2025 Lighted Lamp

2025

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The

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The mission of High Point University is to deliver educational experiences that enlighten, challenge, and prepare students to lead lives of significance in complex global communities.

EDITORIAL TEAM:

HIGH POINT UNIVERSITY DEANS:

Dr. Virginia Leclercq, Chief Editor, Douglas S. Witcher School of the Humanities and Behavioral Sciences Dr. Melissa Glover, Stout School of Education Dr. Cynthia Hanson, Phillips School of Business Dr. Brandon Lenoir, Nido R. Qubein School of Communication Dr. Pamela Lundin, Wanek School of Natural Sciences Dr. Lance Mabry, Congdon School of Health Sciences Dr. Syreeta McTavous, Workman School of Dental Medicine Dr. Brielle Spencer-Tyree, Webb School of Engineering Dr. John Turpin, David Hayworth School of Art and Design Dr. Corina van de Pol, School of Optometry Dr. Amarylis Wanschel, Fred S. Wilson School of Pharmacy

Dr. Nahed Elantawy, Nido R. Qubein School of Communication Mr. Ken Elston, Douglas S. Witcher School of the Humanities and Behavioral Sciences Dr. Briana Fiser, Wanek School of Natural Sciences Dr. Lou Anne Flanders-Stec, David S. Congdon School of Entrepreneurship Dr. Kevin Ford, Congdon School of Health Sciences Dr. Daniel Hall, Phillips School of Business Dr. Catherine Heyman, School of Optometry Dr. Amy Holcombe, Stout School of Education Dr. Racquel Ingram, Teresa B. Caine School of Nursing Dr. Mary Jayne Kennedy, Fred S. Wilson School of Pharmacy Hon. Mark Martin, Kenneth F. Kahn School of Law Dr. Michael Oudshoorn, Webb School of Engineering Dr. Ali Shazib, Workman School of Dental Medicine Dr. John Turpin, David Hayworth School of Art and Design

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TABLE OF CONTENTS

5 MESSAGE FROM THE PROVOST

14 STITCHING TOGETHER STORIES

26 BALANCING UNIVERSITY RESPONSIBILITIES

38 NURSING STUDENT SELF-EFFICACY

6 THE DEAN’S CORNER

20 VOTING ANOMALIES

32 FACULTYSTUDENT RESEARCH

44 FACULTY SCHOLARLY WORKS

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A MESSAGE

FROM THE PROVOST Dear Colleagues and Friends of High Point University,

It is with great pride that I welcome you to this latest edition of The Lighted Lamp, High Point University’s distinguished publication celebrating the remarkable scholarship and creative works of our faculty.

At HPU, we are fortunate to have exceptional educators whose intellectual curiosity and dedication to their disciplines not only generate and advance knowledge but also create extraordinary learning opportunities for our students.

In these pages, you will discover the vibrant intellectual life that defines HPU. From Dr. Racquel Ingram’s inspiring leadership in our School of Nursing to Dr. Brandon Lenoir’s innovative approach to experiential learning in Strategic Communication, our faculty continue to exemplify what it means to provide an extraordinary education. You’ll explore Dr. Adam Graham-Squire’s fascinating mathematical analysis of voting anomalies in ranked-choice voting elections, and journey through a century of HPU student fashion history with Dr. Joey Fink’s article on this Sechrest Gallery exhibition.

The groundbreaking undergraduate research initiatives in Event and Hospitality Management, led by Drs. Clark, Ritter, and Wiitala, showcase our commitment to preparing students for meaningful and productive careers through hands-on research experiences. Finally, the collaborative work of our nursing faculty — Drs. Ingram, Davis-Dick, Phelps, and Smoot — demonstrates how simulation-based learning is transforming clinical education.

What makes these scholarly pursuits truly special is that they are not conducted in isolation. At High Point University, our faculty scholars invite interdisciplinary collaborators and students into their intellectual journeys, creating opportunities for undergraduates to contribute meaningfully to research, creative work, and professional practice. This mentorship model forms the bedrock of an HPU education—where students don’t merely learn about their fields but actively participate in advancing knowledge within them.

As you read through these inspiring stories of faculty excellence and student achievement, I hope you will share in my deep appreciation for the scholarly community we have built together. The light of knowledge shines brightly at High Point University, and The Lighted Lamp captures just a glimpse of that brilliance.

With gratitude and pride,

Daniel Erb, PT, PhD Provost

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THE DEAN’S

CORNER

Racquel R. Ingram, PhD, RN Founding Dean, Teresa B. Caine School of Nursing

NEXT-GENERATION NURSE LEADERS: A VISIONARY APPROACH TO NURSING EDUCATION Professional nursing practice, artfully and skillfully conducted by the Registered Nurse (RN), encompasses a comprehensive range of responsibilities that blends clinical expertise with compassionate patient care. At the foundation of nursing practice lie critical tasks involving the nursing process where nurses assess, analyze to produce a nursing diagnosis based on clinical judgment, plan, implement, and evaluate both physical and mental health aspects of patient care, carefully observing how individuals respond to illnesses, nursing interventions, and prescribed regimens. These assessed collections of subjective and objective data become prioritized plans of evidencebased care, individualized to a patient’s needs with a cyclical evaluation of interventions, treatments, and outcomes.

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During the planning and implementation of care, RNs develop, initiate, implement, and continually evaluate nursing interventions, adapting their approach based on individualized patient responses, critical thinking, and clinical judgment. In the collaborative healthcare environment, RNs work closely with other professionals, coordinating care and implementing prescribed treatments and pharmaceutical regimens. Through these interconnected responsibilities, nurses serve as crucial guardians of patient safety and wellbeing, maintaining the highest standards of professional practice.

Nursing education forms another cornerstone of nursing practice. RNs serve as essential educators and counselors, providing patients

with crucial information about their health and guiding them toward an enhanced understanding of self-care. This educational role extends to the profession itself, as nurses supervise, teach, and evaluate other RNs, Licensed Practical Nurses (LPNs), future nurses preparing to enter the field, and unlicensed personnel such as certified nursing assistants or CNAs. With this in mind, there is a national nursing shortage impacting patient care across the lifespan. Though the shortage was in place prior to the COVID-19 pandemic, this unfortunate circumstance has heightened an already understaffed nursing workforce which impacts patient outcomes (Martin et al., 2023). There are projections from the U.S. Bureau of Labor Statistics (2024) indicating a 6% expansion of the nursing workforce for Registered Nurses (RNs) over the next decade, and the need for more than 190,000 new RNs annually in the United States. The Teresa B. Caine School of Nursing at High Point University is strategically positioned to combat this ongoing nursing shortage. The school’s robust, inclusive approach to nursing education serves as a vital pipeline for addressing workforce gaps by providing comprehensive clinical experiences, fostering diverse talent, and creating multiple pathways for nursing education, including potential future graduate programs. The school is not just training nurses but is simultaneously developing a sustainable solution to one of healthcare’s most pressing challenges.

Dr. Racquel Richardson Ingram, PhD, RN, MSN is Founding Chair and Dean of the Teresa B. Caine School of Nursing. Her research interests include strategies and interventions that address health literacy for disadvantaged populations and those that address the local and national nursing shortage. She is an A.V. Cockcroft Fellow, a National League for Nursing LEAD Fellow, the current chair of the North Carolina Board of Nursing (NCBON, 2023, 2025) and previously served as an Exam Development Volunteer for the National

Council of State Boards of Nursing (NCSBN) (2022-2024). Her most recent research study (co-investigator) was “Examining Junior Nursing Student Self-Efficacy in the Psychiatric Mental Health Nursing Clinical Simulation Experience” (2024). Dr. Ingram also has experience in nursing leadership, grant writing, and expertise in program development.

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In just a few short years, under Dr. Ingram’s leadership, High Point University’s Teresa B. Caine School of Nursing has rapidly transformed from a prospective department to a pioneering institution of nursing education. Established in January 2021 within the Congdon School of Health Sciences, the program quickly gained momentum, receiving initial approval of its Bachelor of Science (BSN) program from the North Carolina Board of Nursing (NCBON) in January 2022 and welcoming its inaugural cohort in August of the same year.

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accomplishment given that the NCLEX-RN serves as the nationwide examination for the licensing of registered nurses and represents the gateway to professional nursing practice, along with the program’s achievement of full approval status from NCBON .

The school’s trajectory has been nothing short of remarkable. By November 2022, what began as a department was elevated to a full

The success of the Teresa B. Caine School of Nursing is due to its comprehensive and holistic approach to nursing education that extends far beyond traditional clinical training to include four fundamental metaparadigm concepts: nursing, environment, person, and health. This holistic perspective recognizes that effective healthcare extends beyond nursing and medical interventions to encompass social, cultural, economic,

School of Nursing, and in 2023, it was officially named in honor of Teresa B. Caine. The inaugural cohort’s achievements underscore the program’s early success – graduating in May 2024 with a remarkable 100% National Council Licensure Exam for Registered Nurses (NCLEX-RN) pass rate – a remarkable

and personal contexts. Consequently, the school’s philosophy is rooted in a profound understanding that nursing is not merely a profession, but a complex, interdisciplinary practice that demands intellectual rigor, cultural competence, and a commitment to lifelong learning. This approach guides

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our mission to produce extraordinary nurse leaders who can navigate the increasingly complex and diverse healthcare landscape.

Our innovative curriculum, guided by the American Association of Colleges of Nursing’s Essentials and the Quality and Safety Education for Nurses competencies, goes beyond traditional coursework by using evidence-based practices to emphasize critical thinking and clinical reasoning while also being cognizant of culturally appropriate care to prepare our nursing graduates to be engaged, collaborative members of a patient’s health care team. Two examples of courses that support our commitment to this student preparation are our senior-level courses NURS 4209: Global and Population Health Across the Lifespan and NURS 4514/4515: Interdisciplinary Nursing Care for Adults with Medical-Surgical Needs. In the former, students are introduced to population and global healthcare issues specific to health policies that impact vulnerable populations across the lifespan, with an emphasis on nursing management of these issues. In the latter, the focus is on complex multisystem health conditions in adult populations with an emphasis on both the prioritization and

coordination of interdisciplinary care. A systems-based approach to clinical nursing practice and nursing leadership is also included in both an actual or simulated clinical practicum filled with opportunities to integrate the nursing process, evidencebased practices, and patient-centered clinical decision-making processes.

Indeed, one of the most distinctive features of the program is its commitment to extensive direct patient care experience.

Students receive over 1,000 hours of clinical training across a diverse range of healthcare environments. This is not limited to traditional hospital settings but also includes: community health initiatives, medical-surgical specialties, pediatric care, women’s health, global health contexts, psychiatric and mental health nursing, nursing research opportunities, and simulation. The school also has a stateof-the-art simulation suite and skills lab, allowing students to receive hands-on experience in a safe environment filled with technology where they can make mistakes and receive guidance prior to working with actual patients. Examples of this technology include the birthing simulator, Lucina, which is

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capable of giving birth without complications or while experiencing a complication such as a feet first presentation of the fetus resulting in a breech delivery. Another is our medicalsurgical adult health simulator known as Apollo, which allows students to prepare for critical care or emergent situations such as a “Code Blue,” simulating a response to a lifeor-death situation.

The Teresa B. Caine School of Nursing’s success is anchored by its distinguished faculty, who bring theoretical expertise and extensive clinical experience to the classroom.

These accomplished nursing educators, often referred to as the “Dream Team,” by the local community, represent the intersection of academic excellence and nursing leadership, with backgrounds spanning critical care, community health, women’s health, pediatrics, mental health, medical-surgical care, global healthcare initiatives, and nursing research.

While some faculty have nationally recognized certifications to ensure they remain abreast of the latest trends and knowledge pertinent to their respective areas of expertise, several also have experience in more than one nursing practice area. For instance, some have an adult health practice background but also have expertise in a specialty area such as women’s health or pediatrics allowing them to teach multiple courses across the curriculum and to support each other in didactics and in clinical practicums at collaborating health organizations.

Faculty are also committed to advancing the nursing profession through research and other creative evidencebased practices.

Though not required, the Caine nursing faculty have achieved several certifications in support of their respective areas of clinical practice and

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expertise. These include certification as a Medical-Surgical Registered Nurse (CMSRN), a Certified Acute Care Virtual Registered Nurse (CAVRN), a Certified Hyperbaric Oxygen Registered Nurse (CHRN), a Certified Acute Care Virtual Registered Nurse exam developer, a Certified Healthcare Simulation Educator (CHSE), a certified American Nurses Credentialing Center (ANCC) PsychiatricMental Health nurse, an NCLEX item writer, an ambassador for well-being and suicide prevention, a Certified Academic Clinical Nurse Educator (CNEcl), and a certified Maternal Newborn Nurse (RNC-MNN).

Faculty research interests include the promotion of evidence-based strategies to improve student outcomes in nursing education, those that improve the mental health of individuals along with those that enhance student understanding of mental well-being, nursing simulation strategies that focus on improving outcomes associated with caring for patients with heart failure, maternal-child health issues and complications, nursing student success in academic settings and on the NCLEX-RN, the role of simulation in nursing education, addressing workplace violence among health professionals in acute care settings, and strategies that enhance student success in variable clinical nursing practice roles.

Beyond their academic credentials and research interests, faculty members maintain strong connections with healthcare facilities and community partners throughout the region, creating valuable opportunities for student clinical placements and future employment. Their commitment to staying current with emerging healthcare trends and technologies and mentoring students ensures that graduates are prepared for the rapidly evolving healthcare landscape.

As the Teresa B. Caine School of Nursing prepares to enroll its fourth student cohort

in spring 2025, it stands as a testament to innovative nursing education. By cultivating nurse leaders who are not just clinically competent but socially conscious and adaptable, the school is reshaping the future of healthcare.

The journey from a small department to a recognized BSN program within a school of nursing, and a recent approval of an additional one hundred seats from NCBON (total of two hundred), reflects more than institutional growth—it represents a bold reimagining of nursing education for the 21st century.

REFERENCES Martin, B., Kaminski-Ozturk, N., O’Hara, C., & Smiley, R. “Examining the impact of the COVID-19 Pandemic on burnout and stress among U.S. Nurses.” Journal of Nursing Regulation 14, no. 1 (2024):4-12. Doi: 10.1016/S2155-8256(23)00063-7.

US Bureau of Labor Statistics (2024). Occupational Outlook Handbook: Registered Nurses. Retrieved from https://www.bls. gov/ooh/healthcare/registered-nurses.htm#tab-6

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STITCHING TOGETHER STORIES OF STYLE AND SELF-EXPRESSION Dr. Joey Fink Chair and Assistant Professor of History Douglas S. Witcher School of Humanities and Behavioral Sciences

A group of High Point College alumni from the 1950s and 60s stand in the Sechrest Gallery on a Saturday afternoon in November 2024, immersed in the exhibit “A Century of Style: 100 Years of High Point Student Fashion.” They point to black-and-white photographs from the Zenith yearbooks mounted on the wall in a visual timeline, depicting one hundred years of student life. “Is that Bobby? He looks like your Bobby.” “That sure is Diana.”

Eight High Point University undergraduates stand nearby with their phones lifted in the air, capturing the conversations. “Look at the shoes! I had saddle oxfords. Two pair.” “Oh, I had saddle oxfords. We all did.” Over by the interactive display “What’s in My Bag,” a student snaps a photograph of two alumni wearing the purple-and-white beanies. Until the late 1960s, they explain to the undergraduates, first-year students were required to wear the childish cap to mark them as newbies. Near the mannequins sporting typical 1960s college attire, a student asked two women what memories the exhibit brings back. “We both got married before we graduated,” one says, laughing. “You put that in your notes!”

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The exhibit began with students doing historical research, which means diving into archival collections in libraries and online repositories, as well conducting oral history interviews.

This research revealed insights and yielded discoveries about the university’s century-long history, highlighting changes in conduct and appearance policies, photographs reflecting societal values and economic realities, and alumni stories about how they expressed themselves through fashion. But public history requires one to deliver research findings in ways that are accessible and relevant to the public, so the students’ work didn’t end with delivering research reports. They engaged in collaborative planning of the exhibit’s design, including interpretive texts to educate visitors and immersive elements to activate their imaginations through multi-sensory features.

This hands-on experience in public history research, storytelling, and exhibit design was significant and valuable for students because it required the application of historical knowledge and skills in a practical and collaborative setting.

Moreover, it fostered students’ connection to their university, bringing institutional

history to life and providing opportunities for intergenerational reflection on experiences and perspectives. “A Century of Style” ran in the Sechrest Gallery from September 30 through November 15, 2024 as part of High Point University’s centennial anniversary, but its impact exceeded the six weeks it was open and the centennial year it celebrated.

From Idea to Implementation This endeavor began in 2019, when I proposed ideas for centennial celebrations to then Provost Dennis Carroll and Dean Carole Stoneking.

From the start, I envisioned interdisciplinary student-driven projects that would benefit from the curiosity and perspectives of HPU undergraduates and the talent and expertise of colleagues across disciplines. Covid disrupted my ambitious plans, but I didn’t abandon them.

I found ways to integrate the project work with my teaching, such as having students in my general education history courses analyze High Point College yearbooks (the Zenith) as primary sources that reveal changes in twentieth-century youth culture. In my Oral History seminar, students with majors ranging from History and Political Science to Journalism to Business, conducted background research on university history and recorded oral history interviews with alumni and retired faculty. From that class, I invited a small group to take an independent study to generate more research and further develop ideas for centennial projects. “I loved culling through the archives in the library and seeing that history,” said Alexis Way (History B.A., 2025). “Working with Dr. Fink on this project has taught me the active, bootson-the-ground work that comes with being an historian.”

In the summer of 2023, I proposed ideas to HPU’s centennial committee, and Mr. David Bryden (Director of Library Services) and Dr. Emily Gerhold (Assistant Professor of Visual Arts and Director of the Sechrest Gallery) joined the conversation. Out of the projects that I had proposed in 2019, Dr. Gerhold and I decided to focus on the idea for an exhibit that

would showcase one-hundred years of college student style. There were three reasons behind this decision, ranging from conceptual to practical. One, self-expression through style is a theme that many young people can relate to, growing up as they have in front of and behind cameras. Two, the library’s digitized collection of the university’s yearbooks provided a wealth of accessible visual materials, and Mr. Bryden generously offered his assistance in working with those sources. Three, yearbook photographs from the 1920s through the early 2000s would allow exhibit visitors to see small changes and huge transformations in the student body and daily campus life over one hundred years.

As Dr. Gerhold and I brainstormed on the exhibit design, we agreed that a visual timeline would run along the walls of the Sechrest Gallery chronologically from the 1920s through the early 2000s; this was the most effective way to anchor the visitor experience.

Dr. Gerhold’s graphic design students gained experiential learning as they selected, printed, and mounted yearbook photographs to tell a visual story of the one-hundred-year history.

Skylar U’Glay, Marketing and Communications

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Manager for the David R. Hayworth School of Art and Design, partnered with Dr. Gerhold to supervise student work and mount the timeline.

I produced interpretive wall text to introduce the timeline and explain key moments of historical change, drawing from my students’ research and oral history interviews.

The visual evidence for the exhibit’s timeline was plentiful, but Dr. Gerhold and I wanted this exhibit to be multi-sensory and immersive.

We asked Assistant Professor of Costume Design Zane Kealey to work with us to include vintage or era-inspired clothing. This collaboration between historian, visual artist, and costume designer resulted in the idea to use mannequins to spotlight key moments of social and institutional change within the timeline. Thanks to generous funding from High Point University’s Cultural Programming

Committee, I purchased four sets of posable mannequins, and Professor Kealey worked with her students to create “looks” (outfits for the mannequins) that would articulate key points about four major moments of change in HPU history. For instance, the 1920s mannequins showed the cultural changes in the looser, less restrictive dresses that young women wore, yet there was a uniformity of style for students in the early years of this institution and like other southern educational institutions, High Point College (HPC) was racially segregated.1 The 1920s student body – who they were and how they looked – reflected the tension in southern towns between modernity and tradition, between opportunity and restrictions. The 1940s mannequins wore military uniforms to reflect how deeply and intimately World War II affected the school. The Zenith yearbook photographs from the World War II-era showed the more utilitarian civilian fashions. Doublebreasted suits for men were out; simple, durable clothing was the norm. Women’s dresses shifted from loose silhouettes and romantic accents to structured tailored looks; a functional femininity that reflected their resilience and determination in the face of global crises.

To further reach our goals for a tactile and immersive experience, Dr. Gerhold, Ms. U’Glay, and I created four interactive displays in the center of the room. One was a blackboard wall where visitors were invited to “Sign Our Yearbook!” Another display featured the tools that students in the early and mid-twentieth century would have brought with them to campus: a sewing kit for women and a shoe care kit for men. This display reinforced the visual timeline’s historical lesson that in the years of college dress codes, students needed to maintain a formal and polished style. Interpretive text next to this display also explained that the average HPC student in the 1920s through the 1950s came from modest means; they had to “make do” rather than replace worn or torn wardrobe items.

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High Point College became High Point University on October 9, 1991.

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Alexis Way came up with an idea for the interactive display “What’s in My Bag?” to show visitors what a typical student needed in and out of the classroom. Space and resources precluded us from showcasing several generations of purses and bookbags, but the display (which focused on the 1950s-60s) provided that textured experience we wanted.

Visitors could try on tiny dress gloves (a staple of women’s fashion, especially for church and formal events) and hold pencils and notebooks from the days before laptops and tablets. Dr. Gerhold and Ms. U’Glay created the fourth interactive display, “Get Ready with Me,” which featured vintage and replica artifacts sitting atop a vanity or pinned to the wall beside the mirror. Visitors were encouraged to sit at the display and imagine the careful preparations for class in the era of dress codes, when students – especially young women – were required to present a formal, coiffed appearance in the classroom. Along with the outfitted mannequins, these interactive displays helped bring the past to life and represented the value of the interdisciplinary collaboration between arts and humanities faculty, staff, and students.

The final design question was: how to end the visual timeline in the twenty-first century and conclude the visitor’s historical journey? The university stopped producing yearbooks after 2014. I suggested a digital installation for current students and recent graduates to submit photographs that showcased their style. Ms. U’Glay and I created an online submission portal, and Dr. Gerhold procured a large monitor that played a slideshow of photographs.

This digital installation punctuated one of the main points that had emerged from my students’ historical research: that by the twenty-first century, there was no “typical” High Point student. It also allowed students to literally see themselves in the exhibit. Within the span of about four weeks, we received 122 submissions, showcasing the wide variety of student style and celebrating the individuality and self-expression of young people at an institution designed to help them discover and become their best selves.

The Experience and the Impact “A Century of Style” could be enjoyed without

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a guide, but I had several opportunities to lead tours in the exhibit to help students engage more deeply with the exhibit and bridge the past and present. Looking at the 1950s photographs, many students marveled that the undergraduates “looked so much older than us!” In 1950s America, the Cold War was raging, I explained, and every year thousands of young men were pulled into military service through the draft. Some served in the Korean War (1950-1953) and earned their college degrees later in their twenties.

Furthermore, HPC had strict dress codes and students were expected to present a mature, professional look in the classrooms and in formal photographs. This often led to a discussion change over time in social norms and the value of self-expression, diversity, and comfort in fashion.

Three events brought external guests and alumni to the exhibit and fostered interdisciplinary and multi-generational conversations. On October 21, 2024, faculty and graduate students from the Museum Studies program at the University of North Carolina, Greensboro, were invited to evaluate the exhibit and participate in a workshop with HPU History and Museum Studies students. This workshop provided an experiential learning experience for students who hadn’t been part of the research, design,

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and installation of the exhibit. Undergraduate students were able to learn from and network with graduate students, as Dr. Gerhold and I led a discussion of the processes and best practices in exhibit design and interdisciplinary collaboration.

HPU undergraduates and UNCG graduate students then engaged in a process of professionally evaluating a public history installation.

Not only did this provide the students with experience in assessment, it gave us valuable feedback on our work. The next evening, more than fifty students, employees, and alumni attended a reception to celebrate the exhibit, featuring games like “HPU Leaders When They Were Students” and “Milestones in HPU History.”

Then, on November 2, approximately two dozen Cornerstone Alumni (celebrating fifty or more years since graduating) toured the campus, ending their day at the exhibit. I recruited and trained seven current undergraduates to talk with the alumni as they perused the exhibit and record their stories and memories that the exhibit provoked (“memory captures”).

The “memory captures” with the Cornerstone Alumni demonstrate how the exhibit sparked multisensory and textured memories, such as the music they listened to (Elvis was mentioned more than once!) and the feel of the clothing

they wore. “We all wore skirts to class,” recalled Pat Brackett (Class of 1963). “And nylons. We had to buy nylons. You could practically stick your finger through [them.]” Overhearing that, another alumni nods and adds, “You’d look at ‘em and they’d run.” One photograph could prompt a chain of memories. “We had wonderful basketball players,” said Gary Carver (Class of 1968). “The team wore socks from the knee down and they had vertical stripes.

Oh, we had Saturday classes. I had Spanish on Saturday mornings in Roberts Hall. Spent a lot of hours in Wrenn [the library].” Carver trails off with a smile on his face, perhaps remembering a particular Saturday in the library. Many alumni stories involve at least one memory of meeting a date in Wrenn Library as a way to see their sweetheart outside of the limited evening social hours that students were permitted in the 1950s and 60s.

Romance and love featured prominently in the alumni memories that Saturday. Bev [Molitor] Gebicke (Class of 1969) remembered spotting her future husband in the cafeteria, telling her friends, “I like the big one in the front.” When Trish Peterson (Class of 1963) was asked what memories the exhibited prompted, she replied, “Mostly meeting my husband here. That was a requirement. [Laughs] You had to graduate with a ring.” Nancy Yates (Class of 1963) met and married her husband Bobby at High Point College, but the details of their courtship will remain a mystery. “I could tell you a lot of stories about [that],” laughed Bobby. “But I won’t.”

For many alumni, the exhibit provoked multigenerational reflection. Milbrey Bartholow (Class of 1964) stared at the photographs in the 1920s section, pointing to the drop-waist dresses and bobbed hair. “I remember seeing pictures of my mom when she was growing up. She graduated 1931 or 32 so she would have been wearing stuff like this when she was in high school.” Trish Peterson (Class of 1963) first came to High Point College as a little girl with her father who “shoveled coal in Roberts Hall to keep the building warm” when he was a student, returning to earn a science degree

so that he could go to medical school. Trish was a Religion and Philosophy major, and like many of the women of her era, earned a teaching certificate. Bev was an Elementary Education major and talking with young women with majors ranging from History and Education to Psychology, Chemistry, and Hospitality Management, she reflected on the changes she has witnessed. In her era, most women expected a career as a teacher, nurse, or secretary. “About four years after I graduated,” she recalled, “everything opened up for women.” From strict dress codes and rules on social hours to majors and careers, the alumna’s reflections illustrate how individual women experienced the restrictions of their era. “Oh, we were brazen back in [the sixties],” said one woman. “We wore slacks to work one day. It was just before Christmas, so no one was in the office. After the holidays, we were back in skirts.”

The anecdotal evidence captured in the exchanges between students and alumni reinforces a major part of the exhibit’s historical narrative. The end of dress codes in 1969 and the expansion of consumer options for students led to greater self-expression through clothing and hairstyles. Pat Brackett stood in the 1960s section with several other women, staring at a photograph of a group of students in a

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classroom. “That sure looks like you, Pat,” they say. Uncertain, Pat recalls, “I think I remember that gray cashmere sweater.” Later, Pat explains to a student, “I do look at that picture and it’s like, that was my era. And that’s the kind of hair styles we wore, so anyone could be any one person.”

The photographs in the exhibit after the 1960s show students embracing the opportunity for individuality; in any given era, their styles reflected a sense of possibility. Students created unique wardrobes that showed their personal tastes and a diverse fashion landscape. One might spot a young woman in a floral dress in the library one morning, then see her in corduroys and a flannel later that day. A popped-collar polo shirt and chinos might have been the daily style for a young man one year, but the next, it’s track pants or basketball shorts. Student style after the 1960s was eclectic and expressive.

In short, in the last quarter of the twentieth century, it became impossible to identify a “typical” High Point student. Federal court rulings and anti-discrimination legislation broke down the Jim Crow barrier, and in the 1970s, Black students integrated High Point College, claiming their place in classrooms, student government, and on the Homecoming

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Court. In 1974, Donna Walls was the first Black student to be crowned Homecoming Queen; in 1980, Janet Riley Wright co-founded the Black Unification Movement at HPC, an organization dedicated to creating space for Black students on campus and raising awareness about Black culture. Yet while the student body changed and what they wore bore little resemblance to the previous generations, the students in the post-1960s parts of the exhibit represent the same spirit of that first generation of learners in the 1920s. Every face in this exhibit tells a story, whatever their era and style: a story of the value of an institution of higher learning, a place where one discovers themselves and learns how to show the world who they are.

Evaluating Impact Gathering quantitative data on the impact of the exhibit was challenging. I created a digital form to collect demographic information about visitors and posed open-ended questions to provoke reflection on the impact of the exhibit.

The QR code for the digital form was displayed next to paper copies of the form, with a box to collect responses. However, by the end of six weeks, we had only collected a few dozen surveys. In hindsight, it’s clear that the placement of the surveys and QR code was not prominent enough.

The evaluations from the October 21 workshop with UNCG Museum Studies graduate students provided helpful feedback. Seventy-five percent of evaluations ranked the exhibit four or five (out of five) in the following categories: visitor engagement, interpretive effectiveness, design & aesthetics, educational impact, emotional impact, visitor flow, and community relevance. Areas for improvement included use of technology and accessibility. The latter was something that Dr. Gerhold and I took very seriously. Evaluators noted that all text was ADA-compliant and complimented Dr. Gerhold on hanging wall items at a level sensitive to visitors who aren’t standing. Suggestions for improvement included braille wall text and/or a QR code that linked to narration of the wall text.

Overall, the feedback we received indicates we created effective experience for our target audience, and reflects well on the mentorship that Dr. Gerhold and I provided for the students whose work made the exhibit possible.

The value of interdisciplinary collaboration and experiential learning was evident throughout the process of creating “A Century of Style” and hosting the three events. Students from various disciplines, including history, visual arts, museum studies, costume design, and graphic design, worked together to create an immersive and emotionally-engaging exhibit. Kayla Robinson, a senior graphic design major, reflected on what she gained from the experience of synthesizing visual arts

and historical research to tell powerful stories.

“Each era of fashion has its own narrative, and my task was to use visual elements that brought that all together,” Robinson said. “I also had the opportunity to work on my collaboration skills, working alongside the gallery curators as well as other designers.” This collaboration allowed each student to apply their knowledge from and passion for their field of study, gaining handson experience in research, design, installation, and even event management, and evaluation.

The experiential learning opportunities were invaluable, as students developed skills in written, oral, and artistic communication, creative problem-solving, and teamwork.

Moreover, the exhibit’s focus on young adults encouraged critical thinking and reflection about the past among the students who collaborated on the project. Historians too often overlook the experience of young people, sending a message that their stories are not worth telling. As HPU students researched and created the exhibit, they saw how HPC students weren’t simply products of their school; they shaped the institution that educated them. “It’s not just that our college years influence our lives,” Lexi Way concluded. “It’s how we shape the story of our college.”

“A Century of Style” told a story about High Point University from the perspective of the students who grew and changed along with their institution. The “typical” college student attire evolved dramatically over one hundred years, reflecting institutional transformation and cultural and political change in the South and throughout America. Each decade’s fashions told a story about this school and the students who called it home. This exhibit invited visitors to learn about the interplay between fashion and societal shifts, and to consider how cultural changes have fostered greater diversity and self-expression within the student body.

But most of all, the exhibit demonstrated the value of an institution of higher learning, a place where one discovers themselves and learns how to show the world who they are.

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THE MATHEMATICS OF VOTING ANOMALIES Dr. Adam Graham-Squire Associate Professor of Mathematics

When you vote, you probably assume that your vote is helping your chosen candidate, and that not voting would only hurt your preferred candidate. In reality, however, with certain types of voting, statements like “your vote should only help your favored candidate” can be false. My research in voting theory investigates counterintuitive results when we want to satisfy individual preferences of voters, with some global result of choosing a winner, in the best manner possible. The challenge is in defining what is meant by “the best manner possible.” For different definitions of “best manner possible,” there can be different winners in the same election.

Moreover, any algorithm for choosing a winner will engender some kind of perverse results in certain situations. Since no voting method is foolproof, voting theorists study the benefits and drawbacks of different methods to better understand what kinds of voting anomalies can happen, and which voting methods make those anomalies happen less. My primary voting theory research investigates the frequency of voting anomalies in rankedchoice voting elections. While ranked-choice voting is rare in political elections in the US, it is used in many other countries such

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as Scotland, Australia, and Ireland, and has become more common in the US in the past 20 years. Currently, ranked-choice voting is used in Maine and Alaska for statewide elections, and in cities like San Francisco, Minneapolis, New York City, among many others.

To understand more precisely what voting theory is, and my research, let’s looks at an illustrative ranked-choice voting election.

Ranked-choice voting allows voters to rank candidates, in order of preference, as opposed to merely choosing one candidate to vote for. The August 2022 Special Election in Alaska had three candidates running: Mary Peltola, Nick Begich, and Sarah Palin. Peltola is a Democrat, and Begich and Palin are Republicans. Voters were able to rank each of the 3 candidates as they saw fit. The results of the election are in Table 1.

Table 1 is an example of a preference schedule, which contains all the information we need to analyze an election. The data in Table 1 indicates how many voters ranked their votes in a particular way. For example, the second column from the left shows that 27053 voters ranked Begich in first place, Palin in second place, and Peltola in third

Table 1: August 2022 Special Election for Alaska House 1

Votes

27053

15467

11290

34049

3652

21272

47407

1st

Begich Begich Begich

Palin

Palin

Palin

Peltola Peltola Peltola

2nd

Palin

Peltola

Begich Peltola

Begich

Palin

3rd

Peltola

Palin

Peltola Begich

Palin

Begich

place. We will denote such a vote as B>Pa>Pe. Similarly, 15467 people voted B>Pe>Pa, and 11290 voters ranked Begich first and no one else. This election was held using the Instant Runoff Voting (IRV) method, which proceeded as follows: in the first round, each candidate’s first-place votes were totaled. Begich received 27053 + 15467 + 11290 = 53810 votes. Similar calculations show Palin receiving 58973 votes and Peltola receiving 75799 votes. Since Begich had the least number of votes, he was eliminated from the election and his votes transferred to the candidate listed second on ballots in which Begich was in first place.

Specifically, 27053 votes were transferred to Palin and 15467 votes were transferred to Peltola. The total votes in the final round gave Palin 58973 + 27053 = 86026 votes versus Peltola’s 75799 +15467 = 91266 votes. Thus Peltola won the IRV election by about 5400 votes in the final round.

At first glance, Peltola may seem to be the obvious “best” choice in this election, but deeper investigation indicates pathological behaviors in the election data, of which we describe three:

Head-to-head election results / Condorcet anomaly: Suppose that instead of running the election using IRV as described above, we considered what would happen if candidates were placed into head-to-head competitions against

4645

23747

one another. For example, suppose that the election was only Begich against Palin. The data indicates that everyone who voted for Begich or Palin in first place would still vote for that same candidate. Without Peltola in the election, though, the voters who ranked Peltola first would then vote for their secondplace candidate. Thus we can assume that in a head-to-head contest Begich would receive 53810 + 47407 = 101217 votes and Palin would receive 58973 + 4645 = 63618 votes.

So even though Begich was the first candidate eliminated, he actually would have beaten Palin in a head-to-head contest. Moreover, a similar calculation shows that Begich would also beat Peltola in a head-to-head matchup by 87859 votes to 79451! Thus Begich is what we call a Condorcet winner: a candidate who beats all others in head-to-head matchups.

When the Condorcet winner is not the overall winner of an election, we say the election demonstrates a Condorcet anomaly.

Monotonicity anomaly: Suppose that right before the election occurred, some voters changed their minds about how to vote. Specifically, suppose 6000 of the voters who voted for only Palin decided that they actually preferred Peltola as their top choice. If those 6000 voters had raised Peltola’s rank on their ballots and changed their vote to be Pe>Pa (which is equivalent to a Pe>Pa>B vote), one would assume that this would make Peltola a stronger candidate

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Table 2: Modified election with Peltola’s ranking raised in some ballots

Votes

27053

11290

34049

3652

15272

47407

10645

23747

1st

Begich Begich Begich

Palin

Palin

Palin

Peltola

Peltola

Peltola

2nd

Palin

Peltola

Begich Peltola

Begich

Palin

3rd

Peltola

Palin

Peltola Begich

Palin

Begich

15467

and she would still win the election. In fact, though, raising Peltola’s rank on those ballots paradoxically makes Peltola lose the election, as we described in the introductory paragraph.

Consider the preference schedule in Table 2, where those 6000 ballots have been modified (changed ballots are in bold): In this modified election, the first-round vote totals are Begich = 53810, Palin = 52973, and Peltola = 81799. Palin is now eliminated first, then 34049 votes are transferred to Begich and 3652 votes go to Peltola. The final vote total is Begich = 53810 + 34049 = 87859 and Peltola = 85451, so Begich wins! This kind of anomaly, wherein raising the rank of a candidate in some ballots makes that candidate lose an election, is called a monotonicity anomaly. In the Alaska election specifically, modifying votes to favor Peltola results in Palin being eliminated first instead of Begich. Then Peltola ends up in a head-to-head matchup with Begich, which (as we have seen earlier) Begich wins. Even stranger, the election is very sensitive to how many ballots are modified: From the original election in Table 1, if 0 to 5162 voters change their vote from Pa to Pe>Pa, there is no change in the election result (that is, Peltola wins). If 5164 to 8407 voters change from Pa to Pe>Pa, then Begich wins. And if 8409 voters change from Pa to Pe>Pa, then Peltola wins again. Thus the monotonicity anomaly engenders a perverse result: increasing the ballot changes in the Palin voters switches the winner from Peltola to Begich, and then back again to Peltola.

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No show anomaly: An anomaly similar to monotonicity arises when we consider the 34049 Pa>B>Pe voters.

Those voters received their worst result, as their least-favored choice (Peltola) won the IRV election. Interestingly, had 6000 of the Pa>B>Pe voters not showed up to vote, then (as we saw with the monotonicity anomaly) Palin would drop out of the election first and Begich would beat Peltola in the final round.

This means that when those 6000 Pa>B>Pe voters vote, their third-place choice wins; when those 6000 voters do not vote, their second-place choice wins. In other words, those voters receive a better outcome when they do not vote than when they do vote— those 6000 Pa>B>Pe voters would be better off not showing up to the polls! This is called a no-show anomaly, wherein some set of voters receives a more-preferred outcome by not voting than they do by voting honestly.

Encountering these anomalous results may incline one to think that IRV elections, and perhaps all forms of ranked-choice voting, have too many flaws and thus are not valid voting methods—that is, as compared to methods more common in the US where voters only vote for one candidate. The reality, however, is much more complicated. First of all, Kenneth Arrow proved, mathematically, that no voting method is perfect—all voting methods have anomalies that will arise in certain voting situation (Arrow 1951). For an example of an anomaly in another voting

method, consider the Electoral College: a candidate can receive more votes than their opponent and still lose, as recently happened in the US presidential elections of 2000 and 2016. Secondly, our current voting methods have the same anomalies as IRV, they are just better hidden. Consider the result had the Alaska IRV election been held in a typical “primary with runoff” method, as is used in most municipalities in the US: Palin and Begich are both Republicans, and the data indicates that Palin would have beaten Begich in the Republican primary, as Palin had more votes than Begich in the first round of the election (we assume here that it is mainly Republicans voting for Begich or Palin in first place). In the (hypothetical) runoff election, Peltola would

in a rematch election a mere 3 months later, Peltola once again beat Palin and Begich, in an election that demonstrated none of the anomalies described above. In November 2024, without Palin on the ballot, Begich beat Peltola and Alaskans reaffirmed their support for IRV in a referendum (albeit very narrowly: Alaskans chose to keep their IRV election system by 664 votes out of 340,110 cast, which was 50.1% to 49.9%).

have beat Palin as shown by the fact that Peltola beat Palin in the actual final round of IRV. This indicates that our standard primary with runoff elections have monotonicity anomalies the same as IRV; the only difference between the two is that IRV has the ranked data that allows us to identify the monotonicity (or noshow) anomaly, whereas the anomalies are invisible in our normal system because we do not have the data. It is also important to note that Alaskan voters did not seem bothered by the anomalies in the August 2022 election—

my collaborators and I found that voting anomalies like the ones described above rarely happen. Specifically, we only found no-show or monotonicity anomalies in approximately 2% of elections that go to a second round, which amounts to anomalies in less than 1% of all IRV elections in the United States (GrahamSquire and Zayatz 2020, Graham-Squire and McCune 2023). The election data also indicates that anomalies tend to occur in very close elections like Table 1. In such elections, the electorate is confused, in some fashion, on

The final reason why anomalies in IRV elections may not be of much concern is related to their frequency. My main research interest in ranked-choice elections is quantifying how frequently voting anomalies occur.

Despite their frightening paradoxical nature,

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who the “best” candidate is—it should come as no surprise that our voting methods also demonstrate confusion about who the winner should be.

My voting theory research involves three overlapping areas. The first, as described above, investigates the prevalence of voting anomalies in real-world elections. Real-world ranked-choice elections are rare, and freely available ranked-choice voting data are rarer still; however, our research looking at both IRV elections in the US (Graham-Squire and Zayatz 2020, Graham-Squire and McCune 2023) and Single-Transferable Vote (STV) elections in Scotland (McCune and GrahamSquire 2024) show similarly low rates of anomalies. The second main area of research involves case-studies on particular elections.

One such election was the Alaska election, and its anomalies, as described above (Graham-Squire and McCune 2024a). Another interesting case-study involved a committeesize anomaly in the 2017 STV election in the Buckie ward in Scotland (Graham-Squire and McCune 2024b). In that election, there were four candidates (Eagle, Cowie, McDonald and Warren) running for three seats on their local

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council. The STV method, using ranked votes and an elimination process similar to IRV, chose Eagle, Cowie and Warren for the 3 seats and McDonald was the only loser. However, were you to run an IRV election to choose only one winner, the data indicates that McDonald would be the winner. McDonald is simultaneously the best candidate (the person voters would choose if they had to choose only one winner) and the worst (the only candidate not chosen if voters had to choose three winners). Such a result is quite rare, and the most egregious example of a real-world committee-size anomaly that has been found.

Most of my voting theory research looking at the prevalence of anomalies and casestudy elections is very computational, using real-world data and computer programs.

My third area of research investigates voting theory from a theoretical, as opposed to computational, perspective. For example, it can be difficult to discover monotonicity anomalies—how is one to know how many votes of which type to change in order to make a counterintuitive anomaly happen? For some anomalies, conditions exist that indicate an anomaly is likely, or even guaranteed. In

the Alaska election, Begich (the 3rd place candidate) satisfied two important conditions: (1) he had greater than 25% of the firstplace vote, and (2) he would beat Peltola (the IRV winner) in a head-to-head contest.

Satisfying those two conditions meant that a monotonicity anomaly was highly likely.

Discovering conditions for anomalies such as the two above is important for two reasons: it gives insight into the anomalies as well as makes the anomalies easier for researchers to find. For IRV elections, I have expanded upon the well-known conditions described above for monotonicity anomalies in 3-candidate IRV elections to find similar conditions related to 4-candidate monotonicity anomalies and 3-candidate no-show anomalies (GrahamSquire 2024).

Voting theory is just one piece of a larger area of study known as Computational Social Choice (CSC), which includes everything from voting theory to gerrymandering to

the process by which medical students are placed in residencies. Any situation that involves collective decision-making is fertile grounds for study in CSC. Such a wide variety of situations means CSC is interdisciplinary by nature, drawing researchers from computer science, mathematics, economics, and political science, among many others. CSC is known for its many impossibility theorems, such as Arrow’s theorem, which states that there is no perfect voting method. While some may find an impossibility theorem disheartening, a social choice researcher would argue the opposite—since a perfect election method is not possible, we must decide which properties of elections, and democracy, are the most important. I would argue this is an important discussion to have. My research, in its own small way, helps us better understand different voting methods, and clarify the benefits and drawbacks of those voting methods in realworld elections.

REFERENCES Arrow, Kenneth. “A difficulty in the concept of social welfare.” Journal of Political Economy 58 no. 4 (1950): 328-346.

Graham-Squire, Adam. “Conditions for voting anomalies in Ranked-Choice Voting.” Mathematical Analyses of Decisions, Voting and Games. Contemporary Mathematics 795, (2024): 23–36. https://doi.org/10.1090/conm/795.

Graham-Squire, Adam, and David McCune. “An Examination of Ranked-Choice Voting in the United States, 2004–2022.”

Representation, (2023): 1–19. https://doi.org/10.1080/00344893.2023.2221689.

Graham-Squire, Adam, and David McCune. “Ranked Choice Wackiness in Alaska.” Math Horizons 3, no. 1 (2024): 24–27. https://doi.org/10.1080/10724117.2023.2224675.

Graham-Squire, Adam, and David McCune. “Paradoxical oddities in two multiwinner elections from Scotland.” The Mathematical Gazette 108, no. 573 (2024): 492-506.

Graham-Squire, Adam, and Nick Zayatz. “Lack of Monotonicity Anomalies in Empirical Data of Instant-runoff Elections.”

Representation 57, no. 4 (2020): 565–573. https://doi.org/10.1080/00344893.2020.1785536.

McCune, David, and Adam Graham-Squire. “Monotonicity anomalies in Scottish local government elections.” Social Choice and Welfare 63 (2024): 69-101. https://doi.org/10.1007/s00355-024-01522-5.

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CONDUCTING RESEARCH WHILE

HANDLING MULTIPLE

UNIVERSITY RESPONSIBILITIES Brandon W. Lenoir, PhD Associate Professor Strategic Communication and Political Science

Faculty at colleges and universities across the country are tasked with balancing classroom instruction, research, and service to their institution. At times those demands can feel overwhelming. I’ve found a solution that ties the three together. Experiential learning, or the process of learning through experience, can provide a rich learning environment for your students, facilitate data collection for research, and can offer opportunities for service to the university and surrounding community.

The following article is intended to provide the reader with a brief overview of how I combined teaching, research, and service to double and triple dip in my university responsibilities. I highlight the experiential learning opportunities that led to research and, at times, university service. I then provide an overview of my published research that was facilitated through those experiential learning opportunities. Finally, I discuss how I leveraged the experience and research to attract media coverage and share the information with community groups. The goal is to provide you with a different perspective on combining your three main responsibilities at your institution to maximize your limited time.

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Given how demanding facilitating experiential learning opportunities can be, it makes sense to find ways to make that experience as productive for faculty as possible. After all, it takes a lot of time to organize and implement an effective opportunity. Identifying a community group, event, or activity that complements your lesson plan, securing authorization and funding, coordinating transportation and housing, and structuring the experience so the students fully benefit can take a lot of time. With some advanced planning and a little more work, you can piggyback the experiential learning opportunity with research and service.

What connects a course on legislative advocacy, campaign field experiments, election night TV coverage, advising College Democrats and Republicans, and political conventions?

Besides being political in nature, they each offer experiential learning opportunities for students, enable me to do university and community service, and are fertile soil to conduct research. Here at High Point University (HPU), we take pride in providing students with experiential learning opportunities while encouraging faculty in maintaining a rigorous research agenda and serving the greater High Point community. Here I discuss how I leveraged the three.

Experiential Learning Course Development

Students As Research Subjects

I’ve found that an experiential opportunity attached to a specific class can check the research and experiential learning boxes.

A course I developed on issue advocacy is a perfect example. For the course, STC 4415 – Campaigns, which is a capstone course for Strategic Communication majors and is often taken by Political Science upperclassmen, I divide my class into teams of three to four students. Each team is tasked with identifying a political issue they would like to change at the state (or federal) level, they research the issue, research the members of the legislature (state or federal), and the final project is to travel to the capital and advocate for their chosen issue. This rewarding classroom experience for students also led to a publication for me: I wrote a pedagogical academic article outlining the unique design of this class (Lenoir 2020).

The most direct path to combining research with experiential learning is to study students during their experiential learning opportunities.

Specifically, you can study the effects of handson experience on learning outcomes (Lenoir and Van Metre 2024). The article, published in Communication and Democracy, explains how experiential learning is an approach to teaching that emphasizes hands-on experiences that provide students with an opportunity to synthesize the concepts and theories they have learned in a natural and meaningful way, which can deepen their knowledge, self-efficacy, and skill acquisition. Building on the course described earlier (Lenoir 2020), I developed a unique strategic communication and political science capstone course to refine communication-based skills in the context of an advocacy campaign that focused on activities related to political participation, a form of civic participation and engagement. As I outlined earlier, over the course of a 15-week semester, students identified an issue they would like to change, researched the issue, investigated members of the legislature and their positions on their chosen issue, and developed supporting material, which culminated in a trip

The article, published in the Journal of Political Science Education, describes a semester-long advocacy project that walks students through the steps to develop a successful advocacy campaign, culminating in a trip to the state capitol to “lobby” legislators. The manuscript provides faculty with the basic structure for the project and suggests gradable assignments.

The project builds on the lessons learned from experiential learning theory and is anchored in five key pedagogical strategies: political discussion and deliberation, political research and action projects, invited speakers and program-affiliated mentors, external placements, and structured reflection. The goal of this course is to build students’ political knowledge and advocacy skills to be better informed citizens and effective participants within the political arena. Not many students can say they “lobbied” their state legislature or the U.S. House of Representatives. It’s a great experience for the students, provides me with data for research, and attracts local media coverage when we travel to meet with elected officials.

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to present their ideas to state- and federal-level legislators. Fifty-one undergraduate students from three separate semesters completed a written 15-minute survey that included structured and open-ended questions before and after their participation in the course.

Participants showed increased confidence in skills related to political advocacy and increased political efficacy, which has the potential to increase future political engagement and participation. Open-ended questions revealed that many students felt more empowered to interact with elected officials, gained positive perceptions about the political process and players, and felt that they could create change.

Additionally, the experience of traveling to Washington, DC to meet with Members of Congress (MC) attracted local media coverage enabling the experience to check the boxes of research, experiential learning, and service, while also bringing positive attention to the university. Work with the media affords faculty the opportunity to share their expertise with the broader community and helps elevate the name of the university.

For those reasons I include media coverage as service to the university.

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Campaign Field Experiments During political campaigns, I implement field experiments to test the effectiveness of various campaign activities. Instead of just accepting practitioner assumptions about the effectiveness of various campaign activities, my coauthors and I set out to test each activity to find out what works and what is less effective. As I discuss later in this article, field experiments have helped produce several articles. Once again, I provided students with experiential learning opportunities outside the classroom by involving volunteers in data collection for these studies. The students have helped with door-to-door canvassing, petition circulation, and lawns sign planting. The data they collect helps provide insights into the topics we are studying. The experiences gave students real-world exposure to political campaigns. For better or worse, the students got to see how campaigns run. As the advisor of the College Democrats and College Republicans, I’m able to give students involved in the two groups opportunities to gain realworld campaign experience that aligns with their political leanings.

Photo Primes to Motivate Volunteers: A study that resulted in a publication in the Journal of Political Marketing explored how to motivate campaign volunteers (Lenoir and Matthews 2022). Not only can students be effective at collecting data, but they can also be good test subjects for a field experiment. Volunteers are one of the most valuable resources for a political campaign.

Little scholarly attention, however, has been dedicated to understanding ways to motivate a campaign volunteer. With limited time, campaigns strive to get the most efficient output from their volunteers. Working in collaboration with two mayoral candidates, four city council candidates, and a candidate for the State House of Representatives, we implemented four field experiments to test the effects of a subconscious primed goal on the performance of 158 political campaign volunteers. Applying the findings of prior research on the effects of photo primes, the display of a photo with the intent of priming a particular behavior, in a call center, we tested achievement and task-oriented photo primes compared to the absence of a photo prime on the volunteer productivity within the context of door-to-door canvassing. The messaging was provided by the campaigns. The only manipulation was the inclusion (or omission) of a photo prime on the door-to-door canvassing script. The results indicate that the photo prime

intended to instill general achievement (a picture of a generic runner crossing the finish line with hands held in the air) statistically outperformed the absence of a photo prime, resulting in more address contact attempts (doors knocked), and may serve as a low-to nocost option to maximize volunteer productivity.

Yard Sign Commitments: Another field experiment that involved students explored which messaging secures the most yard sign commitments (Lenoir 2021). This study, published in the Southern Communication Journal, explored the effect of common broad appeals on a regular campaign activity: securing yard signs commitments.

Students and campaign volunteers delivered three messages (hometown, policy [public safety], and partisan) to registered voters across three local races (Democratic municipal, Democratic state legislative, and Republican municipal) in a North-Eastern state. Voters exposed to the hometown message were more likely to make an immediate commitment to display a yard sign than those exposed to a partisan appeal (OR 1.69; 95% CI 1.01–2.04).

This effect held for the Republican municipal setting only (OR 2.14; 95% CI 1.06–4.33). My research found that an appeal that taps into the “friends and neighbors” theory may increase the odds of commitment and may be effective within certain campaign settings.

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Lawn Sign Effects: While the prior study sheds light on how to get more lawn sign commitments, the question remained, how effective are lawn signs in a political campaign? That’s a question that my coauthors and I have contemplated for years.

For that reason, we set out to test the effects lawn signs have on vote choice and turnout in Green, Krasno, Coppock, Farrer, Lenoir, and Zingher 2016, published in Electoral Studies.

Once again, this study gave volunteer students an opportunity to get some experiential learning opportunities by participating in the strategic planting of lawn signs.

Although lawn signs rank among the most widely used campaign tactics, little scholarly attention has been paid to the question of whether they generate votes. Working in collaboration with a congressional candidate, a mayoral candidate, an independent expenditure campaign directed against a gubernatorial candidate, and a candidate for county commissioner, we tested the effects of lawn signs by planting them in randomly selected voting precincts.

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This is where students came into play. Working as teams, they helped plant the lawn signs in designated areas. Electoral results pooled over all four studies suggest that signs increased advertising candidates’ vote shares. The results also provide some evidence that the effects of lawn signs spill over into adjacent untreated voting precincts. Interestingly, however, lawn signs appear to have no effect on voter turnout.

This article has attracted national and international media attention every election cycle since it was published. Not only did it result in a publication and provide my students with experiential learning opportunities, but it also checked the box of university service through the continued media coverage of our findings via television and newspaper articles.

I even did an interview with the radio station ABC Australia about our findings.

Helping on Election Night During election season I’m often called upon by state and national media to provide analysis of the various races. A local station I work with regularly also seeks assistance compiling the election results on Election Day as they come in from the state to provide their live-audience real-time updates. I have been able to line up some of my students to assist in that effort each election. While I haven’t parlayed the experience directly to my research agenda, it does enable me to give my students an experiential learning opportunity while also providing service with my campaign and election analyses. Several students have landed internships and jobs based in part on their experience helping on election night. A few examples are Hays Turner (Class of 2025) who worked the 2024 election night and is now managing a congressional office in Virginia, Peyton Curry (Class of 2026) also worked the 2024 election night and will do an internship (summer 2025) with the Governor’s office in Louisiana, and Hayden Bardorf (Class of 2018) is a Senior PR Consultant in the Washington, DC area and worked the 2016 election night.

National Conventions: RNC and DNC 2024 Finally, this past summer I was able to work with a national television network to imbed some HPU students to work as runners during the 2024 Republican and Democratic National Conventions. A runner is someone who provides the necessary support for a television network. That can involve escorting a guest to a set, running scripts to the desk, and assisting in the setting up of cameras and lighting for a live shot. The students, as part of a class, received an all-access pass to the two conventions, and were able to work alongside journalists, production professionals, and political dignitaries and pundits. The students applied what they learned in the classroom to the real world of media and politics. It also gave me the ability to collect data for my own research through interviews with convention delegates. The focus of the studies (forthcoming academic research articles) will center on the delegate perspective on the value of modern political conventions, and on the potential differences in behavior between red and blue state delegates with their swing state counterparts. Giving the students a front

row seat to history and advancing my research were both facilitated by participating in the conventions. Our attendance at the two historic events also garnered media attention back in North Carolina. The students and I participated in multiple interviews for television and print about our experiences at the RNC and DNC. Additionally, several community groups asked me to speak to their members about our experience at the two conventions. Experiential learning? Yes. Research? Yes. Service? Yes.

Conclusion Too often, teaching, research, and service can be isolated into three separate stovepipes. This can make the three areas of responsibility feel overwhelming, or even worse, can result in one (or more) of the categories being deprioritized.

In a publish or perish environment, teaching and service can take a backseat to research.

Combining the three in a complementary way can effectively fulfill the responsibilities of producing research, serving the university and community, and providing students with rich learning opportunities.

REFERENCES Green, Donald P., Jonathan S. Krasno, Alexander Coppock, Benjamin D. Farrer, Brandon Lenoir, and Joshua N. Zingher.

“The effects of lawn signs on vote outcomes: Results from four randomized field experiments.” Electoral Studies 41 (2016): 143-150. https://doi.org/10.1016/j.electstud.2015.12.002.

Lenoir, Brandon W., and Curtis Matthews. “Effects of priming on campaign volunteer canvasing performance: exploratory analysis of four field experiments.” Journal of Political Marketing 21, no. 2 (2022): 161-174. https://doi.org/10.1080/1537 7857.2019.1666077.

Lenoir, Brandon W., and Abby Van Metre. “Leveraging experiential learning to increase undergraduate students’ advocacy skills and political efficacy.” Communication and Democracy (2024): 1-20. https://doi.org/10.1080/21689725.2024.23416 15.

Lenoir, Brandon W. “Effects of Common Campaign Appeals on Yard Signs Commitments: Exploratory Analysis of Three Field Experiments.” Southern Communication Journal 86, no. 3 (2021): 268-277. https://doi.org/10.1080/104179 4X.2021.1910860.

Lenoir, Brandon W. “Issue advocacy: A semester-long experiential learning project.” Journal of Political Science Education 16, no. 3 (2020): 381-398. https://doi.org/10.1080/15512169.2019.1586547.

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FACULTY-STUDENT RESEARCH COLLABORATION:

ADVANCING UNDERGRADUATE RESEARCH EXCELLENCE IN EVENT AND HOSPITALITY MANAGEMENT Dr. Brianna S. Clark

Dr. Marisa Ritter

Chair, Event and Hospitality Management

Assistant Professor, Hospitality Management

Dr. Jessica Wiitala Assistant Professor, Event Management

The David S. Congdon School of Entrepreneurship houses the Department of Event and Hospitality Management, comprised of two distinct Bachelor of Arts programs and chaired by Dr. Brianna Clark.

The Event Management program, which includes Dr. Clark and Dr. Jessica Wiitala, and the Hospitality Management program, which includes Dr. Marisa Ritter, have established a unique model for undergraduate research that challenges traditional academic boundaries by bridging expertise across programs. Since the summer of 2022, faculty members have fostered an undergraduate research culture that showcases the potential for sophisticated scholarly work at the undergraduate level, thereby enhancing the department’s profile and the visibility of social science research.

Foundation and Structure The foundation of this research initiative builds upon High Point University’s established Undergraduate Research and Creative Works (URCW) Summer Research Institute (SuRI).

Since 2013, SuRI has provided a structured environment for undergraduate research across disciplines, developing students’ research skills through weekly collaborative meetings,

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interaction with faculty from various disciplines, and maintaining a consistent research schedule throughout June and July. This intensive summer research experience is made possible through URCW’s comprehensive support system, which provides students with free oncampus housing and financial support for their work. Faculty mentors also receive nominal financial support for their summer mentorship and additional resources for research needs, such as data analysis software when available.

URCW’s commitment to undergraduate research extends beyond the summer program.

The office has been instrumental in funding student and faculty travel to present their work at prestigious national and international conferences. This financial support has enabled undergraduate researchers to share their findings with the broader academic community, a rare opportunity typically reserved for graduate students. Attendance at these conferences not only provides a valuable mechanism for feedback on students’ research but also encourages them to continue their research and consider graduate programs.

Students return from these conferences highly engaged in research and become instrumental in recruiting students to participate in future research opportunities.

The transformative impact of URCW’s support extends beyond financial resources to foster meaningful academic relationships: “The support that URCW provides for students is an amazing resource on campus. SuRI specifically allows me to develop mentor/mentee relationships with students that enrich the student experience and provide connection in a way that the classroom can’t.”

– Dr. Marisa Ritter Event and hospitality management students engage with research year-round, not just during the structured summer research institute. Once students are introduced to the research process and take ownership of their research projects, or areas of faculty-led research projects, the student-faculty research partnership frequently extends into the school year with students undertaking independent studies to continue their research.

Team-Based Research Approach The success of this initiative stems from the synergistic expertise across both programs.

In the Event Management program, Dr. Clark brings significant experience in event management education, and research focused on pedagogy and marginalized populations’ experiences in leisure industries.

Her colleague Dr. Wiitala provides expertise in strategic crisis communication, marketing, consumer behavior, and the event design process, complemented by extensive industry experience in lodging and corporate events.

Leading the Hospitality Management program, Dr. Ritter contributes two decades worth of industry experience as well as a rigorous academic background in consumer behavior, decision-making, and sales which meld into a research stream that is rooted in theory but has strong industry-facing application.

Drs. Clark, Wiitala, and Ritter make research

accessible for students through their approachability and their ability to mentor students through an unfamiliar research landscape. Collaborative by nature, faculty have created a research team where each member brings their own areas of specialty but can work effectively towards a common research goal, allowing students to see not only the individual effort but the collective result.

The impact of this shared mentorship model is best captured by Madelynn Stokes’ comment: “Dr. Clark, Dr. Ritter, and Dr. Wiitala provided me the opportunity to investigate a topic I was passionate about. Their expertise helped shape my undeveloped idea into a research project ...what we accomplished as a team stretched far beyond what I thought was possible when starting with a simple idea.”

– Madelynn Stokes, ’23

Research Scope and Impact Since 2022, this unique faculty collaboration has elevated undergraduate research within the department to impressive levels. While individual faculty members take the lead on specific projects based on their expertise and interests, all three faculty members contribute meaningfully to each research endeavor, creating a rich mentorship environment that spans both programs and reflects the integrative nature of event and hospitality management. This integrated research model has yielded impressive results: six undergraduate students have engaged in sophisticated research projects, presenting their findings at seven premier academic conferences, including the Graduate Education and Graduate Student Research Conference in Hospitality and Tourism, the International Conference on Events (ICE), the 1st Event Management Conference, the Southeast, Central and South American, and Caribbean Council on Hotel, Restaurant, and Institutional

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Education (SECSA-CHRIE), and The Academy of Leisure Sciences Research and Teaching Conference (TALS).

The research agenda reflects the power of this integrative approach. Studies examining leadership challenges within the service industry, professional adaptation to technological change, brand loyalty patterns, and virtual event dynamics demonstrate how multiple theoretical frameworks and research methodologies can combine to produce comprehensive analyses. The faculty team ensures each project bridges theoretical foundations with practical applications by drawing upon diverse qualitative and quantitative methodological expertise and industry experience. This collaborative model, which intentionally breaks down traditional program silos, has proven particularly effective in preparing students for both academic advancement and industry leadership, while their research has provided meaningful insights to the broader field of event and hospitality management.

For students, this research experience is more than an academic exercise, it is a platform for innovation and professional growth.

“Being part of the SuRI program and working with Dr. Wii, Dr. Clark, and Dr. Ritter was an amazing experience.

Their support and guidance helped me explore how AI can transform the event industry, and it deepened my passion for innovation. This project gave me the confidence to pursue meaningful research and make a real impact in the event management industry.”

Charlotte Miller , ‘24 Charlotte’s research, which examines how event professionals perceive and integrate artificial intelligence (AI) into their workflows, is one of several projects to emerge from this collaborative model. This research investigated the role of resilience and attitudes in AI adoption among event professionals.

Initially conceptualized through Charlotte’s work investigating literature on the Technology Acceptance Model (TAM) and identification of appropriate survey measures, the project continued in early 2025, when data was collected, and the results were submitted for publication to a top-tier journal in event management.

The findings of the study looked at the extensions of TAM and revealed that while perceived usefulness and ease of use are fundamental to AI adoption, behavioral intention to use AI is significantly influenced by professionals’ attitudes. In other words, even if event professionals recognize AI’s benefits, they are unlikely to adopt it unless they maintain a positive attitude toward its use. These insights contribute to the evolving conversation on digital transformation in the event industry, providing practical implications for training, change management, and workforce development. This study also underscores the importance of fostering AI confidence and adaptability among event professionals to ensure the industry remains competitive and innovative in the face of technological advancements.

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Another project that demonstrates how diverse faculty expertise enriches student-led investigations is Madelyn Stokes’ study on vendors’ intention to book same-sex weddings.

This research drew upon Dr. Ritter’s extensive background in wedding management and consumer behavior, Dr. Clark’s expertise in event leadership, diversity, and inclusion, and Dr. Wiitala’s expertise in experimental design and quantitative methodology. This comprehensive approach has become standard practice within the department, where each faculty member contributes their unique perspective and expertise to every research project, regardless of which program houses the primary investigation.

The study was rooted in the continuing challenges same-sex couples face when planning their weddings, specifically resistance of wedding vendors such as florists, DJs, venues, and caterers, to book same-sex couples. This study employed experimental design where respondents were randomly assigned to one of two conditions, with images of either same-sex or heterosexual wedding couples reflected, and data was collected via snowball sampling using Facebook groups across the country dedicated to wedding vendors. Using the Theory of Planned Behavior (Ajzen, 1991), this study considered attitudes of vendors towards same-sex weddings, the norms associated with booking same-sex weddings, and the ease with which same-sex weddings can be booked to better understand a wedding vendor’s intention to book future same-sex weddings. Drawing also on social identity and self-categorization, self-reported membership in the LGBTQIA+ community acted as a moderator within the model.

The study found that viewing images of samesex couples positively influenced wedding vendors’ attitudes, perceived behavioral control, and subjective norms, which increased their intention to book same-sex weddings — especially among non-LGBTQIA+ members and allies. Theoretically, the research expands understanding of in-group/out-group dynamics and how exposure to LGBTQIA+

identities can foster allyship and social change.

Practically, it highlights the need for vendor education and training around LGBTQIA+ weddings to promote inclusivity and open new market opportunities. Madelynn presented this research in Warsaw, Poland, at the 6th International Conference on Events (ICE) – Making Waves in Poland: Transformational Events. The study is now being prepared for submission to a peer-reviewed journal in Summer 2025 More recently, Dr. Clark and Zora Stovall (’25) investigated how Black women navigate leadership in the event industry through the lens of resilience and intersectionality. Using a two-phase qualitative approach, they first analyzed 166 survey responses, revealing that race, beyond gender, has a significant impact on professional experiences. In phase two, 21 in-depth interviews were conducted with Black women working across various event sectors.

Three central themes emerged: the importance of support networks, the challenge of balancing cultural identity with industry expectations, and the emotional toll of constant resilience.

Participants described managing selective selfexpression, embracing authenticity, and setting boundaries to combat burnout. The findings challenge the persistent “strong Black woman” stereotype and emphasize the need for more inclusive, supportive work environments.

Offering valuable insights into the systemic barriers that Black women face — and actively resist — in their pursuit of leadership within the www.highpoint.edu

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event field, this research has been presented at two academic conferences and is currently being prepared for submission to a peerreviewed journal.

This collaborative research model not only advances scholarly inquiry but also empowers students to become thought leaders in event and hospitality management. By merging faculty expertise across disciplines and centering student-led exploration, the department has created a dynamic environment where academic rigor meets realworld impact. Together, these projects reflect a shared commitment to innovation, inclusion, and industry relevance.

Carolina. The research team also presented findings on vendor intentions to book same-sex weddings at the International Conference on Events in Warsaw, Poland—further reinforcing the global impact of this collaborative research. Work exploring Black women’s leadership experiences in the event industry was showcased at the Academy of Leisure Sciences Research and Teaching Conference in Pittsburgh in March 2025 and featured at the Event Management Conference in Orlando in June 2024.

Through these various conference presentations, the program has demonstrated its commitment to advancing scholarly research while developing student expertise.

Academic Presentation and Recognition The program has achieved remarkable success in presenting research findings at conferences, made possible with URCW’s financial support.

Students have presented alongside master’s and doctoral students, as well as faculty and industry leaders at premier academic conferences across the globe. Acceptance at these peer-reviewed conferences demonstrates the caliber of research being produced through this initiative. The research has been showcased at the Graduate Education and Graduate Student Research Conference in Hospitality and Tourism, with presentations held in Anaheim, California; Miami, Florida; and most recently, Houston, Texas. Meigs Roberts, a participant in the 2024 SuRI program, presented his project in January 2025 in Houston. Drawing on his passion for cruises, Meigs explored the innovative use of AI by cruise lines to plan itineraries and examined its potential impact on brand awareness, customer engagement, and loyalty among cruisers.

Additionally, studies examining virtual conference dynamics and the integration of AI in events were presented at the Southeast, Central and South American, and Caribbean Council on Hotel, Restaurant, and Institutional Education Conference in Columbia, South

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“Attending and presenting at academic conferences provides our students with invaluable opportunities to grow both academically and professionally. Presenting research plays a critical role in bridging the gap between theoretical knowledge and practical industry application, equipping students with a deeper understanding of current trends, challenges, and innovations that extend beyond the classroom.

This process also fosters essential communication skills, such as effectively conveying complex ideas, adapting messages to different audiences, and confidently addressing questions — all of which are vital in professional careers. Ultimately, these experiences not only enhance our students’ technical and interpersonal skills but also position them as thought leaders poised to make meaningful contributions to the events and hospitality industries, laying a strong foundation for successful and impactful careers.”

– Dr. Jessica Wiitala

Building on the success of these conference presentations, the department has strategic plans to develop select studies into full manuscripts for peer-reviewed publication in 2025. These manuscripts will expand upon the theoretical frameworks and methodological approaches presented at conferences, incorporating additional data analysis and broader industry implications. The selected works will target leading peer-reviewed journals in both event management and hospitality management, further establishing the department’s commitment to producing scholarly work that advances both academic discourse and industry practice.

The development of these conference presentations into full manuscripts will provide opportunities for undergraduate researchers to engage in the complete academic publishing process, an experience rarely available at the undergraduate level within event or hospitality programs. This continued mentorship through the publication process further distinguishes our program’s approach to undergraduate research development. Moreover, these publications will be strategically integrated into the department’s curriculum, allowing students to engage with current, relevant research conducted by their peers and faculty. This integration creates a dynamic learning environment where research directly enhances pedagogical practice, connecting theoretical concepts with contemporary industry challenges through peer-produced scholarship.

Future Directions The success of this undergraduate research initiative suggests several promising directions for future development. The department plans to expand research topics across both programs while developing formal structures to support increased student participation. The continued support from URCW remains crucial for sustaining and growing these opportunities.

“We’ve established a research reputation typically associated with graduate programs, and we envision expanding our research initiatives by engaging students in both research and industry consultancy work, with plans to publish in leading peerreviewed journals. Our ultimate vision is to transform this thriving research culture into a formal event and hospitality center that not only facilitates student research but also incorporates case study competitions, and workshops, further elevating our academic standing in the field.”

– Dr. Brianna S. Clark

Conclusion The undergraduate research initiative within the Department of Event and Hospitality Management represents a significant innovation in hospitality and event management education. By leveraging SuRI as a springboard for department-wide collaboration, the faculty have created a unique research ecosystem that amplifies student opportunities and scholarly impact rather than maintaining traditional one-onone mentorship approaches. This innovative approach to mentorship has increased the number of students engaging in research and elevated the sophistication and scope of their scholarly contributions. The model demonstrates that undergraduate students can contribute meaningfully to academic discourse and industry knowledge when provided with appropriate mentorship, resources, and support, while suggesting new possibilities for how academic departments might reimagine traditional undergraduate research structures.

While current achievements are notable, the faculty team’s vision for the future is even more ambitious. www.highpoint.edu

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EXAMINING JUNIOR NURSING STUDENT SELF-EFFICACY IN THE PSYCHIATRIC MENTAL HEALTH NURSING CLINICAL SIMULATION EXPERIENCE Lorrie R. Davis-Dick, DNP, MSN, PMH-BC Teresa B. Caine School of Nursing, High Point University, High Point, NC USA

Rachel E. Phelps, DNP, MSN, RN, CNEcl, CHSE Teresa B. Caine School of Nursing, High Point University, High Point, NC USA

Racquel R. Ingram, PhD, MSN, RN Founding Dean, North Carolina Board of Nursing Chair. Teresa B. Caine School of Nursing, High Point University, High Point, NC USA

Stefanie Smoot, DNP, MSN-Ed, RN, CMSRN, CAVRN, CHRN Teresa B. Caine School of Nursing, High Point University, High Point, NC USA

Zhanette H. Coffee, PhD, MSN, APRN, FNP-C, CARN-AP College of Nursing, University of Arizona, Tucson, AZ, USA

Lorrie R. Davis-Dick

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Rachel E. Phelps

Racquel R. Ingram

Stefanie Smoot

Zhanette H. Coffee

Introduction The High Point University (HPU) Teresa B. Caine School of Nursing is dedicated to shaping the next generation of nurse leaders through innovative, immersive learning experiences.

The School of Nursing employs advanced simulation technology and standardized patients to create realistic healthcare scenarios where students can practice clinical skills in a controlled environment. Several simulation modalities exist, including manikin-based simulation, virtual reality, and standardized clients. In this study, a standardized client (live actor) was utilized. Simulation in nursing education enhances the student learning experience by offering realistic clinical scenarios that promote skill development, critical thinking, and confidence in patient care (Koukourikos et al., 2021). A primary goal of simulation is to foster psychological safety, providing students with a controlled environment where they can develop selfawareness, build confidence, and enhance their interpersonal skills. This innovative approach to nursing education allows students to gain hands-on experience while receiving immediate feedback from faculty (Bo et al., 2020).

The findings of this study are expected to provide valuable insights for faculty into the impact of firsthand experiences on students' development of clinical competencies.

Specifically, the research analysis will determine whether such experiences not only enhance students' confidence in their clinical skills but also improve their capacity to effectively address the emotional, psychological, and behavioral needs of patients. These abilities are critical for achieving success and professionalism in clinical practice (Turner et al., 2022). As we enter the analysis phase, we anticipate the study results may reveal that increased exposure to diverse patient scenarios deepens students' understanding of mental health conditions, fostering improved clinical decision-making with greater competency and compassion.

Dr. Lorrie Davis-Dick, Assistant Professor of Psychiatric Mental Health Nursing, Dr. Rachel Phelps, Assistant Professor and Director of Simulation, Dr. Racquel Ingram, Founding Dean and Chair of the North Carolina Board of Nursing, and Dr. Stefanie Smoot, Assistant Professor, spearheaded the integration of this simulation technology for the Management of Mental Health Nursing course. The cornerstone of HPU Teresa B. Caine School of Nursing is state-of-the-art simulation labs, which provide students with immersive, practical scenarios to develop critical thinking and leadership skills (Smith et al., 2023).

Highlighting the impact of this approach, Dr. Davis-Dick shared, “simulation in psychiatric mental health nursing serves as a highly effective method to bridge the gap between theoretical knowledge and clinical practice, equipping students to navigate the complexities of mental health care, including crisis management, therapeutic communication, and patient assessment.”

By embedding advanced simulation technology into the curriculum, the School of Nursing anticipates its graduates will be exceptionally prepared to excel in dynamic healthcare settings, bridging the gap between classroom learning and professional practice (Bo et al., 2020).

The simulation space at the HPU Teresa B. Caine School of Nursing serves as an invaluable resource for students in the Nursing Management of Mental Health course, offering a unique opportunity to engage in practical and therapeutic interactions (Smith et al., 2023). Postdoctoral Research Associate at the University of Arizona College of Nursing, Dr. Coffee, a nationally recognized expert in mental health nursing and addiction, family nurse practitioner, and esteemed colleague in nursing education, provided valuable consultation to ensure the simulation practices align with current professional expectations.

This research study, titled "Examining Junior Nursing Student Self-Efficacy in the Psychiatric Mental Health Nursing Clinical Simulation Experience," was conducted with two cohorts

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of students - one in spring 2023 and another in spring 2024. The study focused on assessing the self-efficacy of junior nursing students enrolled in the Nursing Management of Mental Health course. Through carefully designed scenarios, students gained hands-on practice in essential skills such as therapeutic communication skills, de-escalation techniques, and mental health assessments all within a safe and supportive environment. This immersive experience builds students’ confidence in managing complex mental health challenges and equips them to deliver compassionate, patient-centered care in their future practice (Bo et al., 2020).

High Point University Teresa B. Caine School of Nursing’s Impact on Nursing Research HPU researchers plan to analyze data from junior nursing students in the NURS 3414 course during spring 2023 and 2024. The research investigated how simulation-based learning influences students' therapeutic communication skills and their ability to navigate complex, practical mental health scenarios. Nursing students participated in a single simulation and completed both pre- and post-surveys using the General Self-Efficacy Scale (GSES). By focusing on self-efficacy, the research underscores the critical role of simulations in preparing students for the unique challenges of mental health nursing practice (Burbach et al., 2021).

educational approach is expected to highlight its potential role in better preparing students to address the rising demand for mental health professionals and to navigate the complexities of contemporary healthcare settings. By integrating simulation-based learning into psychiatric nursing curricula, educators are equipping future nurses with the skills, confidence, and empathy needed to excel in their roles and make a meaningful impact on the lives of their patients (Turner et al., 2022).

Nurses increasingly encounter patients with mental health and substance abuse issues, both diagnosed and undiagnosed, as mental health conditions have become more prevalent in healthcare settings, particularly since the COVID-19 pandemic. The pandemic has exacerbated stressors, leading to a significant rise in mental health challenges, with nurses expected to manage these conditions alongside other medical issues (Rimmerman et al., 2021). As frontline healthcare providers, nurses must be prepared to identify and manage mental health conditions effectively,

A Collaborative Effort The collaboration between Dr. Phelps and Dr. Davis-Dick, contributes to the development of simulation-based learning experiences that address the specific challenges of mental health care. Faculty with specialized knowledge and experience in psychiatric nursing further enriches these simulations by providing valuable insights, mentorship, and real-world perspectives to these exercises, enriching students' understanding and application of therapeutic interventions in complex clinical scenarios. This innovative

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Therapeutic communication and support provided by HPU junior nursing students to a mental health patient and their family member (HPU Counselors) within a controlled and safe simulated environment.

emphasizing the importance of comprehensive education in psychiatric nursing.

In their study, Koukourikos et al. (2021) highlights that nursing students often face challenges in the practical application of theoretical knowledge, a problem observed on a global scale. Worldwide mental health nursing often involves complex challenges, such as managing crises, providing therapeutic communication, and assessing patient needs, which traditional classroom learning may not fully address. Simulationbased learning is a crucial component of mental health nursing education, offering nursing students a mentored and controlled environment to develop critical skills in managing mental health crises and engaging in effective therapeutic communication (Figueroa et al., 2022). Moreover, experts in the use of simulation exercises in psychiatric mental health nursing emphasize that such experiences may enable students to refine critical skills, including empathy, deescalation techniques, and patient-centered care. These competencies are essential for effective practice in mental health nursing and contribute to the development of holistic and compassionate care approaches (Figueroa et al., 2022). These exercises prepare students for the sensitive and emotionally charged situations they will face in various clinical practice settings, ensuring they are equipped to deliver compassionate, effective care (Turner et al., 2022).

Prior to the experience, junior nursing students received a comprehensive briefing to ensure they were adequately prepared for the challenges ahead. The briefing covered the goals of the simulation, including the application of therapeutic communication, conducting mental health assessments, and developing critical thinking skills in high-pressure clinical situations. Students were briefed on the role of standardized patients, who were trained counselors from HPU portraying individuals with various mental health conditions, such as bipolar

disorder. The HPU counselors emphasized the importance of empathy, highlighting its critical role in addressing the sensitivity required for engaging with simulated mental health patient scenarios. This preparatory session provided students with a clear understanding of the expectations and the specific skills they were expected to demonstrate during the exercise.

The simulation experience began in a mock mental health emergency room, where students were tasked with managing a psychiatric crisis. After an initial triage and emergency intervention phase, students then transitioned to another simulation room within the nursing building to conduct a comprehensive admission assessment of a patient diagnosed with bipolar disorder who was experiencing symptoms of mania. This second part of the simulation required students to utilize their knowledge of psychiatric nursing to assess the patient’s mental status, identify symptoms, and develop an appropriate care plan. The scenario was designed to challenge students' ability to think critically and apply their clinical reasoning in real-time, as they worked collaboratively in small groups of two to three to navigate the unfolding case study.

In the spring semesters of 2023 and 2024, the simulations took place with nursing students who were enrolled in the mental health nursing didactic course. By this point, the students had completed 90% of the course content, providing them with a solid foundation in psychiatric conditions and nursing interventions to effectively engage in the simulations. This prior knowledge allowed them to engage meaningfully with standardized patients, performing mental health assessments, demonstrating therapeutic interventions, and maintaining professional boundaries throughout the experience. The students' performance was continuously evaluated, focusing on their ability to manage the case, provide empathetic and patient-centered care, and demonstrate clinical reasoning and critical thinking skills.

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Evidence-based nursing interventions are being applied by HPU junior nursing students to support a simulated mental health patient (HPU Counselor) in a crisis emergency setting.

Measuring Self-Efficacy in Future Nurses Self-efficacy plays a critical role in the professional development of nursing students, particularly in their ability to perform clinical tasks with competence and confidence. As nurses often face highstakes decisions and emotionally demanding situations, understanding their perceived capability to manage these challenges is essential for educational and clinical success.

In our two studies, we used high-fidelity human simulation to replicate practical clinical scenarios and assess nursing students’ selfefficacy using the General Self-Efficacy Scale (GSES). This ten item tool is well-regarded for its psychometric reliability and validity in measuring an individual's belief in their ability to manage tasks and challenges in various contexts, including healthcare settings. The GSES served as an effective instrument to evaluate changes in students' confidence and perceived competence before and after the simulation experience (Schwarzer et al., 2021).

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of efficacy, we administered the GSES before and after the simulation scenarios. Scores ranged from 10 to 40, with higher scores showing greater self-efficacy (Schwarzer et al., 2021). This approach allowed us to assess the impact of immersive simulation on students' confidence in their clinical abilities, particularly in managing complex and highpressure situations commonly encountered in psychiatric mental health nursing. Future analysis of these scores will aim to evaluate the simulation's impact on students' perceived competence and identify areas requiring additional support or training (Rimmerman et al. 2021). The effectiveness of this approach is supported by our ongoing research using the GSES (Schwarzer et al., 2021).

The Road to Nursing Practice Through Nursing Simulation The HPU Teresa B. Caine School of Nursing has embraced innovative educational strategies to equip future nurses with the skills needed to excel in clinical practice.

Dr. Ingram notes that “one of the most impactful initiatives in the nursing curriculum is the incorporation of high-fidelity simulation, particularly within the psychiatric mental health nursing course.” These immersive simulation experiences allow junior nursing students to engage in realistic scenarios involving patients with both diagnosed and undiagnosed mental health conditions a critical focus given the increasing prevalence of mental health issues, exacerbated by the COVID-19 pandemic (Figueroa et al., 2022). Dr. Smoot accredits this approach “to enhance students' confidence and competence, preparing them to navigate the intricate challenges they will face in realworld healthcare environments.”

A further aim of this research was to assess whether simulation experiences enhanced

nursing students' motivation to study, practice, and improve their clinical decision-making.

Currently, the study is in the data analysis phase, with results expected to shed light on the effectiveness of simulation in improving student self-efficacy in psychiatric nursing. By combining didactic coursework, simulationbased learning, and self-efficacy assessments, the Teresa B. Caine School of Nursing offers comprehensive learning experience. This approach not only prepares nursing students to excel in psychiatric mental health nursing but also equips them with the competencies needed to thrive in general clinical practice, addressing the growing demand for welltrained nurses capable of managing complex mental health issues in today’s healthcare landscape (Rimmerman et al., 2021).

REFERENCES Bo, L. P., J. M. Chan, & R. Yap. “Enhancing psychiatric nursing education through simulation: The effectiveness of simulated mental health scenarios in student learning.” Journal of Nursing Education and Practice 10, no. 11 (2020): 31-38. https:// doi.org/10.5430/jnep.v10n11p31.

Bresolin, P., Steindal, S. A., Bingen, H. M., Zlamal, J., Gue Martini, J., Petersen, E. K., & Nes, A. A. G. “Technology-Supported Guidance Models to Stimulate Nursing Students’ Self-Efficacy in Clinical Practice: Scoping Review.” JMIR Nursing 7 (2024): e54443–e54443. https://doi.org/10.2196/54443.

Burbach, B. E., & M.A. Anderson. “Simulation in psychiatric nursing: Building competencies in clinical decision-making.”

Journal of Psychiatric and Mental Health Nursing 28, no. 3(2021): 326-334. https://doi.org/10.1111/jpm.12707.

Figueroa, R., & K. McKee. “Mental health in nursing practice: Understanding the increase in prevalence post-pandemic.”

Journal of Advanced Nursing, 78, no. 3(2022): 695-703. https://doi.org/10.1111/jan.15147.

Koukourikos, K., A. Tsaloglidou, L. Kourkouta, I.V. Papathanasiou, C. Iliadis, A. Fratzana, & A. Panagiotou, A. “Simulation in Clinical Nursing Education.” Acta informatica medica: AIM: Journal of the Society for Medical Informatics of Bosnia & Herzegovina: casopis Drustva za medicinsku informatiku BiH, 29, no. 1 (2021): 15–20. https://doi.org/10.5455/ aim.2021.29.15-20.

Rimmerman, A., & P. Levin. “The impact of COVID-19 on mental health in the healthcare workforce.” Journal of Psychiatric and Mental Health Nursing, 28, no. 7 (2021): 1265-1273. https://doi.org/10.1111/jpm.12756.

Schwarzer, R., & M. Jerusalem, M. “Generalized Self-Efficacy Scale,” in Measures in Health Psychology: A User's Portfolio, edited by J. Weinman, S. Wright, and M. Johnston, 35-37. Windsor, UK: NFER-Nelson, 2021.

Smith, P. K., & H.S. Williams. “Simulation as a pedagogical tool in psychiatric mental health nursing: Enhancing communication and assessment skills.” Journal of Nursing Education, 62, no. 4 (2023): 218-225. https://doi.org/10.3928/0148483420230322-03 Turner, A., & D. Jenkins. “Exploring the impact of simulation on nursing students' self-efficacy in managing psychiatric crises.” Nursing Education Perspectives, 43, no. 1 (2022): 29-35. https://doi.org/10.1097/01.NEP.0000000000001010.

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2024 - 2025

A SELECTION OF FACULTY

Scholarly Works

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BOOKS Bullins, Jeffrey. Sound in the American Horror Film. Jefferson, NC: McFarland & Company, Inc., Publishers, 2024.

Burrows, Candice. The History of American Music: An Exploration of Music From 1700s Through The 20th Century. Cognella Publishers, 2025.

Buzzelli, Nicholas R. Normalizing the Sports Journalism Niche: Coexisting in a Modern News Landscape. Lausanne, Switzerland: Peter Lang, 2025.

ARTICLES Adeosun, Samuel O., Afua B. Faibille, Aisha N. Qadir, Jerotich T. Mutwol, and Taylor McMannen. "A deep neural network model for classifying pharmacy practice publications into research domains."Research in Social and Administrative Pharmacy21, no. 2 (2025): 85-93.10.1016/j.sapharm.2024.10.009.

Adeosun, Samuel O., Ayonna M. Hollowell, and Olalekan Soremekun. "Impact of COVID-19 on Scholarly Outcomes of Pharmacy Practice Faculty by Gender and Academic Rank."American Journal of Pharmaceutical Education89, no. 5 (2025): 101398.

10.1016/j.ajpe.2025.101398.

Alamri, R., K. Migel, M. S. Cain, K. Song, B. Pietrosimone, J. T. Blackburn, J. R. Franz, J. Jang, F. C. Lin, and E. A. Wikstrom. "Plantar massage or ankle mobilization do not alter gait biomechanics in those with chronic ankle instability: a randomized controlled trial." Journal of Manual and Manipulative Therapy 32, no. 6 (2024): 594-601. https://doi.org/10.1080/10669 817.2024.2410048.

Alcon, C., C. Zoch, R. Luetkenhaus, E. Lyman, K. Brizzolara, H. T. Goh, and S. Wang-Price. "Combined Transcranial Direct Current Stimulation and Pain Neuroscience Education for Chronic Low Back Pain: A Randomized Controlled Trial." Pain Medicine 26.2 (2025): 90-97. https://doi.org/10.1093/pm/pnae101.

Alexander, L. M., J. Bowser, K. Caruthers, L. Sekhon, M. Statler, H. Straker, D. Rizzolo, H. De La Rosa, and D. T. Simeon. "Fear Factor: Faculty Perceptions of Artificial Intelligence in Physician Associate Education." Journal of Physician Assistant Education (2025). https://doi.org/10.1097/ JPA.0000000000000667.

Allaert, Jens, Marie De Bruecker, Filip Raes, Rudi De Raedt, Laura Nagy and Marie-Anne Vanderhasselt.

“Validation of the Dutch Self-Critical Rumination Scale (SCRS-NL).” European Journal of Psychological Assessment. (2025). https://doi.org/10.1027/10155759/a000889.

Armendarez, Olivia J., Grace C. Parizek, Ruth J. Augustine, Evan J. Silver, Tristan A. Kaz, Kaylee A.

Campbell, Isabella P. Diaz, Shobha Mantripragada, Robert D. Geil, Sadie M. Flagg, Brian H. Augustine, and Pamela M. Lundin. “Preparation of Poly (3-Hexylthiophene) Conjugated Polymer Brush Films from Amine-Terminated Surfaces.” Journal of Polymer Science 62 no. 23 (2024): 5384–97. doi:10.1002/ pol.20240377.

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victimization and delinquency: mediation by negative emotions and moderation by LGBTQ+ identity.”

Journal of Criminal Justice (September 2024): 1-14. doi:10.1080/0735648X.2024.2404676.

Rundio, Amy, Cory Kulczycki, and Arshpreet Kaur Mallhi. “Open Road to Competition: Media Framing of Social Justice within Women’s Cycling. Journal of Communication Inquiry (2024). https://doi. org/10.1177/01968599241302849.

Sadri, Sean R., Nicholas R. Buzzelli, and Andrew C. Billings. “The In-House Balance: Negotiating Professional Identity, Boundaries, and Ethical Quandaries as an In-House Sports Reporter.” Journal of Media Ethics 39, no. 2 (2024): 68 -84. https://doi.or g/10.1080/23736992.2024.2332996.

Sahagun, Miguel, Larry L. Carter, and Arturo Vasquez-Parraga. "Consumer Product Perceptions Within Emerging Markets: The Product Adoption Process and Consumer Ethnocentrism." Journal of Marketing Development and Competitiveness18, no. 3 (2024): 82-90. https://doi.org/10.33423/jmdc. v18i3.7230.

Schneid, Frederick. “Austerlitz: Planes, disposiciones y el ataque aliado inicial,” Desperta Ferro: Historia Militar a del Mundo Moderna, 73 (December 2024): 28-34.

Schwartz, S., Jakub Michel, E. Brown, et al.

“Assessing the Impact of an Innovative Behavioral Health Clinic: A Retrospective Cohort Study.” BMC Psychiatry 25 (2025): 250. https://doi.org/10.1186/ s12888-025-06669-8.

Selig, K. R., P. E. Morse, J. D. Pampush, and R. F. Kay. "Dental Wear and Molar Pulp Volume Reduction in Macaca fascicularis." American Journal of Biological Anthropology 186, no. 3 (2025): e70035. https://doi. org/10.1002/ajpa.70035.

Simon, Megan B., Nikki E. Barczak-Scarboro, Brett Pexa, Johna Register-Mihalik, Zachary Yukio Kerr, and J. D. DeFreese. "Collegiate student-athlete mental health symptom trajectories across a competitive season: do training load and resilience matter?."

International Journal of Sport and Exercise Psychology 23, no. 3 (2025): 501-519. https://doi.org/10.1080/16 12197X.2024.2324433.

Sinacore, D. R., M. A. Jones, and P. W. Kline.

"Major adverse foot events and functional mobility deficits associated with diabetic neuropathy and nephropathy." Metabolism and Target Organ Damage 4, no. 2 (2024):15. https://doi.org/10.20517/ mtod.2024.02.

Singleton, William, Wilson Lowrey, and Nicholas Buzzelli. “Must I follow the script?’: Professional objectivity, journalistic roles, and the Black community journalist.” Newspaper Research Journal 45, no. 2 (2024): 157-174. https://doi. org/10.1177/073953292312215.

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Snyder C.M., B. Mateo, K. Patel, C.D. Fahrenholtz, M.M. Rohde, R. Carpenter, and R.N. Singh.

“Enhancement of Triple-Negative Breast Cancer-Specific Induction of Cell Death by Silver Nanoparticles by Combined Treatment with Proteotoxic Stress Response Inhibitors.”

Nanomaterials 14, no. 19 (2024): 1564. https://doi. org/10.3390/nano14191564.

Spencer-Tyree, Brielle., B. D. Bowen, and M. Olaguro.

"The Impact of Computational Labs on Conceptual and Contextual Understanding in a Business Calculus Course." International Journal of Research in Undergraduate Mathematics Education (2024). https://doi.org/10.1007/s40753-024-00255-1.

Travis, Christopher R., Ryan G. Dumais, Joseph W. Treacy, Kelsey M. Kean, K. N. Houk, and Marcey L. Waters. “Contribution of Electrostatic CH3–π Interactions to Recognition of Histone Asymmetric Dimethylarginine by the SPIN1 Triple Tudor Domain.”

Journal of the American Chemical Society 146, no. 30 (2024): 20678–84. doi:10.1021/jacs.4c03463.

Travis, Christopher R., Hanne C. Henriksen, Jake R. Wilkinson, Noah K. Schomburg, Joseph W. Treacy, Kelsey M. Kean, K. N. Houk, and Marcey L. Waters.

“WDR5 Binding to Histone Serotonylation Is Driven by an Edge–Face Aromatic Interaction with Unexpected Electrostatic Effects.” Journal of the American Chemical Society 146, no. 40 (2024): 27451–59. https://doi.org/10.1021/jacs.4c07277.

VanDerStad, L. R., E. C. Wyatt, and R. A. Vaughan.

"Excess Branched-Chain Amino Acids Suppress Mitochondrial Function and Biogenic Signaling but Not Mitochondrial Dynamics in a Myotube Model of Skeletal Muscle Insulin Resistance." Metabolites 14, no. 7(2024a): 389. https://doi.org/10.3390/ metabo14070389.

VanDerStad, L. R., E. C. Wyatt, and R. A. Vaughan.

"The antidiabetic SGLT2 inhibitor canagliflozin reduces mitochondrial metabolism in a model of skeletal muscle insulin resistance." Diabetic Medicine 41, no. 5 (2024b): e15271 https://doi.org/10.1111/ dme.15271.

VanWinkle, Benita. “Please Remain Standing: The Disappearance of The Hometown Movie Theater in the U.S.” Thresholds 52: Disappearance 52 (April 2024): 126-135.

Volz, A., J. L. Rush, D. M. Bazett-Jones, A. M. Murray, and G. E. Norte. "Kinesiophobia is associated with lower extremity landing biomechanics in individuals with ACL reconstruction." Physical Therapy in Sport 72 (2025): 109-115. https://doi.org/10.1016/j. ptsp.2025.02.006.

Walsh, James Igoe, Sam Whitt, Jacob Aronson, Jonathan Hall, Paul Huth, and Vera Mironova. “Public Support for Power Grabs after Civil Conflict.”Security

Studies33, no. 2 (2024): 291–323. doi:10.1080/09636 412.2024.2320734.

Weart, A. N., L. C. Brown, E. M. Florkiewicz, G. M. Freisinger, K. H. East, N. Reilly, J. Song, and D. L. Goss.

"Using Wearable Sensor Technology to Analyze Running Technique and Prospective Running-Related Injuries During United States Military Cadet Basic Training." Orthopaedic Journal of Sports Medicine 13, no. 2 (2025): 23259671241309273. https://doi. org/10.1177/23259671241309273.

Whitt, Sam, Alixandra B. Yanus, Brian McDonald, and Martin Kifer. “Partisan Risk Tolerance for InPerson Voting During the Pandemic: Survey Evidence from the U.S. 2020 Election.”International Journal of Public Opinion Research36, no. 1 (2024). https://doi. org/10.1093/ijpor/edad046.

Whitt, Sam, Alixandra B. Yanus, Mark Setzler, Brian McDonald, Gordon Ballingrud, and Tyler Coleman. "Increasing Public Support for Transgender Rights through Superordinate LGBT+ Rights Framing: Evidence from a US Survey Experiment on Transgender Participation in Sports."PS: Political Science & Politics(2025): 1-7. doi:10.1017/ S1049096524001045.

Wikstrom, E. A., M. S. Cain, K. Song, B. Pietrosimone, J. T. Blackburn, J. R. Franz, K. Migel, J. Jang, and F. C. Lin. "Impact of Plantar Massage and Ankle Mobilization on Visual Reliance in Those With Chronic Ankle Instability: A Randomized Controlled Trial."

Journal of Sport Rehabilitation (2025): 1-13. https:// doi.org/10.1123/jsr.2024-0299.

Willems, M. E. T., T. R. Flood, M. R. Kuennen, and B. J. Lee. 2025. "Anthocyanin-rich New Zealand blackcurrant extract reduces treadmill runninginduced gastrointestinal symptoms in the heat: pilot observations." Research in Sports Medicine: 1-8. https://doi.org/10.1080/15438627.2025.2471380.

Winkel, Adam L. “The Crown in the Crowd: Sport and the House of Bourbon, 1975– 2021.”Bulletin of Spanish Studies101, nos. 5-6 (2024): 701–26. doi:10.1 080/14753820.2024.2336441.

Wright, Hannah R., Courtney E. Nelson, Michele Toussaint, and Eric J. Ip. "Assessing Justice, Equity, Diversity, and Inclusion Best Practices for Test Item Writing at a Physician Assistant Program: A Retrospective Analysis." The Journal of Physician Assistant Education 35, no. 3 (2024): 293-296.

Wyatt, E. C., L. R. VanDerStad, N. E. Cook, M. R. McGovern, T. Zaman, P. M. Lundin, and R. A. Vaughan. 2024. "Valsartan Rescues Suppressed Mitochondrial Metabolism during Insulin Resistance in C2C12 Myotubes." Cell Biochemistry and Function 42 (7): e4117. https://doi.org/10.1002/cbf.4117.

Yeargin, S. W., S. E. Scarneo-Miller, K. N. Radzak, Y. Hosokawa, D. M. Bazett-Jones, C. E. Welch Bacon, P. B. Resnick, A. N. Marshall, and S. J. Thomas.

"Evidence Gathering and Recommendation Building Procedures for Position Statements: New Methodology." Journal of Athletic Training (2025). https://doi.org/10.4085/1062-6050-0589.24.

Zukowski, Lisa A., Sarah A. Brinkerhoff, Ilana Levin, Troy M. Herter, Lena Hetrick, Samuel N. Lockhart, Michael E. Miller, Paul J. Laurienti, Stephen B. Kritchevsky, and Christina E. Hugenschmidt. "Amyloid-β Deposition Predicts Grocery Shopping Performance in Older Adults Without Cognitive Impairment." Journal of Alzheimer’s Disease 100, no. 1 (2024): 53-75.

10.3233/JAD-231108.

BOOK CHAPTERS Bartlett, Joshua. “Hied E. Erdrich” and “Joy Harjo’s An American Sunrise,” in Encyclopedia ofAmerican Indian Literature, edited by Jennifer McClinton-Temple and Alan R. Velie, n.p.. New York: Facts on File, 2024.

Graham-Squire, Adam. "Conditions for Voting Anomalies in Ranked-Choice Voting," in Mathematical Analyses of Decisions, Voting and Games, Contemporary Mathematics, edited by Michael A. Jones, David McCune, and Jennifer M. Wilson, 23–36. Providence: RI: The American Mathematical Society. https://doi.org/10.1090/ conm/795.

Hall, Stefan. "LucasArts and the Hollywoodization of Video Games," in Lucas: His Hollywood Legacy, edited by R. Ravalli, 204-213. University Press of Kentucky, 2024.

Koba, Timothy. "Sport Finance," in Introduction to Sport Management: Theory and Practice, edited

by Mark Nagel and Richard Southall, 415-451, Dubuque: Kendall Hunt Publishing Company, 2024.

Mitchell, Matthew. “Banking Before Banks in Early Modern Japan: Buddhist Temple Finance,” inBeyond Banks: A Global History of Credit Markets and Intermediation, edited by Christiaan van Bochove and Juliette Levy, 299-328. Cham, Switzerland: Palgrave Macmillan, 2025.

Moses, Robert. “Angels and Demons,” inBehind the Scenes of the New Testament, edited by B.W. Longenecker, E. E. Shively, and T. J. Lang, 282-287.

Ada, MI: Baker Academic, 2024.

Ringel, Paul. "The Brownies Book and the American Children’s Publishing Industry,” in The Edinburgh History of Children’s Periodicals, edited

by Kristine Moruzi and Michelle Smith, 270-290.

Edinburgh University Press, 2024.

Rosenfeld, Silvana A. “Música, danza y arquitectura ritual en los recintos en forma de D

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de Conchopata," in Conchopata: Sociedad y Cultura en el Imperio Wari, edited by Ismael Perez Calderon, 163-178. Ayacucho: Multiservicios R&B, 2024.

Rundio, Amy. “How Cycling Led Me to Veganism which Changed My Cycling,” in Pedaling Resistance: How Vegan Cyclists Cross Boundaries, edited by Carol J. Adams and Michael D. Wise. The University of Arkansas Press, 2024.

Tomei, Lawrence A., Jesse Maine, Karina Moussa, Melissa B. Holler, Brianne Hobbs, and Shannon Austin. “The Top 12 Technologies for Teaching and Learning in the Post-Pandemic Era,” in Exploring Technology-Infused Education in the Post-Pandemic Era, edited by Lawrence A. Tomei and David D. Carbonara, 1-95. IGI Global, 2024.

Varjan M., M. Kalata M, M. Hank, F. Zahalka, K.R. Ford, and T. Maly . “Talent Identification in Youth Soccer: Is the Motor Educability an Important Predictor for Player Selection,” in Science and Soccer: A Key Combination, edited by A.J. Figueiredo, M.J. Coelho-e-Silva, T. Favero, and H. Sarmento, 89-106. Imprensa da Universidade de Coimbra, 2025.

Winkel, Adam. “Together, Alone, and in the Same Place: The Cinematic Living Room in the 1950s,”in Comfort and Domestic Space in Modern Spain,edited by Susan Larson, 215-232. University of Toronto Press, 2024. https://utppublishing.com/doi/ book/10.3138/9781487529109

CONFERENCE PROCEEDINGS Oudshoorn, Michael J. "CS2023 Curricula Guidelines and Computer Science Accreditation."

Paper presented at the 10th International Symposium on Accreditation of Engineering and Computing Education, Bogota, Colombia, October 2024.

BOOK REVIEWS Oudshoorn, Michael J. Review of Ethical and Legal Aspects of Computing: A Professional Perspective from Software Engineering, by Gerard O’Regan.

Springer, 2024. In ACM Computing Surveys, October 2024.

Oudshoorn, Michael J. Review of Pro Bash: Learn to Script and Program the GNU/Linux Shell, by Jayant Varma and Chris F. A. Johnson. 3rd ed. New York: Apress, 2023. In ACM Computing Surveys, February 2024.

Oudshoorn, Michael J. Review of Software Architecture: Research Roadmaps from the Community, edited by Patrizio Pelliccione, Rick Kazman, Ingo Weber, and Anna Liu. Springer, 2023.

In ACM Computing Surveys, January 2024.

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CREATIVE WORKS: VISUAL Brown, Mark E. acknowledging the corn. Decision ’24: National Juried Exhibition. Charles Adams Gallery, Lubbock, TX. Juror: Brandon Zech, arts writer and critic. 2024.

VanWinkle, Benita. Byrd Theatre, Richmond, VA, 3/2013. St. Augustine Art Association, St. Augustine, FL. Jurors Daniel Biferie, Professor Emeritus, Daytona State College and Alise Sheppard, photographer.

2024.

VanWinkle, Benita. Leeds Center for the Arts, Winchester, KY, 6/2021. Black Box Gallery, Portland, OR. Juror Todd Johnson, founder/director of Black Box Gallery, Portland Community College instructor.

2024.

VanWinkle, Benita. Moonlight Theatre, Abington, VA, 5/2013. PhotoPlace Gallery, Middlebury, VT. Juror Paula Tognarelli, retired Executive Director of the Griffin Museum of Photography. 2024.

VanWinkle, Benita. New York City Sidewalk, 11/2023. Honorable Mention. New York City for Photographic Art, New York City, NY. Juror Michael Itkoff, juror,author and co-founder of Daylight Books.

2024.

VanWinkle, Benita. NorthPark Theatre, Buffalo, NY 6/2024. New York City for Photographic Art, New York City, NY. Juror Laura Noble, Director, L.A. Noble Gallery, London. 2024 VanWinkle, Benita. Out of the Pines (2). Wilma W. Daniels Gallery, Cape Fear Community College, Wilmington, NC. Invited. 2024.

CREATIVE WORKS: PERFORMING Burrows, Candice. Vocal Recital for Mezzo-Soprano.

“An Evening of Song” for the Absolute Music Series.

East Lansing, MI. November 22, 2024.

Meixner, Brian, conductor. “A Century in Concert.”

High Point University Community Orchestra featured performance at the North Carolina Music Educators Association Conference. Winston-Salem, NC. Invited.

November 11, 2024.

Meixner, Brian, conductor. North Carolina Brass Band featured performance at the United States Army Band Tuba/Euphonium Workshop. Arlington, VA. Invited. February 1, 2025.

Petty, Margaret Cording. Festina, three-movement symphonic work for full orchestra, for the Centennial of High Point University. Premiered at North Carolina Music Educators Association, November 11, 2024, performed by the High Point University and Community Orchestra.

Raymond-Kolker, Louis. Summer Springs: Concertino for Double Seconds and Orchestra (composer and soloist). Performance with Atlanta Contemporary Music Collective’s “Con-Cer-3".

Atlanta, GA. March 8, 2025.

Raymond-Kolker, Louis. Fountainesque for Orchestra. World premiere performance at North Carolina Music Educators Association. WinstonSalem, NC. November 11, 2024.

GRANTS

Mabry, Lance. Awarded Physical Therapist of the Year for 2024 by the American Physical Therapy Association of North Carolina.

Schneid, Frederick. United States Army Public Service Commendation Medal, April 2024.

EDITORS Bradley, Courtney L.,editorial board,Currents in Pharmacy Teaching and Learning.

Adeosun, Samuel O.A Theory- and Data-Driven Approach to Core List of Journals in Pharmacy Practice. New Investigators Award (NIA) from the American Association of Colleges of Pharmacy (AACP). April 2024 – Sept 2025. Awarded Amount: $7300.

REVIEW BOARDS

Boateng Comfort, A. New dopamine D4 receptor ligands to treat sleep disorders associated with substance use disorders. North Carolina Biotechnology Center (NC Biotech) Flash Grant.

2025-2026. Awarded Amount: $37,500.

Boateng Comfort, A. Molecular and Cellular Neuropharmacology (MCNP) Study Section, National Institutes of Health, Member 2024-2028.

Ford, K.R. (Principal Investigator), Taylor J.B., Pexa B.S. (A25-0012. Footwear Industry Partner Not Disclosed. Cleat Traction on Synthetic Turf. 2025.

Ford, K.R. (Principal Investigator), Taylor J.B., Pexa B.S. (25-0011) Dynamic Assessment of American Football Cutting on Synthetic Turf. Shaw Integrated and Turf Solutions, Inc., 2024-2025.

Kahya, Melike. Marilyn Moffat Geriatric Physical Therapy Research Grant from the Foundation for Physical Therapy Research. Awarded Amount: $40,000.

Zimmerman, Tahl. “FSMA Traceability Requirements in Retail Food Establishments: Development of an Educational Training Program” USDA Grant, Subaward from North Carolina State University. 20242026 Awarded Amount: $59,806.00.

Boateng Comfort, A. Special Council ZRG1 BN-M 06 M, 04/28/2025, National Institutes of Health / National Institute on Drug Abuse, 2025.

Fink, Joey. North CarolinaHighway Historical Marker Advisory Committee (North CarolinaDepartment of Cultural Resources).

PATENTS Blackledge, Meghan S., Patrick Viguiera,and Heather B. Miller.Small-molecule adjuvants for antibiotics to address antibiotic resistance.

US12115208B2. Granted October 15, 2024.

Boateng, Comfort, A. Novel Compounds Useful for Treatment of Substance Use Disorder. United States Patent Granted/Awarded: 12122771, Oct 22, 2024.

Boateng, Comfort, A. 1,2,3-Triazole LinkerContaining Compounds. United States Provisional Patent application: 63728367, Dec 5, 2024.

AWARDS AND HONORS Bradley, Courtney L.,Recipient of theNorth Carolina Association of Pharmacists Fellow Practitioner Recognition Program, 2024.

Ford, Kevin and Sinacore, David. Featured by Stanford University’s Standford/Elsevier rankings of Top 2% Most-Cited Scientists in the World.

Lynch, Shaun. Recognized as Distinguished Fellow of the American Academy of Physician Associates – July 2024.

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