The Lighted Lamp Magazine 2021 by High Point University

The FA LL 2021

Scott Raynor

2020 RUTH RIDENHOUR SCHOLARLY AND PROFESSIONAL ACHIEVEMENT AWARD RECIPIENT www.highpoint.edu

The

EDITORIAL TEAM:

HIGH POINT UNIVERSITY CHIEF ACADEMIC OFFICERS:

Dr. Robert Moses, Chief Editor, College of Arts and Sciences

Dr. Nido R. Qubein, President

Dr. Tom Albritton, School of Education; Dr. Robert Coover, School of Pharmacy; Dr. Cynthia Hanson, School of Business; Dr. Pamela Lundin, School of Natural Sciences; Dr. Lance Mabry, School of Health Sciences; Dr. Laura Marshall, School of Communication; Dr. John Turpin, School of Art and Design; Dr. Lloyd Williams, School of Engineering

Dr. Daniel Erb, Senior Vice President of Academic Affairs

Assistance provided by Leanne Jernigan, Library Staff

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.

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Dr. Angela Bauer, Vice President of Academic Affairs Deans: Mr. Ken Elston, College of Arts and Sciences (Interim); Dr. Kevin Ford, School of Health Sciences; Dr. Daniel Hall, School of Business (Interim); Dr. Amy Holcombe, School of Education; Dr. Earle “Buddy” Lingle, School of Pharmacy; Dr. Virginia McDermott, School of Communication; Dr. Michael Oudshoorn, School of Engineering; Dr. John Turpin, School of Art and Design; Dr. Brett Woods, School of Health Sciences (Interim)

TA B LE OF CON T E N T S

Message from the Senior Vice President of Academic Affairs

The Dean’s Corner

Making Art in the Rain

Welcoming the CELF A Cutting Edge Learning Environment

What Makes a Self?

A Psychological Examination of the Plight Known as Parental Alienation

Saving Lives with Designer Medicines

Working towards STEMM Access for All

Pharmacy Students Helping High Point: Providing Medical Services to the Community

A Selection of Faculty Scholarly Works www.highpoint.edu

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A MESSAGE

FROM THE SENIOR VICE PRESIDENT OF ACADEMIC AFFAIRS Dear Colleagues and Friends of High Point University, I am pleased to share with you this seventh edition of the Lighted Lamp. The accomplishments in this issue highlight the expertise of our faculty, commitment of High Point University to research and creative works and selected opportunities our students have to assist them in their experiences to discover new knowledge and produce creative works. In spite of the challenging circumstances the pandemic has created, High Point University has been able to successfully continue its commitment to research and creative works and provide students with the life skills, love of learning and liberal arts foundation that prepare students not only for the world as it is but also for the world as it is going to be. Providing experiential educational opportunities to students is a keystone of High Point University’s holistic approach to education. Faculty demonstrate the relevance of research and creative works by integrating their original scholarship into the classroom and encouraging students to join them in further discovery throughout the regular academic year and during the summer through concentrated exploration of original work. Faculty and students collaborate and contribute in significant and meaningful ways to the growing body of knowledge in a variety of disciplines and creative works in the arts and humanities. Our faculty are well qualified to provide the mentorship required for student success in scholarship. In addition to support from High Point University many faculty receive extramural funding from the National Institutes of Health, National Science Foundation and an array of other competitive federal and state granting agencies and private foundations. In addition, faculty are nationally and internationally recognized for their expertise. High Point University Faculty are invited members of grant study sections, grant review boards, editors of peer-reviewed journals, reviewers for peer-reviewed journals, and jurors for highly selective creative works competitions. They have received national awards recognizing their scholarship and professional achievements and are invited speakers to national and international meetings. As you read the articles regarding research and creative works in this issue please know that what you are reading about is only a sampling of the work that our faculty contributes to scientific and creative arts disciplines. I invite you to contact our faculty directly should what you read pique your interest. Our faculty are master educators, accomplished researchers and artisans, and expert clinicians. Who knows where your inquiry may lead? Sincerely,

Daniel Erb, PT, PhD Senior Vice President of Academic Affairs www.highpoint.edu

THE DEAN’S

CORNER Dr. Jim Wehrley Dean of the Phillips School of Business (2003-2021)

By the time this goes to print, I will no longer be Dean of the Phillips School of Business (PSB). After 21 years, I felt it was time for new leadership, and I am excited to return full-time to the classroom. As I look back on the last two decades, there is no question it has been quite a ride. I have always said I worked for two universities during my tenure: 1) High Point University pre-Dr. Qubein; and 2) High Point University post-Dr. Qubein.

OUR BUSINESS SCHOOL MISSION: “TO PREPARE OUR STUDENTS TO BECOME TOMORROW’S BUSINESS PROFESSIONALS.”

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Briefly, in May 2000, I became department chair of the business school (there were no deans at this time). Business courses were taught in Cooke Hall, now known as Norcross Hall. If you walk into the main entrance of Norcross and look immediately to the right, you will see a window in the lobby; that space was my office. In the 2003-04 academic year, the university restructured, and my job title changed to dean. Of course, the most drastic change came with the hiring of Dr. Nido Qubein as president in January 2005. Under President Qubein’s leadership, HPU became what I would argue is the most student-focused university in the world. As I reflect on my time as dean, there have been principles that helped support this student focus and deliver on our business school mission, “to prepare our students to become tomorrow’s business professionals.”

PRINCIPLE #1: Hiring Was the Most Important Professional Activity I Performed

PRINCIPLE #2: Consistent Messaging on Professionalism and Career Focus

I was told early in my career, “hire good people and let them do their thing.” Ultimately, the business school has succeeded because of the people. HPU and the business school are populated with caring, student-focused individuals. Due to space limitations, I cannot mention all the dedicated faculty and staff within and outside the PSB, but I will highlight Prof. Randy Moser as an example of the perfect hire.

Raising students’ awareness of the fundamentals they must master for professional success is vital. It all starts with consistent and repetitive messaging and defining what it means to be a professional. This is emphasized across multiple classes within the PSB throughout the four years of undergraduate study. Messaging includes:

Prof. Moser was an instructor, coach, cheerleader, motivator, and mentor. His energy and optimism inspired students, pushing them to achieve their best, holding them accountable for their choices, while stressing the importance of keeping difficulties and disappointments in perspective. He worked with every student without judgment, helping each to find the best within themselves. Prof. Moser passed away in January 2021. Reinforcing what we already knew, the outpouring from students, alumni, faculty, staff, and friends on social media was overwhelming and was yet another indication of the deep impact he had upon our students. Many comments recalled how he helped them professionally and personally. He spent just as much time with students outside the classroom as inside. His marketing knowledge and compassionate disposition harmonized perfectly with our school vision. It is professionals like Prof. Moser who ultimately determine our success.

• accountability, taking ownership of one’s life • moral character • knowing oneself • dedicated work ethic • emotional intelligence • the likeability factor • self-management • paradigms and a growth mindset • hard and soft skills • humility • coachability • sales skills (including selling oneself in a job interview) • entrepreneurial and critical thinking • resiliency • leadership skills • execution, “doing something” • flexibility, adaptability, and agility • becoming distinctive or differentiated • developing one’s best self

PRINCIPLE #3: Students Must Be Accountable, Take Ownership of Their Lives Accountability and taking ownership are significant life skills. Professional behaviors are communicated in class and also easily accessed on the business school’s Blackboard site. With the guidelines established, faculty work to elevate students to this standard and ultimately hold them accountable with an appropriate dose of compassion. With repeated messaging, students typically come to understand what is required of them in the real world and that they are ultimately responsible for their lives.

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PRINCIPLE #4: Soft Skills Trump Hard Skills The business school has been guided by a simple philosophy: discover what the business world wants and develop programs to prepare our students to meet those needs. While there is a gray area between what is a soft versus hard skill, there is no doubt that the business world places an emphasis on soft skills. Even in a rapidly changing world, what businesses need from new college graduates remains straightforward: a strong work ethic; personal integrity; vibrant communication skills, both verbal and written; a team player approach; and common-sense problem-solving skills. The list can be longer, but these skills and attributes are arguably just as or even more important than the foundation of business content knowledge. These soft skills are not unique to the business school; we mesh very well with the overall philosophy of HPU as the Premier Life Skills University and a liberal arts university. An example of the importance of soft skills is in a field that is often thought of as hard skill focused, accounting. When accounting firms interview our students, recruiters are not focused on accounting knowledge, the hard skill. There is an assumption that an accounting major with a respectable GPA has this foundation. The focus is on the soft skills. Will the students fit the culture? Will they work hard? Are they team players? Will they be able to interact with clients?

PRINCIPLE #5: Students Should Develop at Least One Hard Skill to Help Differentiate Themselves While soft skills generally outweigh hard skills, hard skills cannot be discounted, especially early in a career. We encourage students to develop at least one hard skill, frequently a skill where students have some level of interest. These skills can be developed within the business school curriculum with classes such as Excel, marketing research, project management and financial derivatives, but just as likely outside the business school in areas such as web design, graphic design, or computer programming. We challenge students to reflect, analyze, and discover the areas in which they not only want to be good, but great.

PRINCIPLE #6: Student Learning and Engagement is Cultivated Inside and Outside the Classroom Students develop themselves for success through engagement inside and outside the classroom. Internships are a given. So much of the experiential learning will occur outside the classroom in student organizations such as Alpha Kappa Psi (business fraternity), American Marketing Association, Entrepreneurship Club, HPU Economics Association, Investment Club, National Retail Federation Club, PSB Selling Club, Real Estate Club, and the Social Media Marketing Club.

PRINCIPLE #7: The Triangle for All Business Majors: Sales Skills, Leadership Skills, and an Entrepreneurial Mindset All three of these areas have broad latitude in interpretation, but they are areas all students should embrace. Whether in a student organization, a group project, or in the working world, individuals must influence and persuade others. A student’s development and application of these skills builds confidence and can be a strong differentiator in the career marketplace. No matter the major or profession, this triangle serves as a foundation for excellence in the business world.

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PRINCIPLE #8: Career Exploration: As Important as Any Business Discipline Business careers are broad in scope. The difficulty for students lies in narrowing their focus. One of our most important functions is to help our students discover and refine their career direction. Many students pursue a major in business because it is a practical education that is perceived as beneficial for finding employment. However, students rarely comprehend the plethora of opportunities. To meet this need we created BUA-1000: Introduction to Business Careers. This course brings business professionals to the classroom to expose freshmen to the vast array of career paths and possibilities. Each class period, professionals discuss their career journeys and provide career advice and insights.

PRINCIPLE #9: The Sophomore Year is a Critical Year for Business School Majors Because career and internship opportunities come much more quickly versus two decades ago, we mentor sophomores through a process of career exploration. Additionally, we challenge students to think about ways they will differentiate themselves. This process is extremely time consuming and takes a major commitment from students. To help students with the process, BUA2000: Business Career Bootcamp was created. This course has two components: tactical and strategic. Tactically, students develop a LinkedIn page. They complete the CliftonStrengths Assessment to help uncover their natural gifts and how these newly defined traits may fit into a career. Networking early is the foundation that increases opportunity. This is where the power of LinkedIn comes in, along with one of our favorite career exploration strategies, the informational interview. An informational interview is simply a conversation with a business professional. To be most impactful, we encourage students to perform informational interviews over their

full college career. Informational interviews have the dual benefit of gaining a granular understanding of a career while building a professional network. Starting early is essential for maximizing opportunities. More strategically and philosophically, we challenge students to think about becoming their best selves and how their career direction may adapt accordingly. This encourages students to reflect on “knowing oneself” and examine their values, strengths, and weaknesses.

PRINCIPLE #10: 100 Percent Placement is Everyone’s Business While the metric is not perfect, job placement rates have been a primary focus. We have a saying in the business school, “100 percent placement is everyone’s business.” It takes a true team effort to continuously message and propel students forward. Faculty engage students in a holistic manner, focusing on their futures beyond graduation. It is challenging for students of traditional college age to develop a career pathway. Our process was designed to help students think about their lives and their futures with the goal to increase the probability of a strong start to a career. Students are encouraged to focus on the next 18 months or, even more simply, the next step. While we never want to restrict students from long-term plans, we emphasize the importance of “doing something” and taking that next step.

Going Forward In June of 2021, Dr. Daniel Hall took the reins of the Phillips School of Business. The business faculty admire, appreciate, and respect Dr. Hall. As Department Chair of Economics, he has been a servant leader helping faculty across the business school as we worked through COVID challenges. Dr. Hall is a high energy individual with a bright and creative mind. No doubt Dr. Hall will develop his own principles, which will be a guiding light for a bright future for the Phillips School of Business. ❚

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MAKING

ART

IN THE RAIN

Scott Raynor Associate Professor of Art, 2020 Ruth Ridenhour Scholarly and Professional Achievement Award Recipient

One of the reasons I am thankful for the Ridenhour award is that it has given me the opportunity to reflect on my journey as an artist over my professional career. I have been practicing as a professional artist for 22 years. In the academic realm my studio practice is my scholarship, taking the form of paintings, drawings, and printmaking. My work explores a range of ideas that are scaffolded and layered with meaning. By applying abstraction, my images portray everyday objects in a studio setting as well as references to texts, painting, and architecture. These references grow out of my daily habit of my sketchbook and drawing practice as well as my research into other artists and their writings.

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Philosophy of Painting My compositions explore the complex relationship between the artist and his studio. Shapes, color, and forms are in a state of dynamic tension that writhes, wiggles, and weaves across the canvas. Space bends and warps. The environment in my work creates situations in which everyday objects are altered or detached from their natural function. This culminates in a series of complex spatial and formal relationships between objects, patterns, and form. The studio has become a place of refuge for me in a troubled and complex world, and I want my paintings to reflect that dichotomy. There is a quote by the painter Phil Guston that resonates with me. “When you are in the studio painting there are lots of people in there with you — Your teachers, friends, painters from history, critics…and one by one if you are really painting, they walk out. And if you’re really painting you walk out.” In the spirit of this quote, I believe that once I am in the act of creation, I am turning off

many of those internal and external voices and heavily rely on instinct and intuition. I have a habit of over-analyzing my works in the early stages and I find my most successful works are the ones where I allow myself to be highly responsive to the evolving painting, improvising while constantly experimenting and changing the elements of the canvas. My artistic journey and training began at a young age. I voraciously copied Renaissance

drawings from large coffee table books my mother would bring home and that began my appreciation for the process of careful observation. My undergraduate art education was rooted in a traditional program that emphasized observation and foundational training in drawing, color theory, and figurative work. I responded well to this environment and it prepared me for graduate study, which allowed me to explore a more conceptual direction with my work. I focused my exploration and experimentation on figurative images and abstract object arrangements in a variety of media. Through the medium of paint, I explore the relationships between objects, various color harmonies, and surface textures, culminating in paintings that explore multi-

layers of meaning in the context of the still life tradition. I also use still life painting as an opportunity to explore the range of possibilities through my choice of materials and paints. The objects I paint may take recognizable form or appear distorted and deconstructed. For inspiration, I look at movements like analytical cubism and abstract expressionism. Artists like Braque and Picasso changed the way space was described in their cubist paintings, taking

their cues from the careful observational work done previously by Cezanne. During my formative years of training in the studio their paintings allowed me the freedom to bend and distort the spaces in my paintings. Gestural abstraction, as realized by Pollock during the Abstract Expressionism era of the 1950’s and 60’s, also appealed to me. Pollock was from the west and he carried that mythology with him. He was trained as a rodeo roper and the hand motions from that carried over into his work. He would lay his canvas on the floor and he would drip paint onto the surface all the while responding intuitively to his gesture and feelings while he worked. I integrate this improvisational approach into my process of painting.

Ink Bottles in the Rain

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Still Life Tradition My process and research begin with drawings and gathering reference materials. One particular era I have spent time researching is the still life tradition of the school of Dutch and Flemish painting that thrived in the sixteenth and seventeenth centuries. Large canvases depicting exotic fruits, flowers, and sea life were the norm. These objects within the paintings fascinated me with their nuanced layers of meaning and I wanted to create my own paintings that worked on multiple levels.

arrangements, yet I hold my own beliefs of what the objects mean and represent. For me the lemon represents the duality of life with its outward appearance of a deep, beautiful yellow color along with a delicate pale interior. This duality continues once you attempt to eat a lemon, at first sweet and then sour. These dichotomies and contradictions are appealing to me, and I integrate them into my works. Many of the objects I paint are broken, cracked, or have the appearance of being neglected while others are in perfect condition propped up on a pedestal. Ink Bottles in the Rain portrays art supplies that are important to my work discarded and left neglected in a rainstorm. My hope is that this tension resonates with the viewer. Throughout my career and across my travels I have been collecting objects that were meaningful and intriguing to me to place in my paintings. Juxtaposing these objects together to elicit meaning is an endless quest within my artistic practice.

Color and Subject

Rain Still Life, Acrylic on Paper, 2020

The objects I place in my paintings allow for multifaceted interpretations by the viewer. Each person brings their own set of experiences and references to their viewing experience. In the Dutch tradition of still life painting, the art reflected a shared set of meanings and a moral underpinning that reflected the society of that time. My work also implies meaning in the placement and arrangement of objects that reflect my perceptions of issues surrounding the current state of humanity in my lifetime. For example, in Ink Bottles in the Rain the objects are lined up dutifully in a row sitting in an unknown landscape. The rain pours down and they are impervious yet are indifferent to the rain. Viewers will create their own unique interpretations of these objects and

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The challenge of each new painting is to find the right combination of objects, color, and forms and then arrange them into a composition. Every object has a distinctive visual vocabulary, and I arrange them much like a composer arranges and uses the instruments of the orchestra to create conflict and resolution typically in an art studio setting. I instinctively look for formal elements such as linear movement as I work, and I build on those as the painting develops. This creates a fluidity in my painting, and I leave room for a continuous evolution during the process. I also enjoy manipulating color to explore tonal juxtapositions. Certain colors can be pleasing when placed side by side in a particular corner of a canvas and yet feel dissonant when placed next to a different set of colors. Color theory is driven by the idea of how colors interact and harmonize, and I use those ideas to create areas in my paintings that can engage the viewer on multiple levels. The viewer reads the color immediately at the surface level and that

may trigger a set of personal associations with the perceived color. Color psychology dictates that certain color palettes are more visually aggressive, i.e., warm colors (oranges, reds, and yellows) appear to engage the viewer first, whereas the cooler palette (blues, violets) will recede from the viewer. I manipulate that effect in my paintings so that one becomes aware of that tension. I include multiple combinations of complementary colors to create contrast. If an area has a predominately yellow color scheme, then I will contrast the area surrounding it with violet-tinged shadows. This can be seen in the Still Life with Brayer painting. In the lower right of the diptych there is an area of purple cloth. All of the objects I painted that sit upon that cloth integrate variations of yellow. Yellow is the complement of purple and even by mixing small amounts of yellow into the black your eye and brain will register a certain level of harmony. This visual push and pull may not immediately be apparent upon a first viewing of my work but hopefully will be seen upon subsequent viewings.

Working in a Pandemic As a response to the pandemic of 2020, I have created a series of paintings where natural elements are forcing their way into the studio world I have created. In some of the paintings rain is starting to fall on the objects (see Rain Still Life). Puddles and pools of water are forming under and around the objects, possibly flooding the still life and washing away everything. In some of the other paintings the objects are lost in an ethereal fog or are slowly going under water. This is a direct result of being an artist during the time of a pandemic. The stress and anxiety that is present in our everyday lives of learning to live in a new reality is manifesting in my work. I see a positive message in this painting that the objects will survive the storm.

Exhibitions In the last two years I have exhibited my work throughout Europe in a number of group exhibitions. I was honored to be part of the International Mini Print Exhibition for two consecutive years which tours Spain, France, Germany, and England. During the summer of 2020 I was included in a group show in NYC’s Blue Mountain Gallery. Stateside my most recent one-person show took place in 2016 at the University of Mobile in Alabama where I was invited to be a visiting artist. The exhibition showcased nearly 20 paintings and symbolically closed a thematic body of work that I had been working on for a five-year period. In 2018, three of my works were chosen to be part of the Sunny Art Centre International Art Prize which takes place nationally in London. Juried by an international team of artists from the UK, Europe, and Asia my works were selected from over a thousand entries with the acceptance rate being less than 1 percent. I was shortlisted for one of the prizes with my work. Arrangement with Three Eggs is one of the paintings accepted into the London show. This painting was highly personal for me as it reflected my state of mind as I was working through a difficult time with the passing of a close family member. Several objects depicted

Arrangement with Three Eggs

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reference how our loved ones nurture us through our lives. There is a nest and an open box of crayons as well as the empty cage with a playful bird about to begin its life journey. Several objects represent the passing from one existence to another. The train, sailboat, and a ladder oriented off the top of the canvas all demonstrate ways of moving and change. These were not conscious or deliberate decisions that I made while painting but emerged out of instinct and intuition. It was only upon later reflection that I realized how much I was processing a wide range of emotions and dealing with the idea of loss.

forward in their development as artists it can be inspiring and can be motivational for me in my own studio. Each time I demonstrate a new concept or technique to a student and I see them connect to the ideas being presented in a deep and profound way it is supremely gratifying.

Teaching My teaching and interaction with students also influence and inspire my personal work. While teaching Printmaking at HPU I began a series of interior spaces evocative of religious and mythological imagery. I use a technique called Lino cut where all of the white spaces are hand carved out of a large size plate of linoleum. Arrangement with Smokestack — exhibited at the “Art is… Process” show at the Jacoby Art Center in Chicago — reflects this process.

Arrangement with Smokestack, Linocut on Paper

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As part of my pedagogy I constantly show my students my work in progress. This allows them to see that I am on a similar artistic journey and I’m modeling the joys and struggles of being a professional artist. When students move

Still Life with Brayer

Moving Forward Currently I am at a turning point with my artwork. Receiving the Ridenhour award has given me some time to reflect on my work and has helped to give me some time to consider future directions. One body of work I have started is a return to my artistic roots. I gain a great deal of pleasure and joy from straightforward observational painting. I have been working in my studio on creating intricate formal arrangements of objects, being very careful to control the color schemes and formal properties. Once I have the set up in a version that is pleasing, I begin the process of painting. I am paying particular attention to the thickness and physicality of the paint. I manipulate the brush to show an impasto effect with the oil paint with thickened layers of paint swirling and moving around the objects. The painting Still Life with Brayer is an example of an observed painting of objects from the art studios at HPU. These objects are the tools I use to teach our students and they have many layers of meaning to me personally. On the surface

level many of the objects are used in the creation of art. You see inks, paint mediums, containers of graphite, tape and a brayer that are all commonly found instruments in artistic production. There is also an anatomical instructional skull which is both a teaching tool and a symbolic representation of being human. Looking more deeply there is an art history textbook and a child’s toy. Art history is an important part of my own training and the subsequent discussions about other artists and their works with my colleagues. The various vessels for coffee, tea and wine represent the long hours of those conversations. In addition to these larger works, I have also been working smaller and more experimentally. Most of my work from the past ten years have been large scale and that requires a different visual language and approach. Smaller works are more intimate and allow for a unique form of experimentation. I want these new works to be more evocative of mood and emotion. This new series takes the form of printmaking. I have a lot of experience with intaglio etching and monotypes, and these techniques are perfect for the type of work I want to be creating in this moment. These smaller works are intended to be atmospheric and moody. One small example is Firs in Fog. I want to evoke a distant landscape in the morning fog that is contemplative and serene.

These small prints are done as experiments and have grown from demonstrations I have done in printmaking classes at HPU. These small prints have been accepted for exhibition in a regional gallery this August. I am looking forward to showing them in other venues. My work and artistic practice reflect the idea of constantly challenging myself to experiment and to grow. I model this artistic practice each day in my classroom. I see my own professional artistic output as a body of artwork that reflects many years of risk-taking and development, and it is meaningful to be recognized with this award. A colleague who also teaches painting once acknowledged to me that my work and studio production was “relentless”. This use of the word relentless struck me as less than a compliment and I pushed him to further explain. He explained that I attack a visual idea head on in a very aggressive way and then I just keep working at it until something gets resolved. I appreciate this comment and he is right. My near fixation on visual thinking and expression is resolute and I will work intensively toward my vision of creating works of art that are engaging. Each day as I open the studio door I feel that sense of restlessness and excitement as I pick up my brush for that day’s painting. ❚

Still Life with Brayer

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WELCOMING THE

CELF

A CUTTING EDGE LEARNING ENVIRONMENT

Dr. Jason M. Pittman Associate Professor Webb School of Engineering, Department of Computer Science

Introduction I want to welcome you to your CELF. No, not that self. The CELF, or Cybersecurity Engineering Learning Facility, is an ultramodern cybersecurity laboratory found in the Webb School of Engineering Computer Science department. The CELF is a place where we teach students to make security work. Moreover, The importance of a lab like CELF cannot be overstated, because cybersecurity education has a catastrophic problem.

There are roughly 100,000 new cyberattacks reported every day. This past year saw notable organizations such as MGM Resorts, Zoom, and Twitter experience various breaches resulting in massive user data exposures. Even more notable were the malicious software attacks on Atlanta and Baltimore which disable civic services for weeks and cost roughly 20 million dollars to cleanup. To be certain, such incidents are not new or particularly novel. The everexpanding reach of information technology brings with it a widening attack surface. We should not be surprised that the job market for cybersecurity positions will be growing by more than 30% over the next five years. Demand for cybersecurity jobs is high. However, there is a massive workforce shortage. The number of jobs is increasing and has every year for the past decade, while, at the same time, higher education has fallen behind in producing competent professionals. Consider this fact: the number of unfilled positions has risen by 50% since 2015. Are knowledge, skills, and abilities not the province of high education? Employers routinely blame

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the gap on a lack of knowledge, skills, and abilities. To be fair, as someone who has spent equal time in industry and in academia, I can say with confidence that some blame rests on academia. The academy is charged with the responsibility of producing a knowledgeable, skilled, and capable cybersecurity workforce. There is consensus that at least part of the problem is that cybersecurity is a demanding discipline. Not only is the subject matter interdisciplinary and complex but the knowledge domain is under constant upheaval due to the rapid pace of technological innovation. This makes for a fast-paced and exciting profession on the one hand, but a profession that is difficult to prepare for and master on the other. Consequently, the nature of the field also does not lend itself to traditional pedagogies. This brings us to the heart of the CELF. Educators long ago recognized the immense value in using hands-on laboratory exercise to present students with a converged educationtraining modality. That is, education supplies a conceptual understanding of first principles while training through active learning scenarios imparts a practical understanding of how such principles are applied. For that reason, the cybersecurity laboratory exercise has been a mainstay in education since 1995. For nearly 30 years the lab exercise is how we have tried to prepare our students for the workforce. In other words, for nearly three decades cybersecurity laboratories have been used to present realistic cyber subjects, objects, and actions. Researchers and instructional designers assert such laboratory exercises are constructivist in design and implementation. Typically, students engage in such exercises through a procedure (e.g., lab exercise). The intended result is a moderated or curated experience mimicking workplace activity. Putting aside the science for a moment, we need to ask a tough question: how can we purport to have constructivist hands-on learning woven into cybersecurity higher education and not only be falling short of the

job market growth curve but produce less workforce talent?

A bit of background A hands-on laboratory is by necessity a hybrid educational environment. All the typical classroom technology must be present to facilitate education. At the same time, a cybersecurity laboratory facility needs computing infrastructure for students to use beyond the scope of common classrooms. The business of cybersecurity is conducted in cyberspace and cyberspace exists as the fabric linking together large systems. Think internet. Think of the systems and connections between those systems which prop up Amazon, Google, and Netflix. The science is clear: complex systems must be modeled at scale if students are to engage in meaningful constructivist learning. The associated literature is filled with cybersecurity laboratory implementations that vary in size, form, and function. The differences revolve around the arrangement of computing hardware and software as expressions of the operational, real-world computing models I have mentioned. That is why conference discussions quickly turn into debates on what systems to use with what software. Configurations rattle off like buzzing arcane cantrips. In short, there is a plethora of opinions on how to construct and use a lab’s infrastructure. Still, there is something important, a critical element missing. To be sure, there are some elegant solutions to how one ought to design and implement the infrastructure of a cybersecurity learning facility. The value of appropriately designed computing hardware and software should not be underestimated. Students are acquiring knowledge, skills, and abilities. However, in some ways, the notion of a cybersecurity laboratory has become something between Melville’s famous white whale, Cervantes’ windmills, and the Tower of Babel.

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The structure of the CELF While there is quite a bit of effort going into exploring hands-on modalities in the cybersecurity space, the truth is that something essential is absent. The CELF is a way to provide the missing element in laboratory-based cybersecurity education. This is the third cybersecurity laboratory I have personally designed and implemented. Without a doubt, the CELF is more advanced and more capable than anything I have seen. This is truly a cutting-edge cybersecurity learning environment. Uniquely, the CELF places infrastructure in the background. Computing is an assumed service, infinitely reusable and reconfigurable. The technology enabling this kind of substrate is noteworthy. However, what truly makes the CELF cutting edge is the pedagogy engendered by the technology. My own research has revealed that despite how much cybersecurity educators simulate the real-world through their infrastructure implementations, the way students engage those labs is not what we intend. Where we say simulation, students perceive ordered steps towards outcomes. Where we say constructivist, they experience objectivist. Thus, what has been pedagogically absent has been a constructivist learning environment that students perceive to be

hands-on, situated, and active while aligning with what the modern workplace requires in terms of knowledge, skills, and abilities. We can agree a solution embodying all these elements is a big ask. Enter, the notion of a phenomenarium.

The CELF experience When I was asked to come up with a new and exciting cybersecurity learning space, I had to pause. I knew how to build a traditional one. Certainly, the literature supplied plenty of support. What I did not know was how to build something that provided a big answer to the big ask and addressed the gap between existing cybersecurity laboratory design and student perceptions. I started to wonder about the nature of a cybersecurity learning experience from the students’ view. My only meaningful frame of reference came from the adventures I have had throughout my industry career. I observed in these recollections that definitive phenomena crystalized concrete learning moments. Further, I saw that the strongest, most impactful crystals arose because of crafting structure rather than working within a predefined structure. In some way, I am describing the basic difference between objectivist and constructivist theory. However, what I observed was something deeper. By way of analogy, what I came to realize is that if we imagine a traditional cybersecurity laboratory to be a theme park, the CELF had to be a sandbox. In a theme park, the experience is curated on our behalf and offered up for consumption. Notably, the theme park abstracts away the genesis of experience, constraining our interactions with it by deliberately arranging what we can see and touch. Encounters within the theme park are scripted and often

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controlled through railed movement. By contrast, a sandbox requires us to generate experience through purpose, foresight, and iterative construction. The only constraint present is the boundary defining what is and what is not within the space. A search for a scientific means to explain the deeper phenomenal structure led me to the cognitive psychological idea of a phenomenarium. Principally, a phenomenarium is devoid of procedure or script. Replacing the procedure and script is an open exploration and freedom of action. Thus, all that is necessary for instructional design is a set of first-principle statements and a general description of the intended activity. In contrast, procedure—the traditional approach—becomes unnecessary, perhaps even antithetical. The students must decompose the description into discrete goals approximating the stated first principles. Importantly, this is assessment-ready work that allows for critiqued practice. Within the boundary of the sandbox or phenomenarium, students can exercise freedom in developing pathways towards each goal. This closely mirrors cybersecurity where the means are far less important than the ends. More specifically, less important is how we secure something compared to that something being secured. After all, we never read or hear about the hundreds of thousands of failed attempts to breach security every day. We do not because someone had the knowledge, skills, and abilities to make the security work. By way of example, a traditional approach to educating students in systems security would have students follow a procedure to engineer two computing systems and connect them. In the CELF, we ask students to engineer complex computing system architecture consisting of dozens of systems each with dozens of connections without

providing stepwise procedure. This is possible because the underlying CELF infrastructure permits students to build anything in whatever order or sequence best fits their current knowledge, skill, and ability within a safe technological container. While the upfront challenge is higher, the results so far are demonstrating stronger pedagogical alignment between the intent of the assignment and the student perceptions thereof. In fact, the success of the CELF phenomenarium approach speaks for itself. Students are reporting meaningful engagement with instructional material based on the increase in constructivist language in their evaluations. Even more telling, students with no cybersecurity experience prior to visiting the CELF for the first time in fall 2020 are now routinely placing in the top 20% at international cybersecurity competitions. So, I say again: welcome the CELF. The place where we teach students to teach themselves to make security work. ❚

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WHAT MAKES

A SELF? Dr. Laura Alexander Associate Professor of English

My research coheres primarily with two courses that I teach at High Point University, English/Women’s and Gender Studies 2220, Women’s Literary Tradition, and English/ Global Studies/Women’s and Gender Studies 3298, Women Writing Worldwide. Recently, I have published two studies on evolving conceptions of the self and how this informs our understanding of late seventeenth-and eighteenthcentury writers’ increased interest in fictional forms. These projects, Fatal Attractions, Abjection, and the Self in Literature from the Restoration to the Romantics (2019) and The Beauty of Melancholy and British Women Writers, 1670-1720 (2020) look to the psychoanalytic theories of Julia Kristeva to understand the ‘rise’ of an emergent self-in-crisis in early British literature. Kristeva’s theories on abjection and melancholy offer readers of ‘long’ eighteenth-century (1660-1830) literature new ways of studying the interior self in texts written during an era preoccupied with discerning the psyche. While none of these early writers resolves the mysteries of

the unconscious, they do raise questions we still ask today about the psychic complexities of what it means to be human. The interest in understanding the self began during the seventeenth century with Rene Descartes’ cogito in the Discours de la méthode (1637) and John Locke’s tabula rasa in his Essay Concerning Human Understanding (1689). Seventeenth-century natural philosophers, medical writers, and philosophers wrote extensively about the mind, often debating their ideas in the homes of prominent scientists, playwrights, theologians, and courtiers. Eighteenthcentury writers following Descartes and Locke set out to study and explain the nature of mankind, making the self an important subject of inquiry in literature.1 In his A Treatise of Human Nature (1738-40), the Scottish philosopher David Hume advanced a concept of self that cannot be separated from sense perceptions in flux. The self, he argued, is a constantly moving entity composed of sensations and perceptions.

John Baker and Marion Leclair, Writing and Constructing the Self in Great Britain in the Long Eighteenth Century. (Manchester: Manchester University Press, 2019), 10. 1

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For Hume, the self was not stable.2 In The Making of the Modern Self, Dror Wahrman argues that models of the self changed during the eighteenth century, eventually giving way to a more individual and interior self, something one carried deep within.3 The earliest novels test the limits of discourse and identity formation. Roy Porter argues that novels in the eighteenth century, “particularly when cast as first-person narrative, became the prime instrument for the miscroscopic exploration of fevered consciousness.”4 Writers feature characters preoccupied by longings and angst as they try to understand their motivations and actions. By the Romantic period, the self’s transformations prompted a crisis in which the concept entered a “bewildered” territory, one where “the self is made anxious not by its relation to anything other than it, but by its own being and its relation to itself.”5 Even before the late eighteenth century, however, writers were invested in uncovering the darker dimensions of the unconscious, creating deeply tormented characters that sought knowledge of mysterious impulses. The process of selfdiscovery, as Sigmund Freud and others later argued, was rooted in unavoidable pressures and frantic inabilities to cope with the inevitability of human existence, death. Freud first described this impulse in Beyond the Pleasure Principle (1920) as an allconsuming psychological basis for identity formation. Kristeva’s revaluation of this theory not only alters the gendered construction

of phobic desire but also offers new ways of thinking about characters or speakers experiencing life as a long psychic trauma composed of recurring past events. Memory forms an endless hall of reflective mirrors. As Jerrold Siegel reminds readers, memory served as a way, according to Locke, among many other thinkers throughout the long eighteenth century, to establish selfhood.6 This is the age of the epistolary novel and poem, and the literary epistle was one of the most intimate forms expressing the self’s private thoughts, wishes, and conflicts. By the end of the eighteenth century, a more fully developed sense of the interior self, formed by a compilation of past experiences, emerged.7 The self was, as Stephanie O’Rouke explains, the “repository for one’s psychic past and the basis upon which one’s present self-understanding could be built.”8 It is perhaps no wonder that the novel grew to greater literary prominence alongside this great philosophical seeking after the self, arguably the plot of most eighteenthcentury novels. Poems with tormented speakers or narratives featuring characters with considerable psychic pressures emerge as well throughout the period as writers responded to ideas on consciousness by seventeenth-century philosophers. One of the longest entries in Samuel Johnson’s A Dictionary of the English Language (1755 edition) is for “self.” Johnson included eight definitions spanning over four columns, with exhaustive quotations by a variety of

See especially Section VI, Part IV of Book 1, ‘Of personal identity,’ in David Hume, A Treatise of Human Nature, ed. David Fate Norton and Mary J. Norton (Oxford: Oxford University Press, 2009), 164-71. 2

Dror Wahrman, The Making of the Modern Self, (New Haven: Yale University Press, 2007), 276.

Roy Porter, Flesh in the Age of Reason: The Modern Foundations of Body and Soul (New York and London: Norton, 2003), 9.

Laura Quinney, “The Anxiety of the Self and the Exile of the Soul in Blake and Wordsworth” in Writing and Constructing the Self in Great Britain in the Long Eighteenth Century, ed. John Baker, Marion Leclair, and Allan Ingram. (Manchester: Manchester University Press, 2019), 192. 5

The Idea of Self: Thought and Experience in Western Europe since the Seventeenth Century (Cambridge: Cambridge University Press, 2005), 216. 6

Carolyn Steedman, Strange Dislocations: Childhood and the Idea of Human Interiority, 1780-1930 (Cambridge: Harvard University Press, 1994), 124. 7

“Histories of the Self: Anne-Louis Girodet and the Trioson Portrait Series,” Eighteenth-Century Studies 52.2 (2019), 218.

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English writers from the sixteenth through the eighteenth centuries.9 Everyone, it seems, had a differing perspective on what self meant, and the definitions evolved over time. The pursuit of self-knowledge during the long eighteenth century also reached greater imaginative depths, inspiring new artistic movements. These include sensibility, with its attention to expressions of the self’s psychological and physiological suffering in relation to others, and the Gothic, a mode of art that examines the self’s deepest interior fears, terrors, and experiences of horror. Romantic writers theorized and wrote works about artistic genius and melancholy, creating a cult of the self that has never left us. The literature written between the late seventeenth and early nineteenth centuries provided varying models of a fractured self, what Kristeva later describes as artistic states of abjection.

The fragmented or alienated self grew to prominence in the novels of Daniel Defoe and Laurence Sterne and the claustrophobic spaces of Samuel Richardson’s most famous novels of sensibility, Pamela (1740) and Clarissa (1748). Debates about the nature of the self were advanced by earlier writers searching for an answer to the question, what makes a self? Eighteenth-century writers sought a way to define, classify, study, and describe the self. They found no simple answers, only more questions, more incoherence. The stable self simply does not exist. Instead, to come into being, to experience consciousness, forces one to confront the ambiguities of the unconscious and the horror of the death drive even in the most intimate of human experiences and dis/ connections. Long after Descartes, Locke, and Hume, Freud, his followers, and his critics, including Kristeva, reframed the ongoing discussion about consciousness and the vague dimensions of the unconscious, theorizing about the hidden urges prompting human actions. Prior to the eighteenth century, the enigmatic self had been primarily taught, studied, and understood through Cartesian or Augustinian frameworks in dialogue with each other.10 Religious answers became increasingly less important or inadequate, however, as seventeenth-century writers turned to secular philosophers rather than preachers or traditional theologians for explanations about human nature. Religious skepticism equally prompted many writers, including the Calvinist Defoe, to explore psychological angst in characters navigating isolating foreign or urban worlds. We find as much distress in the island-stranded Robinson Crusoe as we do in the London thief, Moll Flanders.

Samuel Johnson, A Dictionary of the English Language, vol. 2, (London: Johnson, Dilly et al., 1755, 1799 edn), entry under ‘Self,’ 548-50. 9

See Orla Smyth’s argument positioning representations of the self in amatory fiction in relation to these debates in “Fashioning Fictional Selves from French Sources: Eliza Haywood’s Love in Excess” in Writing and Constructing the Self in Great Britain in the Long Eighteenth Century, ed. by John Baker, Marion Leclair, and Allan Ingram (Manchester: Manchester University Press, 2019), 77. 10

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While in Fatal Attractions I probe the tensions underlying and driving the conceptions of the psyche in early literature, in The Beauty of Melancholy, I consider the prevalence of the melancholic self during the seventeenth and early eighteenth centuries in literature. Early writers studied Robert Burton’s poetic explanations of suffering in The Anatomy of Melancholy (1621), one of the most widely read and leading philosophical texts in England on melancholy during this period. In the Anatomy, Burton often reverts to stereotypically gendered models from ancient writers, including Aristotle and Galen. For men, melancholy might produce artistic genius, while in women, it was most often considered a sign of madness. This binary exerted significant influence on early British writers’ imaginations and structuring of the novel. To understand how early women writers understood and reframed the discussion about melancholy, the self, and art, I turn again to Kristeva, whose radical work on melancholy in Black Sun: Depression and Melancholia (1989) provides an alternative psychoanalytic perspective for considering melancholy discourse created by women in earlier periods. Kristeva offers a theoretical lens for understanding loss as a significant and ongoing perspective on life experience that finds expression through art and language. Early women writers created a new expressive mode, revising existing models to account for their own losses during a time of cultural and political transitioning in England. The seventeenth century saw several traumas, including the execution of one monarch, two civil wars, and the deposing of another king within a fifty-year timespan. This produced widespread disorientation, and writers begin to feature conflicted, anguished literary characters looking to alleviate, define, and ameliorate their newfound sense of loss. As

well, their social roles continued to change as they navigated new artistic identities that disrupted traditions. The 1660s saw the birth of the English actress and the first professional woman writer, Aphra Behn. By the early eighteenth century, women writers dominated the literary marketplace. Their works shaped proto-Enlightenment visions of selfhood that would have long-lasting effects on the novel as they eagerly sought to discover the mind and its motivations. One of the earliest novellas by Behn, The History of the Nun (1689), features a conflicted heroine who murders two husbands after leaving behind her religious life in a convent. While bizarre, the narrative was read, disseminated, and adapted throughout the next 150 years, and we find a version of the plot in the popular Victorian sensation novel, Lady Audley’s Secret (1862). Braddon’s melancholy heroine, a bigamist who changes her name and identity to remarry, is relentlessly pursued by a hostile relative. Anxious to uncover the “real” Lady Audley, he drives her away, and she ends her days in an asylum before her death. Braddon’s novel helped to inspire more sensation novels, which dwell extensively on discovering and revealing a hidden self. Each of the works I consider in The Beauty of Melancholy examines the idea of melancholy as a new artistic voice for women living through political and cultural instability. What is lost in faith in religious or political systems is replaced by art, and writing substitutes for the divine experience. In Black Sun, Kristeva examines poetic acts and the nature of loss, arguing that the disconsolate and grief-stricken artist, beyond solace, relies on poetic acts.11 The self’s doubling generates the lost thing, producing melancholy and literary androgyny, an important perspective for considering the way women writers, like the famed Victorian novelist Mary Ann Evans

Kristeva, Black Sun: Depression and Melancholia. Trans. Leon S. Roudiez. (New York: Columbia University Press, 1989), 150. 11

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Unclaimed Experience: Trauma, Narrative, and History (2016), provides a vocabulary for expressing suffering in literature. Altered states of being produce fractured relationships and speech, and characters at times perform seemingly meaningless actions, their psyches irreparably damaged by tragedy. Trauma survivors want to achieve some connection to others, and this project explores the way women writers have adapted or shaped literary forms to express individual or collective trauma. The book will span a wide range of texts, writers, and approaches. These include, among many others, a narrative about childhood trauma in post-independent Nigeria; a pedagogical approach to teaching writing inside a modern-day prison based on the early third-century writings by Saint Perpetua; a memoir about poverty and gendered violence in border-crossings by (publishing as George Eliot), saw themselves Mexican and Central American women; and in earlier periods. They inhabited masculine stories about communities finding humor artistic identities and often acknowledge this despite state-sanctioned violence in postdual identity in their works. Suffering becomes dictatorial Argentina. sensual, a power and torrent of passion, what Each of my recent projects looks at the Kristeva describes as the “hysterical affect,” cultural, social, and political consequences though not in its pejorative historical context that shape constructions of the self. Many 12 for women. She argues that art soothes the suffer in isolation, as the social fractures despair and anger.13 What women writers resulting from destructive wars or other crises cannot locate in traditional constructs, they break down traditions and communities. As discover in a literature reimagined. Caruth argues, “…the ‘individual’ and the My next project will also consider women ‘collective’ cannot be extricated from each writers and the relationship between the self other, in the destruction of experience, which and language. An edited collection, it covers can never be grounded in the unity of a a global range of women’s experiences single position or voice.”14 The shared voices and will have a particular focus on the way are ones “we cannot always identify…in a international and personal trauma shapes language, enigmatic and resonant, that we identity and literary form. The project must still learn to hear.”15 And perhaps this is was inspired by reading and teaching the greatest lesson that literature offers to us: the theorist Cathy Caruth, whose most that we must listen to the voices of others to recent theoretical examination of trauma, heal ourselves. ❚

Kristeva, Black Sun, 177.

Kristeva, Black Sun, 182.

Caruth, Cathy. Unclaimed Experience: Trauma, Narrative, and History. (Baltimore: Johns Hopkins UP, 2016), 120.

Caruth, Unclaimed Experience, 139.

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A PSYCHOLOGICAL EXAMINATION OF THE PLIGHT KNOWN AS

PARENTAL ALIENATION Dr. Sadie Leder Elder Associate Professor of Psychology

With roughly half of all marriages in the United States ending in divorce, it is important to continue examining the psychological consequences of this cultural phenomenon. One devastating correlate to relationship dissolution is parental alienation, which occurs when a child becomes estranged from one parent as the result of the psychological manipulation (i.e., parental alienating behaviors) of the other parent.1,2 This unfortunate situation results in a child allying themselves strongly with the alienating parent and rejecting a relationship with the alienated parent without legitimate justification. Over the past couple of years, I have been working with Dr. Jennifer Harman, Associate Professor of Psychology, and Dr. Zeynep Biringen, Professor of Human Development and Family Studies, of Colorado State University to better understand the prevalence of parental alienation, as well as some of the mental health consequences associated with being the victim of parental alienating behaviors.

Although it is likely that parental alienation has existed for quite some time, the psychological investigation of this topic is relatively new. My research collaboration with Drs. Harman and Biringen began in 2015 when we drafted questions to be fielded by the High Point University Survey Research Center. The goal of this work was to get a better understanding of the prevalence of parental alienation and indeed, our publication became the first representative, state-wide poll of adults to provide an estimate of those impacted by this phenomenon. In November of 2015, under the leadership of Dr. Martin Kifer, Director of the HPU Survey Research Center, and Mr. Brian McDonald, Associate Director of the HPU Survey Research Center, student interviewers completed 610 phone interviews with North Carolina residents. Participants were asked about their understanding and experience with parental alienation, as well as for demographic information. Our results revealed that 13.4% of parents

Darnall, Douglas. Divorce Casualties: Protecting your Children from Parental Alienation. New York: Taylor Publishing, 1998.

Lorandos, Demosthenes, William Bernet, and S. Richard Sauber. Parental Alienation: The Handbook for Mental and Legal Professionals. Springfield, IL: Charles C. Thomas, LTD, 2013. 2

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in this study had been alienated from one or more of their children.3 Comparing this to U.S. Census data, our results suggested that tens of millions of American adults (approximately 22 million or 9% of the total U.S. adult population) and their children may be impacted by parental alienation. Further examination of the demographic information revealed no gender, race, education, or income differences, suggesting that parental alienation is an indiscriminate plight. For many researchers and laypeople alike, divorce has been considered a personal and relational low point, from which people may begin the road to recovery.4 Unfortunately, research on parental alienation suggests that this view may be overly optimistic. Our data shows that family conflict, specifically parental alienating behavior, continues even after the relationship ends. These strategic and intentional behaviors may include (but are not limited to) badmouthing the other parent, having the child spy on the other parent, limiting time with the other parent, interfering with communication between the child and other parent, throwing away gifts from the other parent, telling the child lies, and undermining the other parent’s authority with the child. Because these negative behaviors are typically exhibited over an extended period of time, they are believed to have longstanding consequences for the alienated parent, as well as potentially harmful outcomes on the children of these relationships. As a social psychologist, I have been conducting and publishing research on close relationship dynamics for over a

decade. I have been fortunate to share my findings in peer-reviewed journals, as well as mainstream outlets like Psychology Today and the Science of Relationships websites. In all that time, I have never had a response to my research in the way that I have with regard to this work on parental alienation. Members of our community have reached out via email, phone, and social media to share their personal experiences with this phenomenon. Their stories are heartfelt and often heartbreaking. Our data shines light on similar experiences of millions of individuals, and highlights the need for further investigation to more fully understand the consequences of parental alienation. Building upon our previous findings, Drs. Harman, Biringen, and I fielded a series of nationally representative online survey panels in 2018. This project included two polls in the United States and one in Canada. Similar to before, our hope was to examine prevalence rates of parental alienation, but this time we also aimed to document mental health consequences in those who had experienced alienation.5 For this series of studies, we utilized Qualtrics panel management service to recruit participants and administer our questionnaires. The panel base for each study was proportioned to reflect the demographics (i.e., race, ethnicity, gender, income, education, and region) of the general population of each country, and then randomized before the survey was deployed. Selected respondents were sent an email inviting them to participate in a survey described as examining people’s experiences with several public health problems such as those associated with children and child custody, quality of life, and depression.

Harman, Jennifer J., Sadie Leder-Elder, and Zeynep Biringen. “Prevalence of Parental Alienation Drawn from a Representative Poll.” Children and Youth Services Review 66 (2016): 62-66. 3

Hetherington, E. Mavis, Martha Cox, and Roger Cox. “Long-term Effects of Divorce and Remarriage on the Adjustment of Children.” Journal of the American Academy of Child Psychiatry 24 (1985): 518-530. 4

Harman, Jennifer J., Sadie Leder-Elder, and Zeynep Biringen. “Prevalence of Adults Who Are Targets of Parental Alienating Behaviors and Their Impact.” Children and Youth Services Review 106 (2019): 1-13. 5

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Six hundred participants completed a survey fielded in the United States (Poll #1) and another six hundred participants completed the survey fielded in Canada (Poll #2). Results from these two polls indicated that the prevalence of parents reporting alienation from their child(ren) was higher than originally estimated. In this research, we found that just over 35% of parents in the U.S. sample and 32% of parents in the Canadian sample reported being victims of parental alienation. Thus, it is estimated that approximately 29 million American parents (and 2 million Canadian parents) have been alienated from their children. Further, this work revealed that being the victim of parental alienating behaviors has negative effects on psychological and emotional wellbeing. Participants who reported being targets of alienating behaviors showed significantly higher levels of trauma and depression symptoms as compared to non-targeted parents or individuals without children. The remaining online survey panel in this set of studies (Poll #3) was fielded in the United States and examined only participants who shared a child with someone they were no longer in a relationship with. Six hundred and sixty-nine American adults were asked to complete a checklist of alienating behaviors that occurred between themselves and their ex-partners. For instance, these participants were asked about whether or not they had engaged in behaviors such as saying something bad to their child about the other parent, interference with visitation or restricting time between their child and the other parent, and emotional manipulation of the child to choose one parent over the other.6 Participants also answered questions

about the mental health consequences of parental alienation, including thoughts of suicide. Findings of this poll revealed that parental alienation was most likely to occur when targeted parents were not reciprocating alienating behaviors. Our results also revealed that targeted partners were significantly more likely than alienating parents to have considered suicide in the year prior to participation. Thus, it appears that alienated parents may truly be the victims in these unfortunate situations, as they are refraining from reciprocating destructive and manipulative behaviors, but nonetheless are incurring the most harm to their relationships with their children and their own mental health. Our findings about the mental health outcomes of parental alienation underscore the importance of studying this phenomenon. Alienation is not a problem that exists solely within the bounds of a family unit. Given what is known about the consequences of trauma and depression, it is likely that the mental health ramifications of parental alienation have lingering consequences that impact targets’ personal, social, and occupational wellbeing, as well as potentially their emotional capacity to parent their children. One last point worth noting is that across our research, our estimate of the number of children in the United States impacted by parental alienation is approximately 1% (which equates to just over 3 million youth). Although our research has yet to examine these impacted children, future work should investigate the consequences of parental alienation on their wellbeing and their future relationship success. Research on divorce shows that it is often generational.7 That is,

Baker, Amy J. L. and Douglas Darnall. “Behaviors and Strategies Employed in Parental Alienation.” Journal of Divorce and Remarriage 45 (2006): 97-124. 6

Amato, Paul. R. and Sarah Patterson. “The Intergenerational Transmission of Union Instability in Early Adulthood.” Journal of Marriage and Family 79 (2017): 723-728. 7

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people with divorced parents are significantly more likely to experience divorce themselves. Although there is a host of reasons for this, one explanation is that children of divorce lack the role models necessary to learn healthy relationship behaviors.8 Without anyone to demonstrate how to compromise for the betterment of their union and/or effectively communicate, these individuals may be doomed to follow in their parents’ footsteps. Thus, it is possible that children who have experienced parental alienation will be more likely to perpetrate or fall victim to alienating behaviors in their own adult romantic relationships. If this is the case, the plight of parental alienation may grow significantly worse in the years ahead. Future research should continue to examine the impact of parental alienation on the children of these relationships. On a personal note, being involved with this line of research has been extremely rewarding. I am grateful for the opportunity to help bring awareness and understanding to a pervasive and important relationship phenomenon experienced by so many. Not only have I been able to share this work through conference presentations and peerreviewed publications, but I am also able to discuss these findings with our students at High Point University. In line with my training as a social psychologist and more specifically as a relationship researcher, I teach classes including the Psychology of Close Relationships (Psy 3420) and a First Year Seminar called Love and Hate in Cyberspace (Psy 1000). My knowledge on the topic of parental alienation allows our students a more thorough understanding of potential consequences of relationship dissolution. Being on the frontline of this research allows me to share empirical findings with our students before this

literature makes its way into our textbooks. Additionally, I have been able to involve our students in several aspects of the research process. Not only did High Point University students working in the Survey Research Center field the initial study in 2015, but since that time I have had the privilege of working with a handful of psychology majors as undergraduate research assistants. These students helped transition our raw data into presentations and publications by aiding particularly with literature reviews and proofing drafted articles. Taken as a whole, this collection of research shows that parental alienation is an international and indiscriminate epidemic. Our work serves as a call to action to devote more resources to the study, prevention, and treatment of this widespread problem in hopes of understanding both the shortand long-term impact of parental alienating behaviors and the resulting parental alienation on targeted parents, as well as the children being distanced from their care-givers. Despite the bevy of informative research that has already been published, there still exist many questions, biases, and erroneous beliefs when it comes to relationship dissolution, divorce, and parental custody. Ultimately, we hope that this line of research on parental alienation will help to better inform us all, as well as encourage other social scientists to view this plight as a public health issue, rather than a private/ domestic one. Together we need to work towards finding more effective solutions for addressing this issue, both from a mental health and legislative standpoint, to aid the millions of individuals who find themselves victims of parental alienation. ❚

Dennison, Renée P., Susan S. Koerner, and Chris Sergin. “A Dyadic Examination of Family-of-Origin Influence on Newlyweds’ Marital Satisfaction.” Journal of Family Psychology 28 (2014): 429-435. 8

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SAVING LIVES WITH

DESIGNER MEDICINES Dr. Comfort A. Boateng Assistant Professor of Basic Pharmaceutical Sciences

Imagine needing to start your day not by getting a bowl of cereal and a cup of coffee, but instead by having an uncontrollable urge to place a white powder in your nostril to satisfy your craving for cocaine. Imagine spending your child’s college fund to purchase cocaine to support your daily habit of needing cocaine to get through the day. Now imagine that you could go to a rehabilitation clinic and get a medicine that could reduce your need for cocaine and eventually allow you to reach a stage in life where your drug addiction days are behind you. This is exactly the kind of medicine that my research hopes to discover. Cocaine is the most widely used illicit psychostimulant in the United States — approximately 1.5 million people report current cocaine use. It enhances dopaminergic signaling in the brain, driving drug-taking and drug-seeking behaviors. Ultimately, this harms everyone: the patient, their family, and society as a whole. With no current Food and Drug Administration (FDA)-approved treatment, medication development for cocaine use disorder (CUD) will require novel therapies and

perhaps even new ways of thinking about the challenge. While the current rehabilitation strategies for cocaine abuse offer some hope, it is abundantly clear there is plenty of room for improvement. In my lab, undergraduate and graduate pharmacy students join me to conduct research. Through my mentorship, the students are designing and synthesizing novel psychostimulant drug-like molecules. Since beginning this research five years ago in the School of Pharmacy, these students have published their results in peer-reviewed journals, received grant scholarship, and presented at national scientific meetings across the United States with travel awards. This is an impressive start for the students, to say the least. Truly, the longest journey begins with simple steps.

Drug Addiction Drug addiction is a chronic relapsing disorder in which drug-taking and drug-seeking behaviors persist despite negative health and psychosocial consequences. Specifically, my lab wants to develop compounds that interact with a receptor in the brain called

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the Dopamine Receptor (DR). The DR is known commonly in the lay press as the “Feel Good” receptor because of its connection with reward and pleasure responses in the brain. In recent years, there has been a growing amount of evidence that compounds that interact with DR may help people with addictions, such as cocaine use disorder. There are five types of DR receptors (D1R, D2R, D3R, D4R, and D5R). My lab is searching for a drug that will target dopamine D4 receptor (D4R) since the D4R subtype is enriched in the prefrontal cortex where it plays important roles in cognition, attention, decision-making and executive function. The D4R belongs to the G protein-coupled receptor and is a member of the D2-like subfamily of dopamine receptors (including D2R, D3R). While drugs that interact with DR have been known for decades, all of the previous drugs were non-selective, meaning that they interacted with all five of the DR receptors. This, unfortunately, led to inconsistent signaling in the human body. A more modern, albeit more challenging, approach is to discover drugs that are selective for specific members of the DR family. Hence, novel D4R-selective ligands are promising in medication development for neuropsychiatric conditions, including Alzheimer’s disease, Attention Deficit Hyperactivity Disorder (ADHD) and substance use disorders (SUD). D4R ligands have been shown to alter cognition and behavior in animal models of drug addiction, and variations in the D4R gene have been associated with novelty-seeking and risk behavior. Despite D4R clinical implications, there are no FDA-approved medicines that selectively modulate/inhibit the D4R receptor. After examining all the prior medical studies, I realized the need for a better understanding of D4R-mediated signaling, which is

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essential to understanding and treating D4R-associated disorders. I, therefore, hypothesized that pharmacological activation of D4Rs may be useful to treat cognitive deficits associated with schizophrenia and ADHD, while pharmacological inhibition may be useful to treat substance use disorders (SUDs), particularly psychostimulant addiction.

Discovery, Design and Synthesis of Drug Molecules I recently received major grants from the National Institutes of Health (NIH) and American Association of Colleges of Pharmacy to conduct research and develop new brain-active agents that can treat cocaine use disorder (CUD). To execute these studies, I draw on the assistance of my students. Currently, my research group includes HPU pharmacy students Milka Tewolde, Lindsay Bourn, and Ivana Korankyi. Under my mentorship and guidance, a past student Rebekah Placide, was awarded a stipend from American Foundation for Pharmaceutical Education (AFPE) Gateway to Research Award to conduct research in substance abuse disorder drug discovery. Placide has since gone on to additional training in her “rotation” studies in various pharmacies in the state of North Carolina. These students are focused on the design, synthesis, and characterization of compounds. After the compounds are prepared, biological studies are done by pharmacological evaluation of selective ligands for the dopaminergic receptor systems as pharmacological tools. This will lead to potential treatment medications for psychostimulant abuse, specifically cocaine use disorder and other neuropsychiatric conditions. Our drug-like compounds synthesized highlight receptor-

Figure 1: Drug Design and Discovery of Compounds docked at D4R (A-D) Comparative alignment of compound 1 (red ligand, yellow transmembrane domains) and compound 12 (blue ligand, purple transmembrane domains) following molecular dynamics simulations of the D4R (E-H) Analysis of ligand interactions with specific side chains of compound 1 (E, G) and compound 12 (F, H). The inclusion of a single para substitution on the pyridine ring of compound 12 induces a “flipped” orientation of the ligand, in which the binding pose is rotated by 180° about its longitudinal axis, with its pyridine ring deepest in the binding pocket driving the arylamide into a deeper binding position.

ligand interactions that control efficacy at D2-like dopamine receptors and may provide insights to targeted drug discovery leading to a better understanding of the role of D4Rs in neuropsychiatric disorders such as SUD. First, I employ a computational approach method for my drug design with the aid of collaborators. I begin the drug design process by selecting a lead or parent compound to be used to predict a list of compounds. Collections of over 3,000 potential D4R drugs (termed “libraries”) were generated “in silico” on the computer using

an initial template chemical structure that I provided. The computational chemists performed computer simulations of thousands of compounds with a variety of shapes and chemical properties. After the libraries were generated, virtual screening was further performed on the libraries of compounds to help narrow down potential candidates. The computational chemists performed the analysis by using the 3-dimensional atomic structure of the D4 receptor. Drug-receptor interaction diagrams, such as those shown in Figure 1, helped me understand the atomic details of what the designed compounds were doing right, and, just as importantly, what they were doing wrong. This allowed refinement of the drug design process and permitted the selection of the most promising structures for further laboratory synthesis and testing. This kind of scientific analysis would have been unthinkable even 25 years ago when the dopamine receptors in the brain were first discovered. These molecular models provide testable predictions relative to the unique interaction sites of these diverse compounds within the D4R. The predicted molecules are synthesized by working with students using schematic synthetic strategies. The importance of targeting D4Rs in treating these complex pathologies, especially in regards to the extent of receptor activation or inhibition, remains unknown, partially due to a lack of suitable compounds for investigating these pathways. The synthesized drug-

like compounds are sent for in vitro and in vivo biological evaluation with my collaborators. In vitro binding and functional studies are conducted, followed by in vivo behavioral studies.

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Building Internal and External Collaborations Based on my experience at the National Institute of Drug Abuse (NIDA), I have a strong appreciation of the importance of collaboration among chemists, biologists, and behavioral scientists to make discoveries in addiction research. I understand how translational aspects of addiction research contribute to the treatment of neuropsychiatric disorders such as drug addiction. I have been building a strong independent research program with ambitious plans to continue cultivating collaborative research partnerships, seek extramural funding, mentor students, and push the boundaries of medicinal chemistry and medications development with researchers at the forefront of the addiction field. Hence, I have built excellent collaboration internally and externally. Internally, I have developed a collaboration with Dr. Stewart and Dr. Hemby in the HPU Fred Wilson School of Pharmacy (FWSOP). I have also built an impressive list of external research collaborators at NIDA, National

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Institute of Neurological Disorders and Stroke in Maryland, UNC-Chapel Hill, Wake Forest University, Rowan University, and others.

Training the Next Generation of Women and Underrepresented Minorities in Science As an underrepresented minority woman born and raised in Ghana, West Africa, I serve as a role model for other young women and minority students aspiring to have a career in science. I am the first generation in my family to obtain a doctoral degree. Since joining HPU five and a half years ago, I have had the good fortune of being recognized with several national awards, receiving federal research grants, and serving on professional committees, including several directed to support minorities. The FWSOP has a very good representation of both female and minority students. Ninety percent of the students who have worked in my group are women. This is cause for celebration, as there were no female chemistry professors during my undergraduate education in Ghana and my

graduate school had few female professors. In contrast, HPU’s School of pharmacy has many female faculty members to serve as professional peers. Students have always approached or reached out to me to thank me for serving as a strong female role model for them. While mentoring students, I recognize the importance of work-life balance. I work hard at maintaining the right balance between work life (teaching lectures on medicinal chemistry principles, neuroscience, antiinfectives, natural products, conducting research, publication in peer-reviewed journals, and service commitments at HPU and national) and home life (being a mother and wife). On a typical day, I might drop off my young children at school, lecture on medicinal chemistry, write a grant application, meet with students in a neuroscience discussion, conduct research, serve on a university committee, and then return to my family at the end of the day. Hence, I work to show my students that the skills they develop now will help them across the board in the future, allowing them to balance commitments to their career with their obligations to family, friends, and communities. During the summer I organize women in science career pathways for young, underrepresented African-American and Hispanic girls between the ages of 13 and 17 from the Piedmont Triad Area. These girls spend a day on the HPU campus to learn about science and career opportunities. I also offer mentorship and research opportunities

for students at T. Wingate Andrews High School within High Point’s under-represented community. High school students such as Ruta Tekle and Ryann McMasters got the opportunity to conduct research and to participate in the career pathway mentoring in my lab, which was funded by the American Chemical Society Project Summer Experiences for the Economically Disadvantaged (SEED). This opportunity gives these under-represented minority students the opportunity to learn and conduct scientific experiments in drug discovery.

And a Focus for the Future Recent external funding provides financial resources to continue my project. But money is not the only requirement for success. The facilities and equipment available in the Fred Wilson School of Pharmacy are outstanding. My faculty colleagues are a daily inspiration to push the boundaries of our understanding of the brain. I love my students, and together we will push on those boundaries. Today, we hypothesize that drugs which interact with dopamine receptors, specifically D4R, will be useful in the treatment of cocaine addiction. The readers of this essay can join me in dreaming of that future time when a compound discovered in my lab at HPU will sit inside a pill that will be taken by a person searching for healing — rather than a snort of cocaine. As we study the human mind, I don’t know exactly where the road ahead leads, but I can’t wait to find out. ❚

REFERENCES: Keck, T. M.; Free, R. B.; Day, M. M.; Brown, S.L.; Maddaluna, M. S.; Fountain, G.; Cooper, C.; Fallon, B.; Holmes, M.; Stang, C.T.; Burkhardt, R.; Bonifazi A.; Ellenberger, M.; Newman, A.H.; Sibley, D.R. Wu, C.; and Boateng, C. A. Dopamine D4 Receptor-Selective Compounds Reveal Structure-Activity Relationships that Engender Agonist Efficacy. J. Med. Chem. 2019, 62, 3722-3740. Placide, R.; Keck, T.M.; Free, R. B.; Wu, C.; Sibley, D.; and Boateng, C.A. Investigating the Role of D4R-Selective Antagonists as Potential Pharmacotherapies to Treat Cocaine Use Disorder. American Journal of Pharmaceutical Education June 2020, 84 (6) ajpe8221. www.highpoint.edu

STEMM ACCESS FOR ALL WORKING TOWARDS

Clara Primus Biology Major, Social Innovation Minor, Bonner Leader, Class of 2022

Dr. Verónica A. Segarra Interim Chair and Assistant Professor of Biology

While science is a discipline defined by evidence and factual findings, it is also a human enterprise with practices and norms that are subject to social forces. Systematic discrimination based on gender, racial, and sexual identities is increasingly recognized as a powerful force capable of shaping evidence-based fields just as pervasively as it shapes the human beings who inhabit them (Swartz, 2019).1 While good science strives for impartiality and objectivity, these goals can be undermined by any subjective biases held by its practitioners. The implicit nature of these biases means that they are unconscious shortcuts in thinking that result from lifetime experiences that mold our thoughts, reactions, and eventually our conclusions (Carnes, 2012).2 Implicit biases held by hiring committees, award councils, and even colleagues can determine who is and is not granted access to the opportunities

necessary to forward one’s career in Science, Technology, Engineering, and Math (STEM) fields (Moss-Racusin, 2012).3 Oftentimes, these biases go unaddressed and unchecked within professional environments, potentially acting as silent drivers of decisions that lead to countless underrepresented scientists being overlooked, marginalized, or excluded from STEM fields. While many scientists are uncomfortable questioning what unconscious and unquestioned assumptions might be imprinted within their own thinking or that of their colleagues, the cumulative result of these biases contributes to large disparities that persist across scientific disciplines. Implicit biases may be responsible in part for the lack of diversity in many STEM fields today, which is increasingly recognized as an inefficiency and has sparked a rising demand for research surrounding how best to cultivate diversity, equity, and inclusion (DEI).

Swartz, Talia H., Ann-Gel S. Palermo, Sandra K. Masur, and Judith A. Aberg. “The science and value of diversity: closing the gaps in our understanding of inclusion and diversity.” The Journal of infectious diseases 220, no. Supplement 2 (2019): S33-S41. 1

Molly Carnes et al., “Promoting Institutional Change through Bias Literacy.,” Journal of Diversity in Higher Education 5, no. 2 (2012): pp. 63-77, https://doi.org/10.1037/a0028128. 2

“Science Faculty’s Subtle Gender Biases Favor Male Students,” Women, Science, and Technology, November 2013, pp. 3748, https://doi.org/10.4324/9780203427415-10. 3

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The National Science Foundation (NSF) has financially supported the creation of the Alliance to Catalyze Change for Equity in STEM Success (ACCESS), a metaorganization composed of professional scientific societies seeking to create a more inclusive space for underrepresented identities within their respective STEM fields (NSF Grant Numbers 1744098, 2017953). Dr. Verónica A. Segarra, High Point University’s Interim Chair and Assistant Professor of Biology serves as the co-PI for this grant, working alongside Clara Primus, a High Point University Biology major and undergraduate researcher. A team of students from High Point University Computer Sciences, led and mentored by faculty members Drs. Jason Pittman and Lloyd Williams, has been instrumental to the implementation and success of the ACCESS project by creating a website and database, www. stemaccessforall.org, a home for ACCESS’ online presence. ACCESS includes a growing list of professional societies such as the American Society for Biochemistry and Molecular Biology (ASBMB), the American Society for Pharmacology and Experimental Therapeutics (ASPET), the American Society of Cell Biology (ASCB), the Biophysical Society (BPS), and the Endocrine Society (ES). Members of ACCESS include practicing scientific researchers who perceive the effects of diversity challenges in their disciplines and institutions, driven to become deeply versed and engaged in broader issues of social justice. As practitioners who are active in their respective fields, these members see the barriers preventing further diversification of STEM and hope that their first-hand experiences can inform the development of methods that create

change. ACCESS provides a platform for members to discuss challenges and best practices for DEI efforts with a particular focus on STEM academia and professional societies. ACCESS members meet regularly to discuss ideas for future projects and ways to disseminate their findings, as well as how to provide community and support for underrepresented scientists (Segarra, 2020a; Segarra, 2020b).4,5 Historically, identities outside of the heterosexual, white, and male have met with persistent challenges that have led to their exclusion from many academic fields, not only those based in science. While racial minorities make up more than 30% of the U.S. population, they continue to be grossly underrepresented in STEM, making up only 9% of the scientific workforce (Asai, 2020).6 The addition of medicine to the STEMM acronym for the purpose of drawing attention to DEI efforts in these fields is motivated by notable underrepresentation and a recognized need for increased presence of underrepresented identities in the medical sciences specifically (Deville, 2015)7. These challenges have led to a grassroots effort from STEMM practitioners to create more inclusive communities, not only for themselves but for future generations of scientists. While the STEMM community has long aspired to create an environment in which all identities are able to learn and thrive, the present moment offers unique possibilities. A similar movement gained momentum in 2020, when countless Americans took to the internet to expose and protest against the lingering presence of racism in society today. Increased awareness for equity in opportunities has led to a shift in how we think about underrepresented

Verónica A. Segarra et al., “Scientific Societies Fostering Inclusive Scientific Environments through Travel Awards: Current Practices and Recommendations,” April 2019, https://doi.org/10.31219/osf.io/tpa83. 4

Verónica A. Segarra et al., “Scientific Societies Fostering Inclusivity through Speaker Diversity in Annual Meeting Programming: A Call to Action,” October 2020, https://doi.org/10.31219/osf.io/9t384. 5

David Asai, “Excluded,” Journal of Microbiology & Biology Education 21, no. 1 (2020), https://doi.org/10.1128/jmbe. v21i1.2071. 6

Curtiland Deville et al., “Diversity in Graduate Medical Education in the United States by Race, Ethnicity, and Sex, 2012,” JAMA Internal Medicine 175, no. 10 (January 2015): p. 1706, https://doi.org/10.1001/ jamainternmed.2015.4324. 7

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groups and the ways in which we can act as allies (Rosenkranz, 2020; Montgomery, 2021).8,9 Encouraging all to use their voices to rally against injustice has shown that the fight for equity in opportunity and treatment is not just something for politicians to work out for us, but a cause that individuals can join in their everyday lives through action. Similarly, fighting for representation is not a cause only for psychologists and social scientists, but rather a job for all who have a voice and want to see a better scientific community for generations to come. Failure to act now to encourage and maintain a diverse STEMM workforce would result in additional generations of lost talent from underrepresented scientists. Research shows that higher percentages of underrepresented scientists leave STEMM fields prematurely compared to their majority peers (Swartz, 2019).10 Contributing factors are thought to include disparities in treatment of underrepresented scientists in the workplace, as well as a lack of acknowledgement for their ideas and work, a concept known as epistemic exclusion (Settles, 2019).11 While numerous publications have tried to identify the effects of epistemic exclusion on the STEMM workforce, this concept is often dismissed by scholars as illegitimate (Settles, 2020).12 These combined effects create a hostile environment not only for individual underrepresented scientists but also for their DEI-focused research and efforts. A key step in creating a welcoming and accepting environment for all scientists is for institutions, STEMM practitioners, and those in positions of power to first

acknowledge that epistemic exclusion exists in the STEMM workforce. Making bold strides towards inclusivity is necessary to achieve and maintain appropriate representation of underrepresented identities in science. ACCESS strives to pinpoint what the most effective and inclusive actions are and identify how to practically implement them in institutions and scientific societies alike. ACCESS has published two manuscripts highlighting both the effects of travel awards and diverse scientific conference speakers on underrepresented groups within STEMM. Additionally, we are currently analyzing how ACCESS member professional societies engage undergraduate scientists from underrepresented groups to ensure their integration into their disciplines of study early on. Three research undergraduate assistants will collaborate with Dr. Segarra this summer, ultimately leading ACCESS to its third peer-reviewed publication. The above works continue to drive ACCESS towards attaining its main goal — to lay the groundwork for sustainable practices that will ensure quality and inclusivity within science for years to come. DEI research is relevant not only to those already part of the STEMM workforce but also to undergraduate students seeking careers in STEMM. Undergraduates are rarely prepared for inequities they might experience once they leave their home institutions, forcing individuals to learn through personal experience and react to them in real time (Semel, 2020).13 Negative interactions such as microaggressions contribute to feelings of social isolation and imposter syndrome that can make

Kari M. Rosenkranz et al., “Diversity, Equity and Inclusion in Medicine: Why It Matters and How Do We Achieve It?,” Journal of Surgical Education, 2020, https://doi.org/10.1016/j.jsurg.2020.11.013. 8

Beronda L. Montgomery, “Make Equity Essential to Expedite Change in Academia,” Nature Microbiology 6, no. 1 (2020): pp. 7-8, https://doi.org/10.1038/s41564-020-00845-0. 9

Isis H. Settles, NiCole T. Buchanan, and Kristie Dotson, “Scrutinized but Not Recognized: (In)Visibility and Hypervisibility Experiences of Faculty of Color,” Journal of Vocational Behavior 113 (2019): pp. 62-74, https://doi.org/10.1016/j. jvb.2018.06.003. 11

Isis H. Settles et al., “Understanding Psychology’s Resistance to Intersectionality Theory Using a Framework of Epistemic Exclusion and Invisibility,” Journal of Social Issues 76, no. 4 (2020): pp. 796-813, https://doi.org/10.1111/josi.12403. 12

Semel, Rebecca. “Understanding Turnover in Employees of Color in STEM Fields: The Role of Identity, Fit, Microaggressions, and Racial Climate.” PhD diss., Columbia University, 2020. 13

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underrepresented scientists feel unwelcome in their chosen careers (Settles, 2019).14 For early-career practitioners, these experiences may lead them to question their place in STEMM and their identity as scientists (Miles, 2020).15 Scientific societies and institutions suffer in the long-term from this loss of young practitioners who might bring a fresh perspective. In a research environment that is increasingly reliant on teams of scientists with diverse specialties to pioneer creative solutions, marginalization of some individuals from the group weakens the entire team and hinders the collective progression of scientific discovery (Freeman, 2014).16 ACCESS seeks to raise awareness around negative experiences that students may encounter in their future fields and prepare early trainees to navigate these interactions with innovative solutions. By providing early undergraduates with knowledge of such occurrences in advance, ACCESS hopes to better equip them to meet challenges that arise during their future careers, combatting premature attrition of underrepresented persons from STEMM. Over time, this increased persistence in STEMM will maximize diversity at all training levels, meaning more underrepresented researchers and educators teaching the next generation of scientists. We believe that undergraduates seeing all identities as successful practitioners within STEMM will counteract feelings of imposter syndrome and social isolation, while providing underrepresented individuals with colleagues and seasoned mentors who “look like them.” Creating an inclusive environment depends heavily on the actions and attitudes of all members encompassing that environment. As a result, solving the diversity problem requires support from scientists of wellrepresented backgrounds, who can advocate for equity and act as allies for those historically excluded from STEMM careers.

Allyship is key to creating sustainable change, and research shows that those in positions of power, who are more likely to come from well-represented backgrounds, are in the best position to catalyze change (Stallings, 2018).17 Allyship can come in many forms inside and outside of the workplace and can include small actions such as advocating for people of diverse backgrounds for opportunities that may advance their careers, or consciously making an effort to conduct research and collaborate with scholars from a variety of backgrounds. With the combined efforts of well-represented and underrepresented scientists in the spirit of diversity and inclusion, inequity will have no place in the future of STEMM. Taking into consideration the feelings and experiences of others, regardless of minority or majority status, is a basis for empathic actions that benefit the entire group and create the welcoming communities we hope to belong to. After witnessing the racist actions towards the African-American community in the summer of 2020, and more recently towards Asian-Americans, we should take away that our words, actions, and inactions affect those around us, whether we realize it or not. As we look forward, we propose that each of us reflect on our thoughts and beliefs, and check for biases. By acknowledging that our biases exist, we take the first step toward correcting the disparities that undermine STEMM and the cohesiveness of our society as a whole. Lastly, we suggest that each of us be intentional in our actions and words as we strive to create a culture that looks at practitioners based on their unique ability to contribute to our growing communities of knowledge. If our words and actions always affirm our communities, we will create a space that seeks justice and derives strength from its differences. ❚

Monica L. Miles, Amanda J. Brockman, and Dara E. Naphan-Kingery, “Invalidated Identities: The Disconfirming Effects of Racial Microaggressions on Black Doctoral Students in STEM,” Journal of Research in Science Teaching 57, no. 10 (November 2020): pp. 1608-1631, https://doi.org/10.1002/tea.21646. 15

Richard B. Freeman and Wei Huang, “Collaboration: Strength in Diversity,” Nature 513, no. 7518 (2014): pp. 305-305, https://doi.org/10.1038/513305a. 16

Dontarie Stallings, Srikant Iyer, and Rigoberto Hernandez, “National Diversity Equity Workshops: Advancing Diversity in Academia,” ACS Symposium Series, 2018, pp. 1-19, https://doi.org/10.1021/bk-2018-1277.ch001. 17

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PHARMACY STUDENTS HELPING HIGH POINT:

PROVIDING MEDICAL SERVICES TO THE COMMUNITY

Dr. Peter Gal

Associate Dean for Academic Affairs, School of Pharmacy

Dr. Andrew Hwang

Assistant Professor of Clinical Sciences, School of Pharmacy

Dr. Jordan Smith

Assistant Professor of Clinical Sciences, School of Pharmacy

Partnering with the Community The Community Clinic of High Point is a free clinic that provides medical care for members of the High Point community. The Clinic provides medical services to adults in High Point, Jamestown, Archdale, and Trinity who live within 200% of the federal poverty level and have no other means of health insurance coverage. Staff at the Clinic consist of a few paid employees, but care is provided largely by volunteer physicians, physician’s assistants, nurses, pharmacists, students, and other caregivers. Patients are seen at the Clinic for acute care, chronic disease management, laboratory services, medication maintenance, and even 38

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some specialty services such as cardiology and pulmonology. The Clinical Sciences department within the Fred Wilson School of Pharmacy has partnered with the Community Clinic for several years now, and our faculty and students have become an integral part of caring for our fellow High Pointers. Faculty and students provide medication reviews, see patients within a pulmonary clinic, volunteer within the pharmacy, and vaccinate community members against influenza each year. The partnership has afforded opportunities for our faculty and students to teach, learn, and most importantly, serve the High Point community.

Medication Therapy Management

Pulmonary Clinic

People with complicated medical issues require complicated therapies. Often, patients’ medication issues go unanswered or unaddressed, and they may never be resolved. Dr. Andrew Hwang, Assistant Professor of Clinical Sciences, enlisted several pharmacy students to help patients at the Community Clinic with their medication issues. With a process known as Medication Therapy Management, Dr. Hwang and several students were able to help Community Clinic patients make sense of their therapy. Every year since the fall of 2018, Dr. Hwang and his students have provided direct services in which they construct a personalized medication record, produce a medication-related action plan, and determine whether there need to be any recommendations to medical providers. The students gain the experience of reviewing all medications with patients, counseling on lifestyle modifications and medication adherence, and providing health education. Dr. Hwang and his students have performed this service for over 30 patients over the years, and there are several more scheduled to be seen this fall and winter.

The pulmonary clinic was initiated at the Community Clinic in the summer of 2017 to help evaluate patients with respiratory disorders. Patients seen at the clinic are able to get a more precise diagnosis, receive disease assessment for underlying causes and severity, and fully discuss their treatment strategies. Dr. Peter Gal, Associate Dean for Academic Affairs, runs clinical services within the clinic while enlisting the help of pharmacy students. The students support patient scheduling, medication access, and appropriate testing procedures for the patients. Pulmonary clinic is typically held two days per month, and Dr. Gal and his students usually see anywhere from 4-6 patients per scheduled day. Typically, patients are evaluated for pulmonary function, given a physical assessment, and questioned on their medical history. Dr. Gal and his students then work with their patients to construct a treatment plan. Visits also focus on patient education and the importance of stopping smoking. For the students, they begin their role by shadowing Dr. Gal, but their experiences eventually allow them to see patients with Dr. Gal’s oversight. Since the clinic’s inception in 2017, over 50 patients have received care, and these patients have seen their disease control improve and their hospital visits decrease.

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Preventing the Flu Every year, roughly 35 million Americans suffer from influenza, and the virus is responsible for hundreds of thousands of hospital visits and tens of thousands of deaths. Although contact and respiratory precautions due to the COVID-19 pandemic greatly reduced influenza activity in the 2020-2021 flu season, the flu has not gone away, and vulnerable populations continue to face potentially severe consequences from becoming ill. The behavior modification due to COVID-19 has had an incredible impact on flu transmission, but we are likely to see influenza return to seasonal levels as we transition out of universal pandemic precautions. As such, people over the age of 65 and those who suffer from chronic medical conditions will continue to face a much higher risk of complications and potentially death. Annual vaccination rates hover around 45%, and reasons given for not being vaccinated often include perceived lack of efficacy, cost, or access to the vaccine. At the Community Clinic, patients often suffer from chronic

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diseases, putting them at increased risk for flu complications. Since the fall of 2018, Dr. Smith has worked with students and with the clinic to secure funding for influenza vaccines and to provide them free of charge to the community. Before 2018, the clinic did not offer vaccines to its patients, and the patients often went without vaccination. During the first three years of providing influenza vaccine services, High Point University faculty and students, as well as Community Clinic staff, vaccinated over 650 patients, more than 40% of whom did not receive the vaccine in the previous year because they weren’t able to secure access to it.

Students Actively Learning to Prevent Flu Along with the benefits provided to the High Point community, annual influenza vaccine clinics have provided learning and research experiences for pharmacy students. Dozens of students have worked with Dr. Smith to provide vaccines at the Community Clinic. At the School of Pharmacy, students are trained and certified in vaccine administration during their first semester in the program. However, opportunities to vaccinate thereafter are dependent upon the students’ individual circumstances, and often students can go months, if not years, without performing a vaccination. With the clinic activities, students have had an opportunity to strengthen their clinical and practical skills. For the 2019-2020 and 2020-2021 flu seasons, students who participated in the influenza vaccine clinic were surveyed on several categories related to their confidence with vaccination in general. Compared to non-participating students, students who participated had statistically significant increases in confidence with their ability to administer intramuscular vaccinations, their ability to draw up doses of vaccine, and their

ability to assess and describe potential adverse events. Students also benefited from seeing their efforts directly impact the community. Ashley Jackson, a current fourth-year pharmacy student who has been integral to the influenza efforts over the years, described her experience. “Some of the most rewarding things about being able to give vaccines at the Community Clinic were interacting with the patients and being able to help protect the community. Through this experience, I learned the importance of providing routine immunizations to patients who are at risk of worsening outcomes.” Along with the added opportunities for learning, several students have taken the opportunity to author and present research based on flu vaccine administration. In both 2019 and 2020, students published abstracts and presented posters at the annual national meetings for the American Society of Health Systems Pharmacists and the American College of Clinical Pharmacy. By dedicating their time to these projects, they were able to gain valuable experience in designing, performing, and presenting research that will serve them throughout their careers. Jymon Clark, a current third-year pharmacy student, has been heavily involved with research. “Working to recruit student volunteers was thoroughly enjoyable because I got to see the enthusiasm among my classmates for the activity. And working on the back end with data collection, I was amazed at the diversity of patients we were able to help. Working on this project helped me realize the huge impact we have had within the community.” Because of the students’ hard work, hundreds of community members received influenza vaccines, and the important work done through the School of Pharmacy was promoted on a national stage.

Serving the Community in the Midst of the COVID-19 Crisis In March of 2020, COVID-19 changed the lives of everyone in High Point, as well as the rest of the country and world. Businesses closed their doors, people sheltered in their homes, and everyone waited with bated breath to see what the disease would have in store for us. For our pharmacy students, this time saw a transition to virtual learning and a set of constantly changing expectations. There was uncertainty about how the semester would finish and how they would take part in clinical activities outside of class. For patients at the Community Clinic, this time saw clinic services shut down, and they were left unsure how to see their doctors and secure their medications. The pandemic was and continues to be a harrowing and tragic experience for the community and the country, but the Clinic and our Pharmacy students worked hard to make the best of a bad situation. Thanks to $10,000 in funding secured through the 2020 CARES Act in Guilford County, Dr. Smith and his students worked with the clinic to provide nearly 400 influenza vaccines this season. Alex Houpt, a 2020 graduate of the pharmacy program, was grateful for the experience. “Currently I am working as an immunization pharmacist traveling to different long-term care facilities administering COVID-19 vaccine. Volunteering with [Dr. Smith] at the Community Clinic to administer flu vaccines during the pandemic helped provide me with hands-on experience that allowed me to refine my patient interaction skills and my immunization techniques. I’ve always considered immunizations to be an important area for pharmacists to be involved, and these flu clinics really showed me the impact we can have on our community.” Pharmacy students were not the only members of the High Point University student body to engage in flu vaccine efforts. The Community Clinic sees a large number of Spanish-speaking patients, and communication is often limited to working www.highpoint.edu

through one Spanish-speaking employee. Dr. Smith reached out to Dr. Adam Winkel, assistant professor of Spanish, and the two worked to recruit several undergraduate students to help with interpretation. Every vaccine clinic shift had an undergraduate student interpreter. Of the 367 patients who were administered flu vaccine for the 20202021 season, nearly a quarter were Spanish speaking. Without the help of the Spanish department, there is no way the clinics could have been as successful as they were. When it comes to the COVID-19 pandemic overall, School of Pharmacy faculty and students have been actively involved in providing help throughout the Triad. In December, the School of Pharmacy loaned a -80-degree freezer to Cone Health so that the organization could successfully store the first batch of COVID-19 vaccines. Immediately thereafter, students began volunteering at community vaccination events. Since January of 2021, pharmacy students have drawn up vaccines, administered vaccines on their rotations and at their places of work, and educated community members, faculty, and staff about COVID-19 vaccine topics. Students were integral to vaccinating our frontline health care workers as well as residents of nursing homes and long-term care facilities.

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With the rollout of expanded eligibility for COVID-19 vaccination in March and April of 2021, our pharmacy students saw their greatest involvement yet. In March alone, School of Pharmacy students were involved with nearly 9,000 vaccine doses. The pandemic was a call to action, and our pharmacy students and recent graduates helped answer that call. In one of the most turbulent years on record, we were able to provide important health care benefits to the High Point community.

Grateful for the Opportunity to Partner in our Community Throughout all of the work provided by School of Pharmacy faculty and students, a consistent theme is gratitude for our ability to partner and play any part in improving patients’ health. The Community Clinic of High Point has welcomed us with open arms, and we hope to continue to build upon our relationship for everyone’s benefit. ❚

A SELECTION OF FACULTY

Scholarly Works 2020 - 2021

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BOOKS Kietrys, Kyra A., María Luisa Montero Curiel, Carmen T. Sotomayor, and Adam L. Winkel, eds. La Tradición Cultural Hispánica en una Sociedad Global. Cáceres, Spain: Universidad de Extremadura, 2020. Letzring, Tera D., and Jana S. Spain, eds. The Oxford Handbook of Accurate Personality Judgment. Oxford Library of Psychology. New York: Oxford University Press, 2021. https://doi.org/10.1093/ oxfordhb/9780190912529.001.0001.

ARTICLES Adams-Budde, Melissa, Christy Howard, Claire Lambert, and Joy Myers. “Pose, Wobble, and Flow: The Experiences of Three First-Year Teachers.” Action in Teacher Education (July 2020): 1–17. https://doi.org/1 0.1080/01626620.2020.1785972. Alexander, Laura. “A Tale of Two Bigamists: Mary Elizabeth Braddon’s Lady Audley’s Secret and Aphra Behn’s The History of the Nun.” ANQ: A Quarterly Journal of Short Articles, Notes and Reviews (2020): 1–3. https://doi.org/10.1080/0895769X.2020 .1842720. Allen, Tawannah G., Anthony Jackson, Dustin Johnson, and Derrick D. Jordan. “Preparing North Carolina Principals for Trauma-Sensitive Leadership.” Journal of Organizational & Educational Leadership 5, no. 2 (2020). https://digitalcommons.gardnerwebb.edu/ joel/vol5/iss2/5/.

Amis, Timothy M., Jwala Renukuntla, Pradeep Kumar Bolla, and Bradley A. Clark. “Selection of Cryoprotectant in Lyophilization

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of Progesterone-Loaded Stearic Acid SolidLipid Nanoparticles.” Pharmaceutics 12, no. 9 (September 2020): 892. https://doi. org/10.3390/pharmaceutics12090892. Amoia, Ashley, Emily Coleman, and Lance M. Mabry. “Cervical Neuroforaminal Stenosis with Radiculopathy.” JOSPT Cases 1, no. 1 (15 February 2021): 34–35. https://doi. org/10.2519/josptcases.2021.9692. Anksorus, Heidi N., and Courtney L. Bradley. “Using Social Media and Focused Learning Activities to Impact the Development of Empathy Skills.” Currents in Pharmacy Teaching and Learning 12, no. 6 (June 2020): 741–750. https://doi.org/10.1016/j. cptl.2020.01.019. Arthur-Montagne, Jacqueline. “The Comic Latin Grammar in Victorian England.” Journal of Latin Cosmopolitanism and European Literatures 4 (2020): 1–31. https://doi. org/10.21825/jolcel.vi4.8569.

Bassères, Eugénie, Khurshida Begum, Chris Lancaster, Anne J. Gonzales-Luna, Travis J. Carlson, Julie Miranda, Tasnuva Rashid et al. “In Vitro Activity of Eravacycline against Common Ribotypes of Clostridioides Difficile.” Journal of Antimicrobial Chemotherapy 75, no. 10 (October 2020): 2879–2884. https://doi.org/10.1093/jac/ dkaa289. Begum, Khurshida, Eugénie Bassères, Julie Miranda, Chris Lancaster, Anne J. GonzalesLuna, Travis J. Carlson, Tasnuva Rashid et al. “In Vitro Activity of Omadacycline, a New Tetracycline Analog, and Comparators against Clostridioides Difficile.” Antimicrobial Agents and Chemotherapy 64, no. 8 (July 2020): e00522-20. https://doi.org/10.1128/ AAC.00522-20. Blackburn, J. Troy, Derik R. Dewig, and Cristopher D. Johnston. “Time Course of the Effects of Vibration on Quadriceps Function in Individuals with Anterior Cruciate Ligament Reconstruction.” Journal of Electromyography & Kinesiology 56 (Feb 2021): 102508. https:// doi.org/10.1016/j.jelekin.2020.102508. Bleakley, Chris M., and James M. Smoliga. “Validating New Discoveries in Sports Medicine: We Need Fair Play Beyond P Values.” British Journal of Sports Medicine (Jun 26 2020). https://doi.org/10.1136/ bjsports-2019-101797. Bleakley, Chris M., Mark Matthews, and James M. Smoliga. “Most Ankle Sprain Research Is Either False or Clinically Unimportant: A 30-Year Audit of Randomized Controlled Trials.” Journal of Sport and Health Science (Nov 11 2020). https://doi. org/10.1016/j.jshs.2020.11.002. Bolla, Pradeep Kumar, Bradley A. Clark, Abhishek Juluri, Hanumanth Srikanth Cheruvu, and Jwala Renukuntla. “Evaluation of Formulation Parameters on Permeation of Ibuprofen from Topical Formulations

Using Strat-Mâ Membrane.” Pharmaceutics 12, no. 2 (February 2020): 151. https://doi. org/10.3390/pharmaceutics12020151. Bolla, Pradeep Kumar, Vrinda Gote, Mahima Singh, Manan Patel, Bradley A Clark, and Jwala Renukuntla. “Lutein-Loaded, Biotin-Decorated Polymeric Nanoparticles Enhance Leutein Uptake in Retinal Cells.” Pharmaceutics 12, no. 9 (September 2020): 798. https://doi.org/10.3390/ pharmaceutics12090798. Bradley, Courtney L., Christopher Houpt, Kelly Odegaard, and Peter Gal. “Effect of Repeated Pulmonary Function Test Training on Student Self-Confidence in a Clinical Skills Laboratory.” Currents in Pharmacy Teaching and Learning 12, no. 6 (June 2020): 680–688. https://doi.org/10.1016/j.cptl.2020.01.024. Brindle, Richard A., Jeffrey B. Taylor, Coty Rajek, Anika Weisbrod, and Kevin R. Ford. “Association between Temporal Spatial Parameters and Overuse Injury History in Runners: A Systematic Review and MetaAnalysis.” Sports Medicine 50, no. 4 (Apr 2020): 845–851. https://doi.org/10.1007/ s40279-019-01234-2. Burr, Meghan R., Garrett S. Naze, Stephen M. Shaffer, and Alicia J. Emerson. “The Role of Sleep Dysfunction in Temporomandibular Onset and Progression: A Systematic Review and Meta-Analyses.” Journal of Oral Rehabilitation (Nov 19 2020). https://doi. org/10.1111/joor.13127. Cabrera, Elizabeth, Laylah C. Welch, Meaghan R. Robinson, Candyce M. Sturgeon, Mackenzie M. Crow, and Verónica A. Segarra. “Cryopreservation and the Freeze– Thaw Stress Response in Yeast.” Genes 11, no. 8 (2020): 835. https://doi.org/10.3390/ genes11080835.

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Carlson, Travis J., and Anne J. GonzalesLuna. “Antibiotic Treatment Pipeline for Clostridioides Difficile Infection (CDI): A Wide Array of Narrow-Spectrum Agents.” Current Infectious Disease Reports 22, no. 8 (August 2020). https://doi.org/10.1007/s11908-02000730-1. Carlson, Travis J., Anne J. GonzalesLuna, and Kevin W. Garey. “Recent Developments in Antimicrobial Therapy for Gastrointestinal Infections.” Current Opinion in Gastroenterology 37, no. 1 (January 2021): 30–36. https://doi.org/10.1097/MOG .0000000000000696. Carlson, Travis J., Anne J. Gonzales-Luna, Kimberly Nebo, Hannah Y. Chan, Ngoc-Linh T. Tran, Sheena Antony, Chris Lancaster, M. Jahangir Alam, Khurshida Begum, and Kevin W. Garey. “Assessment of Kidney Injury as a Severity Criteria for Clostridioides Difficile Infection.” Open Forum Infectious Diseases 7, no. 11 (October 2020): ofaa476. https://doi. org/10.1093/ofid/ofaa476. Carter, Larry L. “The Effects of Country-ofOrigin Image, Consumer Ethnocentrism, and Animosity Upon Foreign Product Purchases.” Journal of Marketing Development and Competitiveness 14, no. 2 (2020): 9–23. https://doi.org/10.33423/jmdc.v14i2. Catena, Lauren, Zac Mathien, Tracy Dischiavi, and Lance M. Mabry. “Multiple Total Hip Arthroplasty Dislocations in a Patient with Lumbar Stenosis.” Open Journal of Case Reports 2, no. 1 (February 2021 2021): 120. Chamberlain, Adam, and Alixandra B. Yanus. “Monuments as Mobilization? The United Daughters of the Confederacy and the Memorialization of the Lost Cause.” Social Science Quarterly 102, no. 1 (2021): 125–139. https://doi.org/10.1111/ssqu.12875.

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Chamberlain, Adam, Alixandra B. Yanus, and Nicholas L. Pyeatt. “Exploring the Legend of ‘A Nation of Joiners’: A Research Note.” Social Science Journal 57, no. 3 (2020): 326–333. https://doi.org/10.1016/j.soscij.2019.02.005. Chamberlain, Adam, Alixandra B. Yanus, and Nicholas L. Pyeatt. “The Southern Question: Voluntary Association Development, 18761920.” Political Science Quarterly 135, no. 1 (2020): 103–129. https://doi.org/10.1002/ polq.12998. Christensen, Jesse C., Paul W. Kline, Amanda M. Murray, and Cory L. Christiansen. “Movement Asymmetry During Low and High Demand Mobility Tasks after Dysvascular Transtibial Amputation.” Clinical Biomechanics (Bristol, Avon) 80 (Jul 7 2020): 105102. https://doi.org/10.1016/j. clinbiomech.2020.105102. Christiansen, Cory L., Matthew J. Miller, Paul W. Kline, Thomas T. Fields, William J. Sullivan, Patrick J. Blatchford, and Jennifer E. StevensLapsley. “Biobehavioral Intervention Targeting Physical Activity Behavior Change for Older Veterans after Nontraumatic Amputation: A Randomized Controlled Trial.” PM & R: The Journal of Injury, Function, and Rehabilitation 12, no. 10 (Apr 5 2020): 957–966. https://doi. org/10.1002/pmrj.12374. Clark, Brianna S., Kellie A. Walters, Denise M. Anderson, and Sarah Mims. “‘He Can Do Whatever He Wants’: A Pregnant Teens’ Reflections On Leisure and a Romantic Relationship.” Annals of Leisure Research (2020): 1–19. https://doi.org/10.1080/117453 98.2020.1788399. Cooper, Julie B., Sun Lee, Elizabeth Jeter, and Courtney L. Bradley. “Psychometric Validation of a Growth Mindset and Team Communication Tool to Measure Self-Views of Growth Mindset and Team Communication Skills.” Journal of the American Pharmacists

Association 60, no. 6 (November-December 2020): 818–826. https://doi.org/10.1016/j. japh.2020.04.012. Crofton, Stephanie O., Luis G. Dopico, and James A. Wilcox. “Credit Union Capital, Insolvency, and Mergers before and after Share Insurance.” Essays in Economic and Business History 38, no. 1 (2020): 38–69. https://www.ebhsoc.org/journal/index.php/ ebhs/article/view/20. Curtis, Stacey D., Eric F. Egelund, and Alex M. Ebied. “Ciprofloxacin/Dexamethasone Precipitate Formation in the Ear Canal of a Paediatric Patient.” BMJ Case Reports, no. 7 (2020): e234290. https://doi.org/10.1136/ bcr-2020-234290. Dépinoy, Denis. “’Ne Me Dis Pas Que Tu Crois Aux Signes’: Formes et Metamorphoses des Formidables Aventures de Lapinot de Lewis Trondheim.” Symposium: A Quarterly Journal in Modern Literatures 75, no. 1 (2021): 1–14. https://doi.org/10.1080/00397709.202 1.1868748. Dicesare, Christopher Andrew, Ali A. Minai, Michael A. Riley, Kevin R. Ford, Timothy E. Hewett, and Gregory D. Myer. “Distinct Coordination Strategies Associated with the Drop Vertical Jump Task.” Medicine and Science in Sports and Exercise 52, no. 5 (May 2020): 1088–98. https://doi.org/10.1249/ mss.0000000000002235. Dischiavi, Steven L., Alexis A. Wright, Eric J. Hegedus, Erica P. Thornton, and Christopher M. Bleakley. “Framework for Optimizing ACL Rehabilitation Utilizing a Global Systems Approach.” International Journal of Sports Physical Therapy 15, no. 3 (May 2020): 478–85. https://www.ncbi.nlm. nih.gov/pmc/articles/PMC7297005/pdf/ ijspt-15-478.pdf. Dischiavi, Steven L., Alexis A. Wright, Daniel T. Tarara, and Christopher M.

Bleakley. “Do Exercises for Patellofemoral Pain Reflect Common Injury Mechanisms? A Systematic Review.” Journal of Science and Medicine in Sport (Sep 10 2020). https://doi. org/10.1016/j.jsams.2020.09.001. Disseler, Shirley. “Engaging UniversityBusiness Partnerships to Sustain and Improve STEM Education in K-8 Schools and Develop Teacher Leaders.” Journal of Business and Social Science Review 1, no. 9 (2020): 1–11. https://jbssrnet.com/wp-content/ uploads/2020/11/1.pdf. Ebied, Alex M., Jeremiah Jessee, Yiqing Chen, Jason Konopack, Nila Radhakrishnan, and Christina E. DeRemer. “Factors Influencing Prescribers’ Decision for Extending Venous Thromboembolism Prophylaxis in the Medical Patient Population following Hospitalization.” TH Open 4, no. 3 (2020): e218–e219. https://doi. org/10.1055/s-0040-1716720. Ebied, Alex M., and Paige Antonelli. “Optimization of Antibiotic Selection in the Emergency Department for Adult Skin and Soft Tissue Infections.” Hospital Pharmacy, no. 12 (2020). https://doi. org/10.1177/0018578720985425. Ebied, Alex M., Thakul Rattanasuwan, Yiqing Chen, and Adonice P. Khoury. “Albumin Utilization in Spontaneous Bacterial Peritonitis.” Journal of Pharmacy Practice, no. 3 (2021): 218–219. https://doi. org/10.1177%2F0897190021997002. Edouard, Pascal, and Kevin R. Ford. “Great Challenges toward Sports Injury Prevention and Rehabilitation.” Frontiers in Sports and Active Living 2 (2020): 80. https://doi. org/10.3389/fspor.2020.00080. Emerson, Alicia J., Tess Hegedus, Ramakrishnan Mani, and G. David Baxter. “Chronic Musculoskeletal Pain Experiences in Marginalized Populations: A Mixed Methods

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Study Protocol to Understand the Influence of Geopolitical, Historical, and Societal Factors.” Physical Therapy Reviews 25, no. 4 (2020): 292–301. https://doi.org/10.1080/10833196. 2020.1807803. Flood, Tessa R., Stefano Montanari, Marley Wicks, Jack Blanchard, Holly Sharp, Lee Taylor, Matthew R. Kuennen, and Ben J. Lee. “Addition of Pectin-Alginate to a Carbohydrate Beverage Does Not Maintain Gastrointestinal Barrier Function During Exercise in Hot-Humid Conditions Better than Carbohydrate Ingestion Alone.” Applied Physiology, Nutrition, and Metabolism 45, no. 10 (Oct 2020): 1145–1155. https://doi. org/10.1139/apnm-2020-0118. Gisselman, Angela S., Maria DʼAmico, and James M. Smoliga. “Optimizing Intersession Reliability of Heart Rate Variability—the Effects of Artifact Correction and Breathing Type.” Journal of Strength and Conditioning Research 34, no. 11 (Nov 2020): 3199–207. https://doi.org/10.1519/ jsc.0000000000002258. Gonzales-Luna, Anne J., and Travis J. Carlson. “Follow your Gut: MicrobiomeBased Approaches in the Developmental Pipeline for the Prevention and Adjunctive Treatment of Clostridioides Difficile Infection (CDI).” Current Infectious Disease Reports 22, no. 8 (August 2020). https://doi.org/10.1007/ s11908-020-00729-8. Graeber, John. “Parties on the Left, Parties on the Right: Electoral Competition and Citizenship Policy Change in Europe.” British Journal of Political Science (Nov 2020): 1–19. https://doi.org/10.1017/ S0007123420000368. Graeber, John, and Mark Setzler. “Race, Racial Negativity, and Competing Conceptions of American National Identity.” American Politics Research

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49, no. 2 (2021): 171–185. https://doi. org/10.1177/1532673X20973995. Greenfield, Andrew M., Felipe Gorini Pereira, William R. Boyer, Marc R. Apkarian, Matthew R. Kuennen, and Trevor G. Gillum. “Short-Term Hot Water Immersion Results in Substantial Thermal Strain and Partial Heat Acclimation; Comparisons with Heat- Exercise Exposures.” Journal of Thermal Biology 97. Published ahead of print, April 2021. https:// doi.org/10.1016/j.jtherbio.2021.102898. Gregory, Amanda B., Anh-Dung Nguyen, Jeffrey B. Taylor, and Kevin R. Ford. “Effects of Surface on Triple Hop Distance and Kinematics.” International Journal of Sports Physical Therapy 15, no. 6 (Dec 2020): 920– 27. https://doi.org/10.26603/ijspt20200920. Grissom, James H., Verónica A. Segarra, and Richard J. Chi. “New Perspectives on Snare Function in the Yeast Minimal Endomembrane System.” Genes 11, no. 8 (2020): 899. https:// doi.org/10.3390/genes11080899. Hankey, William, Nicholas Zanghi, Mackenzie M. Crow, Whitney H. Dow, Austin Kratz, Ashley M. Robinson, Meaghan R. Robinson, and Verónica A. Segarra. “Using the Cancer Genome Atlas as an Inquiry Tool in the Undergraduate Classroom.” Frontiers in Genetics 11, no. 1626 (2020): 573992. https:// dx.doi.org/10.3389%2Ffgene.2020.573992. Hiles, Ania M., Tessa R. Flood, Ben J. Lee, Lucy E. V. Wheeler, Rianne Costello, Ella F. Walker, Kimberly M. Ashdown, Matthew R. Kuennen, and Mark E. T. Willems. “Dietary Supplementation with New Zealand Blackcurrant Extract Enhances Fat Oxidation During Submaximal Exercise in the Heat.” Journal of Science and Medicine in Sport 23, no. 10 (Oct 2020): 908–912. https://doi. org/10.1016/j.jsams.2020.02.017. Hill, Garrett W., Trevor L. Gillum, Ben J. Lee, Phebe A. Romano, Zach J. Schall, Ally

M. Hamilton, and Matthew R. Kuennen. “Prolonged Treadmill Running in Normobaric Hypoxia Causes Gastrointestinal Barrier Permeability and Elevates Circulating Levels Of Pro- and Anti-Inflammatory Cytokines.” Applied Physiology, Nutrition, and Metabolism 45, no. 4 (June 2020): 376–386. https://doi.org/10.1139/apnm-2019-0378. Hill, Garrett W., Trevor L. Gillum, Ben J. Lee, Phebe A. Romano, Zach J. Schall, and Matthew R. Kuennen. “Reduced Inflammatory and Phagocytotic Responses Following Normobaric Hypoxia Exercise Despite Evidence Supporting Greater Immune Challenge.” Applied Physiology, Nutrition, and Metabolism 45, no. 6 (Apr 2020): 628–640. https://doi.org/10.1139/ apnm-2019-0657. Howard, Christy, Melissa Adams-Budde, Claire Lambert, and Joy Myers. “Engaging Literacy Experiences in History Classrooms: A Multiple Case Study of Novice Teachers’ Beliefs and Practices.” Literacy Research and Instruction 60, no. 1 (March 2021): 36–55. https://doi.org/10.1080/19388071.2020.177 9878. Huang, Rongzhong, Jie Ning, Vivienne H. Chuter, Jeffrey B. Taylor, Demoulin Christophe, Zengdong Meng, Yu Xu, and Lihong Jiang. “Exercise Alone and Exercise Combined with Education Both Prevent Episodes of Low Back Pain and Related Absenteeism: Systematic Review and Network Meta-Analysis of Randomised Controlled Trials (RCTs) Aimed at Preventing Back Pain.” British Journal of Sports Medicine 54, no. 13 (Jul 2020): 766–70. https://doi. org/10.1136/bjsports-2018-100035. Hughes, Nicole M., Michaela K. Connors, Mary H. Grace, Mary Ann Lila, Brooke N. Willans, and Andrew J. Wommack. “The Same Anthocyanins Served Four Different Ways: Insights into Anthocyanin Structure-

Function Relationships from the Wintergreen Orchid, Tipularia Discolor.” Plant Science 303 (2021): 110793. https://doi.org/10.1016/j. plantsci.2020.110793. Hwang, Andrew Y., and Steven M. Smith. “US Trends in Prescription Nonsteroidal Anti-Inflammatory Drug Use Among Patients with Cardiovascular Disease, 1988–2016.” Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy 41, no. 3 (2020): 247–256. https://doi.org/10.1002/ phar.2488. Iannetta, Anthony A., Holden T. Rogers, Thualfeqar Al-Mohanna, Juliana N. O’Brien, Andrew J. Wommack, Sorina C. Popescu, and Leslie M. Hicks. “Profiling Thimet Oligopeptidase-Mediated Proteolysis in Arabidopsis Thaliana.” The Plant Journal 106, no. 2 (2021): 336–350. https://doi. org/10.1111/tpj.15165. Jahanbakhsh, Seyedehameneh, Nivedita B. Singh, Juwon Yim, Razieh Kebriaei, Jordan R. Smith, Katherine Lev, Tung T. Tran, Warren E. Rose, Cesar A. Arias, and Michael J. Rybak. “Impact of Daptomycin Dose Exposure Alone or in Combination with β-Lactams or Rifampin against Vancomycin-Resistant Enterococci in an In Vitro Biofilm Model.” Antimicrobial Agents and Chemotherapy 64, no. 5 (April 2020): e02074-19. https://doi.org/10.1128/ AAC.02074-19. Kellner, Corina M., Katharin ComptonGore, Aaron J. Mayer, Matthew Sayre, Justin Jennings, and Willy Yépez Álvarez. “Comparing Ritual Foods and Everyday Diet from the Middle Horizon Site of Tenahaha, Cotahuasi, Peru Using Stable Isotope and Macrobotanical Analyses.” Journal of Archaeological Science 115 (2020): 105095. https://doi.org/10.1016/j.jas.2020.105095. Khoury, Adonis P., Thakul Rattanasuwan, and Alex M. Ebied. “Shifting Microorganism

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Incidence in Cirrhotic Patients with Ascites: A 5-Year Retrospective Cross-Sectional Analysis.” Digestive Medicine Research 3 (2020): 3–45. https://doi.org/10.21037/dmr20-11. Kline, Paul W., Amanda M. Murray, Matthew J. Miller, Noel So, Thomas Fields, and Cory L. Christiansen. “Step Length Symmetry Adaptation to Split-Belt Treadmill Walking after Acquired Non-Traumatic Transtibial Amputation.” Gait Posture 80 (Jul 2020): 162–67. https://doi.org/10.1016/j. gaitpost.2020.05.043. Kline, Paul W., Cale A. Jacobs, Stephen T. Duncan, and Brian Noehren. “Step Descent Strategy Is Altered Bilaterally Despite Unilateral Muscle Strength Impairment after Total Knee Arthroplasty.” Knee Surgery, Sports Traumatology, Arthroscopy 28, no. 5 (May 2020): 1508–15. https://doi.org/10.1007/ s00167-019-05554-8. Knippenberg, M. Todd, Anne Leak, Shirley Disseler, and Verónica A. Segarra. “Establishing Partnerships for Science Outreach Inside and Outside the Undergraduate Classroom.” Journal of Microbiology & Biology Education 21, no. 2 (2020): 1–6. https://dx.doi. org/10.1128%2Fjmbe.v21i2.2025. Lauterbach, Claire J., Phebe A. Romano, Luke A. Greisler, Richard A. Brindle, Kevin R. Ford, and Matthew R. Kuennen. “Accuracy and Reliability of Commercial Wrist-Worn Pulse Oximeter During Normobaric Hypoxia Exposure under Resting Conditions.” Research Quarterly for Exercise and Sport (Jul 7 2020): 1–10. https://doi.org/10.1080/02701 367.2020.1759768. Lee, Sangmin. “Asn-linked N– acetylglucosamine of the Amylin Receptor 2 Extracellular Domain Enhances Peptide Ligand Affinity.” FEBS Open Bio

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11, no. 1 (2021): 195–206. https://doi. org/10.1002/2211-5463.13042. Lee, Sangmin, and Augen A. Pioszak. “Molecular Interaction of an Antagonistic Amylin Analog With the Extracellular Domain of Receptor Activity-Modifying Protein 2 Assessed By Fluorescence Polarization.” Biophysical Chemistry 267 (2020): 106477. https://doi.org/10.1016/j.bpc.2020.106477. Lifland, Steven. “An American Put Option Strategy for Real Asset Valuation: Predictive Decisions Under a Monte Carlo Simulation.” Global Journal of Economics and Finance 4, no. 2 (2020): 8–24. http://gjefnet.com/ images/Vol4No2/2.pdf. Liu, Lizhou, Angela S. Gisselman, and Steve Tumilty. “Thermal Profiles over the Patella Tendon in a Cohort of Non-Injured Collegiate Athletes over the Course of a Cross-Country Season.” Physical Therapy in Sport 44 (Jul 2020): 47–52. https://doi.org/10.1016/j. ptsp.2020.04.034. Li, Zidong, Zachary J. McKenna, Matthew R. Kuennen, Flávio de Castro Magalhães, Christine M. Mermier, and Fabiano T. Amorim. “The Potential Role of Exercise-Induced Muscle Damage in Exertional Heat Stroke.” Sports Medicine (Feb 2021): 1–10. https://doi. org/10.1007/s40279-021-01427-8. Mabry, Lance M., Diane C. Peterson, and Alicia J. Emerson. “Avulsion of the Common Extensor Tendon and Radial Collateral Ligament Tear.” Archives of Medical Case Reports 3, no. 1 (Mar 2021): 1–3. https://www. scientificarchives.com/admin/assets/ articles/ pdf/avulsion-of-the-common-extensortendon-and-radial-collateral-ligamenttear-20210409050405.pdf. Mabry, Lance M., Matthew C. Mai, and Renee N. Hamel. “Isolated Trans-Syndesmotic Fibular Fracture in a Skateboarder.” Journal of Orthopaedic & Sports Physical Therapy 50,

no. 7 (Jul 2020): 410. https://doi.org/10.2519/ jospt.2020.9355. Mabry, Lance M., Robert E. Boyles, JeanMichel Brismée, Hilmir Agustsson, and James M. Smoliga. “Physical Therapy Musculoskeletal Imaging Authority: A Survey of the World Confederation for Physical Therapy Nations.” Physiotherapy Research International 25, no. 2 (Apr 2020): e1822. https://doi.org/10.1002/pri.1822. Manago, Mark M., Paul W. Kline, Enrique Alvarez, and Cory L. Christiansen. “Trunk and Pelvis Movement Compensation in People with Multiple Sclerosis: Relationships to Muscle Function and Gait Performance Outcomes.” Gait Posture 78 (May 2020): 48–53. https://doi.org/10.1016/j. gaitpost.2020.03.006. Mazan, Jennifer L., Vasudha Gupta, Kristen Cook, Courtney L. Bradley, and Rashi C. Waghel. “A Comparison of Medication Counseling Evaluation Tools Utilized in Colleges of Pharmacy to Three Recognized Guidance Documents.” Currents in Pharmacy Teaching and Learning 12, no. 11 (November 2020): 1289–1296. https://doi.org/10.1016/j. cptl.2020.06.012. McKenna, Zachary, Quint Berkemeier, Felipe Gorini, Matthew R. Kuennen, Ashley Naylor, Austin Kleint, and Trevor Gillum. “Effects of Exercise in Hot and Humid Conditions and Bovine Colostrum on Salivary Immune Markers.” Journal of Thermal Biology 93 (Oct 2020): 102717. https://doi.org/10.1016/j. jtherbio.2020.102717. Miller, Erin M., Michael S. Crowell, Jamie B. Morris, John S. Mason, Rebeca Zifchock, and Don L. Goss. “Gait Retraining Improves Running Impact Loading and Function in Previously Injured US Military Cadets: A Pilot Study.” Military Medicine (Nov 20 2020). https://doi.org/10.1093/milmed/usaa383.

Mironova, Vera, Loubna Mrie, and Sam Whitt. “Commitment to Rebellion: Evidence from Syria.” Journal of Conflict Resolution 64, no. 4 (2020): 614–639. https://doi. org/10.1177%2F0022002719867472. Mironova, Vera, and Sam Whitt. “Mobilizing Civilians into High-Risk Forms of Violent Collective Action.” Journal of Peace Research 57, no. 3 (2020): 391–405. https://doi. org/10.1177%2F0022343319856043. Moyer, Tessa B., Ashleigh L. Purvis, Andrew J. Wommack, and Leslie M. Hicks. “Proteomic Response of Escherichia Coli to a Membrane Lytic and Iron Chelating Truncated Amaranthus Tricolor Defensin.” BMC Microbiology 21, no. 1 (2021): 110. https:// doi.org/10.1186/s12866-021-02176-4. Mulrey, Colleen R., Sandra J. Shultz, Kevin R. Ford, Anh-Dung D. Nguyen, and Jeffrey B. Taylor. “Methods of Identifying Limb Dominance in Adolescent Female Basketball Players: Implications for Clinical and Biomechanical Research.” Clinical Journal of Sport Medicine 30, no. 3 (May 2020): 279–81. https://doi.org/10.1097/ jsm.0000000000000589. Musco, Shaina, Vivian McAllister, and Ian Caudle. “Dopamine-receptor Blocking Agent-Associated Akathisia: A Summary of Current Understanding and Proposal for a Rational Approach to Treatment.” Therapeutic Advances in Psychopharmacology 10 (2020): 1–13. https:// doi.org/10.1177/2045125320937575. Na, Youjin, Ashley Hall, Kwangmin Choi, Liang Hu, Jonathan Rose, Robert A. Coover, Adam Miller et al. “MicroRNA-155 Contributes to Plexiform Neurofibroma Growth Downstream of MEK.” Oncogene 40, no. 5 (2021): 951–963. https://doi.org/10.1038/s41388-020-01581-9.

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Paton, Chad M., Yura Son, Roger A. Vaughan, and Jamie A. Cooper. “Free Fatty AcidInduced Peptide YY Expression Is Dependent on TG Synthesis Rate and Xbp1 Splicing.” International Journal of Molecular Sciences 21, no. 9 (May 2020): 3368. https://doi. org/10.3390/ijms21093368. Patritti-Cram, Jennifer, Robert A. Coover, Michael P. Jankowski, and Nancy Ratner. “Purinergic Signaling in Peripheral Nervous System Glial Cells.” Glia (2021): 1–15. https:// doi.org/10.1002/glia.23969. Pexa, Brett S., Eric D. Ryan, J. Troy Blackburn, Darin A. Padua, J. Craig Garrison, and Joseph B. Myers. “Influence of Baseball Training Load on Clinical Reach Tests and Grip Strength in Collegiate Baseball Players.” Journal of Athletic Training 55, no. 9 (Aug 2020): 984–993. https://doi. org/10.4085/1062-6050-0456.19. Pfeiffer, Steven J., Hope C. Davis-Wilson, Brett S. Pexa, Jessica Szymczak, Catherine Wistreich, Rachel Sorensen, Erik A. Wikstrom, J. Troy Blackburn, and Brian Pietrosimone. “Assessing Step Count-Dependent Changes in Femoral Articular Cartilage Using Ultrasound.” Journal of Ultrasound in Medicine 39, no. 5 (2020): 957–965. https:// doi.org/10.1002/jum.15180. Pietrosimone, Brian, Hope C. Davis-Wilson, Matthew K. Seeley, Christopher Johnston, Jeffrey T. Spang, R. Alexander Creighton, Ganesh M. Kamath, and J. Troy Blackburn. “Gait Biomechanics in Individuals Meeting Sufficient Quadriceps Strength Cutoffs Following Anterior Cruciate Ligament Reconstruction.” Journal of Athletic Training. Published ahead of print, January 22, 2021. https://doi.org/10.4085/425-20. Plummer, Prudence, Lisa A. Zukowski, Jody A. Feld, and Bijan Najafi. “Cognitive-Motor Dual-Task Gait Training within 3 Years after

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Stroke: A Randomized Controlled Trial.” Physiotherapy Theory and Practice (2021): 1–16. https://doi.org/10.1080/09593985.202 1.1872129. Pryor, Christopher, Robert Hirth, and Yanghua Jin. “By the Book or Out of the Box? Top Decision Maker Cognitive Style, Gender, and Firm Absorptive Capacity.” Frontiers in Psychology 12 (2021): 622493. https://doi. org/10.3389/fpsyg.2021.622493. Pyeatt, Nicholas L., and Alixandra B. Yanus. “Religious Adherence, Women-Friendliness, and Representation in American State Legislatures.” Politics and Religion 13, no. 2 (2020): 217–244. https://doi.org/10.1017/ S1755048319000476. Pyeatt, Nicholas L., and Alixandra B. Yanus. “Will Americans Really Vote for a Woman President? Aggregate Gender Bias in the 2016 Presidential Election.” Representation 56, no. 2 (2020): 133–148. https://doi.org/10. 1080/00344893.2020.1754892. Rattanasuwan, Thakul, Adonice P. Khoury, and Alex M. Ebied. “Proton Pump Inhibitors: For What and for How Long.” SN Comprehensive Clinical Medicine, no. 2 (2020): 719–726. https://doi.org/10.1007/s42399-020-00268-2. Rattanasuwan, Thakul, Alex M. Ebied, and Adonice P. Khoury. “Short-Course Azithromycin for Lower Respiratory Tract Infection in Adults.” Infectious Diseases in Clinical Practice, no. 1 (2021). https://doi. org/10.1097/IPC.0000000000000984. Ratzloff, Jeffrey K., Thomas Kupfer, Brad N. Barlow, David Schneider, Thomas R. Marsh, Ulrich Heber, Kyle A. Corcoran et al. “EVRCB-004: An Inflated Hot Subdwarf O Star + Unseen WD Companion in a Compact Binary Discovered with the Evryscope.” The Astrophysical Journal 902, no. 2 (2020): 92. https://doi.org/10.3847/1538-4357/abb5b2.

Ringel, Paul. “The Communal Possibilities of Baseball.” Nine: A Journal of Baseball History and Culture 28, no. 1–2 (Fall 2019-Spring 2020): 186–191. https://doi.org/10.1353/ nin.2019.0038. Ringel, Paul. “Schoolhouse Rock! For a New Generation.” The Public Historian 43, no. 1 (2021): 82–101. https://doi.org/10.1525/ tph.2021.43.1.82. Rivera, Madison E., Emily S. Lyon, Michelle A. Johnson, Kyle L. Sunderland, and Roger A. Vaughan. “Effect of Valine on Myotube Insulin Sensitivity and Metabolism With and Without Insulin Resistance.” Molecular and Cellular Biochemistry 468, no. 1 (May 2020): 169–183. https://doi.org/10.1007/s11010020-03720-y. Robinson, Ashley M., Mackenzie M. Crow, Austin Kratz, Taylor Ritts, Yewseok K. Suh, and Verónica A. Segarra. “Introducing Mammalian Cell Colony Formation in the Undergraduate Biology Laboratory.” Journal of Microbiology & Biology Education 22, no. 1 (2021). https://dx.doi.org/10.1128%2Fjmbe. v22i1.2229. Roe, Chelsey, Cale Jacobs, Paul W. Kline, Kathryn C. Lucas, Mary L. Ireland, Christian Lattermann, Darren L. Johnson, and Brian Noehren. “Correlations of Single Leg Performance Tests to Patient Reported Outcomes Following Primary ACL Reconstruction.” Clinical Journal of Sport Medicine. Published ahead of print, February 6, 2020. https://doi.org/10.1097/ JSM.0000000000000780. Rose, Kenneth D., Luke T. Holbrook, Kishor Kumar, Rajendra S. Rana, Heather E. Ahrens, Rachel H. Dunn, Annelise Folie, Katrina E. Jones, and Thierry Smith. “Anatomy, Relationships, and Paleobiology of Cambaytherium (Mammalia, Perissodactylamorpha, Anthracobunia)

from the Lower Eocene of Western India.” Supplement, Journal of Vertebrate Paleontology 39, no. S1 (2019): 1–147. https:// doi.org/10.1080/02724634.2020.1761370. Rosenfeld, Silvana A., Brennan T. Jordan, and Megan E. Street. “Beyond Exotic Goods: Wari Elites and Regional Interaction in the Andes during the Middle Horizon (AD 6001000).” Antiquity 95, no. 380 (2021): 400–416. https://doi.org/10.15184/aqy.2020.250. Roy, Suryadipta. “Intermediate Input Imports, Domestic Input Use and Firm-Level Outcomes: Evidence from Survey Data.” Foreign Trade Review 55, no. 3 (2020): 320–336. https://doi. org/10.1177/0015732520920467. Sahagun, Miguel A., and Lindsey. B. Watts. “NAFTA 2.0: Changes and implications in Businesses and Logistics: US and Mexico.” Journal of Business and Economics 11, no. 5 (2020): 505–512. https://doi.org/10.15341/ jbe(2155-7950)/05.11.2020/001. Salamh, Paul, Edward Jones, Matthew Bashore, Xinliang Liu, and Eric J. Hegedus. “Injuries and Associated Risk Factors of the Shoulder and Elbow among Adolescent Baseball Pitchers: A Systematic Review and Meta-Analysis.” Physical Therapy in Sport 43 (May 2020): 108–19. https://doi. org/10.1016/j.ptsp.2020.02.013. Sears, James, Jessica Swanner, Cale D. Fahrenholtz, Christina Snyder, Monica Rohde, Nicole Levi-Polyachenko, and Ravi Singh. “Combined Photothermal and Ionizing Radiation Sensitization of TripleNegative Breast Cancer Using Triangular Silver Nanoparticles.” International Journal of Nanomedicine 16 (2021): 851–865. https:// dx.doi.org/10.2147%2FIJN.S296513. Segarra, Verónica A., Clara Primus, Graciela A. Unguez, Ashanti Edwards, Candice Etson, Sonia C. Flores, Catherine Fry et al.

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“Scientific Societies Fostering Inclusivity through Speaker Diversity in Annual Meeting Programming: A Call to Action.” Molecular Biology of the Cell 31, no. 23 (2020): 2495– 501. https://doi.org/10.1091/mbc.E20-060381. Segarra, Verónica A., Leticia R. Vega, Clara Primus, Candice Etson, Ashley N. Guillory, Ashanti Edwards, Sonia C. Flores et al. “Scientific Societies Fostering Inclusive Scientific Environments through Travel Awards: Current Practices and Recommendations.” CBE—Life Sciences Education 19, no. 2 (2020): es3. https://doi. org/10.1187/cbe.19-11-0262. Segarra, Verónica A., and Richard J. Chi. “Combining 3D-Printed Models and Open Source Molecular Modeling of P53 to Engage Students with Concepts in Cell Biology.” Journal of Microbiology & Biology Education 21, no. 3 (2020). https://doi.org/10.1128/ jmbe.v21i3.2161. Segarra, Verónica A., Sydella Blatch, Michael Boyce, Franklin Carrero-Martinez, Renato J. Aguilera, Michael J. Leibowitz, MariaElena Zavala, Latanya Hammonds-Odie, and Ashanti Edwards. “Scientific Societies Advancing STEM Workforce Diversity: Lessons and Outcomes from the Minorities Affairs Committee of the American Society for Cell Biology.” Journal of Microbiology & Biology Education 21, no. 1 (2020). https://doi. org/10.1128/jmbe.v21i1.1941. Setzler, Mark. “Did Brazilians Vote for Jair Bolsonaro Because They Share His Most Controversial Views?” Brazilian Political Science Review 15, no. 1 (2021): 1–16. https:// doi.org/10.1590/1981-3821202100010006. Sherrill, Christina H., Christopher T. Houpt, Elisabeth M. Dixon, and Scott J. Richter. “Effect of Pharmacist-Driven Professional Continuous Glucose Monitoring in Adults

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with Uncontrolled Diabetes.” Journal of Managed Care & Specialty Pharmacy 26, no. 5 (2020): 600–609. https://doi.org/10.18553/ jmcp.2020.26.5.600. Smith, Jordan R., Jeffrey M. Rybak, and Kimberly C. Claeys. “Imipenem-CilastatinRelebactam: A Novel β-Lactam-β-Lactamase Inhibitor Combination for the Treatment of Multidrug-Resistant Gram-Negative Infections.” Pharmacotherapy 40, no. 4 (April 2020): 343–356. https://doi.org/10.1002/ phar.2378. Smoliga, James M. “Interpreting Biomarker Data after Concussion and Repeated Subconcussive Head Impacts: Challenges in Evaluating Brain Protection.” JAMA Neurology 77, no. 12 (2020): 1477–1478. https://doi. org/10.1001/jamaneurol.2020.3467. Smoliga, James M. “Modelling the Maximal Active Consumption Rate and Its Plasticity in Humans-Perspectives from Hot Dog Eating Competitions.” Biology Letters 16, no. 7 (Jul 2020): 20200096. https://doi.org/10.1098/ rsbl.2020.0096. Szymanek, Eliza B., Erin M. Miller, Amy N. Weart, Jamie B. Morris, and Donald L. Goss. “Is Step Rate Associated with Running Injury Incidence? An Observational Study with 9Month Follow Up.” International Journal of Sports Physical Therapy 15, no. 2 (2020): 221– 28. https://doi.org/10.26603/ijspt20200221. Taylor, Jeffrey B., Anh-Dung Nguyen, Sandra J. Shultz, and Kevin R. Ford. “Hip Biomechanics Differ in Responders and Non-Responders to an ACL Injury Prevention Program.” Knee Surgery, Sports Traumatology, Arthroscopy 28, no. 4 (Apr 2020): 1236–45. https://doi.org/10.1007/s00167-018-5158-1. Taylor, Jeffrey B., Audrey E. Westbrook, Penny L. Head, Katie M. Glover, Max R. Paquette, and Kevin R. Ford. “The Single-Leg Vertical Hop Provides Unique Asymmetry

Information in Individuals after Anterior Cruciate Ligament Reconstruction.” Clinical Biomechanics (Bristol, Avon) 80 (Jul 16 2020): 105107. https://doi.org/10.1016/j. clinbiomech.2020.105107. Taylor, Jeffrey B., Elizabeth Owen, and Kevin R. Ford. “Incorporating Workload Measures into Rehabilitation after Anterior Cruciate Ligament Reconstruction: A Case Report.” International Journal of Sports Physical Therapy 15, no. 5 (Oct 2020): 823–31. https://doi.org/10.26603/ijspt20200823. Vigueira, Patrick A., Kenneth M. Olsen, Christopher R. Wagner, Zoey B. Chittick, and Cynthia C. Vigueira. “Weedy Rice from South Korea Arose from Two Distinct DeDomestication Events.” Frontiers in Agronomy 2, no. 18 (2020): 602612. https://doi. org/10.3389/fagro.2020.602612. Wee, Jerrick, Nadejda Blagorodnova, Bryan Edward Penprase, Jett Pierce Facey, Taiga Morioka, Hank Corbett, Brad N. Barlow et al. “Multiwavelength Photometry and Progenitor Analysis of the Nova V906 Car.” The Astrophysical Journal 899, no. 2 (2020): 162. https://doi.org/10.3847/1538-4357/aba3cc.

Westbrook, Audrey E., Jeffrey B. Taylor, Anh-Dung Nguyen, Mark V. Paterno, and Kevin R. Ford. “Effects of Maturation on Knee Biomechanics During Cutting and Landing in Young Female Soccer Players.” PLoS One 15, no. 5 (2020): e0233701. https://doi. org/10.1371/journal.pone.0233701. Winkel, Adam L. “National Dissonance: The Copa del Rey Soccer Final as a Site of Political Performance.” The International Journal of the History of Sport 37, nos. 1–2 (2020): 135–54. https://doi.org/10.1080/09523367.2020.172 2649. Wright, Alexis A., Daniel T. Tarara, Angela S. Gisselman, and Steven L. Dischiavi. “Do Currently Prescribed Exercises Reflect Contributing Pathomechanics Associated with Femoroacetabular Impingement Syndrome? A Scoping Review.” Physical Therapy in Sport 47 (Jan 2021): 127–33. https://doi. org/10.1016/j.ptsp.2020.11.034. Zukowski, Lisa A., Gözde Iyigün, Carol A. Giuliani, and Prudence Plummer. “Effect of the Environment on Gait and Gaze Behavior in Older Adult Fallers Compared to Older Adult Non-Fallers.” PLoS ONE 15, no. 3 (2020): e0230479. https://doi.org/10.1371/journal. pone.0230479.

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BOOK CHAPTERS Gosselin, D. “Developing Ambulation Skills.” In Therapeutic Exercises for Children with Developmental Disabilities, edited by Barbara H. Connolly and Patricia C. Montgomery. 4th ed. Thorofare, NJ: Slack Inc., 2020. McKinnis, Lynn N., and Lance. M. Mabry. “Radiologic Evaluation of the Lumbosacral Spine and Sacroiliac Joints.” Chapter 11 In Fundamentals of Musculoskeletal Imaging. Philadelphia, PA: F.A. Davis, 2020. Moses, Robert. “The God of the Sabbath for Humans: Reading Mark 2:23-28 within the Context of Ancient Sabbath Debates.” In Talking God in Society: Multidisciplinary (Re) constructions of Ancient (Con)texts, NTOA/ SUNT 120, vol. 2, edited by Ute E. Eisen and Heidrun Mader, 219–227. Göttingen: Vandenhoeck & Ruprecht, 2021. O’Connor, Karen, and Alixandra B. Yanus. “Gender Gaps in Elites’ Political Ambition.” In Good Reasons to Run, edited by Shauna Shames, Rachel Bernhard, Mirya Holman, and Dawn Teele, 19–29. Philadelphia: Temple University Press, 2020.

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Sayre, Matthew P. and Silvana A. Rosenfeld. “Pachamanca-A Celebration of Food and the Earth.” In Andean Foodways: Interdisciplinary Approaches to Pre-Columbian, Colonial, and Contemporary Food and Culture, edited by John E. Staller, 407–421. The Latin American Studies Book Series. Springer Nature Switzerland, 2020. https://link.springer.com/ chapter/10.1007/978-3-030-51629-1_16 Taylor, Jeffrey B., Eric J. Hegedus, and Kevin R. Ford. “Biomechanics of Lower Extremity Movements and Injury in Basketball.” In Basketball Sports Medicine and Science, edited by Lior Laver, Baris Kocaoglu, Brian J. Cole, Amelia J. H. Arundale, Jeffrey Bytomski, and Annunziato Amendola. Springer, 2020. Taylor, Jeffrey B., Kevin R. Ford, and Eric J. Hegedus. “Biomechanics of Upper Extremity Movements and Injury in Basketball.” In Basketball Sports Medicine and Science, edited by Lior Laver, Baris Kocaoglu, Brian J. Cole, Amelia J. H. Arundale, Jeffrey Bytomski, and Annunziato Amendola. Springer, 2020. Vasquez-Parraga, Arturo A., and Miguel A. Sahagun. “Consumer’s Process of Adopting Imported Products: Main and Moderating Effects.” In Insights into Economics and Management, edited by Fang Xiang, 1–17. London, UK: Book Publisher International, 2020. https://doi.org/10.9734/bpi/ieam/v4.

Documentary photograph by Benita VanWinkle. Photoville- THE FENCE

CREATIVE WORKS Brown, Mark E. lullaby (one person exhibition, 30 works exhibited). McGlothlin Center for the Arts, Emory & Henry College, Virginia: Invited, 2021.

Raynor, Scott. Two Vessels. The 40th International Mini Print Exhibition, Touring Exhibition (Spain, France, UK). Published in catalog. Juror: Adogi, April–August, 2020.

Raynor, Scott. Arrangement in Grey, Flying Machine, Arrangement with Brushes (3 pieces). Summer 2020 Exhibition, Blue Mountain Gallery, NYC, NY. Juror: Martica Sawin, Author and Art Historian, 2020.

VanWinkle, Benita. Photoville- THE FENCE (5 pieces exhibited). Outdoor Artwalk Display, Downtown Durham, NC. Lead Juror: Molly Boarati, Assistant Curator, Nasher Museum of Art at Duke University, 2020.

Raynor, Scott. Disruptors (Triptych). 33rd September Competition, Alexandria Museum of Art, Alexandria, LA. Juror: Kristen Miller Zohn, Executive Director of the Costume Society of America, 2020.

VanWinkle, Benita. Sands Theatre, Alamogordo, NM 1/2020. South X Southeast Gallery, Molena, GA. Juror: Richard McCabe, Ogden Museum of Southern Art Curator of Photography, 2020.

Raynor, Scott. Smokestack Skull (art on paper exhibition). Maryland Federation of Art, Annapolis, MD. Juror: Paul Glenshaw, artist, filmmaker, Smithsonian Institution, 2020.

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GRANTS Barlow, Brad N. 2020. TESS Cycle 3 Observations of Variable Hot Subdwarfs. NASA, TESS Cycle 3 Guest Investigator Program. ($49,942). Blackburn, Troy, and Don L. Goss. 2020. The Effects of Vibration on Indicators of Post-Traumatic Knee Osteoarthritis Risk Following Anterior Cruciate Ligament Injury. United States Department of Defense: Congressionally Directed Joint Warfighter Medical Research Program (JWMRP) with Troy Blackburn, UNC. ($2,603,499). Blackledge, Meghan. S. 2020. Three Ring Circus: Developing Broadly Applicable and Reliable Methodologies for Synthesis of Multiply and Differentially Substituted Carbazoles. Organic Syntheses, Inc. ($8,000). Boateng, Comfort, A., Thomas M. Keck, David Sibley, Ben Free, and Scott Hemby. 2020-2022. Low-Efficacy Dopamine D4 Receptor Partial Agonists for Cocaine Addiction. National Institutes of Health/ National Institute on Drug Abuse. ($428,000). Ford, Kevin R. 2020. MIRROR Musculoskeletal Injury Rehabilitation Research for Operational Readiness PROJECT 5: Comparison of NonSurgical Treatment Options for Chronic Exertional Compartment Syndrome (CECS). The Geneva Foundation. ($10,164). Ford, Kevin R. 2020. MIRROR Musculoskeletal Injury Rehabilitation Research for Operational Readiness PROJECT 9: Evaluation of a Video Telehealth Gait Retraining Prog. The Geneva Foundation. ($10,164). Ford, Kevin R. 2020. Technical Services Agreement — Footwear Testing Data. adidas International. ($39,000). Ford, Kevin R. 2020. The Female Athlete: Optimize and Promote Sport Movement. adidas International. ($14,532).

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Lee, Sangmin. 2021. Peptide Hormone Amylin Interaction with Its Receptor For Next Anti-Diabetic Therapy. American Association of Colleges of Pharmacy New Investigator Award Grant. ($8,750). Pampush, James D., and Richard F. Kay. 2020. NSF Grant #2018769. Tooth Wear and Diet Among Living and Fossil Primates. National Science Foundation. ($313,984). Pampush, James D., Richard F. Kay, and Paul E. Morse. 2020. Hominin Dental Topography in 4D: A Novel Assessment of Diet. LSB Leakey Foundation. ($21,240). Pexa, Brett S., Kevin R. Ford, and Justin P. Waxman. 2020. Activation of Posterior Shoulder Muscles during a Surf Stroke Task. Surfinshape LLC, Industry Grant. Primary Investigator (Funded – Active). ($11,000). Sayre, Matthew and Silvana Rosenfeld. 2020. NSF grant # 2023583. The Role of Ritual in the Development of Complex Society. National Science Foundation. ($122,660). Vess, Sarah F. 2020. Duke Endowment. To sustain Incredible Years Dinosaur School in Guilford County NCPreK Classrooms. ($168,608). Vess, Sarah F. 2020. Duke Endowment. To provide an additional year of funding to establish a teacher leadership program to sustain Incredible Years Dinosaur School in Guilford County NCPreK Classrooms. ($18,236). Zukowski, L. 2020. Cognitive Processing, Visual Attention, and Motor Function as Early Predictor for Risk of Developing Alzheimer’s Disease. Wake Forest University Health Sciences. ($221,695.61).

AWARDS AND HONORS Emerson Alicia J., Riley H. Oxendine, Lauren E. Chandler, Cory M. Huff, Gabrielle M. Harris, G. David Baxter, and Elizabeth Carr Wonsetler Jones. “Systematic Review of Patient and Provider Attitudes, Beliefs, and Biases That Contribute to a Marginalized Process of Care and Outcomes in Chronic Musculoskeletal Pain.” American Physical Therapy Association Combined Sections Meeting, 2021. *Blue Ribbon Winner — Global Health Special Interest Group; Health Policy & Administration Section.

EDITORS AND REVIEW BOARDS Blackledge, Meghan. Assistant Editor, PLoS ONE Boateng Comfort, A. Special Emphasis Panel; ZDA1 SKM-D, National Institutes of Health /National Institute on Drug Abuse Gisselman, Angela. Deputy Editor, Physical Therapy Reviews Goss, Don. Associate Editor, Frontiers in Sports and Active Living Setzler, Mark. Associate Editor, Latin Americanist Taylor, Jeffrey. Associate Editor, Frontiers in Sports and Active Living

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