2016 C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 1
ON THE COVER: The University’s facilities and grounds department used steel rods and creeping fig to bring UA’s mascot to life. The near-2,000-pound topiary stopped by Doster Hall ON THE BACK COVER: At the University Club, which is operated by CHES, students participate in all parts of catering functions — from production to service and management.
CONTENTS 8 37
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DEAN Milla Boschung
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EDITOR Kym Reddoch
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GRAPHIC DESIGN Natorio Howard Division of Strategic Communications Office of Design and Production The University of Alabama
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CONTRIBUTING WRITERS Kim Eaton, Olivia Grider, Richard LeComte, Reata Strickland CONTRIBUTING PHOTOGRAPHERS Shannon Auvil, Babs Davis, Theresa Golson, Miriam Grant, Jeff Hanson, Bryan Hester, Harish Rao, Erin Reilly, Zack Riggins, Reata Strickland, Parker Williams, Matthew Wood
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COMMENTS kreddoch@ches.ua.edu The University of Alabama is an equal-opportunity educational institution/employer • MC8807
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2016
6 38 FEATURES 8 RHYTHM OF LIFE
A musician who loves kids brings health and hope to homeless children.
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BETTER FOOD, BETTER FUTURE
Nutrition students join with kids in community housing for gardening, cooking and taste-testing.
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FILTER OF HOPE
This Human Development and Family Studies major helped take clean water to the Dominican Republic.
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DEPARTMENTS 3 MESSAGE FROM THE DEAN 4
SHORT STORIES
News briefs from around the College
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OUR EXPERTS
Practical life advice from CHES faculty
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THE “I LOVE” PROJECT A CHES Ambassador shares what she loves about the College.
VIEW FROM THE VATICAN
An internship at the Vatican inspired student Parker Williams toward opportunities that lay ahead.
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TIDE FOR TUSKS
A nonprofit established by a CHES graduate student works to conserve the endangered African elephant.
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BEING THERE
Travel to the world’s fashion capitals gave these students insights far beyond a classroom.
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 1
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MESSAGE FROM THE DEAN WE LEARN BY DOING The concept of learning through experience is old. As early
The University of Alabama is in the midst of a five-year
as 350 BCE, Aristotle wrote, “for the things we have to learn
Quality Enhancement Plan focused on improving students’
before we can do them, we learn by doing them.”
real-world, problem-solving skills. The plan raises the bar on
Experiential learning focuses on the individual, rather than a group. Students take a very active role. They experiment, make discoveries and develop firsthand
experiential opportunities and encourages the creation of new ones. CHES has always offered opportunities to learn through
knowledge outside the traditional academic setting. As
experience, so this focus suits our college well. In our
a result, they gain a deeper understanding of the new
programs, experiential learning enables students to reflect
knowledge and retain it longer.
on and apply what they learn in the classroom. Instructors
Learning in this way can be through internships, entrepreneurial ventures, undergraduate research, study abroad and other professional opportunities. The most
inspire students to innovate and experiment with knowledge both in and out of class. In this issue of REUNION, you will read about some
effective activities are well–planned, supervised
of these learning experiences, from creating a nonprofit
and assessed.
to save elephants to using music to strengthen the
A key component of this method of learning is reflection based on observation. The student notes
development of homeless children. We’re so proud of our students and the initiative they
what works and what doesn’t, and considers what can be
take again and again to gain real-world experience, often
improved the next time. Each experience helps inform
serving others in the process.
those that follow. In the process, students strengthen their skills in decision-making and problem–solving and sharpen their judgment. They develop leadership abilities and learn more about career possibilities.
Milla Boschung, Ph.D.
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 3
SHORT STORIES Friendly Faces of CHES CHES Ambassadors serve a vital function at
In serving as a CHES Ambassador, Anna Claire Leary says
the College, acting as hosts and hostesses at
she has “learned how special and diverse our college is.” Alex
special functions such as homecoming, honors
Mathis says the experience has opened up many opportunities
day, graduation and recruitment events. They
to grow professionally. Ambassador Amanda Cox says she has
provide service, promote school pride and
appreciated the chance to share her experience with future
can communicate a thorough knowledge and
college students and help them achieve their goals.
understanding of CHES. They also give tours
To become Ambassadors, students must meet specific
of the College to incoming freshmen, transfer
qualifications: 1) be CHES majors who have been in the College
students, parents, alumni and other visitors.
for at least one semester; and 2) be able to serve throughout
Ambassadors encourage students to
the academic year, maintaining a GPA of 2.75 or higher. They
continue their relationship with the College
also must receive a faculty recommendation and serve in an
after graduation by active membership in the
Ambassador role for at least 12 hours per semester.
CHES Alumni Association. Each Ambassador
Applicants are interviewed and judged by a panel chosen by
works closely with the dean and faculty
the faculty adviser and student coordinator. Evaluation criteria
members and interacts with alumni and
include poise, communication and persuasiveness.
potential students.
The 2015–2016 Ambassadors represent every CHES major.
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Cooking to Heal CHES is partnering with the College of Community Health Sciences (CCHS) in offering a course for the new Culinary Medicine elective. The first class met in January. Through lectures, hands-on cooking classes and follow-up discussion, the class teaches CCHS medical students and family medicine residents — along with CHES nutrition students — how to better educate patients about their diets. Students learn the basics of cooking so they can provide patients helpful information when addressing chronic disease
Dr. Linda Knol conducts the new Culinary Medicine class, which meets in the CHES foods lab.
management and obesity. Classes meet in the
Jennifer Clem, assistant professor in family medicine, and Dr.
CHES foods lab.
Linda Knol, CHES associate professor of human nutrition.
Dr. Jeannine Lawrence, chair of the
The course draws from modules of the curriculum of the
CHES department of nutrition and hospitality
Goldring Center for Culinary Medicine at Tulane University School
management, believes this collaboration is critical.
of Medicine in New Orleans and includes principles of diabetes,
“In the health care field, medical professionals need
weight and portion control, hypertension, sodium, carbohydrates
to work well as part of a patient–centered,
and the Mediterranean diet.
interprofessional team. UA’s Culinary Medicine
During the first class, students divided into eight teams of
program is innovative, bringing together future
three and participated in a cooking exercise. Teams prepared
nutrition and medical students to collaborate,”
a dinner of whole-wheat spaghetti, some with meat sauce and
says Lawrence.
some with lentils and vegetables, as well as salads with lettuce,
Last semester, 24 students were enrolled in
kale, carrots and other vegetables. Students discussed the
the course — 10 medical students, eight nutrition
nutritional content of the dishes, learning, for example, that using
students and six residents. The instructors are Dr.
whole-wheat pasta increases the amount of fiber in the diet.
Providing for Parents Child Development Resources in CHES received
to read to their child to enhance the parent-child relationship,
more than $93,000 in state grants this year for
while also encouraging the child’s mental, social and language
community programs that benefit parents. The
development.
grants came from the Alabama Department of Child Abuse and Neglect Prevention. The programs include Baby TALK (Teaching
The grants also support Alabama’s Parenting Assistance Line (PAL), which receives phone calls related to discipline and guidance, as well as parental stress and support issues such
Activities for Learning and Knowledge), which
as divorce, single-parenting, incarcerated parent, family crisis,
provides services to families in well-child clinics
blended families and overseas military spouse. Calls have come
and Women, Infant and Children clinics, along with
from every county in Alabama, as well as 40 other states, plus
parenting materials and children’s board books at
Canada and England.
the clinics and local hospitals. Baby TALK’s message
“The grants enable us to further build these programs,” says
is that parents can give their children a wonderful
Dr. April Kendrick, director of child development programs, “and
start in life with an environment of language,
encourage repeat use of these services.”
literature and love. Parents receive a gift book
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 5
Canine Comfort When Scotty the golden retriever looks with
them what to expect. They also help distract a child during a
his big brown eyes at the anxious young girl
procedure. At other times, they implement play and help bring
lying in the hospital bed, her anxiety melts into
fun into the hospital environment.
smiles. She’s suddenly oblivious to her strange
“Anything that can help a child feel more normal, that brings
surroundings, completely entranced by this
a connection to home or regular activities, can calm a child and
soft-eared charmer. That’s the job of a Child Life
give her a sense of emotional control in a setting that’s beyond
specialist, to soothe the fears of children in the
her control,” says Leslie Dollar, coordinator of the Child Life
hospital setting and make them feel as normal
practicum at DCH Regional Medical Center in Tuscaloosa.
and comfortable as possible. Anything that feels
On this day, when it’s time to go, Scotty doesn’t want to
familiar can help, which is why the students in
leave the warm lap of his new friend propped up in the sunny
the HDFS Child Life practicum love to work with
hospital bed. But there’s more work to be done, as practicum
volunteer pet therapist Jackie Jackson and her
students get word that a 5-year-old and an 18-month-old have
golden retriever.
just entered the emergency room.
The Child Life practicum gives students
“The ER can be a traumatic experience, especially if it’s a
the opportunity to work directly with medical
child’s first trip to a hospital,” says HDFS student Elissa Gargiulo.
personnel and young patients. The experience
“Scotty does a lot of good work in the ER, and it’s such fun to
builds the students’ confidence and helps
see the surprise on their faces when he comes in. They love him
prepare them for the highly competitive
down there!”
internships that will follow. Students learn to introduce services to the patients and tell
Scotty snuggles with 11-year-old patient Amiya.
Child Life practicum students pose with Scotty and his owner, Jackie Jackson [front left}.
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Watermelon for Wellness University of Alabama researchers are evaluating the cardio-protective effects of three compounds present in watermelon juice. In a study, Drs. Amy Ellis and Kristi Crowe-White, professors in the CHES nutrition and hospitality management department, are providing 100 percent watermelon juice to older adult women. The compounds lycopene, arginine and citrulline found in watermelon juice are individually regarded as heart-healthy. They increase nitric oxide production and reduce oxidative stress — two factors that play major roles in vascular stiffness and cardiovascular disease. According to the United States Department of Agriculture, only one–quarter
of older adults meet fruit intake recommendations, with preparation of fresh fruit cited as a barrier. Watermelon juice may represent a convenient serving of fruit while also packing a cardio-protective punch.
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C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 7
This musician with a love for kids brings health and hope to a Texas school for homeless children.
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very day, more than 100 homeless children find refuge at the Vogel Alcove School in Dallas, Texas. Often developmentally delayed as a result of the struggles their families face, the children come from 17 shelters around the city. At the school, they are fed, loved, taught and nurtured with the goal of getting them on track developmentally. Last summer, Lee Johnson, a graduate student in the Department of Health Science, brought his gift of music to these children through an independent study experience under the supervision of department chair Dr. David Birch.
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“I want to explore music in a preventative health sense, positively impacting children’s social and emotional health.” — Lee Johnson
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At Vogel, Johnson combined his education and talents to explore ways in which music could help improve the preschoolers’ self-regulation and social and emotional health. He brought the children simple rhythm instruments like drums, shakers and bells, and taught them how to use them. Then he began to make up songs with lyrics that helped teach the kids basic developmental skills. One song teaches the simple social skill of greeting others. As they sing, “You can shake my hand/Or look in my eyes/ Or give me a big high five,” they act out the greetings with their friends and teachers. Johnson has always loved music and children. After studying music education at Shelton State Community College and music therapy at The University of Alabama, he earned his bachelor of science in early childhood education in December 2014. Moved by an interest in the connection between music and health, he entered the Master of Arts in Health Studies program, where he enrolled in the independent study that led him to Vogel Alcove. “There is a great deal of research about music as treatment,” Johnson says. “I want to explore music in a preventative health sense, positively impacting children’s social and emotional health.”
He says one of the most valuable things his independent study experience taught him was the importance of establishing a relationship with the preschoolers. “In fact,” he says, “I spent the first three weeks simply getting to know the children, and allowing them to get to know me. I learned that in order to be able to teach them, I first had to build a foundation. Only then did I begin to address their needs.” Johnson’s remarkable work at the school earned him a national endorsement as a Level I Infant and Family Associate by the Texas Association of Infant Mental Health (now known as First3Years). He is committed to maintaining his relationship with Vogel and the children, and has visited the school once a month since his independent study ended in August 2015. His goal is to pursue a doctorate in health education and health promotion so he can continue to follow his passion at the highest levels.
Opposite page: Lee Johnson continues to visit children at Vogel School once a month since his independent study ended last August.
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 1 1
Nutrition students join with kids in community housing for cooking, gardening and taste-testing.
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S
eeing a 10-year-old happily holding a heaping plate of salad is rare for anyone, but for Hannah Henrichs it had special meaning — because she was the reason behind it. “To see a kid eating salad and not even wanting dressing was very rewarding to me as a nutrition major,” says Henrichs. “I learned that kids really like vegetables.” Henrichs was part of a group of UA students who cooked, gardened and held taste tests with children at The Brown House, a communityhousing complex in Northport. The project was one of several that students undertook as part of a new service-learning version of NHM 485 Supervised Practice in Dietetics Management and Communications.
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 1 3
“In these cases, there isn’t a registered dietitian at the agency. They really get to use their knowledge and be the experts in food and nutrition.” — Lori Greene “This was an awesome experience. I got to apply my major and what I’m really passionate about and share that. It was the highlight of my week,” says Henrichs, who graduated in 2014 and is pursuing a master’s degree in human nutrition. In addition to teaching children at the Northport public-housing complex about where food comes from and how to tastefully prepare it, students conducted several other projects as well. They worked with patients at the Good Samaritan Clinic in Tuscaloosa, teaching nutrition classes and holding a Women’s Empowerment Day;offered recipes and nutrition education to those who receive food from the Central Alabama Food Bank;set up a nutrition booth at the Children’s Hands-On Museum in Tuscaloosa;created recipe cards and a cookbook for the nonprofit Druid City Garden Project, which operates school gardens;and planted fruit trees at a Tuscaloosa youth detention facility. In all, 23 students devoted 6,900 service hours to these projects in spring 2015. Lori Greene, director of the Coordinated Program in Dietetics, added service learning to NHM 485, which is the culminating course in the Coordinated Program in Dietetics. Students who want to become
registered dietitians can combine a bachelor’s degree with a required internship that otherwise takes place after graduation. This enables them to achieve their goal in four years instead of five. Greene says the addition of service learning has revolutionized the class, and many students now say it’s their favorite rotation. “Even though they get real-life experience in all of these rotations, this is another level. They create the programs. They are like real professionals in the field. They get to decide what they think is best, based on their training. That just doesn’t happen a lot. Usually, they’re being told what to do.” Other rotations typically pair students with registered dietitians in health facilities. Students in NHM 485 mainly work with community-agency administrators. “In these cases, there isn’t a registered dietitian at the agency,” Greene says. “They really get to use their knowledge and be the experts in food and nutrition.” NHM 485’s previous focus on research and analysis was incorporated into the service-learning version of the course, Greene says. Whereas before, students partnered with research faculty and conducted surveys Top left: Sue Chandler [left] and Sarah Chaffee taste-test fresh fruit and vegetables with children at The Brown House. Middle left: Students Katherine Boles [left] and Kristen Guenther offer nutrition counseling at the Good Samaritan Clinic. Top right: Leah Wilkes at The Brown House community garden. Bottom: Cassidy White prepares fruit for an after-school nutrition lesson at The Brown House.
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“I gained a lot of confidence from creating a program that works,” — Hannah Henrichs
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Opposite page: Students Margit Sample [left] and Michelle Meadows analyze the nutrition content of foods used in the Community Food Bank of Central Alabama’s Weekenders Backpack Program and offer suggestions for best options.
in classrooms, nursing homes and other facilities, they now complete an assessment through the community organization where they work — researching what the organization’s clients eat or their nutrition knowledge, for instance — and present a related literature review to the Alabama Dietetic Association and at the UA Undergraduate Research Conference. At the end of the fall semester, students form groups of four to six and, with Greene’s guidance, select community partners from UA’s servicelearning database. “Choosing our own organizations to work with gave us a chance to focus on our possible career interests,” says Becky McGuigan, a food and nutrition major who graduated in 2014. Henrichs, who also attended culinary school, hopes to become a personal nutrition counselor and wants to make cooking an aspect of her work with clients. “I think it’s very important to show people that they can cook healthy things so they taste good,” she says. Working at The Brown House taught Henrichs strategies that are effective with kids, as well as the fundamentals of running an initiative. “I gained a lot of confidence from
creating a program that works,” she says. Greene meets with each group once a month to discuss assignments and tasks related to the NHM 485 course, as well as how things are going at their community organizations. Students complete weekly journal entries and submit midterm and final reports. At the end of the semester, students bring junior nutrition students to visit their community agencies and explain their work so juniors can continue it the following year if they choose. Greene says the goal for the service-learning version of the course is two-fold. “I want them to be able to work independently and to use the knowledge they’ve gained over their four years with us,” she says. Instilling a sense of lifelong learning and service to community also is key. “The things they do, they probably wouldn’t get paid for, but they will hopefully see how rewarding and important serving the community is and want to do that once they become dietitians.” The course seems to be meeting both objectives. “I definitely feel the need to get involved in my community to provide nutrition education to those who otherwise would not be exposed to it,” says graduate student Kristen Guenther. “I hope to find a place in my new community where I can help out,” she says. To learn more about NHM 485 Supervised Practice in Dietetics Management and Communications, contact Lori Greene at 205-348-4710 or lgreene@ches.ua.edu.
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Human Development and Family Studies major Jordan Stone was among more than a dozen students who took the gift of clean water to the Dominican Republic.
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J
ordan Stone, a human development and family studies major, was among more than a dozen students who took the gift of clean water to the Dominican Republic. Clean water flowing from a tap — it’s an everyday sight in Tuscaloosa, something we take for granted. But for many living in underdeveloped countries, it’s a desperate need. “I saw firsthand how being sick affects children’s development. When kids got access to clean water and became healthy, they could go back to school and parents could go back to work. It’s about so much more than water — It’s about life,” Stone says. The service project was conducted through a nonprofit called Filter of Hope. The organization’s founder, Bart Smelley, demonstrated the filtration process to students. “We were learning what social enterprises look like and the common issues they face,” Stone recalls. “Bart walked in with a bucket, some cow manure and a filter.” Smelley’s demonstration, which produced clean, drinkable water from the manure, captivated the students. “After tasting the formerly disgusting water, we were totally on board,” Stone says. Stone helped spearhead the fundraising efforts to buy water filters, which cost about $40 each, for the families in the Dominican Republic.
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“Being able to just walk down the hall and fill up a bucket with clean, drinkable water is something I couldn’t imagine being unable to do. These people have dirty brown water they get from a river, while we’re privileged to have all these water fountains and sinks.” — Jordan Stone
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Filter of Hope, which is based in Panama City Beach, Florida, arranges for the manufacture and distribution of the hollow-fiber membrane filtration system that people can use with little training. The filtration works through a system of microtubules that trap bacteria and contaminants in the water as it passes back and forth through the filter. According to the organization, the advantage of these filters is that they use no chemicals or electricity. “They’re guaranteed for 10 years, with very little upkeep, just a backwashing once a week,” Stone says. “And they can filter up to 150 gallons of water a day.” Stone says the knowledge of how important clean water is — and how much Americans take it for granted — inspired her efforts. “Being able to just walk down the hall and fill up a bucket with clean, drinkable water is something I couldn’t imagine being unable to do. These people have dirty brown water they get from a river, while we’re privileged to have all these water fountains and sinks.” In the Dominican Republic, the students focused their efforts on neighborhoods around the town of La Vega, where Filter of Hope already had strong connections with two fulltime American missionaries who could connect the students with families who needed water.
“My CHES courses taught me the power of bringing communities together, and community-based work has become my passion.” — Jordan Stone The team brought about 300 filters to the families. Sometimes one of the challenges, Stone says, was helping families understand why they needed the filters. “Even if their water looks clear, it still has viruses and bacteria that they can’t see. So we needed to educate them about what the filters do and why the water has been making them sick.” The student-trainers took a holistic approach to their education efforts. In addition to handing out the filters and showing potential recipients how to use them, the students took time to connect with the families and to inspire some of the children in La Vega with the novelty of the filters. The filter demonstration used a classic sales technique: Take a bucket of dirty water and watch faces light up when clear liquid pours from the filter. The students say the reactions were priceless. Stone’s HDFS concentration is in adolescents and youth, with a minor in addictions and recovery. “My CHES courses taught me the power of bringing communities together, and community-based work has become my passion,” she says.
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When most students think of internship possibilities, the Vatican probably doesn’t naturally come to mind. But Parker Williams’ summer in the Holy City inspired her with a new vision for the future.
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n a flight to Rome in 2012, Parker Williams’ mother met the Rev. Mark Haydu, who was returning home to the Vatican from a visit to the U.S. The seatmates struck what became a lasting friendship. The next day, Haydu gave Williams a private tour of the silent Sistine Chapel, before it opened for the day’s public tours, and many areas of the Vatican that are rarely seen by visitors. About six months later, Williams learned that Haydu was the international director of the Patrons of the Arts of the Vatican Museums. Haydu became like a member of the Williams family, and on one of their visits to Rome, he told Williams about the Patrons of the Vatican Museums’ internships. Intrigued, the general HES major applied, but asked that her family’s friendship with Haydu not be a factor in the selection process. It was agreed, and she was accepted to the 2015 program.
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Above: The Pinecone Courtyard at the Vatican Museums
Q: What is the mission of the
Patrons of the Arts in the Vatican Museums? A: Sadly, much of the city of Rome, especially the priceless ancient artworks, is crumbling. The patrons are seeking to restore and preserve the works in the Vatican Museums, many of them at least 500 years old. Q: What did you do as an intern?
A: My internship developed into three areas. First, with another intern, I created a new electronic filing system for the Patrons of the Vatican Museum records, which previously lived in old file cabinets. Second, I conducted private tours for patrons, who get to see the Sistine Chapel before it opens for the day, as well as other nonpublic
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spaces of the Vatican. Third, I took over the management of all social media and communications. I published e-newsletters and the biannual print newsletter, and I ran the Vatican Patrons website. Before my internship, I had learned successful social media strategies through my two blogs, and I applied those strategies to the Patrons’ social media. The graduate fellow who preceded me was a social media genius, and it was awesome to learn from her. Not only did I learn what worked for the Patrons’ social media, but I also learned strategies that I can use for myself. Q: What did you learn that couldn’t be learned in a classroom?
A: Everything. Honestly, I’m not
a classroom person. I have taken as
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“You learn most when you get hands-on experience. You can learn facts, but when you get into the environment, the facts come to life.” — Parker Williams
many of my classes online as I could. My internship with the Patrons was in a learning environment. It was like a classroom, but not in a classroom. I had the freedom to do what I needed to do. They gave me the power to say, “I have this idea, let’s try it.” Everyone should be required to do an internship to gain real-world experience. You learn most when you get hands-on experience. You can learn facts, but when you get into the environment, the facts come to life.
Q: What was particularly rewarding? A: A couple of our ideas have
actually been implemented, and a couple are still being considered. I think you learn most when you see your ideas in action. You think, “Wow, that was a good idea. I need to have more ideas and keep going.” It becomes an affirming learning experience.
Q: Did your internship make you a more attractive job candidate? A: This internship will draw attention to my résumé, but I hope potential employers will ask me about it. I want to tell them what I learned, including the kind of office I would like to be a part of, filled with creative people, and also what it’s like to be on the other side. For example, when a patron walks in, what he or she sees is grand. But in the backroom, we’re scrambling to make it grand. You can’t learn that in a classroom.
“ A dream job for me is to be a social media manager, constantly pushing social media presence. I loved doing that at the Vatican, and I’m good at it. I hadn’t known that working with social media could be a career. Working at the Vatican Museums made it real that this is a passion of mine.” — Parker Williams Q: Has this internship influenced
your career decisions? A: A dream job for me is to be a social media manager, constantly pushing social media presence. I loved doing that at the Vatican, and I’m good at it. I hadn’t known that working with social media could be a career. Working at the Vatican Museums made it real that this is a passion of mine. (Editor’s Update: Williams’ experience at the Vatican has paid big dividends. A few short months after her return, she landed a position as social media strategist with a Nashville advertising agency.)
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This nonprofit, established by a CHES graduate student, works to conserve the endangered African elephant, which is signified by the Crimson Tide mascot.
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“H
ere come the elephants!” That legendary cry from a fan as Crimson Tide players rushed onto the field is one explanation for how The University of Alabama became the only major school with an elephant mascot. Now, the amazing animal that mascot signifies is in trouble. According to the World Wildlife Fund, the African elephant could soon be extinct. The population has dwindled from several million in 1930 to around half a million today due to rampant poaching and a lack of conservation efforts. Tide for Tusks is a nonprofit organization established by CHES graduate student Reata Strickland. It’s dedicated to raising awareness of poaching and conservation of the African elephant. In 2015, the grassroots organization partnered with the Alabama Museum of Natural History to present an exhibition related to The University of Alabama’s long history with elephants, as well as the animals’ intelligence and complex social structure, and what can be done to save them.
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Wooly mammoth skull:“People don’t realize Alabama had ancient elephants, both mastodons and mammoths,” said museum naturalist Todd Hester. “Our relationship with the elephant goes back literally tens of thousands of years.”
Right: Director John Friel Bottom: A stairway exhibit shows the decline in the number of African elephants each year, leading to predicted extinction by 2026.
“The exhibit was a perfect fusion of natural history and University history.” — Dr. John Friel
A number of campus units have joined the initiative to save the elephants. “The exhibit was a perfect fusion of natural history and University history,” says Dr. John Friel, museum director. “It gave visitors the opportunity, especially during football season, to come in and learn not only about the history of Big Al, but also about our ancient elephants and what we can do to help the African elephant today.” Reata Strickland, who recently finished her master’s degree in CHES, co-founded the nonprofit in an entrepreneurship class taught by Dr. Sue Parker. Her Capstone project for her degree was the Tide for Tusks exhibition. “Reata’s creative idea of connecting mascot Big Al with Tide for Tusks’ goal was a brilliant way to involve students, faculty, staff and alumni,” says Parker. Randy Mecredy, former director of the natural history museum and now an Honors College instructor, accompanied Strickland on an exploratory trip to Tanzania last summer, where the two developed a partnership with the African Wildlife Trust (AWT). The trust’s founder and chairman, Pratik Patel, has also created the first elephant orphanage in Tanzania, called Ivory Orphans. In addition to an Honors College class on elephant conservation, UA also now has a Tide for Tusks student organization with about 60 active
members. Mecredy says plans are underway to take students from both the class and the organization to do service-learning projects with AWT and Ivory Orphans. A number of campus units have joined the initiative to save the elephants through raising awareness, fundraising and resolutions of support. They include • College of Human Environmental Sciences • Honors College • Office, Clerical and Technical Staff Assembly • Professional Staff Assembly • Tide for Tusks Student Organization • University Museums To learn more, go to tidefortusks.org and follow Tide for Tusks on Facebook. For more information about the museum, visit almnh.ua.edu. Faculty, staff and students enjoy free museum admission.
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CTD students tour the fashion capitals of the world and learn lessons far beyond the classroom.
L
earning about the cultural dynamics of apparel and fashion is a highlight of studying clothing, textiles and design (CTD) at The University of Alabama. But CTD students gained this appreciation in a whole new way last summer when they joined fashion retailing instructor Babs Davis for the inaugural tour of the “Fashion Capitals of the World.” The students rubbed shoulders with people of different cultures as they walked the streets of the storied fashion districts they’d studied. They toured showrooms and museum exhibitions, saw fashion themes mirrored from culture to culture, and met with industry leaders in New York and several European centers.
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“ Learning about different cultures is important, but students need to be immersed in those cultures to truly understand the significance of the differences.” — Babs Davis
Top: Alexander McQueen: Savage Beauty exhibit at the Victoria and Albert museum in London. Bottom left: Students hear a presentation at the Tod’s Group showroom in New York. Bottom right: HEMCYA, London. Company owner demonstrates cutting-edge technology at work. 3 4 I R E U N I ON 2 0 1 6
“Learning about different cultures is important, but students need to be immersed in those cultures to truly understand the significance of the differences,” Davis says. In New York, students toured the Metropolitan Museum of Art exhibition “China Through the Looking Glass” and learned to identify fashion elements in the artworks throughout the museum. At the Bard Graduate Center’s “History of the Silhouette,” they saw dresses such as the 18th century French pannier with its immense hoop skirts, which inspired the design of the wide settees and French doors required to accommodate them. At the showroom of HEMYCA in London, they watched the company’s cutting-edge technology at work putting a line sheet (a reference sheet for buyers that shows a picture of each garment with cost, available colors/ sizes, delivery dates, etc.) in motion with the use of an app. “Seeing the industry operate casts it in a whole new light for the students,” says Davis. Then it was on to history lessons at the Kensington Palace Dress Exhibit and the Alexander McQueen exhibit at the Victoria & Albert Museum, a favorite of many of the students. After a lecture by Amber Butchart, author of “Nautical Chic,” students began to identify nautical influences in the fashions of all the cities they toured. “It’s rewarding to see students connect the things they’ve learned in the classroom with what they see
“ Seeing the industry operate casts it in a whole new light for the students.” — Babs Davis
in these cities and begin to put it all together,” Davis says. Paris provided an opportunity to meet with several industry leaders, including the CEO of fashion forecasting company Peclers Paris, who taught students how forecasting fits into the fashion process. They toured the Yves Saint Laurent Foundation and the YSL offices and studio, as well as a showing of the designer’s 1971 “Scandal” collection at the YSL Museum. The timing of the fashion tour coincided with the World Expo in Milan, where participating countries showcased everything from tradition to technology in elaborate pavilions designed for the event. Students had an audience with the president of Hogan Footwear, part of the Tod’s group in New York City, and later with representatives of Italia, where they learned how the company collaborates to create collections, such as the Pharrell Williams footwear line for Adidas. When students can visit other cultures, their study becomes “far less theoretical and more alive,” Davis says. “The time they spent with leaders in the industry can’t be replicated. This tour complements the classroom beautifully and opens the world to our students.”
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ASK OUR EXPERTS Practical life advice from the faculty of HES
VS Debt: The Good and the Bad All debt is not created equal. It’s important to
Bad debt is debt used to purchase something that
remember that whether debt is good or bad is
immediately goes down in value. It can be debt that is
a matter of your personal situation and may not
unsecured, is not expected to generate income in the long run,
be the same for everyone.
in general carries high interest rates, and/or does not produce
The University of Alabama’s Dr. Melissa
tax benefits. Bad debt often includes credit cards, payday loans,
Wilmarth explains the difference between
pawn shop loans, and loans from your retirement accounts and
the two:
life insurance.
Good debt can help you increase your
Your debt-to-income ratio (amount of monthly debt owed
wealth in the long-term. Good debt is secured
divided by monthly income) should be no more than 36 percent.
(meaning it has an asset backing it as collateral),
Also, the timing of debt is important. Be sure to manage so that
is used to purchase assets that will increase in
you are not in debt during fixed-income times, like retirement.
value, may generate tax benefits and, generally, has a low interest rate. Good debt may include student loans, mortgages and business loans.
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Warning Signs of an Abusive Relationship Once thought of as a private issue in some
In a study of seventh grade students, 37 percent of the
marriages, domestic violence is now a widely
surveyed students said they had been victims of psychological
discussed public concern.
abuse (denigration, intimidating and threatening behaviors, etc.);
The University of Alabama’s Dr. Tricia
15 percent said they were victims of physical dating violence;
Witte offers some helpful information and
and 31 percent said they were victims of electronic dating
some warning signs if you suspect that you or
aggression, such as threatening text messages or derogatory
someone you know is in an abusive relationship.
comments on social media.
Domestic violence refers to abuse
Warning signs of an abusive relationship include jealousy or
toward a current or former intimate partner.
controlling behavior, discouraging you from talking to or seeing
Examples include physical violence;
friends and family; demonstrating threatening behavior or
denigrating, controlling, intimidating or
acting in ways that scare you; calling you names or making you
threatening behaviors; and abusive electronic
feel worthless; destroying your property; and using physical
communications (text messaging, social media).
force, such as grabbing, shoving or hitting.
A U.S. Department of Justice survey found that 22.1 percent of surveyed women and
The National Domestic Violence Hotline is 1-800-799-7233.
7.4 percent of surveyed men reported being physically assaulted by a current or former intimate partner.
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 3 7
Brides on a Budget Today, the average American wedding costs
to save on décor and the florist bill, and select an earlier time
about $30,000 — even more in major cities.
in the day to save a bundle on catering. Serve beer and wine
What’s a family to do if their budget isn’t
rather than a full bar and reuse as many flowers throughout the
anywhere near the average?
weekend as possible. You can print your own invitations, and a
The good news is that brides can cut back
DJ or an iPod playlist is a great way to save on music. Consider
in so many areas and still have the wedding
having a small traditional wedding
of their dreams. The University of Alabama’s
cake and supplement servings with
Kimberly Boyle offers some tips on cutting
a ready-to-go sheet cake.
costs on the big day. The first step is to create a written budget
Finally, Sunday is the new Saturday. A non-Saturday wedding
and keep to it with a good tracking system.
reduces costs and increases the
Then, trim the guest list, select a scenic location
availability of top vendors.
Avoiding Hot-Car Deaths Each year, too many parents must face the
•
tragic, accidental deaths of their children who have been left alone in a hot car.
seat before leaving your car. •
A child is put at risk when left in a car unattended in any situation, even for a few seconds. Circumstances may cause parents to inadvertently forget that a child is strapped in the back seat. Tammy Morrow, a parent resource specialist with the Parenting Assistance Line at Child Development Resources, offers some precautions caregivers can take to avoid hot-car deaths: •
Place personal articles such as purses, cellphones and briefcases on the back seat to ensure that you look in that area before leaving the car.
•
Seat your younger children behind the front passenger seat where they are more likely to be in your eyesight.
•
Keep a stuffed animal in your child’s seat when your child is not in the seat. Place the object, as a reminder, on the front seat when the baby is on board.
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Start a routine of opening your back door to check the back Make sure that the doors to all parked vehicles are locked at all times.
•
Hang keys out of reach of young children.
•
If you see a child alone in a vehicle, do not hesitate to get involved. Call 911 or your local emergency number immediately.
Smart Steps for Getting Out of Debt Part of smartly managing debt includes reducing
• Step 3: Prioritize your debt repayment.
your debt level and maybe even getting out of
Write down all of your debt balances and interest rates.
debt completely.
Make a goal to pay off one of your debts first. Start with
The University of Alabama’s Dr. Melissa
the debt with the highest interest rate or the debt with the
Wilmarth offers some steps that will help you
lowest balance. Choose what is most achievable for you.
reduce your debt level:
Focus on one debt at a time (while paying the requirements
• Step 1: Gather records and track spending. Pull together your financial records all in one place and record all of your spending for a month (or longer) to see where your money is going.
on all others) to build confidence and feel success along the way.
• Step 4: Keep change in mind. If you get a tax refund or a raise or a bonus at work, evaluate how much of it you should save and how much of it you should put toward debt repayment.
• Step 2: Prioritize your budget. What are “must pay” items and items that you place a high value on? You may be able to take the lowest priority items off your budget completely and find areas where you can spend less.
C O L L E G E OF H U M A N E N V I R ONME N T A L S C I E N C E S I 3 9
majors all take a science, such as nutrition, design and finances, and look at the industry associated with the science from the perspective of consumers. So students learn to use the technical skills they develop and to understand the human need that the industry serves. How does this diet affect how a child grows? How does the style of the dress make a woman feel? What financial goals do families value? It was the CHES community that compelled me to enroll in the University and to stay, even when I got homesick. As an 18-year-old, I had lived in Dallas, Texas, my whole life, attended the same school for K-12, and was comfortable in a smaller community. The University of Alabama campus seemed dauntingly large and foreign at first, but the community within CHES and my major department made all the difference. During my four years at the University, I have built relationships with faculty, advisers and classmates. By the time I was a senior and in all major-specific courses, I knew everyone in my classes, including the professors. It was comforting to start a new semester knowing I’d be greeted by familiar faces. Consumer Sciences specifically assigns a lot of group work, so I got to build connections with classmates, some of whom became my friends outside class. We worked together on
The“I Love” Project
campus, studied for tests together, and now some of us are studying for the CFP post-graduation together. Without a doubt, campus connections begin with the advisers. My freshman year, my adviser introduced me to other students who would be my classmates throughout the years. My adviser also became a mentor for me. At CHES and
By Grace Martin
the Consumer Sciences department, my adviser knows all the
Martin and other CHES Ambassadors shared what they love about the College for the benefit of incoming students and upcoming Ambassadors.
plan for the students’ academic success, specific to their needs.
A catalyst for my decision to attend The University
families’ long-term goals. I love how my major’s Capstone class
of Alabama to study family financial planning was my
showed me how to integrate everything I’ve learned in a practical
interaction with students and faculty in the College of
way. I love that my major is registered with the CFP Board, and
Human Environmental Sciences (CHES). I didn’t know exactly
the program qualifies you to sit for the CFP post-graduation. But
what I wanted to major in, but the College offered diverse
what I love most is the tight-knit community I found within CHES.
options with one common key: developing a skill within an industry and using it to interact with and help others. I knew I wanted a career that would enable me to impact people, and every CHES major does that. These
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students with whom she interacts, and she creates a personal I love how my department is dedicated to my academic success and accommodates every student’s individual needs. I love how my major looks at finances from the perspective of
[Editor’s Note: Martin is a member of the University Scholars program in consumer sciences, which allows exceptional students to dual-enroll in undergraduate and graduate degree programs.]
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