dukes finished the regular season in at least a tie for first place.
Softball and lacrosse ranked in Top 25
The women's softball team was ranked in the Top 25 of both major softball polls for the first time in program history, and the women's lacrosse team is currently ranked #16 in the nation.
More spring sports
Other spring sports are under way including Women's and Men's Golf, Men's and Women's Tennis, Baseball, and Women's Outdoor Track and Field. I encourage you to attend the games and support our Dukes.
I can hardly believe that we are approaching the end of another academic year. JMU alumna Lindsay Czarniak ('00), co-anchor for ESPN SportsCenter at 6 p.m., will be our main graduation speaker. We've modified our schedule of May commencement plans as noted below to allow for expansion of our ceremonies and to ease traffic pressures.
In closing, let me wish good health and success for upcoming finals and good luck on future endeavors to our almost-graduated students!
Jonathan R. Alger
The SRM 436 (Facility & Event Management course) students learned about park and playground design and playground safety as a component of the curriculum. As part of the education, they visited the "Dreams Come True" playground, a unique all abilities and sensory playground in Harrisonburg.
The students learned about the history and design considerations behind the park's development from Harrisonburg Parks Assistant Director, David Wigginton. The students had to utilize the park (actually play on the equipment), while completing a questionnaire to such key questions as:
by Natalie Miller
New meditation room in Madison Union. Photo courtesy of JMU University Unions Technology & Design
While your college years may be fun and exhilarating, they can also be overwhelming and confusing. Choosing majors, studying for tests, paying rent and planning for the adult world can be enough to make a person want to pull out their hair and cry for their mothers.
To combat constant stress and obligations, Mad4U has converted an old conference room on the 4th floor of Warren Hall into a new meditation room. Located right next to the office of Fraternity and Sorority Life, this room is a serene oasis tucked away amongst the hustle and bustle of college life.
Open the inconspicuous door and you are immediately struck with a jaw-dropping view of campus through the room's enormous windows. Step through the entrance onto the lightly colored wooden floors—just be sure to leave your shoes at the door. There are no mindless discussions, cell phone alerts or other distracting noises. A gentle waterfall wall fixture trickles in the background of your perceivable auditory field. Choose one of the many white cushioned meditation benches to spend some time forgetting about your homework and focusing on your breathing.
Students are already heading to this haven for a relaxing break between classes. "The meditation chairs are the best that I've ever used," Junior Nursing major and head of JMU's meditation club, Turning In, Nate Coleman said. Nate used the room for his own meditation practice, and has also shown the facility to fellow meditation followers.
Though students aren't expected to become levitating Zen monks within the room's austere walls, Shari Scofield, coordinator for Mad4U and advisor for Madison Meditates and Turning In, wants students to use the space for "…individual or small group mindfulness practice."
Mindfulness is the practice of focusing on and accepting the moment and everything it entails—thoughts, feelings—without judgment of the moment or yourself, which requires "regular practice" to maintain. Shari hopes to begin teaching mindfulness classes in the meditation room based on the theories and practices of noted mindfulness leaders.
Students and faculty can access the room during any time that Warren is open. The room is first come first serve, so reservations aren't necessary. Come by the new meditation room to escape your stresses and rediscover simplicity!
Carl Mitcham (born 1941) is a philosopher of technology. Mitcham is a Professor of Liberal Arts and International Studies at the Colorado School of Mines and a Professor at the European Graduate School in Saas-Fee
What it means to be human is the fundamental question of the humanities. As the modern sciences broke away from the humanities and the humanities themselves splintered — into competitive academic programs in philosophy, history, literature and linguistics, criticism and theory of the arts, religious studies, the qualitative social sciences, and more — concepts of human nature have become increasingly differentiated and problematic. Each discipline tends configure around its own conception of the human. The power and reach of engineering also rests on and advances a distinctive view of the human. In a progressively engineered world — one where everything from the human genome to the urban lifescape and from nanomaterials to the global climate is subject to engineered design — it is ever more important for humanities scholars and engineers to cross disciplinary boundaries and to struggle to think together about being human and the human condition.
There are a variety of organizations at JMU that strive to help college students with the struggles they face, but CARE is one of a kind. CARE, which stands for Campus Assault ResponsE, is a 24/7 helpline for people to share their stories on sexual assault or intimate partner violence. Callers can get access to information about reporting, counseling, and legal processes, or simply call in just to have someone who will listen. The helpline is open to all JMU students, whether they are victims or the victims' family and friends. Callers can anonymously share their stories and also have the option of receiving information on the JMU judicial process, the Harrisonburg Police, and Title IX. This organization was even recently featured in the JMU student blog, The Daily Duke as well as in JMU's student-run newspaper, The Breeze.
CARE started in 2000 as the only 24/7 service of its kind in Virginia. The 30 trained students at JMU cover helpline shifts based on volunteers' availability. Helplines such as this one are rare on college campuses because they are hard to staff and have the potential of facing liability issues. However, CARE officers and volunteers feel that raising awareness and providing support for victims of sexual assault is worth their time and effort. In TIME magazine, a survey was conducted by the Senate that found only 41% of all universities have initiated investigations into sexual assault claims, while the majority defaulted to victim blaming (qtd. In Dockterman, 2015). Clearly, handling sexual assault cases is a serious issue on college campuses, especially with the ongoing investigations regarding Title IX violations in higher education. Luckily for JMU, CARE cares too much to let this issue slip under the radar.
In order to raise awareness, CARE hosts speakers, such as survivors or field experts, to talk about sexual assault. It also provides dorm education sessions on sexual assault prevention methods. One of the main educational missions of CARE is to clear up the misconceptions of sexual assault. Charity O'Connor, president of CARE, shared some of the common myths: Victims are usually thought to be straight, white females, but the truth is that victims come from all genders, races, and sexual orientations. On the flip side, perpetrators are usually thought to be men, but in reality, anyone can be a perpetrator. O'Connor hopes that CARE can shed light on this taboo issue and, by debunking the myths, initiate a cultural shift on campus away from victim blaming.
There are other events and groups that are advocating against sexual assault on JMU's campus. In addition to being president of CARE, O'Connor is in charge of the Red Flag Campaign and Take Back the Night, a program sponsored by the JMU Health Center. While the Red Flag Campaign is a group that focuses on dating violence and bystander intervention, Take Back the Night is an annual event dedicated to raising awareness about sexual assault in general. Other campaigns against sexual assault include: It's On Us, a national prevention campaign, and NO MORE, a campaign against domestic violence. The Clothesline Project illustrates how sexual assault has affected the JMU community with anonymous accounts written on t-shirts. There is even a program geared specifically for first-year students called Dukes Step Up! which is designed to train them on being active bystanders at JMU.
Sexual assault support and prevention can be found off-campus in the Harrisonburg community, too. The Collins Center is a community-based center that "promotes the prevention of child sexual abuse, and provides excellence in sexual assault response and treatment in Harrisonburg and Rockingham County" ("Our Mission"). CARE President Charity O'Connor had the opportunity to intern for this center over the summer. Her duties consisted of making training documents, creating orientation guides, and organizing data for programs such as Sexual Assault Crisis Services, Prevention and Education, Mental Health Treatment, and the Child Advocacy Center. Now with her part-time position, she continues assisting with all the programs the center offers, wherever she is needed.
When asked how her experience at The Collins Center differs from her involvement in CARE, O'Connor stated, "The Collins Center serves a larger population as well as a larger range of ages. While CARE is mostly a helpline and sexual assault education program, The Collins Center is more of a treatment and advocacy program."
O'Connor also has a Substance Abuse Prevention minor, which she believes will tie in with her mission against sexual assault: "I've always wanted to work for a non-profit against sexual assault, and I wanted a health-based prevention background. Substances are often involved in sexual assault cases, and having the knowledge of substance abuse prevention will be good for interventions." With alcohol being a factor in 40% of all violent crimes today, substance abuse prevention plays a huge role in combatting sexual assault (National Council on Alcoholism and Drug Dependence, Inc.).
As members of the JMU community, we all have a responsibility to be educated on the signs and prevention methods of sexual assault. When talking about such a sensitive topic, it is important to keep empathy in mind. Friends, family, and hotline counselors should support a victim by listening without pushing the victim outside their comfort zone. It is important to think about the outcomes the survivors want, and respect the decisions they make. Confidentiality, respect, and accessible resources are all rights that sexual assault victims should have. Their liberty should be another one of their rights, which can be retained by giving victims the option of reporting, rather than forcing them to report or reporting it for them. Empathy, Outcomes, Rights, and Liberty are just some of the 8 Key Questions that are involved in a sexual assault situation. These universal ethical guidelines can help us effectively and compassionately address such a sensitive issue. With enough awareness, we can combat the myths, stop the victim blaming, and perhaps prevent some sexual assault cases from even taking place.
April is Sexual Assault Awareness Month, a time to raise awareness about sexual assault and to educate our community about how to prevent it. JMU is hosting several events in recognition of this month including The Clothesline Project and Take Back the Night. The Clothesline Project will take place on Monday, April 6th from 12:00 PM –8:00 PM, Tuesday, April 7th from 10:00 AM—5:30 PM, and Wednesday, April 8th from 9:00 AM–2:00 PM in Madison Union Ballroom in Warren. Take Back the Night will take place on Tuesday, April 7th from 6:00 to 9:00 PM at Grafton-Stovall Theater. Sponsored by the Office of Residence Life and the University Health Center, please join our campus community for these educational and empowering events.
Barbara Couden Hernandez is Director of Physician Vitality and Professor, School of Medicine, at Loma Linda University. She is a Licensed Marriage and Family Therapist and a Doctor of Psychology. Her theoretical orientation is Cognitive Behavioral Therapy and her specialty is in attachment disorders. Dr. Hernandez holds degrees in marriage and family therapy, nursing, and family social science and is a licensed marriage and family therapist. She has directed therapy clinics, supervised therapists in training, worked as an ICU nurse for 20 years, maintained a psychotherapy private practice, and taught in counseling, psychology, social work, and marriage and family therapy graduate programs. She holds membership in the Collaborative Family Health Association, National Council on Family Relations, American Balint Society, and is a clinical diplomat of the American Association for Marriage and Family Therapy. Dr. Hernandez received her Ph.D. in family social science from the University of Minnesota in 1993.
The lecture given by Barbara on Oct 19 was named "Anything Can Be: The Power of Storytelling in Abuse and Trauma Recovery". She believes that "Storytelling has been used by the founder of every world religion to create a framework of meaning. Narrative interventions have subsequently been established in medicine, nursing, psychology, and the social sciences as healing interventions. The stories we construct about who we are often predictive of what we do with our lives and how we view the world. Nowhere is this truer than with individuals who are recovering from abuse and violence." Through stories from her experiences in Peru and her clinical practice in the States, Dr. Hernandez will illustrate narrative methods for helping individuals move beyond unfortunate life experiences.
It was an average night in September when Turner Ashby High School Head Football Coach Charles "Charlie" Newman Sr.'s life changed forever. During the first half of the game, Newman Sr. started having chest pains so bad that he thought he was having a heart attack or a stroke. After speaking to the athletic trainer, Newman Sr. made his way to the emergency room. That night Newman Sr. had surgery and the next morning he woke up with a 10-inch scar from the top of his chest to his lower abdomen from an aortic dissection.
"A lot of people know about the heart, heart disease, and heart attacks, but the aorta is your main artery that feeds the heart," said Charles "Charlie" Newman Jr., Newman Sr.'s son and a double duke at JMU.
An aortic dissection is a "serious condition in which there is a tear in the wall of the major artery carrying blood out of the heart. As the tear extends along the wall of the aorta, blood can flow in between the layers of the blood vessel wall. This can lead to aortic rupture or decreased blood flow to organs." According to the Aortic Warriors website, an organization that creates awareness and support for aortic dissection and was founded by survivor Peter Tsai, 100 Americans are affected by aortic dissection per day, 80% of those affected lose their lives, and 20% of those affected pass away before reaching the hospital.
Even though he experienced aortic dissection, Newman Sr. is still coaching football and teaching Physical Education at Turner Ashby High School. But the event inspired Newman Sr. and Newman Jr. to actively spreadawareness about aortic dissection.
"It's life-changing, but he's still going to be able to do a lot of things," said Newman Jr. about his father's recovery.
As an Innovation MBA student, Newman Jr. took the MBA 605: Entrepreneurship and Venture Creation course where he and two other group members, Blake Wenger and Brad Kurtz, got the idea to host a 5K and a concert to benefit the Aortic Warriors called Got Heart N Sole on April 18.
When asked if he was surprised that Newman Jr. and his group were organizing the event, MBA Director Dr. Mike Busing said that was not surprised and that Newman Jr.'s willingness to do the event "explained his nature."
Newman Jr., who was described by Busing to be "a very good genuine person," says that Newman Jr. called on many of his personal resources to help him plan the event, including securing the location for the event at the College Street Pavilion in Dayton. The group of iMBA students recruited food trucks Mama's Caboose and Ed's Park Barbeque and, a family favorite band, Who Shot John for the benefit concert. With all of the assistance from the Dayton and Bridgewater, Va. communities, Newman Jr. reflected on the humbling experience:
"When [the emergency] happened there was such an outpouring of support," said Newman Jr.
The family has even gained the support and friendship of Aortic Warriors founder Tsai who will be coming to the event with his family.
Newman Jr. hopes to make the Got Heart N Sole event an annual event that educates the surrounding areas about aortic dissections.
To register for the 5K and to learn more about the Got Heart N Sole event, please visitthe website. For updates about the event, please follow Got Heart N Sole on Facebook.
Aortic Warriors- http://www.aorticwarriors.com/,
Got Heart N Sole- http://www.gotheartandsole.org/
Facebook Page- https://www.facebook.com/pages/Got-Heart-n-Sole/822342251153499?fref=ts

subset: commoncrawl