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Graduate School

Auburn Students Work to Prevent and Treat Soldier Injuries in the

Warrior Athletic Training Program Using Therapy to Approach Child Behavior Disorders Developing a Drug Delivery System to Combat Cancer


CONTENTS 4

Message from the Dean

5

A Presidential Perspective

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History of the Graduate School

7

Graduate School Expands Its Recruiting Efforts

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Small Wonders

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Child’s Play

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Analyzing Auburn Culture

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An International Student’s First Impressions of Auburn University

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Helping Soldiers Stay Healthy

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Areas of Study

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A Wise Investment

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Post-Graduate Studies at Auburn University

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Auburn, Alabama

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Health Insurance

27

Certificate for Aquaculture Professionals

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Graduate Student Council

Graduate School Staff

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The Gift of Excellence

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Upcoming Events

Publication Team Editors Erin Edwards, Managing Editor George Flowers, Dean George Crandell, Associate Dean Jeff Sibley, Associate Dean Jessica Nelson, Director of Recruiting and Communication Download this Auburn Graduate School publication online at www.grad.auburn.edu Auburn University Graduate School 106 Hargis Hall, Auburn, AL 36849 Phone (334) 844-2125 Fax (334) 844-4348 Postmaster, please send address changes to 106 Hargis Hall, Auburn, AL 36849-5122. Contents 2011 by the Auburn University Graduate School, all rights reserved.


Message from the Dean

Dr. George Flowers Auburn University is a comprehensive institution dedicated to the land-grant mission of making a positive difference in people’s lives, as you’ll see throughout this publication. We have programs in agriculture; business; education; science; engineering; liberal arts; nursing; pharmacy; architecture, design and construction; human sciences; forestry and wildlife sciences; mathematics; and veterinary medicine. In all of these, graduate education, research, and extension are closely linked. Research and extension are integral parts of our mission, and graduate education is a critical factor in both. Graduate students are crucial in conducting cutting-edge research, performing laboratory work, and providing the hands and minds that produce success in these endeavors. These are challenging and exciting times for graduate education: challenging because of the need for growth and the tough economic environment that is facing our nation; exciting because our students and faculty are doing great things and having a tremendous, positive impact. And there are many great things going on in graduate studies at Auburn. In this publication, you will learn about some of the outstanding work that graduate students are doing and how it is impacting the lives of people in Alabama and around the world on every continent. For example, Auburn University has an agreement with the U.S. Army which funds 10 graduate assistants who rise at 3 a.m. each day to work with soldiers at Fort Benning in basic training, with the mission of preventing injuries. Finally, I must note that Auburn University is ranked 39th among public universities nationwide, according to the 2010 survey by U.S. News & World Report. This ranking marks the 18th consecutive year that this magazine has ranked AU among the nation’s top 50 public universities. In addition, the city of Auburn was selected by U.S. News in 2009 as one of the top 10 places to live in the United States. Auburn University has outstanding academic programs located in a truly great community. So, please enjoy this publication. If you desire more information on any of these articles or on matters related to graduate education at Auburn, please contact me. We invite you to join us for a great future.

George Flowers Dean of the Graduate School

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A Presidential Perspective Dr. Jay Gogue

A recent report concludes that graduate-level academic credentials have replaced the bachelor’s degree in today’s knowledge economy. I agree. Employers increasingly consider advanced educational skills as a minimum requirement. Through 2018, the report projects, 18 percent more jobs will require a master’s degree compared to today, and the trend is expected to continue. Long gone are the days of my grandfather when a high school diploma literally guaranteed a job for life. Not surprisingly, higher academic achievement translates to higher earning power. Reports indicate that employees with a bachelor’s degree in 2008 earned a median of $52,624 per year, while those with a master’s earned $64,116. My wife, Susie, and I both received our graduate degrees at Auburn. We are grateful for the wisdom and creative capacity that was instilled in us, thanks to many caring and dedicated professors and the strength of our respective graduate academic departments. Those qualities and characteristics still thrive at Auburn, but, as times have changed, we have embraced new programs to best prepare our students for the knowledge-based economy of today and tomorrow. One important example is in international exposure. Since 2009, Auburn has developed new partnerships or strengthened existing ones with institutions in China, India, Vietnam and Egypt, just to name a few. These relationships facilitate study tours, educational exchanges and collaborative research, helping our students gain cross-cultural competencies that foster success in the global arena. We are pleased that you are considering Auburn University’s Graduate School for the next step in your academic training. We hope this publication will prove helpful by providing a glimpse into what we have to offer. War Eagle!

Jay Gogue President

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A

uburn University’s first graduate degree was awarded in 1870. Since then, more than 36,000 graduate degrees have been awarded, including approximately 4,700 doctorates. Each year

the Graduate School awards nearly 1,000 master’s and doctoral degrees to a diverse and talented graduate student body.

History of the Graduate School

With more than 200 masters and doctoral programs, Auburn University’s Graduate School prepares students to lead the way in meeting this century’s challenges. As a land-grant institution, Auburn seeks to promote both the pursuit of knowledge and its practical application. A variety of innovative programs like the Detection and Food Safety Center and the Alternative Energy Initiative mix cutting-edge research with a commitment to the community and the world. The results are evident – Auburn graduate students are winning awards and participating in research that positively impacts our state and nation. Graduate education at Auburn University produces scholars who are ready to shape the future.

Top Rankings

Auburn is included in a distinctive group of 18 universities designated as Land, Sea, and Space Grants and receives many accolades from accrediting agencies and ranking publications. • Auburn has been ranked among the top 50 public universities in the U.S. for 18 consecutive years, ranking 38 in the 2011 edition of U.S. News & World Report. • Auburn was listed in Princeton Review’s Best 371 Colleges and The Best 301 Business Schools, 2010 edition. • The city of Auburn was named one of the 10 Best Places to Live by U.S. News & World Report. • Modern Physician ranked the College of Business as the 16th best graduate school for physician-executives in 2009. • College of Education’s Rehabilitation Counseling Program ranked 17 in U.S. News & World Report’s “America’s Best Graduate Schools,” 2010 edition. • College of Education’s Department of Kinesiology doctoral program nationally ranked 28 by the American Academy of Kinesiology and Physical Education, 2010 edition. • Aerospace Engineering ranked 35 in U.S. News & World Report’s “America’s Best Graduate Schools,” 2010. • Industrial Systems Engineering ranked 24 in U.S. News & World Report’s “America’s Best Graduate Schools,” 2010 edition. • A comprehensive list is available at www.auburn.edu/rankings.

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Graduate School Expands its Recruiting Efforts The Graduate School has traditionally recruited mostly in the Southeast at graduate fairs, but that is beginning to change. In the 2009-10 academic year, Graduate School representatives traveled to Vietnam, China, India, and Bangladesh to begin expanding its international presence. They continued these efforts in fall 2010 with a trip to Turkey and a return visit to China. In Turkey, George Flowers, Daniel Raffalovich (ESL), Nejla Orgen (International Student Life, Carol Lovvorn (Office of International Education), and Andrew Gillespie (International Programs) visited Ankara and Istanbul. These Auburn representatives met with several universities as well as officials from the Turkish Ministry of Education to publicize Auburn’s programs in Turkey and identify opportunities for collaboration with Turkish universities and institutions. In an increasingly connected world, opportunities for faculty and student exchange are valuable, and the Graduate School hopes that relationships with foreign universities can facilitate these kinds of exchange. The group visited Middle East Technical University and Bashkent University in Ankara, and Istanbul Technical University and Bogazici University in Istanbul. These universities are among the top rated in Turkey. In both Ankara and Istanbul, Auburn attended education recruitment fairs, where they spoke with more than 600 prospective students about Auburn’s graduate programs. Furthermore, they met with Turkish alumni in each of the cities to discuss Auburn. Alumni in Istanbul are currently seeking to establish an Auburn club so that the local alumni can stay more connected with the Auburn Family. Graduate School recruitment efforts in China continue as well, with new and ongoing relationships between Auburn’s Graduate School and Ocean University, Northwest Agriculture and Forestry University, and Zeijiang University. The Graduate School also plans to expand less traditional methods of recruiting, primarily internet- and email-based marketing efforts, including plans for a YouTube channel showcasing the campus and research capacity of Auburn University graduate programs for international students and others who cannot easily come to campus for a visit.

Top 15 countries represented by international student population: China India South Korea Turkey Taiwan Nepal Nigeria Thailand Brazil Sri Lanka Canada Bangladesh Kenya Colombia United Kingdom

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Small Wonders Nanobiotechnology and the Battle Against Cancer

In Olusegun Fagbohun’s opinion, it is a great time to be a scientist. He believes that advances in his field and others, being made at places like Auburn, herald exciting changes in the world.

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Fagbohun is a graduate student in the Department of Pathobiology in the College of Veterinary Medicine at Auburn. With his advisor, Dr. Valery Petrenko, he is working on a drug delivery technique that they hope will advance and refine breast cancer treatment. The main concern in treating cancers, he says, is minimizing side effects and toxicity to the rest of the body. They have drugs that they know are effective against breast cancers, but the challenge they are addressing is to deliver the drug most effectively to the breast cancer cells, while avoiding other fast dividing cells such as hair. They are using a technique called phage display technology. George Smith at the University of Missouri is the “father” of this technology, Fagbohun says, but Petrenko is certainly a pioneer. Bacteriophages, phages in brief, are essentially viruses that attack bacteria. These phages are covered with a protein layer that scientists can manipulate. It is possible to engineer the phages to display the proteins as peptides, which all possess binding properties for various molecules. What Petrenko’s lab does is sift through huge phage libraries to find the phages that

will bind breast cancer. They then isolate these peptides and incorporate them on the surface of the breast cancer drug molecules. The drug they work with, Doxil, is a form of the common breast cancer drug Doxorubicin. Doxil is actually composed of a drugcontaining core encapsulated by a liposome layer. This layer will bear the peptides that specifically seek the breast cancer cells and then bind to them, delivering their cargo of medicine directly into the breast cancer cells. The purpose of this targeted delivery is to, as much as possible, eliminate the debilitating side effects of cancer drugs. While some other laboratories are experimenting with targeted delivery, he says that they are the only ones using phages for that purpose. Though work had been done with phages for many years, what Petrenko’s lab is doing is still a cuttingedge technology, and they are among the world’s pioneers. Though they are still at the cell culture stage, the results are promising enough that Petrenko has already received a second NIH grant to explore his procedure in relation to lung cancer. Fagbohun is a quiet, soft spoken man, but he is clearly excited about their work.


Though he has trained at a veterinarian and researched poultry viruses as a Fullbright Scholar, he feels his future lies in this field of nano-bioengineering. His path has been straightforward and steeped in the academic world. Olusegun grew up in Ibadan, Nigeria, a city with a population of about 1.4 million. He attended prestigious Comprehensive High School in Ayetoro, Nigeria. The school was jointly founded by the Nigerian government and Harvard University, which developed the school’s curriculum. At 17, Olusegun began veterinary school. Rather than a general curriculum like the United States college experience, his university included only one year of basic courses before plunging them into a full veterinary degree program. He received his master’s degree in microbiology at the University of Ibadan, and taught virology for some years at that school’s College of Veterinary Medicine before coming to Auburn University as a Fullbright Scholar. At that time, he was here working with the poultry virus called Gumboro disease, with J.J. Giambrone in the Department of Poultry Science. A few months later, he was accepted into the

cellular and molecular biology program here. When asked why he came back to Auburn, he shrugs. “I feel very comfortable here,” he says. The United States is the place to work on the kinds of research that interests him, and he enjoyed his time at Auburn so much during his previous study; it was a top choice for a doctoral program. “I have lived on a university campus most of my life,” he says. Simply put, Auburn feels like home to him, like it does to so many people from across the world. The cellular and molecular biology program is unique because it is not a department. Rather, it is an interdepartmental program that allows its students to do lab rotations in its constituent departments for one year before deciding where they would like to stay. After a poultry science rotation with his former mentor, Fagbohun went to pathobiology, and that is where he eventually returned for his PhD. Before that lab rotation, he said he knew nothing about phage display technology, but thought that it sounded exciting. His experience with poultry viruses was helpful though, since phages are viruses. Though Olusegun is enthusiastic about his present work, he grows most animated thinking

about the future of nanobiotechnology. Petrenko, he says, believes that a phage can be used as a platform for other things, such as biosensors. Microscopic biological technology integrated into the human body? Yes, he says, “for the future it can be like that.” He hopes that phage display technology is only the beginning of nanobiotechnology that we will see in the coming decades. For instance, he expects devices that monitor various parameters when you wake up each morning or nanoscale devices – nanorobots – that can enter the bloodstream and clean plaque from arteries. Imagine a microscopic Roomba vacuuming robot for your arteries. “Right now,” he says, “we are in the information technology economy. I see us moving into a biotechnology economy.” Fagbohun received his doctorate in December 2010 and has moved on to a postdoctoral position. He hopes to be at the forefront of the emerging nanobiotechnology field, and it looks like that is a good place to be in the future. Talking to him, it is easy to believe that the world of science fiction is moving into the realm of the possible in many ways. Please stand by for your jet pack. 9


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Child’s Play By Jessica Nelson

Using Therapy to Approach Child Behavior Disorders

Carisa Wilsie is not your average small-town girl. She hails from Cordell, Okla., but works with people from all over the country – and beyond – with the clinical psychology program at Auburn. Working with Dr. Elizabeth Brestan-Knight, Carisa is embodying the spirit of Auburn, reaching out to teach community workers the principles and practice of Parent-Child Interaction Therapy (PCIT).

PCIT is a two-pronged approach to child behavior disorders that focuses on first establishing positive feelings for the parent and child in a play-only situation. The therapy then capitalizes on that nurturing environment to move to a discipline phase. The idea is that once there is an overall feeling of warmth and the child enjoys being with the parent, then the discipline is more effective. What makes PCIT particularly unique is that it is definitely made possible by modern technology. The clinician will first train the parent, and then will monitor the parent as he or she uses the lessons with the child. With a bug in the parent’s ear and a two-way mirror, the child may not be aware of the third party’s presence for most of the therapy. Though PCIT is a well-established therapy in the psychological community and supported by evidentiary studies, there is a new movement afoot to put these therapies in the hands of community members who work directly with families and children. Wilsie finds this exciting, and it will be the basis for her dissertation – moving the therapy out of the controlled lab setting and making it more available to people. Furthermore, though PCIT was initially conceived as a tool to help parents learn to cope with behavioral disorders, research has shown that it is effective with situations involving physical child abuse. Though Wilsie has worked clinically with more behavioral disorders, her research and passion lie with ways to address child maltreatment. Says Wilsie, “Basically they don’t know how to handle a child who’s misbehaving, so [with PCIT] we teach them a more effective way rather than hurting their child.” Dissemination work that is currently being undertaken in many universities involves taking PCIT to the community. Clinicians, like Wilsie and Brestan-Knight, train community counselors on how to use PCIT with their clients. It is this service provided by Brestan-Knight’s lab that has attracted attention from community groups locally, nationally, and internationally. Wilsie said their group has worked with the National Child Advocacy Center in Huntsville, Ala., as well as another child advocacy center in Georgia. But then they started receiving other requests. They’ve worked with groups from Maryland, Cincinnati, and Singapore. The training involves an intensive 40-hour workshop given over five days. Brestan-Knight and members of her team have trained groups here at Auburn as well as onsite where the training was requested, but the farthest afield they have gone is Singapore. 11


Those requesting training from Singapore involved a group of medical social workers from a women’s and children’s hospital. Their constituency was often low-income, and they couldn’t afford to come to Auburn for training. Would it be possible, they asked, to have Brestan-Knight come to them? They could scrape together funds to pay for one person’s travel. Wilsie says Brestan-Knight was excited about the opportunity, but didn’t think she could handle the burden of the training alone. She posed the idea to Wilsie, and lined up funding from the Department of Psychology as well as the Committee on Community and Civic Engagement, one of the outreach arms of the College of Liberal Arts. With Brestan-Knight, Wilsie then traveled to Singapore to train therapists at the KK

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Women’s and Children’s Hospital. She can’t say enough good things about the experience. Not only were the professionals that they worked with extraordinarily gracious and hospitable, but it was exciting to work in such a different environment. As medical social workers, their charge is a little different than our social work profession. They generally worked in teams dedicated to certain groups. One team worked with women, another served children, and another worked exclusively with child maltreatment. They handle medical problems as well as social problems, so they may be working with a behavior disorder, but one that was precipitated by the child losing an eye in a surgery. Or, for example, they might be working with a child who has an eating disorder and is being treated in the eating clinic. “They had very different presenting problems than we’re used to seeing. It’s been interesting so far,” she says. All of the groups that they have trained stay in touch with the Auburn team to complete their requirements to be PCITcertified, and this is useful for research as well. Wilsie and Brestan-Knight’s team has monthly, or sometimes more frequent, conference calls with each team, and they conduct tape reviews


of client sessions. In other words, the clinics tape sessions with clients so that the Auburn group can monitor how well the counselors are using the skills that they have taught. This is the principal thrust of Wilsie’s dissertation research. They developed a training program for these groups, trained counselors, and now they are evaluating what works and what doesn’t in this dissemination work. “I’ve put a lot of work into this,” she says, “so it made sense for my dissertation.” And there is a dearth of material out there. Though others are conducting these kinds of training sessions, there has only been one study published. “This is what we need. The field needs to know,” Wilsie says. Meanwhile, Wilsie is also applying for internships, working as the clinic coordinator for the Auburn University Psychological Services Center as her practicum placement, and logging her own clinic hours. She’s quite busy, but seems to have more than enough energy to handle the workload. Wilsie’s undergraduate work was at Oklahoma Baptist University, in her home state. She majored in psychology there and found a volunteer placement the summer before her senior year at the University of Oklahoma Health Sciences Center, where she worked with a center specializing in child abuse and neglect. This hospital was how she found Auburn. In fact, Brestan-Knight had been a post-doc there years before, and the staff there urged Wilsie to seek her out. She did, applied to Auburn, and then “came here for the interview and just loved it.” For the future, Wilsie hopes to continue her clinical work and research in the area of child maltreatment. She knew early, working in a daycare facility, that she would like to work in this field. “I felt like there was more going on in the homes of the children than I knew about,” she says. “I wanted to learn more about how to help these families.”

A WISE INVESTMENT

In the course of working towards my PhD in the Department of Biological Sciences at Auburn, I have been afforded the opportunity to work alongside and learn from leaders in my field, attend international field courses (through Auburn’s involvement in the Organization for Tropical Studies), and conduct and publish research relevant to the conservation of wildlife populations. In addition, as a student at Auburn I have access to one of the most extensive museum collections in the southeastern United States, an important and valuable resource for many biological studies. In a limited job market, these experiences and resources should make me competitive for the positions I’ll seek in the coming years.

David Steen PhD Candidate, Department of Biological Sciences Hometown: Greenwood Lake, N.Y.

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Analyzing Auburn Culture By Jessica Nelson

On game days, you can find Kandace Henry at Toomer’s Corner. She won’t be tailgating or throwing celebratory toilet paper; she’ll be taking notes. Though the world is a stage for sociologists, they are not merely spectators. Henry’s job is to watch, analyze, and learn about people to add to the body of knowledge about how we work. For instance, this semester she is completing research about crowd behavior for one of her courses, and this makes Toomer’s Corner on game day an ideal place to stop and observe.

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She loves what she sees on those days. “There’s so much culture in Auburn,” she says. Parents will coach their toddlers to say “War Eagle,” or will initiate older children into rolling a Toomer’s oak. She watches parents pass that culture on to their children and enjoys seeing the pride that they feel. The experience is novel to her. “I’m from the North,” she says, by way of explanation. “We’re more into NFL.” She finds it irresistible and admits to owning Auburn t-shirts and gear, though she never did for other schools she attended. She says that the spirit of Auburn is “very catchy.” Henry does seem to have immersed herself in Auburn’s culture. In addition to catching gameday fever, she is active in the Graduate Student Council and has revived Auburn’s chapter of the sociology honor society, Alpha Kappa Delta. She also loves teaching at Auburn. “I love seeing those “lightbulbs” and then making connections,” Henry says. She makes sure to connect the theory that they study with news events for each class, making her classroom much more dynamic. As a second-year master’s student, Henry is also preparing to write her thesis, which explores youth, culture, and media. Specifically, she is looking at the ways that interactive technology – social media, texting, and e-mail – are changing American culture. Now she is conducting her literature review, which means sifting through reams of articles from a variety of sources. She essentially has some sources on speed-dial: the University of Michigan and Pew Center for Research automatically send her material related to her study. What she’s seeing in academia, she says, is that people tend to be looking at one piece of the modern communication methods, and seeing how people’s lives are changing. She thinks that’s the wrong approach, because no one is using only one of these ways to connect – they are using all of them. What Henry thinks, and what the literature supports, is that social bonds are changing. Her idea is that while people have more social ties – casual links between family and acquaintances – the strength of bonds between people is not as strong. Furthermore, there are many other ways that constant contact through e-mail, phones, and social networking sites affect the way people interact. The ideal study group is, of course, college students. They have grown up with these technologies and rely on them uncritically the way someone a little older would not. Henry points out that Internet use did not become widespread until after she graduated high school, so her point of view is necessarily different. To ascertain without bias what is happening, she is developing a 120-question survey for students in 1000-level courses in her department. Since they are core courses, she will get a large range of students from different backgrounds and academic disciplines. Her study will focus on college students and three kinds of relationships – with their friends, parents, and romantic partner. (She specifies that this romantic interest must be an ongoing relationship rather than a ‘hookup’ or one-time date.) Within each of these dynamics, she has certain specific questions. For example, a first-year student is now in nearly constant contact with parents, where previously a certain level of independence was assumed when a child left for college. What you see now, Henry says, is students texting their parents if they do poorly on a test or face some other 15


crisis, when before they were having to make decisions and face these situations on their own. And parents – especially those commonly known as “helicopter parents” (because they hover) – can track their child’s movements on Facebook. For students and romantic relationships, she is interested in a few different angles. First, she is interested in the way social media seem to speed up the courtship process. For a first date, two parties will likely have already texted and checked each other out on Facebook. They aren’t starting at the beginning. Another, and this one is particularly interesting to Henry, is social media and violence. She feels like this is an unexplored connection in the literature that she’s seeing, but news stories come out frequently about cyber-stalking or other relationship-related violence. She references one story of a murder that arose out of a conflict between two women over one man. The conflict took place entirely online until one woman took it offline and killed the other. Because people can say things online and through other media that it would be much harder to say face-to-face, she wonders if things escalate faster and more dramatically than they would otherwise. 16

So, though she certainly has her own opinions about technology and human contact, Henry is aware that her survey group might feel differently. She was recently talking to an undergraduate about the fact that many fifth-graders cannot address an envelope properly. While Henry was appalled, the student with whom she was talking merely asked “why would they need to know that? It’s archaic.” Her survey will be given to some 500 undergraduates in core sociology courses who will be asked, though not required, to complete the survey. “I will just wait and see what the data tell me,” she says. She’s waiting on IRB approval because the nature of many of her questions is quite personal and potentially sensitive. “I’m asking people if they’re stalking, if they’re hacking e-mail. It’s just a touchy subject,” she says. The hard part is narrowing her topic. Information is coming so fast that “two months later the stuff I’ve put in is old. It’s constantly being updated.” She hopes to have her survey completed by the end of the semester so that she can analyze the data over the break and begin writing. “I’ll have to stop adding sometime,” she says, laughing. Ironically, Henry also works full time via

the Internet. From here in Auburn she does Human Resources, marketing, management, and development for a company in Virginia, where she lived previously and attended school. When she told them she was leaving, they offered her the option of telecommuting. “I’d have never even thought of it,” she says. But now she plans to continue working online during her dissertation work, and then “retire” and become a full-time professor. She would like to continue to work with youth, culture, and media for her dissertation research, though. She’s especially interested in violence, and would like to go into a juvenile detention facility to research possible connections between juvenile criminal activity and these social media. That will be even more difficult to tackle than asking college students about their romantic activity, but she is exploring it as a possibility. Wherever the future leads, her bonds with Auburn are likely to remain strong. “I’ve never been to a school like this,” she says. “At my other schools, I never interacted with a lot of people, but here I’ve made a lot of friends.” Her professors have helped make Auburn home as well. “That’s what I love about it.”


An International Student’s First Impressions of Auburn University Fall 2010 marked the inaugural run of Auburn University’s new Atlanta airport shuttle service for international students. This fledgling service was birthed out of a common desire to improve Auburn University’s care for newly arriving students. From the moment one of our students arrives, we want them to feel welcome and know that from now on they are valued members of the larger Auburn family. It is a simple desire, but it took the cooperative efforts of several offices on campus to accomplish it. Symon Gathaika is one of the 100 or so students who used the shuttle this year. Gathaika first learned about Auburn University through a colleague who encouraged him to “try Auburn because it is a good place.” Symon took the advice and is now in a PhD program

in the Department of Chemistry. Below is a description of some of Gathaika’s first impressions of Auburn in his own words. Q. When you were first greeted by representatives from Auburn University at the Atlanta Airport, what were some of your thoughts and feelings? A. When I arrived at the Atlanta Airport and you [Auburn representatives] greeted me, it felt like I was coming home. I felt like I was coming to a place that would be a second home for me. I felt like I was arriving at a place where somebody knows me because there was someone waiting for me at one of the biggest airports in the world. I have been to Logan Airport in Boston and Heathrow airport. And I know what it means when there’s no one to meet you – you get lost.

There is always some apprehension and some anxiety. You ask yourself, what is Auburn like? And if the first contact with the university is like mine, you feel at home and at ease. In chemistry we say, “Your energy is stabilized.” Q. I understand that you shared your airport experience with a friend. What was your friend’s impression? A. Actually she was very worried when I first told her that I was coming to the Atlanta Airport by myself. But when I later told her that Auburn University had picked me up at the airport, she said, ‘Wow! I got lost the first time I came to the Atlanta Airport. I wish I had had the same experience that you did.’ She was very amazed. Q. How would you say your first impression of Auburn University was influenced by your initial greeting at the Atlanta Airport? A. My first impression of Auburn University was greatly influenced by the airport greeting. If you were to come and visit me in Kenya and I [personally] came for you at the airport, it would mean something quite different than if I just sent a cab. They communicate two different things. So when I was personally greeted at the airport, I understood that Auburn had come to greet me personally. It communicated that Auburn cares for me from the moment I touch down in America. They care to know that I will arrive at the University and that I won’t get lost. The whole transition was a family experience, so to speak. From the communication prior to arrival, the collection [i.e. pick-up] at the airport, the drive to the university, and questions about housing needs, it all agreed with that phrase I have recently heard, that “in Auburn, we’re all a family.” Q. It sounds like Auburn’s airport shuttle service was more than just a service for you. A. Yes, it was more than a service. I understand that the [Express 85] shuttle charges $50 for their shuttle service from Atlanta to Auburn. Fifty dollars is not a lot of money compared to the cost of the flight from Kenya, which is more than $1,000. What Auburn provided is more than a service. The university cares enough about me to come to the airport and make sure from that point on I’m part of a family. From that point on, they are saying, ‘we take you seriously’. And because Auburn takes me seriously I, in return, take Auburn seriously. That is part of my obligation. 17


Helping Soldiers Stay Healthy By Jessica Nelson

Not everyone gets gassed on the job. Even fewer do it by choice. But the group of 10 kinesiology graduate assistants who make their way to Fort Benning in Columbus, Ga., in the pre-dawn hours each morning are not interested in the usual graduate school experience. Auburn University has an agreement with the U.S. Army called the Warrior Athletic Training (WAT) Program that funds 10 graduate assistants who rise at 3 a.m. each day to work with soldiers at Fort Benning during basic training. Their mission involves injury prevention and treatment for soldiers in the 192nd infantry brigade. What they do there is much more complex. The program began when the Army came to Dr. Joellen Sefton in Auburn University’s Department of Kinesiology for help. They sought a better way to prevent and treat musculoskeletal injuries that occur in basic training. Sefton designed a program using certified athletic trainers to prevent and treat soldier injuries and was awarded a one-year contract with a five-year renewal option, which the army exercised in September. Her graduate assistants are all certified athletic trainers, who are typically found working with sports teams. The athletic training profession has been growing and 18

evolving to include occupational athletes, clinics, wellness centers, and now, the military. Though athletic trainers, or ATCs as the Army calls them, are used by some branches of the military, this partnership is unique. With this arrangement, graduate assistants get their education paid for, and the Army gets highly competent medical personnel who work closely with Soldiers, Drill Sergeants, and base medical personnel to prevent and more efficiently treat injuries that occur during basic training. The WAT program ATCs work in pairs and are each stationed with a Battalion in the 192nd Brigade. They work with Soldiers from the minute they enter as fresh recruits by doing an assessment and injury brief for each new Soldier. They brief Soldiers on how to tell the difference between a “good hurt” and “bad hurt,” and tell them what to do if they suspect an injury. Another program Sefton and her colleagues from the Department of

Kinesiology developed is called the Gait Instruction Mentoring Program (GIMP), and focuses on correcting Soldiers’ running gait for injury prevention. In some cases, Sefton says, they have to actually teach them how to run. “Some of these guys have never really run before,” she says. She and her GAs face a lot of challenges, including the Soldiers themselves. Young people are often out of shape and unused to physical activity, and the Army seems to be seeing an unwarranted number of overuse injuries and stress fractures. One of her long-term goals is to try to improve effectiveness and reduce injuries of morning PT, or physical training. “The Army needs ways to train [the Soldiers] without breaking them,” she says. “We are currently involved in assisting them in this process.” But the challenges now are nothing to what they faced coming in. Laura, a GA in her second year who was with the program from its inception, says they got a lot of cold shoulders from Drill Sergeants and officers who were wary of change. Now, though, she says, “we’ve proved ourselves, we’ve gained their respect and their trust.” Though they don’t mistake the fact that they are not Army, the graduate students all seem to feel that they have earned a place at Fort Benning. Several of the ATCs are women, and they initially faced an extra challenge. The all-male environment caused some initial skepticism from Cadre, or the ranking officers. However, everyone


learned quickly enough that the athletic trainers weren’t there to give anyone an easy time. They expect the proper level of respect from the Soldiers, and they get it, while making sure that everyone continues training to the limit of their ability. The day begins at 0530 Eastern time (Auburn is on Central time) for Soldiers and GAs. In the cool morning, the flag is raised beside the training field, and hundreds of soldiers stand at attention as Reveille is piped through a tinny PA system. Two graduate students are assigned to each of the five Battalions that WAT serves. Stasia Burroughs and Daniel Spengler work with the 2-47 Battalion, commonly known as the Panthers. Each morning when they arrive, they go over paperwork and evaluations from the previous day, and then one of them heads outside. The outside person will stop by sick call, where any soldier who feels sick or injured enough to miss PT that day will be waiting. The GA screens for injuries under their jurisdiction – the musculoskeletal ones – and sends those inside. Then he or she goes to the training field for the Battalion. A single Battalion contains five to six Companies of 220 men each. Each company trains separately, but usually three or four companies are at the field in the morning. The purpose there is to watch the Soldiers closely to check for unreported injuries, or injuries that happen on the field. She will also occasionally pull a Soldier out of formation to correct his form while exercising – the prevention part of the job. The ATCs have also worked to train Drill Sergeants on what to look for. They teach them how to spot injuries early as well as how to correct the Soldiers’ form during exercises to prevent injury. Meanwhile, back at the sports medicine room, Soldiers sign in and returning patients get to work on previously assigned rehabilitation exercises. As new patients are evaluated, they are assigned a workout/rehabilitation regimen. Sefton and all the GAs are adamant that no one gets off easy. “We don’t want anyone thinking this is a soft place to land,” she says. All of her ATCs echo this statement in some way, but it is most colorfully put by Lt. Col. (First Name) Brewster, commander of the 2-47 Battalion. He fondly refers to the Auburn group as “ Sefton and her posse of pain people.” Brewster is brimming with enthusiasm and is clearly one of the WAT program’s biggest supporters. The number one goal is to keep the men training, he says. That is what makes this program so valuable to the people who are involved with it at Fort Benning. Before it began, any injured Soldier would report to sick call, then make the hike up to the Troop Medical Center, an on-base clinic that serves all of Sand Hill (two Brigades, or several thousand soldiers). At the TMC, they might wait all day to see a medical professional, who would then assign treatment. TMC is undermanned, and while they do the best they can, WAT can help the

Soldiers get faster care for certain injuries right in their Battalion. This is a huge morale boost for Soldiers and an important way to minimize their down time. WAT works closely with Ft. Benning medical personnel, especially the physical therapists, and say that they feel that the program has integrated well with the existing medical structure on base. Each Soldier that is assessed and treated by the ATCs saves the Army the $250 it costs for them for the initial visit to the medical center – not to mention the costs of hours of missed training time. Lt. Col. Brewster stresses, “You find people don’t want to stop, to fall behind. They don’t want to miss training, so they’ll run until they get hurt.” He hopes that what the ATCs are doing is changing the culture of Army basic training, and therefore changing not just the way they deal with injuries, but the number of serious injuries they have to deal with. The graduate students’ morning is wrapped up with paperwork. One of the keys to making the program work is the way they keep everyone informed. They send hand-written notes to Drill Sergeants about new patients or progress reports and daily reports to the Company detailing who they saw, what progress is made, and when that Soldier will be back to duty. Four of the 5 Battalions covered under the agreement – the 2-47, 3-47, 2-54, and 1-378 – are

all training Battalions and operate basically the same way. However, two students work with a smaller group – the 30th AG Rehabilitation Company. This Company is comprised of seriously injured Soldiers who need more intensive rehabilitation and longer convalescence, which comes with its own challenges. Mike Hickey and Eileen Strube both work with the company known variously as PTRP, FTU, or simply “Delta Company.” This is unofficially called the rehab Company, as the men in the 30th AG are all returning to Fort Benning after 30 days convalescent leave. This usually means stress fractures or other serious overuse injuries that prevent the men from training. Part of the challenge is that 30-day leave, which usually means that the injured Soldier is at home, doing no training and receiving no treatment. By the time the Soldiers return to the 30th AG, morale is often a serious problem. As a result, their days are a little different. They get started around 6 a.m. Their Soldiers have likely been standing in formation, which alone is a challenge for some, Hickey says. Then the group splits up and those who are cleared to walk will go to a half-mile track and begin a walk-to-run progression intended to ease them back into PT training. The GA on duty will walk with them, demonstrating simple exercises as they walk. Hickey says that getting them moving again

Photos by Amanda Earnest

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Photos by Amanda Earnest

and feeling part of a team is a key aim. The others, not cleared for walking, will go to the gym. Either way, he insists, they leave sweating. However, Strube and Hickey agree that the differences with the 30th AG don’t end there. They see the men for a lot longer as they complete more slow-paced recovery and rehab. They often end up listening to personal stories or just doing more encouraging. Hickey says that often guys will come in enthusiastic about getting back to training, but will lose confidence as their recovery takes longer than they hoped. “For some of these guys,” Strube says, “this is their shot. If they mess it up, they don’t really have anything waiting for them outside.” And it can be bad luck – a mishandled mat on the training field – more than anything that lands them there. But the rewards are there when they see Soldiers graduate that they’ve helped return to duty. They often come back and say, “thank you.” This is a repeated story from all the GAs, and it is clearly a part of the job they treasure. Although all of the students are officially done for the day around 9 a.m., this doesn’t always mean they go home. Every GA in the program 20

has participated in training activities with their Soldiers, which they say went a long way toward building a rapport with both the Soldiers and the Drill Sergeants and other Cadre. They go on ruck marches (a long walk with a heavy backpack), they rappel down Eagle Tower, and a lucky few have gone through the gas chamber. “When we showed up the first day, we didn’t know anything,” Stasia said as an explanation for their extra hours. “To better understand everything, we started staying late to see what they’re doing every day, running around in the woods with guns or whatever they’re doing. That helped us understand more about what they’re doing and what it takes to do it.” This is how Auburn graduate students ended up getting gassed on the job. Lexi Douglas, a second-year GA assigned to the 3-47 battalion says, “The biggest thing we did toward cementing ourselves there was that we went through the CS gas chamber. And that was awful. It’s like breathing aluminum foil.” They all believe though that not only did these things build goodwill from Soldiers who saw them willing to do what they do each day, but they also help them treat the injuries better by understanding what is

required of them. They all have volunteered many extra hours at Fort Benning just getting to know their Soldiers and what they go through. With few exceptions, the graduate students say that the novelty of the program was what first attracted their attention. “At this point in time,” Douglas says, “I don’t think there’s anything like it.” Masa Mizutani was also interested in doing something new. “Our year was the first year,” he says, “so I thought it’s going to be very interesting.” Amanda Pizzi is the exception. She actually was attracted to the GA position at Auburn precisely because she had always wanted to work with the military. She came from a military family, and she says that she’s heard lots of stories about injuries that don’t receive proper treatment. So when she saw the Auburn position, her mind was pretty much made up. In addition to their work at Fort Benning in the mornings, the GAs, especially second-year students, are preparing a final research project for completion of their degrees. Many are focusing on projects inspired by their work with basic training Soldiers. Several students are focusing on research that hopes to address a serious problem at Fort Benning that is actually rare in most other contexts – femoral neck stress fractures. These are stress fractures that occur in the main leg bone just below the pelvis, and if this injury develops into a fracture, it can be a career-ending injury, Sefton says. The thing is that no one is really sure why this rare injury is so common at Fort Benning. Strube, Masa, and Marie Lackamp are all studying the way soldiers carry loads (like on ruck marches) and how these loads affect posture and balance, and whether these have any bearing on the hip stress fractures that they are seeing. Strube, who works in the rehab company, is passionate about the subject. She says soldiers of different ages and body types are seeing this injury, and their recovery rates differ widely. “Why is this happening?” she exclaims. “Why do I have 15 Soldiers looking like this when I shouldn’t have any?” This group of students will actually be working with Auburn ROTC students, since access to Fort Benning Soldiers would be difficult for this kind of study. They will have the ROTC students, who are experienced carrying the kind of loads that soldiers carry, stand in different positions, wearing different amounts of weight, and will measure the changes that take place in their body. They will use motioncapture cameras and an instrument called the balance master to get precise data about balance and posture changes under loads. Hopefully, this will lay the groundwork for other studies that will go further into the question of the hip stress fractures. Hickey hopes to build on their work and develop a screening program to help prevent these stress fractures in Soldiers who may be at higher


risk for developing them. He said that though he is still in his first year and won’t be working with the trio studying posture, this was an obvious subject for him. “The first week I got here, all I heard was everybody talking about these femoral neck stress fractures,” he says. Douglas is also looking at stress fractures and overuse injuries. They are approaching it from the angle of the Soldiers’ boots, which have no cushioning whatsoever, but are worn all day. Just because they aren’t doing their morning runs for PT doesn’t mean they aren’t running and potentially getting injured. She is looking at providing shock attenuation with shock-absorbing insoles. They will be testing two different kinds to find out if they see any reduction in the number or severity of injuries in their Battalion with the use of the insoles in the combat boots. Meanwhile, Laura Waples will be studying the effects of cryotherapy, or icing. Specifically, she will test proprioception – how well an athlete or other patient can sense the position of her body after icing. Ice slows down nerve activity, and she wonders just how long the body needs to get back up to speed, so to speak. Waples thinks this will have relevance for athletes especially. For example, could an athlete ice in the first half of a game and safely return to the game later? Michael Methvin is looking at running shoes and how the gait and heel strike change during barefoot running. As they move forward, all of the graduate assistants are simply grateful for the experience in ways that go beyond an education. Lackamp points out that in the Fort Benning setting, they have more autonomy and get more experience than they would ever get in an athletic setting. “On my first day,” she says, “I was thrown right into an evaluation.” Mizutani and Pizzi agree. “If you work with a football team,” Pizzi says, “you work with maybe 150 guys. We have 1,000 to 2,000 Soldiers. You see a larger volume of injuries.” More than that, Mizutani says, the diversity of age and background of the Soldiers means more diverse kinds of injuries. This program, they think, allows them to just learn more than a traditional athletics GA position. They get most earnest though when they talk about what this experience means to them outside of the academic realm. “It really hits you hard when you’re thinking about these Soldiers who you’re helping just advance to get to go and fight for us,” Waples says. Strube agrees immediately, “It’s nice to know that you’re serving those that serve our country.” Hickey, at a different time, unconsciously echoes them when he says, “Regardless of what happens with a guy, at least he signed up to serve the country. At least I can give back to him what he was trying to give to us.” These are the things, Strube says, that get them up at 3 a.m. every day.

A WISE INVESTMENT

People ask why spending thousands of dollars to attend

grad school for real estate development in the face of the current economy is a smart investment. My answer is the real estate world is changing dramatically. The knowledge gained through daily instruction and online discussions working through case studies with fellow students who are currently architects, builders, appraisers, developers, business owners and commercial lenders from all over the country allows me to further my knowledge of real estate from a single view point to multiple view points. In addition to all the industry connections gained, this knowledge will further mitigate the risk of any future real estate deal. One good deal using the information I learned from this program can pay back all of the money invested. To me, that is a wise investment.

Phillip Hasha Executive Master’s Real Estate Development Hometown: Birmingham, Ala.

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PROSPECTIVE STUDENTS

Areas of Study College of Agriculture Agricultural Economics and Rural Sociology Agronomy and Soils Animal Sciences Entomology Fisheries and Allied Aquacultures Horticulture Poultry Science

College of Architecture, Design, and Construction Building Construction Community Planning Design-Build Industrial Design Landscape Architecture Real Estate Development

College of Business Business Administration Accountancy Finance Management

College of Education Curriculum and Teaching Educational Foundations, Leadership, and Technology Kinesiology Special Education, Rehabilitation, and Counseling/School Psychology Sports Management (minor)

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Samuel Ginn College of Engineering Aerospace Engineering Biosystems Engineering Chemical Engineering Civil Engineering Computer Science and Software Engineering Electrical and Computer Engineering Industrial and Systems Engineering Materials Engineering Mechanical Engineering Polymer and Fiber Engineering

School of Forestry and Wildlife Services Forestry Forest Economics Natural Resources Urban Forestry Wildlife Sciences

College of Human Sciences Consumer Affairs Human Development and Family Studies Integrated Textile and Apparel Science (Interdisciplinary with Polymer and Fiber Engineering) Nutrition, Dietetics, and Hotel Management

College of Liberal Arts Audiology Communication Communication Disorders Economics

English History Psychology Public Administration and Public Policy Sociology Technical and Professional Communication

School of Nursing Nursing

Harrison School of Pharmacy Pharmacal Sciences Pharmacy Care Systems

College of Sciences and Mathematics Biological Sciences Chemistry and Biochemistry Geology/Geography Mathematics and Statistics Physics

College of Veterinary Medicine Anatomy, Physiology and Pharmacology Biomedical Sciences Clinical Sciences Pathobiology For an extensive list of specific programs or program advisor contact information, please visit the Graduate School Web site www.grad.auburn.edu.


Projected Increase in Job Openings by Education or Training United States, 2006 to 2016 +15.6 million

Total

10%

Doctoral degree

Professional degree

+277,000

19%

Master’s degree

+409,000

19%

Associate’s degree

+437,000

+1.1 million 19%

Bachelor’s degree plus work experience

Bachelor’s degree

Postsecondary vocational certificate

Work experience or on-the-job training

22%

+592,000

17%

+3.1 million

17%

+1.1 million +8.7 million

14%

10%

Source: SREB Featured Facts, Alabama 2009

Having an Advanced Degree means Higher Pay and Prosperity Average annual earnings of adults ages 25 or older United States, 2007

Professional

Doctoral

Master’s

Bachelor’s

Associate’s

High School diploma/GED

$121,300 $95,800 $70,600 $59,400 $41,400 $33,600

Some high school, $24,900 no diploma

Less than $22,700 ninth grade Source: SREB Factbook 2009, page 93

An Auburn University graduate degree can help you achieve your goals for the future. Alumni with a graduate degree stand out to potential employers and exhibit the advantage of a global education. Nationally, the projected number of job openings increases with the level of education, as does the level of potential earnings. In the state of Alabama, where many graduates choose to remain after graduation, the projected earnings reflect the national forecasts.

Projected Earnings Differential for Alabama MS and Doctoral Graduates, 2007 Projected lifetime income differential for a master’s degree vs. a bachelor’s degree: 8,599 degree holders = $3.44 billion Projected lifetime income differential for a doctoral degree vs. a bachelor’s degree: 767 degree holders = $0.77 billion

Total = $4.21 billion

Source: Data on Degree Completions 2008-09 taken from the Alabama Commission on Higher Education and includes graduates of public and private universities.

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PROSPECTIVE STUDENTS

Post-Graduate Studies at Auburn University Founded in 1856, Auburn University is a public, comprehensive research institution with more than 24,000 students, including more than 3,700 graduate students. Auburn is consistently ranked in the top 50 public universities in the U.S., and Auburn University has nationally ranked graduate programs in engineering, agriculture, business, and education. We offer modern research facilities, competitive assistantship packages, and a supportive academic environment.

Admission Requirements*  Bachelor’s degree  Official transcripts of ALL university credit  GRE or GMAT test scores  English proficiency: 79 on TOEFL iBT (minimum 16 in each section), 550 on pBT; OR 6.5 on IELTS  Proof of ability to finance graduate studies  $60 nonrefundable application fee * Some departments have additional requirements. All documents and fees should be submitted six to eight months prior to the desired date of enrollment.

Resources for International Students  Office of International Education International Orientation Document processing  International Student English Center Free English language tutoring for enrolled international students  International Student Organizations Social support

Auburn University Graduate School 106 Hargis Hall Auburn, AL 36849-5122 334-844-4700 e-mail: gradadm@auburn.edu

Apply Online at: www.grad.auburn.edu Admissions to any graduate degree program is granted by the dean of the Graduate School upon the recommendation of the department of proposed study. Applications and all other relevant material must be received by the Graduate School at least 45 days before the first day of class of the semester in which the student wishes to begin graduate study. International applicants should submit all required materials at least 90 days before the first day of class of the semester in which the student wishes to begin graduate study. Deadlines are listed in the Auburn University Bulletin (www.auburn.edu/bulletin). However, most academic units make admission decisions several months in advance. Thus, applicants should check with the department to which they seek admission to determine when materials should be submitted. 24


Auburn, Alabama For southern charm with collegiate vigor, consider Auburn. This diamond on the eastern Alabama plains has a population of just under 50,000 and is home to Auburn University. On football Saturdays, when die-hard fans arrive in droves to cheer their beloved Tigers, Auburn swells to the state’s fifth-most-populous city. And as Auburn’s largest employer, the university also plays a starring role in the local economy. With mild winters and hot summers, the city offers no shortage of outdoor recreation opportunities. Find a nice hiking trail in the 696-acre Chewacla State Park before cooling off with an afternoon swim. Take a stroll through the Donald E. Davis Arboretum, located on the Auburn University campus. Golfers can head to nearby Grand National golf course and wend their way through the state along the beautiful Robert Trent Jones Golf Trail. “Once you have been there, you just want to come back,” says John Cannon, president of SunBelt Golf Corp., which manages the trail.* *Source: Best Places to Live 2009 by Luke Mullins, U.S. News & World Report, June 8, 2009

City of Auburn: Best Places to Live 2009 According to U.S. News & World Report, “In selecting our Best Places to Live for 2009, we looked for affordable communities that have strong economies and plenty of fun things to do.” 25


STUDENT LIFE

Health Insurance Auburn University recognizes that in today’s world of increasing healthcare costs there is a need for students to have a costeffective health insurance program available to help protect them in the event of an accident or illness. All graduate assistants with assignments of 10 hours (0.25 FTE) or more for the full fall and/or spring semesters, who meet the minimum stipend established by the Office of the Provost, and are in good academic standing, are required to have health insurance coverage. Those students who are required to have health insurance coverage will be automatically enrolled in the Auburn University Graduate Student Group Health Plan (GSGHP). The 2010-2011 premium is $1,276, which will be billed in two installments of $640 for the fall semester and $636 for the spring/summer semester. For students with qualifying assistantships as previously described, there is a $500 ($250 per fall and $250 per spring/summer semester) yearly subsidy that will be automatically applied along with the charges for insurance. This subsidy is given by the Graduate School to assist in the cost of the mandatory health insurance plan provided through UnitedHealthcare. This will bring the cost for fall coverage to $390 and the cost for spring/summer coverage to $386. Those students who have another insurance plan with coverage equal to or greater than that offered by the university have the option to provide a Waiver Request Form, which is due no later than the ninth day of class. The student must fill out the form in full and attach a current copy of his or her health insurance card. This waiver form must be filled out each academic year that the student is attending Auburn University. Those graduate students who do not meet the mandatory health insurance requirements may optionally enroll in this health insurance plan by filling out the Optional Enrollment Form listed on the Graduate School Web

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site. Graduate students may also add their dependents to this insurance plan by using the same Optional Enrollment Form. With all optional enrollments, whether for the student or dependents, it is the student’s responsibility to notify the insurance coordinator after continuing coverage or after the coverage selected on the form has terminated. International graduate students and dependents in F or J immigration status will continue to be covered and billed similarly under the mandatory international student and scholar health plan — check with the Office of International Education (insurance@auburn.edu) for details. When seeing a doctor, students MUST use the Auburn University Medical Clinic (copay $25). If the patient needs to be referred to a specialist, the clinic will provide the needed referrals. For prescriptions, we recommend using the Auburn University Medical Clinic Pharmacy, which has a lower out-of-pocket copay expense. If the Auburn University Medical Clinic is closed, students may go to Auburn Urgent Care, located at 1650 A South College St., Auburn, AL 36832, 334-821-3221, 7:30 a.m. - 8:30 p.m. Mon-Fri and 8:00 a.m. - 5:00 p.m. Sat-Sun. In case of emergency, students should go to the Emergency Room at East Alabama Medical Center, located at 2000 Pepperell Pkwy., Opelika, AL 36801, 334-749-3411. All information on the policy and additional information on using the plan will be made available during orientation, and students can access the information online through the following Web pages: International Students and Scholars: http://www.auburn.edu/academic/ international/insurance/ Graduate Students (not in F or J US immigration status): http://www.grad.auburn.edu/Graduate_ Student_Insurance/insurance-Graduate.html


PROGRAM HIGHLIGHT

Certificate for Aquaculture Professionals Now Available Via Distance Ed The Department of Fisheries and Allied Aquaculture at Auburn University, the recognized world leader in aquaculture education and training for many years, is now on the cutting edge of global workforcedevelopment training. Its new non-credit Certificate for Aquaculture Professionals, or CAP, is provided worldwide via distance education. The Food and Agriculture Organization of the United Nations recognized the need to develop this global training program, citing

increases in both global population and seafood demand per capita. Global aquaculture production will need to double by 2030 to keep pace with demand, and in most countries, there are already an insufficient number of trained workers in the aquaculture field. Government agencies require specialists who are knowledgeable about aquaculture activities and can evaluate, develop, and improve aquaculture projects. Aquaculture ventures need specialists in current

aquaculture techniques and procedures. Without these trained specialists, government and industry needs are not met, and the potential economic opportunities of the industry are not fully realized. The CAP program targets four primary educational markets: government agencies, universities, privately owned farms, and individual aquaculture professionals. Each client can benefit from training that will help build the knowledge to perform industry duties with the highest proficiency standards. Guided by Troy Hahn and Antonio Garza deYta, the CAP program and the Distance Learning & Outreach Technology Office have worked to support fisheries and allied aquaculture faculty in the design and production of online modules to deliver program content in multiple languages. The content is structured into modules such as water quality, hatchery management, and genetics and breeding. Students access the content and are assessed via Auburn’s web-based learning management system, Blackboard. The CAP program was conceptualized and planned in 2008, and module development began early in 2009. Program leaders are currently piloting CAP with aquaculture professionals in Mexico, with plans and efforts to go global within as many languages as possible. The Department of Fisheries and Allied Aquacultures is capitalizing on the ability to develop instructional materials, translate them into a variety of languages, and deliver them to multiple audiences across the globe simultaneously to extend the reach of its workforce-development offerings.

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Graduate Student Council The Auburn University Graduate Student Council (GSC) provides a voice for graduate students on campus, acting as the official graduate student representation in university affairs. The GSC has a mandate to promote research and improve the conditions under which graduate students live and work. Past initiatives include the Graduate Student Health Insurance Program and travel grants for graduate students. This year the GSC has been working on new projects and events. On a monthly basis, the GSC partners with the Graduate School to offer a colloquium series to present information on a wide variety of topics to graduate students,

along with a pizza lunch. The Graduate School and GSC, which strive to present cultural information of interest to graduate students, especially those from other countries, also jointly sponsor an International Colloquium series. There are typically two of these each semester. This semester the GSC social committee organized a bowling night, and they hope to repeat that event in the spring. One large current initiative is attempting to obtain dedicated graduate student housing on campus. This is an ongoing effort, but there is strong momentum to move forward with this issue right now. The spring will see the largest GSC events of

the year – The Graduate Scholars Forum and Symposium, and Graduate Student Appreciation Week. The Scholars Forum and Symposium allow graduate students to showcase their research and design projects as well as compete for cash prizes. Appreciation Week is a chance to show gratitude to graduate students for all of their hard work, with several activities planned throughout the week. This will be in April, after the Graduate Scholars Symposium. GSC senators serve on various university committees. For more information, contact Brittny Mathies, GSC executive vice president. Find out more online: http://www.auburn.edu/gsc/

Graduate School Staff Dr. George T. Flowers Dean of the Graduate School flowegt@auburn.edu

Anna McBee Development Graduate Assistant anna.mcbee@auburn.edu

Minnie Bryant Receptionist gradadm@auburn.edu

Dr. George Crandell Associate Dean crandgw@auburn.edu

Theresa Morgan Director of Admissions morgatk@auburn.edu

Jessica Corbett Document Processing jac0033@auburn.edu

Linda Hatchett Executive Assistant/Business Manager hatchlb@auburn.edu

Jennifer Lovelace Domestic Admissions Processing jml0006@auburn.edu

Deborah Bledsoe Insurance Coordinator dir0007@auburn.edu

Sherry Ray Graduation and Program Specialist raysher@auburn.edu

Jessica Nelson Director of Recruiting and Communications jsn0002@auburn.edu

Hank Galbreath ‘76 Director of Development Hank.Galbreath@auburn.edu

Donna Childers Graduation and Program Specialist dct0002@auburn.edu

Kari Gao International Admissions Processing dzg0006@auburn.edu

Julie Renfro Academic Advisor of Theses and Dissertations renfrjb@auburn.edu

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Richard Alverson Information Technology alverro@auburn.edu Erin Edwards Graduate Assistant edwarer@auburn.edu Dr. Len Vining Special Projects Coordinator vininlj@auburn.edu


A WISE INVESTMENT

The Gift of Excellence Graduate fellowships play a key role in supporting the excellence in teaching and research efforts on campus. Quality graduate education attracts the best talent among faculty, graduate students, and undergraduates while simultaneously enhancing our local, state, and national communities – a wise investment for both the student and the economy. Gifts from friends and alumni like you help to provide these special opportunities for deserving students like Cindy Nelson Head, who is pursuing her PhD in Special Education. Cindy’s current research includes behavioral and academic interventions for students with autism and other behavioral disorders. She has submitted an article to a professional journal concerning experimental examination of the effects of self-modeling on the stereotypical behavior of a young girl with autism. With continued support, the Graduate School programs will grow in the coming years providing high quality instruction and an invaluable experience for our students. We invite you and your company or organization to take part in supporting graduate students in the area(s) of teaching, research, or facilities that mean the most to you.

As a first-generation college graduate, I am very thankful to those who invested in and believed in me. My education is an invaluable gift. In fact, it is the best gift I have ever received and one that I can always carry with me. I am privileged to help provide an education to others through annual fellowships in the graduate school. I wanted to contribute to the graduate school because of the increasing importance of a graduate education in today’s competitive environment.

Mary Ellen Mazey Provost and Vice President for Academic Affairs Annual Graduate Fellowship for Women in Science at Auburn University

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Upcoming Events February 9, 2011 Colloquium 12:00 – 1:00 pm. Student Center Ballroom. Dr. Ted Becker, Alma Holladay Professor of Civic Engagement in the Department of Political Science: How to Renew the American Democratic Spirit in the 21st Century: Two New Constitutional Amendments. Pizza lunch provided by the Graduate Student Council.

March 1-3, 2011 GSC Forum

March 24, 2011 Colloquium 12:00 – 1:00 pm. Student Center Ballroom. Dr. Doug Hankes, Director of Student Counseling Services: Wellness and Stress Management for Graduate Students. Pizza lunch provided by the Graduate Student Council.

April 2, 2011 GSC Symposium

April 20, 2011 Colloquium 12:00 – 1:00 pm. Student Center Ballroom Dr. S. Raj Chaudhury, Associate Director of the Biggio Center: Indian Classical Music Pizza lunch provided by the Graduate Student Council.

April 22, 2011 Graduate Assistantship Career Expo (GrACE) 8:00 – 10:00 am. Student Center Ballroom. New and returning graduate students can learn about campus assistantship opportunities and sign up for same-day interviews. Visit the Career Development Services website for more information. Visit our online calendar at www.grad.auburn.edu/cs/gscalendar.html for specific dates and deadlines. 30


A WISE INVESTMENT

Design the land which shapes our world. That’s what I get to do. Auburn’s landscape architecture program has equipped me to listen, to think, and to act so that both you and I may have a life where quality abounds. We are changing the way things have been done so that in the future, things may be done.

Philip Shell Master’s in Landscape Architecture Hometown: Fayetteville, Ga.


The Graduate Scholars Forum THIS YEAR TWO FORUM EVENTS WILL BE HELD! A general forum will take place March 1-3, 2011, in the Student Center on campus. Finalists from the general forum will then compete in a more formal forum on April 2, 2011, at the Jule Collins Smith Museum of Fine Art. An evening reception will be held following the April 2 event for all forum participants and guests. The Forum gives graduate students the chance to enhance their presentation skills, showcase their research, and receive helpful feedback from judges in their areas of research. Don’t miss this opportunity! Connect with us online at facebook.com/AUGradSchool and twitter @AUGradSchool.

www.grad.auburn.edu

Š January 2011. Auburn University Office of Communications and Marketing. Auburn University is an equal opportunity educational institution/employer.


AU Graduate School 3