The Lighted Lamp Magazine 2018

The FALL 2018

Our Musical Universe: How Pulsating Stars Shed Light on the Cosmos Dr. Brad N. Barlow

FALL 2018 |

1

| the lighted lamp

The

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

EDITORIAL TEAM:

HIGH POINT UNIVERSITY 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. Cynthia Hanson, School of Business; Dr. Buddy Lingle, School of Pharmacy; Dr. Alexis Wright, School of Health Sciences; Dr. John Turpin, School of Art and Design; Dr. Bobby Hayes, School of Communication.

Deans: Dr. Carole Stoneking, College of Arts and Sciences; Dr. Daniel Erb, School of Health Sciences; Dr. Jim Wehrley, School of Business; Dr. Virginia McDermott, School of Communication; Dr. Mariann Tillery, School of Education; Dr. John Turpin, School of Art and Design; Dr. Ronald E. Ragan, School of Pharmacy.

Assistance provided by Alexandra Frey, Library Staff. the lighted lamp |

2

| highpoint.edu

Dr. Dennis G. Carroll, Provost

table of contents 4

A Message from the Provost

6

The Dean’s Corner

10

Our Musical Universe: How Pulsating Stars Shed Light on the Cosmos

16

Staging History: A Dialogue

24

Those Who Can, Teach: The Value of Experiential Learning

31

Undergraduate Research and Creative Works: Roadmap to Employment in a Competitive World

36

Grants & AWARDS

38

Faculty Works

FALL 2018 |

3

| the lighted lamp

A Message from the provost

It is with pride and gratitude that we present to you the fourth annual edition of The Lighted Lamp.

High Point University is fortunate each academic year to be able to provide substantial support to research initiatives and professional development for our faculty and students.

While High Point University is a doctoral-granting university where substantive research is expected—even required—of doctoral faculty, our undergraduate faculty are also dedicated and capable researchers themselves. Furthermore, all of our faculty are encouraged to nurture and invite undergraduate students to be involved with research and scholarly projects. In fact, it is the high quality of student undergraduate research that is enabling dozens of our students to be admitted to top-level graduate and professional schools.

High Point University encourages all faculty members to embrace the teacher-scholar model. Faculty research must inform pedagogy.

Faculty research ensures that students are being taught cutting-edge theory and that students have the opportunity to put this theory into practice. These skills, along with the liberal arts core values of critical thinking, clear communication, global context, and ethical understanding, assure a The mission of High Point University is to deliver educational student is ready for the work-world they are experiences that enlighten, challenge, and prepare students to entering. Faculty scholarship is a vital part of a lead lives of significance in complex global communities. liberal arts education.

As you read and study the material in this edition and as you review the scholarly activity reported, please realize that these men and women are totally dedicated to the mission of High Point University and have dedicated their life’s work to the creation and perpetuation of knowledge that will advance humankind. We celebrate their role at High Point University.

Dr. Dennis G. Carroll Provost dcarroll@highpoint.edu

the lighted lamp | | 4 4 | highpoint.edu | highpoint.edu

FALL 2017 | 5 | the lighted lamp

The Dean’s Corner

School of Art & Design Update Dr. John Turpin Dean, School of Art and Design

The School of Art and Design is one of the more recent academic units added to High Point University’s roster. Founded in 2010, the School consolidated the visual arts from across campus. The Department of Home Furnishings and Interior Design left the Earl N. Phillips School of Business, and the Department of Art and Graphic Design migrated from the David R. Hayworth College of Arts and Sciences. These four programs recognized not only the common core of knowledge they shared, but also the potential for their future growth as a unit.

Over the last eight years, the programs have undergone intensive assessment, strategic restructuring, and thoughtful visioning—all of which culminated in a successful application for membership to the National Association of Schools of Art and Design in 2017.

the lighted lamp | 6 | highpoint.edu

NASAD is the only accrediting body to approve all art and design-based curricula and “is composed of schools and individuals representing the highest traditions and aims in the education of the artist and designer. … members have proven, by the fact of their membership and activity in the organization, their deep interest in fostering high standards for art and design education” (NASAD Handbook 2016-2017, foreward). High Point University understands the significance of this accreditation as many agree that our global community is embracing the unique problemsolving skills that have been the hallmark of the creative process since its inception.

Institutions across the globe now integrate “design thinking” as a model from which they develop curricula. The iterative process of research, creation, testing, and analysis defines countless disciplinary programs. But, at the heart of the process is one basic, but important skill, the ability “to see.”

Place a green sphere on a table. While most people see only a green ball, particularly

defined by its most rudimentary ontological concepts of “green” (a color) and “ball” (a form), an artist/designer quickly becomes lost in the varying nuances in the shift in color, not only from light, but also the objects in the environment. The texture draws their tactile curiosity as they begin to deconstruct and reconstruct the object and consider the countless ways in which humans or other living beings might interact with it or even how to represent it in a number of expressive endeavors. Why is this so important?

Possessing this multi-perspectival view, which is necessary in the “making” process, easily transfers to all manner of challenges and problems. This is what makes graduates with art and design backgrounds so very important to the future of our species, of our planet.

They see connections that many others cannot or would not. And, in a world facing so many challenges, we need more of them.

This is our mission at High Point University’s School of Art and Design, because we believe that artists and designers can facilitate social and cultural change at the local and global levels.

of media places them in a constant state of discovery that supports HPU’s “Growth Mindset” initiative. Faculty guide the students through a process that expands their views, challenges their preconceptions, and demands an open mind. They are in a constant state of adaptability and flexibility as the literal and the abstract are processed, reinterpreted, and repositioned within their current contexts.

Led by Mr. Allan Beaver, Creative One Hall of Fame Inductee (2015), the Graphic Design program fosters a student’s ability to see through the eyes of professionals and future clients. Grounded in the core art courses and basic design classes, graphic design students have an opportunity to work with Communication majors in a student-run marketing/communications agency starting their junior year. This course is set up much like a real business. Students are assigned specific positions with faculty as their supervisors. Projects from non-profits are accepted for review. The students review the projects, meet with the clients, and produce solutions for their various needs. Experiences

The School is divided into two departments.

The Department of Art and Graphic Design offers Bachelor of Arts degrees in Studio Art and Design Studies (with a concentration in Graphic Design). The Studio Art program is underscored by time-honored and tested pedagogical strategies, in particular, drawing from careful observation. Complimented by close mentorship of our internationallyexhibited faculty, students become intimate with the world around them and quickly begin “to see” the complexities and wonders it possesses. Their exposure to a wide range

FALL 2017 | 7 | the lighted lamp

The Dean’s Corner (continued)

such as this are invaluable as collaboration, time management, and empathy become primary skills in order to arrive at successful solutions. Students also have the unique opportunity to meet industry giants like Paula Scher (Pentagram) and Milton Glaser and get behind-the-scenes tours of Google due to Mr. Beaver’s deep connections. By the end of their education, students are ready to present their portfolios to local professionals for feedback. This constant loop of exposure to professionals beyond the walls of the University sharpens students’ skills and helps them see what is expected of their future employers and clients.

The Department of Home Furnishings and Interior Design offers two professional bachelor degrees: interior design and visual merchandising design. Their philosophy affirms that “design professionals are responsible for creating functional, productive, healthy, and inspiring environments by interpreting cultural needs and wants that result in the elevation of the human experience.” The first year experience is anchored by an in-depth analysis of the design process. One of the core issues students are required to grapple with is the identification of the experience central to the design problem. Much like graphic design, empathy becomes second nature to them by the time they graduate. Faculty provide a wide range of clients to continuously require students to learn about a new “culture” whether it be a business culture, social culture, or even an economic culture.

One of the highlights of this curriculum occurs in the spring semester of the junior year, when students have an opportunity

the lighted lamp | 8 | highpoint.edu

to study abroad at the Lorenzo de Medici Institute and complete a certificate in the areas of visual communication, retail design, and product design with an emphasis on sustainability. At the core of this experience is the immersion of students in another culture.

Florentine designers are their instructors for the entire semester and offer a completely different view of design and the world. Their classmates represent countries spanning both hemispheres. These different perspectives continue to expand the student’s knowledge and understanding of the global community in which they participate. They begin “to see” the world through eyes that question the status quo.

Complementing the educational programs is High Point University’s focus on service learning and volunteerism. Last year, students, faculty and staff donated over 100,000 volunteer hours to the local community.

Service Learning courses, like Documenting the Community through Photography, has created an intimate relationship between our students and the city of High Point.

Led by Ms. Benita VanWinkle, students have documented the people behind the furniture manufacturing industry as well as the experiences of immigrants in High Point during a time when immigration became a volatile topic of political controversy. Each ended in not only an exhibit at the High Point Museum, but also a generous gift to the city’s archives, marking the importance of these individuals to the social fabric of the city.

While our students choose many different career paths, the idea of being change-agents never leaves them. For example, Brittany Loomis (2010 graduate) used her interior design degree to start a project called Building Community in NYC. She started a fundraiser for supplies to help youth analyze and record physical ways in which the city/ neighborhood/people are divided by the built environment. Students then designed a solution that builds community across neighborhood borders. Mary Beth Jones (2013 graduate) participated in a social

justice project in Atlanta. The goal was to empower women and offer an outlet for them to share their stories. Ms. Jones offered her graphic design and photography skills to the project. The end product was a book that empowered the voices of these women.

Finally, Diana Dau David (2010, Studio Art), as part of her position as a Regional Leader in the Peace Corps, initiated and led a collaboration between local non-government organizations and two young artists in the southern region of the Dominican Republic to create a pilot program they named #ARTEnriquillo. The goal was to provide more support for the arts, as well as foster creative expression and development in one of the most impoverished regions of the country with limited art opportunities. As a team they organized Saturday art classes, invited international artists to do projects in the batey, organized trips to paint murals in different communities in Barahona, Bahoruco, Jimaní and Bani. They also co-coordinated two summer art camps not only for youth from Batey Isabela, but also for over 100 youth from ten nearby communities.

Led by a dedicated and engaged faculty, the School of Art and Design has built programs rooted in the simplest concept: getting students “to see.” During a time when students are bombarded by hyper-visual environments, particularly on flat screens, that beckon their attention, we hope to provide them with skills that allow them to not only filter the visual noise, but also to look up and see the world as it exists in front of them, and hopefully, choose to make it better.

FALL 2017 | 9 | the lighted lamp

Barlow and students view the August 21st, 2017 solar eclipse from the Kester International Promenade.

Our Musical Universe:

How Pulsating Stars Shed Light on the Cosmos Dr. Brad N. Barlow, Assistant Professor of Astrophysics Winner of HPU’s Ridenhour Scholarly and Professional Achievement Award 2017

My journey towards astrophysics began when I was just seven years old, on a cloudless-but-humid night in Southern Mississippi. My dad had taken me outside for reasons that were unclear to me. Armed with hot chocolate and mosquito repellent, I turned my gaze up towards the night sky and immediately saw my first shooting star. And it wasn’t the only one. Over the next hour or so, we continued to watch what looked like a rain of fire coming down from the heavens. I can still remember to this day how afraid I was that the moss-covered oak tree in our front yard would catch fire from the meteor shower. From that moment on, I was hooked on astronomy and reading about the mysteries of the universe.

While my interest in the universe remained strong throughout high school, I also grew to love music. I took weekly piano lessons for several years and would often stay up late writing compositions using a MIDI-based program called Noteworthy Composer, doing my absolute best to emulate the film scores of Hans Zimmer or John Williams (and failing miserably). I thoroughly enjoyed the ongoing battle between the left and

the lighted lamp |

10

| highpoint.edu

right hemispheres of my brain, but this also presented a problem when enrolling as an undergraduate at Mississippi State University: should I pursue music, or astrophysics? I ultimately decided it would be easier to do physics “for real” and music on the side than the reverse and ended up majoring in physics. For the four years that followed, I continued playing the piano but spent most of my free time diving into astronomy research under the direction of my academic adviser Dr. Patrick Lestrade.

Together we used data from NASA’s HETE-2 satellite to study gamma-ray bursts, the most energetic explosions observed in the entire universe. As exciting as it was for me to work on such bombastic objects and to use data from NASA, I still felt in some ways the absence of music in the scientific work I was doing. Fortunately for me, my Ph.D. adviser at the University of North Carolina at Chapel Hill, Dr. Chris Clemens, found a surprising way for me to combine both music and astronomy as a graduate student.

Some stars in the universe behave just like musical instruments. Imagine for a moment a string on a guitar. When a musician plucks the guitar string, it begins to vibrate at a certain frequency, generating a set of pressure waves that travel through the air.

When a person’s ear detects these pressure changes, it “hears” the vibration of the guitar string as a musical note. Pulsating stars work in a similar way, but with light.

You can think of such objects as stars that “breathe” in and out, periodically getting larger and smaller in size. As the star grows and shrinks in size, its temperature changes, and these effects together will

make the brightness increase and decrease periodically. Just like pressure changes in the air allow the human ear to “hear” the vibration of the guitar string, brightness changes in a pulsating star allow the human eye to “see” the vibrations inside the star.

Almost all aspects of this musical analogy hold up when you dive deeper. What happens, for instance, when a guitar string is not tuned for a year or two? The tension in the string slowly decreases, and the note becomes lower and lower in pitch: the guitar becomes “out-of-tune” as it ages (without proper maintenance). Similarly, as some stars age, their sizes slowly change, and so will the frequencies (or notes) of their brightness variations. Simply put, we can watch stars across the Galaxy evolve in real time by looking for small changes in their vibration frequencies as their pulsations also become out-of-tune. The other useful aspect of this analogy concerns the actual notes generated by guitar strings.

Since the thickness, length, and tension of the string determine which note you will hear, the sound of the note itself tells you information about the string. Without even looking at the string, you can get an idea of how taut and thick it is from the sound it generates. Likewise, the frequencies of stellar vibrations tell us about the internal properties of the star. Just as geologists infer how the inside of the Earth looks based off the seismic waves traveling through the crust and mantle, we can use the pulsations of stars (“starquakes,” if you will) to peer inside of them, much like a cosmic CAT Scan.

Such studies reveal their masses, densities, temperatures, rotation rates, and much more – all because they vibrate.

FALL 2018 |

11

| the lighted lamp

For the past several years, my research has focused primarily on this area of study, which is often referred to as “asteroseismology” (i.e., the seismology of stars). I have used professional telescopes (some with mirrors 30 feet across) in Australia, Chile, the U.S, and South Africa to monitor the vibrations of stars and determine their properties. The results of these studies have been published in more than three dozen peer-reviewed publications and presented at research conferences on four separate continents, frequently with students. On several occasions I was lucky enough to discover new pulsating stars that were not previously detected by astronomers. Knowing you might be the only being in the entire universe to possess some bit of knowledge (before you tell collaborators) is one of the most exhilarating experiences. One of these newly-discovered pulsating stars, assigned the mundane name “CS 1246,” turned out to be the most extreme star ever found within its class. Every six minutes, it grows and shrinks in size by more than 1,000 miles, and its temperature goes up and down by more than 1,000 degrees!

The pulsations are so violent that the vibrations themselves are changing the structure of the star and slowly destroying the pulsations. For the first time, we are observing the rapid decay of pulsations in this type of pulsating star, and it is shedding light on extreme physics that cannot be probed in Earth-based laboratories.

Upon joining the High Point University family in 2013, one of my goals as a

the lighted lamp |

12

faculty member was to develop an astronomy research group that could grow to have a research portfolio more similar to that of a Research I (R1) institution rather than that of a small, liberal arts university. A more important goal was to share my love of science with students, and to help train and inspire the next generation of scientists. I truly consider my undergraduates at HPU as both my students and my closest collaborators.

As such, I have them participate in all aspects of astronomy research, including collecting observations at the telescope, writing code to reduce and analyze the data, and disseminating results through publications and conferences. To date I have been lucky to have worked with sixteen talented undergraduates on twenty-five different research projects, mostly through our PHY 2001/2002/4000 research courses or HPU’s Summer Research Program in the Sciences (SuRPS). I am pleased to say that these students have accomplished some amazing things.

Approximately once per year, I invite students to join me on an observing run to the Cerro Tololo Inter-American Observatory (CTIO), located at an elevation of 9,000 feet in the Andes Mountains. While there, students and I use the CTIO 0.9-m telescope to observe a wide variety of objects, including pulsating stars. On one of our more exciting observing runs in October 2016, we received a request from a collaborator to observe a few white dwarf stars that were potentially new pulsating stars.

| highpoint.edu

HPU alumna Laura Lee (‘12) shows visitors the primary mirror of her 6-inch reflecting telescope during the physics department’s annual HPUniverse Day event.

The two students with me, Eugene Filik (’17) and Alan Vasquez (’18), quickly responded to this request by slewing the telescope to the first target and obtaining a series of images. As part of the SuRPS 2016 program, Vasquez had developed code in the Python scripting language that allowed him to take a series of raw images from a telescope and convert it into a light curve, which permits us to see any brightness variations. As the two analyzed the data using Vasquez’s code, I stepped out of the room for several minutes. I returned to see both Filik and Vasquez beaming: they had discovered a new pulsating star, and for those five minutes I was away, they were the only two people in human history to know about it. Watching them explain their discovery to me was one of the highlights of my career. The pulsating star they had found was interesting enough that NASA later observed it with their famous

HPU alumna Laura Lee (‘12) shows passersby the setting crescent moon through a 6-inch reflecting telescope during the third-annual HPUniverse Day event. space-based Kepler satellite, in direct response to our students’ discovery. In a true “coming-full-circle” way, Vasquez is now busy analyzing NASA’s data set on this star and using it to measure the star’s rotation rate, mass, and many other important properties. We hope to submit a manuscript on his work, with Vasquez as first author, in the coming months.

In addition to using the stellar pulsations to unlock the properties of the star itself, we can also use them to detect new planets in the Galaxy. Pulsating stars act like stable astrophysical clocks. If we know to expect a ‘tick’ on the clock (i.e., a pulse) once every 5 minutes, then when a pulse is observed, we would expect the next ones at 5 min, 10 min, 15 min, etc. However, if the pulsating star is ‘wobbling’ in space due to the gravitational influence of a nearby planet orbiting it, sometimes the pulses will arrive slightly earlier than they

FALL 2018 |

13

| the lighted lamp

should (when the star is slightly closer to us), and sometimes they will arrive slightly later than they should (when the star is slightly farther away from us). One of our students, Zack Hutchens (’18), recently analyzed nine years of data on CS 1246, the pulsating star mentioned earlier, and found that its pulse arrival times vary with a period of 2.2 years.

His calculations show that the CS 1246 system is being orbited by a planet roughly three times the size of Jupiter. Since CS 1246 itself is a binary star system (a pair of closely orbiting stars) the exoplanet he found orbits two stars and experiences two sunrises and sunsets each day (think Tatooine from Star Wars)! The presence of this particular exoplanet came as a surprise since its host star had previously been a red giant, a very large intermediate stage in a star’s evolution that can easily disrupt the orbits of neighboring companions. More detailed studies of the CS 1246 systems might help us further understand what will happen to the inner planets in our own solar system once the Sun evolves into its red giant phase.

Hutchens’s work was recently published in the peer-reviewed journal Open Astronomy, with Hutchens serving as first author.

Asteroseismology is a great tool within astrophysics, but it cannot be applied to a system unless pulsations have been detected.

Consequently, our research group spends a significant amount of time simply looking for new pulsating stars. While much of our efforts have involved using ground-based telescopes to find new pulsating stars, our group has recently branched out to other sources of data. One of my students, Thomas Boudreaux, used old archival data from NASA’s GALEX satellite to find several potentially new pulsating stars, one

the lighted lamp |

14

| highpoint.edu

of which we confirmed using ground-based follow-up. His work, which was published last year in the Astrophysical Journal, shows that many variable stars are simply waiting to be uncovered in piles of old data stored in hard drives around the country. Inspired by this success, Boudreaux recently showed that some advanced machine learning techniques, like artificial neural networks, can be quite successful at automatically classifying pulsations in data sets too large to be analyzed manually. As the era of “big data” continues in astronomy, such methods will be needed in order to sift through the millions of light curves produced by future telescope surveys.

Our astronomy students here at High Point University regularly accomplish some truly amazing things. They discover new stars, control telescopes around the world, publish peer-reviewed papers, and

Barlow sitting in front of his first scientific research poster, presented as part of his local third grade science fair. The project focused on the circuitry inside a common household flashlight.

Barlow and students discuss some of the wilder implications of Einstein’s theory of relativity in his Modern Physics course at HPU. (left: Dr. Barlow; center: Noah Worley; right: John Aube)

even write machine learning algorithms to solve big data problems in astronomy.

The best part of my job hasn’t been making scientific discoveries or traveling to remote observatories, but instead watching students discover the joy of doing science on their own and connecting what they do to their own passions. One of my students recently asked me to give him piano lessons each week after our research meetings; coincidentally, his research also focuses on pulsating stars, so we have been able to tie music into the physics he is doing, and physics into his music lessons. With each of our student’s accomplishments, it’s hard not to think back to South Mississippi and imagine myself as an enthusiastic kid watching shooting stars with my father.

In many ways, his small gesture to bring me outside that night set in motion all of these events. It’s incredibly fulfilling to play even a small role in our own students’ stories. I hope to be the one to spark a new passion or help them connect science to some other interest of theirs, as my own advisers did. Or perhaps I’ll push them in a direction that leads them to their Nobel Prize acceptance speech one day in Stockholm, Sweden. Carl Sagan once said “we are made of starstuff.” This quotation often reminds me how connected we all are, despite the vast expansiveness of the universe. Thanks to continued support from High Point University, our students should continue to be at the forefront of exciting discoveries in astrophysics.

FALL 2018 |

15

| the lighted lamp

Austin Willard, Emily Emerson, Ceili Lang, Heather Rossi, Doug Brown, Patrick McClelland, Ed Simpson, and Frances Gray Riggs in John Steinbeck’s The Grapes of Wrath, August 2016.

Staging History: A Dialogue Nathan Hedman, Assistant Professor of English & Theatre Jay Putnam, Associate Professor of Theatre

Part I A theatre director (Jay Putnam) and a theatre historian/dramaturg (Nathan Hedman) walk into a bar…

(Jay and Nathan grab a beer and sink into cozy chairs at HPU’s The Point Sports Grille, faint sound of piano keys tinkling in the background…)

Nathan: When you do historical research for an upcoming show, what are you hoping to find?

Jay: There are different aspects of research, depending on the play, of course. In some situations it’s research to uncover facts in the play that need further exploration.

Particularly in a play set in a different place and time – the research establishes a glossary of terms for the designers and actors. There’s also research into an overall era. In Cabaret, for example, set in Berlin 1929-30, I dug through late Weimar Republic books for a sense and depth of place and time. Sometimes I’ll be lucky enough to be working with a terrific dramaturg who will undertake this research with more depth.

the lighted lamp |

16

| highpoint.edu

N: Ha! Yes, some directors ask for such things from a dramaturg [the scholarly expert in the world of the play]; but there are some directors who prefer to do their own research. Best case they’re both working at it and having a conversation about what they’re discovering.

J: Sometimes there may be a different flavor of research that is not fact-based. I’m trying to dig into why this play was written and the need that it filled. What is the authorial intent? What is the play satisfying for that original audience?

N: Yeah, so, this research will take a more ambiguous turn. The words you’re using now like “sense” and “flavor” are not fact-based, they’re purposefully more abstract. Perhaps it’s harder to get words around what’s going on?

J: Yeah, it’s subjective and interpretive research. Grapes of Wrath required different modes of research. Much was fact-based exploration--dustbowl in Oklahoma, migrant camps in California. But I also just read a lot of Steinbeck, his fiction as well as great journals he kept while writing. The wonderful challenge of dramatic literature is that you’re given a blueprint, the words that the characters speak, but there’s so much missing or left up to conjecture, and it’s helpful to put yourself in the original artist’s shoes in some way, to imagine what that’s like. Research provides a backbone to that imaginative work.

N: Do directors have an obligation to do that work?

J: I’m not sure. For me, that depends on the play and the situation and the audience. With Waiting for Godot I felt a very strong obligation to Samuel Beckett, partly because he was very clear about the importance of his original artistic intentions. And it’s an incredibly dense

and rich play, so I needed deep research to get anywhere close to honoring it. On the other hand, with Shakespeare (the easy example) I tend to feel comfortable bending his stories to contemporary needs, so I never looked for original intent in The Winter’s Tale or As You Like It. N: That’s an interesting idea … is that a claim about Shakespeare, or is it a claim about any play from 16th or 17th century?

J: It helps to think about why a particular play is being produced. At HPU we’re producing for a particular audience, mainly students, about 20-years old, and our work needs to have relevance for that audience. Beckett and Steinbeck live well in their original context.

Excessive reimagining may risk loss of a vital connection. But Shakespeare can be a vehicle for re-imagination. The story is delightful and important, but sometimes begs for a connection with a contemporary audience…

N: Because it’s from the deep past…

J: I don’t think it’s just because it’s from the past. I think there are layers of disconnection for a young contemporary audience with Shakespeare, and part of my job is to bridge those. Also, I think there’s always a certain amount of research required. I’ll always spend some time digging into other works of that playwright, or other art from the time period, or historical research that helps me understand that point in time.

N: Can you think of an example when your research for The Winter’s Tale or As You Like It helped you do your work as a director?

J: Research for those projects involved digging into Shakespeare’s source material, as well as

FALL 2018 |

17

| the lighted lamp

diving into major productions over time and their interpretations of various moments or characters or themes. There have been many Rosalinds (As You Like It heroine) over time. And who Rosalind was and what that character means to different audiences has changed so that research provided a context of where this production sits in that journey.

N: That’s a new idea: research into production history. Did you bother with production history for, say, Godot?

J: Sure. Certainly, original productions.

Bert Lahr [who played Estragon in Waiting for Godot, more famously known as The Cowardly Lion in The Wizard of Oz] has a fascinating series of interviews and stories about his original journey with the character.

And Beckett has written a great deal about several productions he has directed himself, including (laughing) incredibly detailed staging directions. That research is there to use or ignore. And I feel able to do either in that situation. Godot is a giant of a play that has many major interpretations. I didn’t sit down and watch all of them or research all of them, and certainly any production we do is not an attempt to recreate something that’s been done before us, but there are examples of such great work and great interpretation that have gone before and I think with a play that enormous that it would be a mistake to ignore those.

N: Yeah, but this leads me to a worry: directors regularly read a play’s production history, or read, for a more specific example, Beckett’s stage directions, and pick and choose what they find most interesting and leave the rest. But I worry that when directors do this they regularly set aside what they don’t find interesting, they shoehorn yet another production into their worldview.

This is a larger philosophical question, of course. But how do you know when an historical

the lighted lamp |

18

| highpoint.edu

fact is not interesting because you’re not asking the right question?

J: Directing involves creation and interpretation. A production I direct will always connect to my own personal worldview. Not at all costs, or at the expense of the writer’s intentions, but the research is applied research. It’s rarely done to determine the truth, but more often to find inspiration relating to the project.

N: You’ve talked about various obligations: you’ve got authorial intent as far as it can be known, the situation in which the text was written and the felt need for the text in that time and place, those are historical considerations, even if the play was written five minutes ago. Then you’ve talked about a separate set of obligations: your audience, this time and place. You’ve told me before you’re on the side of the audience, you want the play to land and not be some kind of stick in the eye…

J: I want the play to be what it’s meant to be, but I do feel a strong responsibility to the audience. In the case of Cabaret, it is meant to provoke the audience. That may be the first piece I’ve directed with such intentional provocation. And the research helped me

Mr. Jay Putnam and Dr. Nathan Hedman enjoy a game of pool at HPU’s The Point Arcade.

Mr. Jay Putnam and Dr. Nathan Hedman grab drinks at HPU’s The Point Sports Grille.

see how Prince [Hal Prince, director of the original Broadway production] and Kander and Ebb [music and lyrics respectively] and Christopher Isherwood’s stories [on which the musical is based] came together to create this piece which was greater than any of its parts, how it is more expressionistic than literal, and how its perceived cynicism is intentional and necessary.

Ultimately, that helped me come to terms with the need of that play to stick its finger in the audience’s eye.

N: Hm-mmm. Did that research kind of embolden you?

J: Sure! Before any decision about what I want to do with it, I’ve got to have a sense of what it was intended to do. Or I’m making a decision on incomplete information. The research in the case of Cabaret involved reading the original Isherwood stories and diving into 1930’s Berlin. But the most beneficial work turned out to be digging into the 1966 production process and understanding how the height of the civil rights era pushed Hal Prince to grab on to these stories and integrate them with connecting material that existed outside of the books. What we did in production was not slavish to that process, but informed by it.

N: It’s one thing to dig around in books, but you’ll also take trips for artistic inspiration. Can you talk about the role that travel to specific locations helped you with your work? For example, your trip to

Steinbeck’s Salinas to research Grapes of Wrath? As a historian, this form of research doesn’t typically play. And yet it seems appropriate for a director. Why? Can you say how place informs your direction? What are you getting in Salinas?

J: It helps me in rehearsal to have wandered through Steinbeck’s home and driven past the fields where the migrants worked and where low-wage labor still exists, and to have seen how Monterey and Salinas have been changed by his work.

These are powerful experiences. I feel more connected to the work. But more, some of these places tend to have deeper resources.

San Jose State has an amazing Steinbeck archive room, which holds so many manuscripts and first editions, as well as documents like original migrant camp journals, among many other gems. To hold those in your hand and look at the pages holding the handwriting from the people who lived this story, that connects me to the original experience.

N: I wonder if there’s another story you’re telling here which has to do with the strength of your convictions. If you hadn’t made the journey you might feel less sure about your convictions about what this play is.

J: That’s right. When I work on original productions I get the opportunity to talk with the playwright, get an immediate and actual sense of why this piece exists, the

FALL 2018 |

19

| the lighted lamp

context around the writing, and how it connects to their own stories, and how the piece changed over time. It’s an attempt to commune with place of authorship and experience.

J: Okay, now let’s turn the tables. You’re hired as dramaturg for an existing canonical play. Where does your research begin?

N: Well, I always start with a conversation with the director. What do they most care about? I consider the job of the dramaturg is to draw the world of the production and the world of the audience together as tightly as I can. Directors can get so caught up trying to get the play up that they may forget there are some basic historical facts the audience simply doesn’t know.

J: What’s the most effective way to communicate that information to an audience?

N: Well, let’s use our production of Schiller’s Mary Stuart here at HPU. In one sense it stands on its own, a couple of powerful ladies—Queen Elizabeth & Queen Mary—going at it, and that’s fun to watch and poignant in its way, but Doug [Brown, the director] and I both felt like this play would be much more powerful if the audience understood the history between these two women. Schiller could assume his audience would know who Mary Stuart was and who Queen Elizabeth was. We can no longer assume that.

J: So you’re drawing a connection between the audience the play was written for and the contemporary audience? the lighted lamp |

20

| highpoint.edu

N: More like providing context. There’s a set of historical facts, but there’s also a sensibility Schiller’s 18th-century audience would have had. So I upload my usual online information as prep for actors, which turns into prep for audience. In the specific case of Mary Stuart, Doug wanted to embed this information in the show, so I wrote, essentially, a preamble for the play.

It took the form of a projection of shadows, and a text scrawl, and it seemed to work really well. The whole thing took only three minutes and gave the audience the information they needed to make this story land. That’s a unique instance in which a dramaturg can artistically relay context the audience needs to know.

J: We’re currently in rehearsal for a show you’ve reimagined and adapted, Topsy-Turvy World. Can you talk about that process?

Jordan Dallam and the company in Cabaret, November 2017.

Abigail Hackenberg and Matthew Hollis in Cabaret, November 2017.

N: The process of translating and adapting required me to take off my dramaturg hat.

I see a joke, for example, and I want to figure out how can it land commensurate with how it would have in 1797. But now that it’s out of my hands, my dramaturg hat is back on. How is a 20-year-old going to experience this play? Unfortunately, in some ways, like a director, I’m too far in to remember what will strike the audience as strange. But I’m not interested in recreating a museum piece. If it’s not funny, it’s double-dead, especially for a comedy. It’s so very dead if no one’s laughing, so I as an adaptor sacrifice all for the joke.

J: You have no shame?

N: None. But when I put my dramaturg hat on, I want them to know where the jokes were to begin with. My sense of students today, and myself at that age, and frankly most of us, is that we actually aren’t very interested in other past people’s problems unless they look a lot like ours. We have very little time or patience for stories or ways of framing the world that do not easily fold into our own accounts of the world. And I think it has to do with the

Ceili Lang and Alec Yamartino in Cabaret, November 2017.

way we construe history, that we’re the latest, greatest thing thrown up by history, that what has come before was not as great, and as we look backward into time it gets more medieval and removed. We pluck out stories that are merely interesting or exotic.

But the strange way of construing events, or the commitments others have held very strongly, they are not viable options for us, so we’re not very interested.

J: Is that generational? Isn’t there a certain idea that every generation has a self-centered view of history and the present time?

N: No, and that’s where I’m pressing.

Many scholars think we might be the “presentist” people that ever existed, not only in the west, but anywhere. Ever.

We’re so committed to this vision of us as “modern” and so unrelated to the past that it feels almost impossible to shatter that assumption, that self-centeredness.

J: Does the nature of this current moment affect how you engage and share research for a production?

N: I still hold that my first task is in deference to the director. I ask you

FALL 2018 |

21

| the lighted lamp

questions and try to get a grasp on your assumptions about what the play is doing.

Then I’ll try to push back a little - is that assumption true, have you considered this?

J: Or you’ll tell me what an audience may or may not respond to.

N: Yes, in the case of Grapes of Wrath, I remember thinking you were wanting to tell a story about community, and I was on board, but I didn’t think our audience was going to hear that story.

J: And as much of an audience junkie as I am, as a director, there are times when, whether or not this particular college audience wants to hear that story, if its central to the play, I’ve got to tell it.

N: Of course. But what if the idea doesn’t even land, if there’s a misfire? I think that happens regularly, especially when plays are older. A director will pick up the play and say this could be a great play for now.

And I agree, but there are three things in that play the director thinks are not relevant and will drop, but, I think, at our peril. Why don’t we think of ways to press in on these things rather than just leave them out?

J: And can you help build a bridge to these lands and make them live.

N: Yeah, of course. If a play is dusty and lame, all bets are off. The play better be great theatre, but I also wish we could keep those stranger things from the world in which they lived.

J: That’s also a great production challenge, and a reminder to do the work in rehearsal to help the odd and strange become more familiar.

the lighted lamp |

22

| highpoint.edu

N: Agreed. I taught a Medieval Literature class recently. One way to teach that class is to focus on the so-called “human connections,” and the text will stick to the extent the students recognize themselves.

I wanted to take the opposite tack. Many of the texts are obscure to us, or since they are not about us we don’t care, or we find certain texts offensive. Every class was a project of following rabbit trails out into worlds not our own, but getting a perspective on our modern commitments.

It was a great class because we began and ended where our modern assumptions ended.

J: So maybe a goal of this is “let’s push ourselves away from this idea that I’m the center of the universe.”

N: Precisely. Studying history is like holding a magnifying glass. We can’t avoid looking at it from somewhere. But the magnifying glass looks more like a mirror for us. We don’t stop to wonder whether people of the past want to share our modern interests. I teach Theatre History, a class called “Becoming a Person.” We discuss how plays imagine ways of becoming a full human being.

And we discover that it changes over time. If you’re committed only to your modern way, you’ll never consider these other rich possibilities and historical plays become either relics or yet another “modern” play which already confirms all of our suspicions, like “follow your heart” or the like, things that would seem really strange to people even 150 years ago. I’m not interested in critiquing these modern messages, I’m interested in relativizing them.

Abigail Hackenberg, Demetria Hale, Christina Anastasio, Madison Steiner, and Olivia Scrivner in Cabaret, November 2017.

J: Or at least challenging assumptions that have not been challenged.

N: At the very least revealing them. It’s tricky with theatre, we have a canon of plays. We want to make those older plays live for us now, so the problem is fresh and unique to theatre, in a good way.

J: And I don’t know of another art form that re-performs works so regularly. I’m teaching a Shakespeare class and we’re struggling with Taming of the Shrew and Merchant of Venice. I find it fascinating to research these pieces in their original context, and then try to connect that to our current discomfort.

N: And theatre can do that in a unique way because we restage it, and it feels contemporary. We don’t feel like we’re going to look at a painting from 1640, we’re going to see, right now, a production of a play that was written in 1640, and that experience sets people up to be moved in ways that are historical and immediate.

J: As a director, I want to have it both ways.

Is there a way to use that to your advantage in production?

N: I think there must be. Kierkegaard said that the job of a comedian is not first to get people to laugh, but get them to relax.

If they can relax, then they’re with you.

They’ll be more willing to go somewhere with you, and then you can make them uncomfortable.

J: That’s theatre, right? We get you to enter in, to allow what is happening onstage to be what is happening in you, and if you enter into that, there are pretty great places we can take you, and assumptions that can be challenged.

FALL 2018 |

23

| the lighted lamp

Drs. Lenoir and Kifer strive to make politics interesting, accessible, and fun for students in their classes.

Those Who Can, Teach: The Value of Experiential Learning Dr. Brandon Lenoir, Professor of Political Communication and Political Science Dr. Martin Kifer, Chair and Associate Professor, Political Science; Director, Survey Research Center

Depending on the discipline, teaching students how to apply the theories and concepts covered in their coursework can be a challenge. For Dr. Brandon Lenoir and Dr. Martin Kifer, the application of knowledge is central to their teaching. That passion for experiential learning stems from their combined decades of employment in the political arena.

Lenoir got his start in politics at the state level shortly after graduating from college.

Hired as Deputy State Controller of Idaho, he was tasked with working with the legislature to advance the state-wide elected Controller’s agenda. Lenoir was then tapped the lighted lamp |

24

| highpoint.edu

to run the National Electronic Commerce Coordinating Council (NECCC) in Washington, DC. Duties included working with states to develop model legislation enabling the states to use the internet to provide government services, and to lobby Congress to not interfere with those state efforts. Following the terror attacks of 9/11 Lenoir shifted careers and entered broadcast journalism as a TV anchor and political reporter covering the state capitol of Illinois (NBC), state capitol of Michigan (CBS), and, finally, in Pittsburgh, PA (ABC).

Since his undergraduate years Lenoir has consulted with and directed numerous political campaigns, one of which was the focus of his dissertation. He holds a Ph.D. in Political Behavior and American Politics from the University of Pittsburgh.

Kifer got his start with local politics in Wayne County, Indiana, where he helped run a friend’s campaign for County Assessor. After graduation from college, he had an internship in the U.S. Senate and served as a Get Out the Vote (GOTV) Coordinator on a U.S. House campaign that allowed him to take a Legislative Assistant position in the winner’s Capitol Hill office. He volunteered on campaigns while pursuing a Ph.D. at University of Minnesota and took a job as an international political consultant when he returned to Washington, DC. After a short stint for another consulting firm focused on research projects for foundations and government agencies, he moved to High Point University to found the Survey Research Center and the HPU Poll.

In what follows, Lenoir and Kifer team up to share how they incorporate hands on experience with their coursework to expose their students to the political world.

Experiential learning is more than a teaching tool

By Lenoir

Imagine standing on the convention floor at the Democratic or Republican National Conventions, polling registered voters about their opinions, organizing a political debate or event, traveling to Raleigh to lobby the General Assembly, working with the media to cover an event or issue, or lacing up your shoes to go door-to-door to campaign for your favorite candidate. Those are but a handful of experiential learning opportunities students in my courses have had here at High Point University.

It would be easy to turn a visit to a TV station or time at a political event into an observational field trip. Simply exposing students to a live newscast or a political debate arguably offers students a wonderful perspective. But to reduce those opportunities to simply watching it unfold lessens the experiential value.

For that reason I push my students to be active participants.

When seeking an experiential learning opportunity for my students I look for current events. Political debates, State of The Union addresses, campaigns, conventions, and news coverage are great examples of opportunities to incorporate

FALL 2018 |

25

| the lighted lamp

the theoretical foundations of my courses with real world happenings. It also helps my students understand how the concepts covered in class apply to the real world.

To extract the most from each activity I try to develop projects that elicit deeper engagement. At the political conventions my students worked as runners for ABC and CNN. That experience gave them opportunities to work with on-air personalities, interact with political dignitaries, and meet famous actors.

Additionally, they were able to see how much goes into organizing, producing, and executing a large-scale event. To help keep the students from being spectators, I worked with them to write columns about their respective experiences. Their assigned topics prompted them to be more aware of their involvement and to reflect, resulting in published columns in newspapers. A writing sample highlighting a student’s experience at a national political convention provides them with a great published work, enables them to share their experience with fellow students and faculty, and helps them reflect on how they can apply their new found knowledge to their career goals.

It is hard to fully understand the concepts covered in my Campaign Strategies course without working on a campaign. Teaming with the State and County Democratic and Republican parties, I have my students select a campaign to log twenty-five hours of volunteer work. Tasks include phone calls, canvassing, helping organize political rallies and receptions, and sitting in on strategy sessions. It is a compressed internship that brings to life the concepts discussed in class.

capstone course titled ‘Campaigns’). The students in the course are separated into workgroups and tasked with identifying a law or issue they would like to see changed or enacted. During the semester each team develops a campaign to achieve the goal of advocating their issue. It starts with researching the issue, developing a message and branding it, producing supporting materials, researching the House and Senate to decide who to contact, and finally going to Raleigh to implement their campaign (i.e., lobby the General Assembly).

For my Introduction to American Politics courses I take a slightly different approach.

Their semester-long writing assignment tasks them with selecting an issue they are passionate about, researching said issue, and then writing to their U.S. House of Representatives member about their issue. It gives the students a real world

Students from the 2018 Power and Politics in DC class pose on set with Meet the Press host Chuck Todd. From left to right: Hannah Rich, Pat Whittinghill, Jessica Vedrani, Shirley Garrett, Chuck Todd, Seyi Oladipo, Abby Knudson, Dr. Brandon Lenoir, Simeon Hinton.

One of my favorite classes to teach is Lobbying Strategies (I modify the course for the Strategic Communication senior

the lighted lamp |

26

| highpoint.edu

Historic political campaign buttons and memorabilia. Drs. Lenoir and Kifer use political memorabilia to teach students about the history of the political arena.

application of the concepts of federalism, representation, advocacy, and public policy. Students usually receive a response from their Representative, and some even get a hand-written note.

The breadth of my course offerings allows for the use of the same political event to provide students in different courses a learning experience that applies to the specific topics of their class. Research methods, campaign strategies, message development, intro to American politics, and polling and public opinion each touch on different aspects of a political debate, for example.

The experiential learning opportunity is not just limited to coursework application.

It is something I incorporate when working with students involved with campus organizations. As the faculty advisor for the College Democrats and College Republicans, I strive to get the students to roll up their sleeves and get involved. For example, I helped the College Republicans secure seats behind then presidential candidate Donald Trump when he visited campus, while at the same time helping the College Democrats organize a peaceful

protest to his visit. This is a great example of both groups actively participating in the political process.

While this column has focused on my approach and efforts to provide my students with experiential opportunities, I need to recognize the support and efforts of my talented colleagues who helped make those experiences happen. Joe Michaels in School of Communication was instrumental in helping place the students with CNN and ABC at the conventions. Ginny McDermott and Joe Blosser provided support for transportation to Raleigh for my students to lobby the General Assembly. Roger Clodfelter and his team help with media coverage for the involvement of the students. And Brian Macdonald and Kifer in the Survey Research Center (SRC) give students in my Public Opinion and Polling as well as Research Methods courses opportunities to get hands on data collection experience. Clearly, experiential learning is a team effort. For that reason I am excited to partner with Kifer this summer to take a group of eight students to Washington, DC for an immersive Maymester titled Power and Politics.

FALL 2018 |

27

| the lighted lamp

Checking more than one box...

By Kifer

When I first interviewed for my job here at HPU, I was asked to give a talk about possible plans for the proposed High Point University Survey Research Center (SRC) and my academic research, which included a considerable amount of work on how Congressional candidates communicate online. I entitled my presentation “Public Opinion Research with a Liberal Arts Attitude” and argued that any SRC the university established should integrate student experiences in data collection (phone calls) with additional learning about research ethics and survey methodology.

So, the SRC has always had a mission including student development of transferrable skills just as my courses (particularly my service learning course on Campaigns and Elections) have always incorporated data collection in the context of learning theory. In both courses and our HPU Polls, we try to “check more than one box” in a list of theoretical, practical, and professional goals.

The SRC team (which currently comprises our Associate Director Brian McDonald and me) has come a long way since that proposal. Sometime in February 2018, the 1500th SRC trainee finished our research ethics requirement and an interviewer completed the SRC’s 24,000th interview.

Since opening in spring 2010, our mission at the SRC has been consistent: we provide students with academic and professional development opportunities, report information about public affairs attitudes to people all over the country as a public service, and support faculty, staff, and student research by consulting on surveys

the lighted lamp |

28

| highpoint.edu

Dr. Lenoir’s shelf of political bobble-heads and other memorabilia. Political humor can be a useful tool to teach students about politics. and other data collection.

Student interviewers for the SRC are of two general types: Paid workers recruited through the Student Employment Program at HPU and students taking courses that include at least a practicum component.

The courses have included research methods classes from political science and international relations, sociology, statistics, and communication (including several of Lenoir’s classes).

Our Associate Director teaches an SRC-focused practicum course for students of any major (since it is listed as an interdisciplinary studies [IDS] 2255 and cross-listed in both political science [PSC] and communications [COM]). All student interviewers, paid or not, receive the same training: research ethics required by the Institutional Review Board, interviewing practice in which they learn the craft of talking with respondents, and use of our data collection system.

These interviewers make an important contribution to knowledge about public

opinion (primarily North Carolinian attitudes) on a variety of issues. If one googles “high point university poll”, one can see the range of press releases we have written over the past eight years, everything from views on foreign policy to holiday shopping intentions.

In my Campaigns and Elections class (which was one of the first courses in Joe Blosser’s and Cara Kozma’s highly successful Service Learning program), I bring together political science theory and research, practical campaign instruction, and election experience.

As with any regular political science course, students review political science literature on campaigns, but they also work on a National Science Foundation (NSF)-funded study. By far my longest running research project concerns congressional campaign websites and is currently funded by the National Science Foundation. One of my professors at University of Minnesota’s graduate school (now at Northwestern University), Jamie Druckman, invited me to help him start a project collecting data from websites that candidates posted during the 2002 election campaigns. Mike Parkin (Oberlin College) HPU students at the ABC news desk overlooking the floor of the joined the project in 2004 and our work over the 2016 Democratic National Convention. From left to right Timothy intervening election cycles O’Brien, Julia Fiedler, Nick Blair, Joe Bush, and Rianah Alexander. has resulted in a database of information from more than 3000 candidate websites. That work has received four NSF grants. We have applied for additional support for the 2018 election cycle.

Students get to see the immediate impact their work makes. I often say to the interviewers that there are not many research studies in which you start on a Monday, end on a Sunday, and can see reports of your findings in the newspaper or on TV the next week. Over the years, the HPU Poll—the consistent product of the SRC has earned mentions in media outlets like the New York Times, Washington Post, Politico, Fox News, and MSNBC, as well as newspaper and local television coverage from Boone to Wilmington.

Each student in my Campaigns and Elections class is asked to apply the same coding framework that other research assistants on the project use for congressional campaign websites, reporting on the various characteristics of the sites for inclusion in the larger database. Students also read some of the peer-reviewed research that has come out of the project, including journal articles that have contributed to knowledge about communication strategies that campaigns use to reach voters. Students

FALL 2018 |

29

| the lighted lamp

can see examples of how the theory they are learning is used to test hypotheses about campaigns and see how their own work will be incorporated into future analysis (and, hopefully, peer-reviewed publications).

The service component in the Campaigns and Elections course entails student involvement with campaigns—“community partners” in service learning terminology— of their choice. Since I first taught the course in 2012, students have chosen to serve on campaigns at nearly any imaginable level, from High Point city council to presidential. The last time I taught the course (2016), we had a class equally divided between Democrats and Republicans (one was a conservative exchange student from the U.K.) who all chose to work on the North Carolina governor’s race that ended with a recount!

We also hosted visitors who were either offering volunteer opportunities on campaigns or could offer insights into other types of campaigns. For example in 2012, a U.S. State Department-sponsored group of international political and government officials from four continents visited the day after the election to hear a presentation about the results and discuss the students’ service experiences.

At the end of the service learning course, students are asked to reflect on what they have done, including the tasks they completed, the people with whom they interacted, ethical issues the campaigns faced, and how the service related to the other parts of the course (with a requirement that they cite academic sources covered in the class). Just like practicum courses that involve service in the SRC, they are asked to see their experiential learning activities through the lenses of theory and practice.

the lighted lamp |

30

| highpoint.edu

Joining forces With such similar experiences and approaches, it should be no surprise that this summer Lenoir and Kifer are teaming up to provide their students an immersive Washington, DC experience in a Maymester titled, Power and Politics in DC. Building on their own experiences in DC, both Lenoir and Kifer have scheduled meetings with members of Congress, consultants, lobbyists, agencies, the media and think tanks to give the students exposure to the inner workings of our nation’s capital. The emphasis is on how to live and work in DC from seasoned professionals as well as people who have just landed their first entry-level job inside the Beltway. The students will be tasked with sharing their DC experiences by writing columns to be published in triad newspapers.

Press hat in front of Dr. Lenoir’s wall of op-ed columns penned by students in his classes and on his experiential learning programs. Wall of press clippings of HPU student political involvement and experiential learning columns in Dr. Lenoir’s office.

Undergraduate Research and Creative Works: Roadmap to Employment in a Competitive World

Dr. Joanne D. Altman, Director, Undergraduate Research and Creative Works, Professor of Psychology

Today, critics challenge the value of a liberal arts education, which strives to create welleducated citizens of the world. The Association of American Colleges and Universities (AAC&U) defines a liberal education as “an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world (e.g. science, culture and society) (Association of American Colleges and Universities, n.d.). Critics argue that a well-educated citizen of the world is not necessarily employable and today institutions of higher learning have a mandate to produce job-ready graduates. The error in this argument is the assumption that these are mutually exclusive agendas. In fact, it is our goal at High Point University to graduate students who are prepared to engage a global world emotionally, socially, intellectually, civically, and economically.

FALL 2018 |

31

| the lighted lamp

We do this by combining the breadth of learning that comes from a general education curriculum with concentrated study in specific disciplines that include opportunities to work collaboratively with faculty mentors and be part of new discoveries.

At High Point University, every student has the opportunity to discover or create something that contributes to the existing body of knowledge in one’s field in partnership with a faculty mentor.

This process of discovery is not an easy one. Before we can pose a new question, we must fully understand what we already know. We examine the old information and critique, synthesize, analyze and challenge existing ideas. It is only then that we can reason out a new question, something we do not yet know that will expand our understanding. From there we devise the most systematic way to answer our new question. This process of analysis, problem solving, and reasoning from knowledge or evidence is the foundation of critical thinking.

Finally, when a question is answered or something new is created, we have the responsibility to share this with our disciplines through presentations, publications, performances or exhibitions. Thus, for our students, while they learn the content of their discipline through active, “hands-on” learning, they are developing skill in critical thinking, problem solving, and communication. These three skills rank among the very top skills employers covet and are deemed most important for achieving success at a company. In fact, research shows the majority of

the lighted lamp |

32

employers deem them more important even than a student’s undergraduate major (Hart Research Associates, 2015).

This rigorous, high–impact academic practice of seeking new knowledge actually increases a graduate’s employability.

The Office of Undergraduate Research and Creative Works (URCW) at High Point University provides a myriad of resources to help students engage in collaborative scholarship with dedicated faculty mentors. We help students find faculty partners. We fund participation in an online platform where High Point University faculty create profiles and identify their research interests and opportunities for students. As director, I help to pair students and faculty who are conducting research in areas where students have an interest. We also have a very generous budget to send students and their mentors to conferences each year to present their research in a professional forum. In addition, we take students to national and/or regional undergraduate interdisciplinary

Sara Seaford (left) and Kayla Pennycuff (right) with Dr. Altman.

| highpoint.edu

A view of the High-PURCS poster exhibit.

conferences each year, and host our own campus showcase called High Point University Research and Creativity Symposium (High-PURCS).

Furthermore, many of our students stay on campus through the summer to participate in one of three summer research programs that allows them to spend a concentrated amount of time each day working on collaborative mentored projects. The end product of these summer programs is student presentations about their work. Finally, we publish a refereed journal of student authors in our online publication, Innovation: Journal of Creative and Scholarly Works.

What makes URCW unique at High Point University is that we endeavor to get students introduced to this culture of undergraduate research and creative work as soon as their very first weeks on campus. We have a first year program called Research Rookies that is designed to introduce students to research opportunities and start

Kayla Pennycuff and Michael Corigliano at a poster with Dr. Hundt during High-PURCS.

building soft skills crucial to research and employment. Research Rookies is a voluntary two-semester program of workshops, discussions, assignments, and talks. Students who complete the program are elevated to the title of Research Apprentice and introduced to the faculty. The goal of our program is to get students started on academic projects with faculty mentors. Thus begins their journey to building credentials that make them competitive and marketable candidates for graduate and professional schools as well as competitive careers.

We publish student stories in our online newsletter and here I highlight just a few. Bella Grifasi (’20) is a sophomore biology major. She joined our Research Rookies program in her first semester and completed it to become a Research Apprentice.

She is serving as peer mentor to new Research Rookies. In her second semester of her freshmen year, and as she was finishing up the Research

FALL 2018 |

33

| the lighted lamp

Rookies Program, she connected with Dr. Alex Marshall, Assistant Professor of Basic Pharmaceutical Sciences, Fred Wilson School of Pharmacy. She started working with Dr. Marshall in August and was awarded a George Barthalmus Undergraduate Research Sophomore Grant by the State of North Carolina Undergraduate Research and Creativity Symposium in October. She has been accepted to present her work in April at the National Conference on Undergraduate Research (NCUR) – the largest undergraduate conference in the country. Before Ms. Grifasi finishes her sophomore year in college she will have already been awarded one grant and have given a professional academic presentation.

Thomas Boudreaux (’19), also featured in the Fall 2017 issue of The Lighted Lamp, is currently a junior and has been working with Dr. Brad Barlow, Assistant Professor of Astrophysics. To date, Mr. Boudreaux has been involved in eight research projects that have resulted in nine professional presentations (including national and international conferences) and has already published two professional papers as a first author.

Mr. Boudreaux is not just “another astrophysics major.” He already has a very impressive resume of academic credentials and another year to build on them.

These opportunities are not limited to students in the sciences. That may be our most important message. Students should not be doing research or creative works in college solely as practice for similar work in graduate or professional schools. Students should embrace these

the lighted lamp |

34

| highpoint.edu

Daniel St. Germain explaining his research on accessibility in video games. opportunities across majors because they build skills, and the work that results serves as concrete evidence of those skill sets. Shannon Curley (‘14) was an English major. She worked with mentors to polish work she completed for classes to present at conferences or submit for publication.

By the time she graduated she gave nine professional presentations and had five publications. Before she graduated she had a job lined up with Hasbro, Inc. as an entry level Boys Brand Writer with a very competitive salary. Today, she is a Lead Boys Brand Writer, responsible for managing copy-driven brand content for Marvel, Star Wars, and other high-profile action brands.

Graduating students with presentation and publication credentials are not only job-ready, but also highly competitive in a world where our students are graduating among two million others across the

nation each year. They can converse fluently in their field, have broad knowledge of the world in sciences, art, and humanities to aid in a global perspective, and they have the skills employers demand. These skills make them capable of adapting to a complex and changing world, prepared not only for their first job, but the fields they change to over time, including those that may not exist today. Today, High Point University endeavors to create new Renaissance men and women, ready for the world and cheered on by faculty mentors who become life-long friends.

References Association of American Colleges and Universities (AAC&U) (n.d.). What Is a 21st Century Liberal Education?

Retrieved from https://www.aacu.org/ leap/what-is-a-liberal-education#survey February 2, 2018.

Hart Research Associates (2015).

Falling Short? College Learning and Career Success. Washington, DC: Association of American Colleges and Universities. Retrieved from https:// www.aacu.org/sites/default/files/files/ LEAP/2015employerstudentsurvey.pdf February 24, 2016.

FALL 2018 |

35

| the lighted lamp

grants & awards Grants Ford, Kevin R. 2017. Adidas International, Year Two: Randomized Controlled Trial Investigating Changes in Footwear Comfort and Performance in High School Football Players. 17-014 ($117,350).

Ford, Kevin R. 2018. Adidas International, Final Year: Randomized Controlled Trial Investigating Changes in Footwear Comfort and Performance in High School Football Players. 18-003 ($124,765).

Ford, Kevin R. 2016-2019. R21 AR069873, NIH/NIAMS, Real-time Optimized Biofeedback Utilizing Sport Techniques (ROBUST). ($528,107).

Gosselin, Dora. 2018. Academy of Pediatric Physical Therapy Mentored Grant: The Impact of Unpredictability on Gait Biomechanics and Mobility-based Participation in Children with Cerebral Palsy. ($10,000).

Gosselin, Dora. 2018. Neurodevelopmental Treatment Association Mini-Grant: Relationship Between Selective Voluntary Motor Control and the Ability to Respond to Unpredictability During Gait in Children with Cerebral Palsy: Influences on Activity and Participation. ($8,900).

Hemby, Scott. 2018. Icahn School of Medicine at Mount Sinai: Cis-Regulatory Epigenome Mappings in Schizophrenia. ($42,481).

Sherrill, Christina and Sara McMillin. 2018. American Association of Colleges of Pharmacy: Weight Loss with SGLT2 Inhibitor Use: An Uphill Battle. A grant to investigate weight loss in type 2 diabetic patients taking SGLT2 inhibitors. ($10,000).

Smoliga, James M., Wommack, Andrew J., and Colin R. Carriker. 2017. Pelame, LLC: The Effects of a Novel Glutathione Supplement on Blood Glutathione Concentration on Healthy Volunteers. ($44,415).

the lighted lamp | 36 | highpoint.edu

Awards Carron, Hayden. 2017. Orlando, humano y ajeno. Novel: Winner of the Federico GarcĂ­a Godoy Novel Prize of the Foundation for Democracy and Development of the Dominican Republic. Santo Domingo.

Marshall, Alex. 2017. Texas Center for Health Disparities Steps toward Academic Research Fellowship (TCHD STAR).

Smoliga, James M. 2017. Fellow of the American College of Sports Medicine (FACSM).

Editors Bleakley, Chris. Associate Editor, BMC Musculoskeletal Disorders Editorial Board.

Bleakley, Chris. International Advisory Board, Physical Therapy in Sport.

Gisselman, Angela S. Associate Editor, British Journal of Sports Medicine.

Hegedus, Eric J. Deputy Editor, Physical Therapy Reviews.

Peterson, Diana C. Editor in Chief, Neuroscience-Medical Student.

Simpson, George L. Editor in Chief, Journal of the Middle East and Africa.

Summers, Peter. Assistant Editor, Journal of Economic Insight.

Trauth, Erin. Assistant Editor, Rhetoric of Health and Medicine.

Turpin, John. Editor in Chief, Journal of Interior Design.

Wright, Alexis A. Deputy Editor, Physical Therapy Reviews.

FALL FALL 20182017 | |3737 | | the lighted lamp

A SELECTION of FACULTY SCHOLARLY WORKS 2017 –18

the lighted lamp |

38

| highpoint.edu

BOOKS Brandt, Jenn and Callie Clare. An Introduction to Popular Culture in the US: People, Politics, and Power. New York: Bloomsbury, 2018.

ARTICLES Arthur-Montagne, Jacqueline. “Symptoms of the Sublime: Longinus and the Hippocratic Method of Criticism.” Greek, Roman, and Byzantine Studies 57, no. 2 (2017): 325-355.

Bell, Kristina, Sarah Stein and Ryan Hurley.“When Public Institutions Betray Women: News Coverage of Military Sexual Violence Against Women 1991-2013.” The Journal of Interdisciplinary Feminist Thought 10, no. 1 (2017): 1-31.

Garcia, Sara S., Meghan S. Blackledge, Suzanne Michalek, L.K. Su, Thomas H. Ptacek, Peter G. Eipers, C. Paul Morrow, Elliot J. Lefkowitz, Christian Melander, and Hongbin Wu. “Targeting of Streptococcus mutans by a Novel Small Molecule Prevents Dental Caries and Preserves the Oral Microbiome.” Journal of Dental Research 96, no. 7 (2017): 807-814. doi: 0022034517698096.

Nguyen, T. Vu, Meghan S. Blackledge, Erick A. Lindsey, Bradley M. Minrovic, David F. Ackart, Albert B. Jeon, Andreas Obregon-Henao, Roberta J. Melander, Randall J. Basaraba, and Christian Melander. “The Discovery of 2-Aminobenzimidazoles that Sensitize M. smegmatis and M. tuberculosis to b-Lactam Antibiotics in a Pattern Distinct from b-Lactamase Inhibitors.” Angewandte Chemie 56, no. 12 (2017): 3940-3944.

Wilson, Tyler J., Meghan S. Blackledge, and Patrick A. Vigueira. “Resensitization of Methicillin-resistant Staphylococcus aureus by amoxapine, an FDA-approved Antidepressant.” Heliyon 4, no. 1 (2018): 1-11. doi: 10.1016/j.heliyon.2017.e00501.

Doherty, Cailbhe, Chris Bleakley, Jay Hertel, Brian Caulfield, John Ryan, and Eamonn Delahunt. “Clinical Tests Have Limited Predictive Value for Chronic Ankle Instability When Conducted in the Acute Phase of a First-Time Lateral Ankle Sprain Injury.” Archives of Physical Medicine and Rehabilitation (2017). doi: 10.1016/j.apmr.2017.11.008.

Loughran Martin, Philip Glasgow, Chris Bleakley, and Joseph McVeigh. “The Effects of a Combined Static-Dynamic Stretching Protocol on Athletic Performance in Elite Gaelic Footballers: A Randomised Controlled Crossover Trial.”

Physical Therapy in Sport 25 (2017): 47-54.

Archbold, Pooler H.A., Alan T. Rankin, Michael Webb, Richard Nicholas, Niall W. Eames, Roger K. Wilson, L.A. Henderson, Gavin J. Heyes, and Chris M. Bleakley. “RISUS Study: Rugby Injury Surveillance in Ulster Schools.”

British Journal of Sports Medicine 51, no. 7 (2017): 600-606. doi: 10.1136/bjsports-2015-095491.

Bleakley, Chris. “The Addition of Supervised Physiotherapy Sessions for Management of Acute Ankle Sprain Does Not Aid Recovery More Than Providing Standardised Written Instruction About Early Management.” Journal of Physiotherapy 63, no. 2 (2017):115.

You, Zhi-Bing, Jun-Tao Gao, Guo-Hua Bi, Yi He, Comfort Boateng, Jianjing Cao, Eliot L. Gardner, Amy H. Newman, and Zheng-Xiong Xi. “The Novel Dopamine D3 Antagonists/partial agonist CAB2-015 and BAK4-54 Inhibit Oxycodonetaking and Oxycodone-seeking Behavior in Rats.” Neuropharmacology 126 (2017): 190–199. doi: 10.1016/j. neuropharm.2017.09.007.

Krout, Danielle, Akula B. Pramod, Rejwi A. Dahal, Michael J. Tomlinson, Babita Sharma, James D. Foster, Mu-Fa Zou, Comfort Boateng, Amy H. Newman, John R. Lever, Roxanne A. Vaughan, and L. Keith Henry. “Inhibitor Mechanisms in the S1 Binding Site of the Dopamine Transporter Defined by Multi-site Molecular Tethering of Photoactive Cocaine Analogs.” Biochemical Pharmacology, 142 (2017): 204-215. doi: 10.1016/j.bcp.2017.07.015.

FALL 2018 |

39

| the lighted lamp

Sando, Karen R., Elizabeth Skoy, Courtney L. Bradley, Jeanne Frenzel, Jennifer Kirwin, and Elizabeth Urteaga.

“Assessment of SOAP Note Evaluation Tools in Colleges and Schools of Pharmacy.” Currents in Pharmacy Teaching and Learning 9 (2017): 576-584. doi: 10.1016/j.cptl.2017.03.010.

Brandt, Jenn. “Taste as Emotion: The Synesthetic Body in Monique Truong’s Bitter in the Mouth.” South: A Scholarly Journal 49, no. 1 (2017): 38-57.

Nye, Emma A., Lindsey E. Eberman, Kenneth E. Games, and Colin R. Carriker. “Comparison of Whole-Body Cooling Techniques for Athletes and Military Personnel.” International Journal of Exercise Science 10, no. 2 (2017): 294-300. PMCID: PMC5360373.

Carriker, Colin R. “Components of Fatigue: Mind and Body.” Journal of Strength and Conditioning Research 31, no. 11 (2017): 3170-3176. doi:10.1519/JSC.0000000000002088.

Taute, Harry A., Jeremy J. Sierra, Larry L. Carter, and Amro A. Maher. “A Sequential Process of Brand Tribalism, Brand Pride and Brand Attitude to Explain Purchase Intention: A Cross-Continent Replication Study.” Journal of Product & Brand Management 26, no. 3 (2017): 239-250. https://doi.org/10.1108/JPBM-08-2016-1289.

Seitz, Harrison J., Micah L. Morgan, Thomas R. Kyllo, and Sandra L. Cooke. “An Examination of UV Radiation Tolerance and Photoenzymatic Repair Capabilities across Temperature in the Freshwater Cladocerans Scapholeberis Mucronata, Diaphanosoma Birgei and Moina Spp.”Journal of Freshwater Ecology 32, no. 1 (2017): 643-652. doi: 10.1080/02705060.2017.1386132.

Bianchini, Kevin J., Luis E. Aguerrevere, Kelly L. Curtis, Tresa M. Roebuck-Spencer, Charles Frey, Kevin W. Greve, and Matthew Calamia. “Classification Accuracy of the MMPI-2-Restructured Form Validity Scales in Detecting Malingered Pain-Related Disability.” Psychological Assessment (2017). doi:10.1037/pas0000532.

Aguerrevere, Luis E., Matthew Calamia, Kevin W. Greve, Kevin J. Bianchini, Kelly L. Curtis, and Veronica Ramirez.

“Clusters of Financially Incentivized Chronic Pain Patients Using the Minnesota Multiphasic Personality Inventory2-Restructured Form (MMPI-2-RF).” Psychological Assessment (2017). doi:10.1037/pas0000509.

Davis, Jillian S., and Susan H. Williams. “The Influence of Diet on Masticatory Motor Patterns in Musteloid Carnivorans: An Analysis of Jaw Muscle Activity in Ferrets (Mustela Putorius Furo) and Kinkajous (Potos Flavus).” Journal of Experimental Zoology 327, no. 9 (2017): 533-578. doi: 10.1002/jez.2141.

Dearden, Thomas E. “An Assessment of Adults’ Views on White Collar Crime.” Journal of Financial Crime 24, no. 2 (2017): 309-321. doi:10.1108/JFC-05-2016-0040.

Dischiavi, Steven L., Alexis A. Wright, Eric J. Hegedus, and Chris M. Bleakley. “Biotensegrity and Myofascial Chains: A Global Approach to an Integrated Kinetic Chain.” Medical Hypotheses 110 (2018): 90-96. doi: 10.1016/j. mehy.2017.11.008.

the lighted lamp |

40

| highpoint.edu

Dischiavi, Steven L., Alexis A. Wright, Eric J. Hegedus, Kevin R. Ford, and Chris M. Bleakley. “Does Proximal Control’ Need a New Definition or a Paradigm Shift in Exercise Prescription? A Clinical Commentary.” British Journal of Sports Medicine (2017). doi: 10.1136/bjsports-2017-097602.

Disseler, Shirley. “Engaging University-Business Partnerships to Improve STEM Education in K-8 Schools.” Journal of Education and Social Policy 5, no. 1 (2018): 12-27.

Disseler, Shirley, and Gabriel Mirand. “Students with Disabilities and LEGO© Education: An Inquiry-Based Approach to Improve Growth in Mild and Moderate Disabilities.” Journal of Education and Human Development 6, no. 3 (2017): 38-52. doi: 10.15640/jehd.v6n3a5.

Bowey-Dellinger, Kristen, Luke Dixon, Kristin Ackerman, Cynthia Vigueira, Yewseok K. Suh, Todd Lyda, Kelli Sapp, Michael Grider, Dinene Crater, Travis Russell, Michael Elias, Vernon M. Coffield, and Veronica A. Segarra.

“Introducing Mammalian Cell Culture and Cell Viability Techniques in the Undergraduate Biology Laboratory.”

Journal of Microbiology and Biology Education 18, no. 2 (2017). doi: 10.1128/jmbe.v18i2.1264.

Hewett, Timothy E., Kevin R. Ford, Yingying Y. Xu, Jane Khoury, and Gregory D. Myer. “Effectiveness of Neuromuscular Training Based on the Neuromuscular Risk Profile.” American Journal of Sports Medicine 45, no. 9 (2017): 21422147. doi: 10.1177/0363546517700128.

Lopes, Thiago Jambo Alves, Milena Simic, Gregory D. Myer, Kevin R. Ford, Timothy E. Hewett, and Evangelos Pappas.

“The Effects of Injury Prevention Programs on the Biomechanics of Landing Tasks: A Systematic Review with Meta-analysis.” American Journal of Sports Medicine (2017). doi: 10.1177/0363546517716930.

Ford, Kevin R., Anh-Dung Nguyen, Eric J. Hegedus, and Jeffrey B. Taylor. “Vertical Jump Biomechanics Altered With Virtual Overhead Goal.” Journal of Applied Biomechics 33, no. 2 (2017): 153-159. doi: 10.1123/jab.2016-0179.

Ithurburn, Matthew P., Mark V. Paterno, Kevin R. Ford, Timothy E. Hewett, and Laura C. Schmitt. “Young Athletes After Anterior Cruciate Ligament Reconstruction with Single-Leg Landing Asymmetries at the Time of Return to Sport Demonstrate Decreased Knee Function 2 Years Later.” American Journal of Sports Medicine 45, no. 11 (2017): 2604-2613. doi: 10.1177/0363546517708996.

Fuselier, Edward, and Grady Wright. “A Radial Basis Function Method for Computing Helmholtz-Hodge Decompositions.”

IMA Journal of Numerical Analysis 37, no. 2 (2017): 774–797. doi: 10.1093/imanum/drw027.

Gentry, William A., Brian J. Hoffman, and Brian D. Lyons. “Box Scores and Bottom Lines: Sports Data Can Inform Research and Practice in Organizations.” Journal of Business and Psychology, Special Issue: Box Scores and Bottom Lines: Sports Data Can Inform Research and Practice in Organization 32, no. 5 (2017): 509-512. doi: 10.1007/s10869-017-9513-x.

Lardinois, Kara L., Dora Gosselin, Dana McCarty, Kathleen Ollendick, and Kyle Covington. “Pediatric Education Special Series: A Collaborative Model of Integrated Clinical Education in Physical Therapist Education: Application to the Pediatric Essential Core Competency of Family-Centered Care.” Journal of Physical Therapy Education 31, no. 2 (2017): 131-136.

Pace, Adam C., Joy Greene, Joseph E. Deweese, Dana A. Brown, Ginger Cameron, James M. Nesbit, and Terri Wensel.

“Measuring Pharmacy Student Attitudes toward Prayer: The Student Prayer Attitude Scale (SPAS).” Christian Higher Education 16, no. 4 (2017): 200-210. doi: 10.1080/15363759.2016.1250683.

Hanson, Cynthia. “Going Native on Facebook: A Content Analysis of Sponsored Messages on Undergraduate Student Facebook Pages.” International Journal of Internet Marketing and Advertising 12, no. 1 (2018): 91-104. doi: 10.1504/IJIMA.2018.10009952.

FALL 2018 |

41

| the lighted lamp

Hayes, Terrell. “Criminal Elites, Conservatives, and the War on the Academy: North Carolina and Beyond.” Sociation Today 15, no. 1 (2017). http://www.ncsociology.org/sociationtoday/v151/presidential.html.

Hegedus, Eric J. “The Association of Physical Performance Tests with Injury in Collegiate Athletes.” British Journal of Sports Medicine 51, no. 13 (2017): 1039-1040. doi: 10.1136/bjsports-2016-097223.

Hardesty, Kelly, Eric J. Hegedus, Kevin R. Ford, Anh-Dung Nguyen, and Jeffrey B. Taylor. “Determination of Clinically Relevant Differences in Frontal Plane Hop Tests in Women’s Collegiate Basketball and Soccer Players.” International Journal of Sports Physical Therapy 12, no. 2 (2017):182-189. PMCID: PMC5380860.

Salamh, Paul A., Morey J. Kolber, Eric J. Hegedus, and Chad E. Cook. “The Efficacy of Stretching Exercises to Reduce Posterior Shoulder Tightness Acutely in The Postoperative Population: A Single Blinded Randomized Controlled Trial.”

Physiotherapy Theory and Practice 34, no. 2 (2018): 111-120. doi: 10.1080/09593985.2017.1376020.

Hegedus, Eric J., Alexis A. Wright, and Chad Cook. “Orthopaedic Special Tests and Diagnostic Accuracy Studies: House Wine Served in Very Cheap Containers.” British Journal of Sports Medicine 51, no. 22 (2017): 1578-1579. doi: 10.1136/bjsports-2017-097633.

Chen, Rong, Scot McIntosh, Scott E. Hemby, Haiguo Sun, Tammy Sexton, Thomas J. Martin, and Steven R. Childers. “High and Low Doses of Cocaine Intake are Differentially Regulated by Dopamine D2 Receptors in the Ventral Tegmental Area and the Nucleus Accumbens.” Neuroscience Letters 671 (2018):133-139. doi: 10.1016/j.neulet.2018.02.026.

Ibrahim, Amal, and Nahed Eltantawy. “Egypt’s Jon Stewart: Humorous Political Satire and Serious Culture Jamming.”

International Journal of Communication 11 (2017): 2806-2824.

Ingram, Scott. “Representing the United States Government: Reconceiving the Federal Prosecutor’s Role through a Historical Lens.” Notre Dame Journal of Law, Ethics and Public Policy 293, no. 2 (2017): 293-338.

Bozeman, William P., Jason P. Stopyra, David A. Klinger, Brian P. Martin, Derrel D. Graham, James C. Johnson III, and Sydney J. Vail. “Injuries Associated with Police Use of Force.” Journal of Trauma and Acute Care Surgery 84, no. 3 (2017): 466-472. doi: 10.1097/TA.0000000000001783.

Kemerly, Tony and Jenn Brandt. “Shuffling Toward Oblivion: The Long Walk of the Fat Body.” Fat Studies 6, no. 3 (2017): 294-303.

Farman, Lisa, Daniel Riffe, Martin J. Kifer, and Sadie Leder Elder. “Finding the Truth in Politics: An Empirical Validation of the Epistemic Political Efficacy Concept.” Atlantic Journal of Communication 26, no. 1 (2018): 1-15. doi: 10.1080/15456870.2018.1398162.

Gillum, Trevor, Matthew Kuennen, Zachary McKenna, Micaela Castillo, Alex Jordan-Patterson, and Caitlin Bohnert.

“Exercise Increases Lactoferrin, but Decreases Lysozyme in Salivary Granulocytes.” European Journal of Applied Physiology 117, no. 5 (2017): 1047-1051. doi: 10.1007/s00421-017-3594-0.

Szymanski, Mandy C., Trevor L. Gillum, Lacey M. Gould, David S. Morin, and Matthew R. Kuennen. “Short Term Dietary Curcumin Supplementation Reduces Gastrointestinal Barrier Damage and Physiological Strain Responses during Exertional Heat Stress.” Journal of Applied Physiology 124, no.2 (2018): 330-340. doi:10.1152/ japplphysiol.00515.2017.

Lipowski, Stacy L., Robert Ariel, Uma S. Tauber, and John Dunlosky. “Children’s Agenda-Based Regulation: The Effects of Prior Performance and Reward on Elementary School Children’s Study Choices.” Journal of Experimental Child Psychology 164 (2017): 55-67. doi: 10.1016/j.jecp.2017.06.015.

Lootens, Christopher, Christopher Robertson, Nathan Kimbrel, John Mitchell, Natalie Hundt, and Rosemary Nelson-Gray.

“Factors of Impulsivity and Cluster B Personality Dimensions,” Journal of Individual Differences 38, no. 4 (2017): 203-210. doi: 10.1027/1614-0001/a000237.

the lighted lamp |

42

| highpoint.edu

Akinyemi, Olaoye A., Lance M. Mabry, and Sonja I. Dardenelle. “Buttock Pain and Sciatica Caused by a Femoral Osteochondroma.” Journal of Orthopedic & Sports Physical Therapy 47, no. 6 (2017): 442. doi: 10.2519/ jospt.2017.6877.

Mapes, Sonja and Lindsay C. Piechnik. “Constructing Monomial Ideals with a Given Minimal Resolution.” Rocky Mountain Journal of Mathematics 47, no. 6 (2017): 1963-1985. doi:10.1216/RMJ-2017-47-6-1963.

Rinker, Jennifer A., S. Alex Marshall, Christopher M. Mazzone, Emily G. Lowery-Gionta, Varun Gulati, Kristen E. Pleil, Thomas L. Kash, Montserrat Navarro, and Todd E. Thiele. “Extended Amygdala to Ventral Tegmental Area Corticotropin-Releasing Factor Circuit Controls Binge Ethanol Intake.” Biol Psychiatry 81, no. 11 (2017): 930-940. doi: 10.1016/j.biopsych.2016.02.029.

Marshall, S. Alex, Kyle H. McKnight, Allyson K. Blose, Donald T. Lysle, and Todd E. Thiele. “Modulation of Binge-like Ethanol Consumption by IL-10 Signaling in the Basolateral Amygdala.” J Neuroimmune Pharmacol 12, no. 2 (2017): 249-259. doi: 10.1007/s11481-016-9709-2.

Mayer, Martin. “Anticoagulants in Ischemia-Guided Management of Non-ST-Elevation Acute Coronary Syndromes.” The American Journal of Emergency Medicine 35, no. 3 (2017): 502–507. doi: 10.1016/j.ajem.2016.12.070.

Mayer, Martin. 2017. “On P Values and Effect Modification.” International Journal of Evidence-Based Healthcare 15, no. 4 (2017): 144–151. doi: 10.1097/XEB.0000000000000121.

Moriizumi, Satoshi, and Virginia McDermott. “The Role of Narcissism and Face Concerns in Providing Comforting Messages: A Cross-Cultural Comparison between Japan and the United States.” Japanese Journal of Communication Studies, 46, no. 1 (2017): 23-41. doi: 10.20698/comm.46.1_23.

Rossi, Mario, Lu Zhu, Sara M. McMillin, Sai Prasad Pydi, Shanu Jain, Lei Wang, Yinghong Cui, Regina J. Lee, Amanda H. Cohen, Hideaki Kaneto, Morris J. Birnbaum, Yanling Ma, Yaron Rotman, Jie Liu, Travis J. Cyphert, Toren Finkel, Owen P. McGuinness, and Jurgen Wess. “Hepatic Gi Signaling Regulates Whole-Body Glucose Homeostasis.” J Clin Invest 128, no. 2 (2018): 746-759. doi: 10.1172/JCI94505.

Moses, Robert. “Love Overflowing in Complete Knowledge at Corinth: Paul’s Message Concerning Idol Food.”

Interpretation: A Journal of Bible and Theology 72, no. 1 (2018): 17-28. doi: 10.1177/0020964317731326.

Nguyen, Anh-Dung, Jeffrey B. Taylor, Taylor G. Wimbish, Jennifer L. Keith, and Kevin R. Ford. “Preferred Hip Strategy During Landing Reduces Knee Abduction Moment in Female Collegiate Soccer Players.” Journal of Sport Rehabilitation 24 (2017): 1-18. doi: 10.1123/jsr.2016-0026.

FALL 2018 |

43

| the lighted lamp

Nielsen, Sarah K. “Posture and Social Problem Solving, Self-Esteem, and Optimism.” International Journal of Psychological Studies 9, no. 4 (2017): 44-52. doi: 10.5539/ijps.v9n4p44.

Bailey, Katie E., Susan E. Lad, and James D. Pampush. “Functional Morphology of the Douc Langur (Pygathrix) Scapula.” American Journal of Primatology 79, no. 6 (2017): doi: 10.1002/ajp.22646.

Spradley, Jackson P., James D. Pampush, Paul E. Morse, and Richard F. Kay. “Smooth Operator: The Effects of Different 3D Mesh Retriangulation Protocols on the Computing of Dirichlet Normal Energy.” American Journal of Physical Anthropology, 163 no. 1 (2017): 94-109. doi: 10.1002/ajpa.23188.

Ratcliff, Amanda Jo, Josh McCarty, and Matt Ritter. “Religion and New Media: A Uses and Gratifications Approach.”

Journal of Media and Religion 16, no. 1 (2017): 15-26. doi: 10.1080/15348423.2017.1274589.

Ritter, Matt. “This is Not a Test: The Role of Group Inhibition in the Presentation of Tornado Warnings.” Electronic News, 11 no.1, (2017): 20-38. doi: 10.1177/1931243116672259.

Sahagun, Miguel, and Arturo Z. Vasquez-Parraga. “How Do Consumers Adopt Imported Products in an Era of Product Overcrowding?” Theoretical Economics Letters 7, no. 07 (2017): 2019-2039. doi:10.4236/tel.2017.77137.

Schneid, Frederick C. “Francia Desgarrada: Consecuencias Tras la Batalla de Sedán (France Torn: The Consequences after the Battle of Sedan).” Desperta Ferro: Historia Militar a del Mundo Moderna 28 (2017): 6-12.

Schweitzer, Leah. “The De-Centered Writing Center: Embracing a Space that is Nowhere and Everywhere.”

Communication Center Journal 3, no. 1 (2017): 147-156.

Segarra, Verónica A., MariaElena Zavala, and Latanya Hammonds-Odie. “Applied Theatre Facilitates Dialogue about Career Challenges for Scientists.” Journal of Microbiology & Biology Education 18, no. 2 (2017). doi: 10.1128/ jmbe.v18i2.1242.

Segarra, Verónica A., Franklin Carrero-Martínez, and Erika Shugart. “The Minorities Affairs Committee of the American Society for Cell Biology—Fostering the Professional Development of Scientists from Underrepresented Minority Backgrounds.” CBE-Life Sciences Education 16, no. 2 (2017): le1. doi: 10.1187/cbe.16-10-0288.

Cole, Jessica, Amanda Ferguson, Verónica A. Segarra, and Susan Walsh. “Rolling Circle Mutagenesis of GST-mCherry to Understand Mutation, Gene Expression, and Regulation.” Journal of Microbiology & Biology Education 18, no. 1 (2017). doi: 10.1128/jmbe.v18i1.1201.

Setzler, Mark, and Alixandra B. Yanus. “Do Religious Voters Discriminate against Women Gubernatorial Candidates?”

Politics, Groups, and Identities (2017): 1-20. doi: 10.1080/21565503.2017.1358644.

Sherrill, Christina H. “Implementation and Impact of a Chronic Kidney Disease Elective for Second-Year Pharmacy Students.” Currents in Pharmacy Teaching and Learning 9, no. 2 (2017): 317-323. doi: 10.1016/j.cptl.2016.11.005.

the lighted lamp |

44

| highpoint.edu

Sherrill, Christina H., Jamie Cavanaugh, and Betsy Bryant Shilliday. “Patient Satisfaction of Medicare Annual Wellness Visits Administered by a Clinical Pharmacist Practitioner.” Journal of Managed Care & Specialty Pharmacy 23, no.

11 (2017): 1125-1129. doi: 10.18553/jmcp.2017.23.11.1125.

Simpson, George L. “Seeking Gandhi, Finding Khomeini: How America Failed to Understand the Nature of the Religious Opposition of Ayatollah Ruhollah Khomeini in the Iranian Revolution.” The Journal of the Middle East and Africa 8, no. 3 (2017): 233-255. 10.1080/21520844.2017.1368825.

Smith, Jordan R., Jeremy J. Frens, Cynthia B. Snider, and Kimberly C. Claeys. “Impact of a Pharmacist-Driven Care Package on Staphylococcus Aureus Bacteremia Management in a Large Community Healthcare Network: A Propensity Score-Matched, Quasi-Experimental Study.” Diagnostic Microbiology and Infectious Disease 90, no. 1 (2018): 50-54. doi: 10.1016/j.diagmicrobio.2017.10.001.

Yim, Juwon, Jordan R. Smith, Nivedita B. Singh, Seth Rice, Kyle Stamper, Cristina Garcia de la Maria, Arnold S. Bayer, Nagendra N. Mishra, José M. Miró, Truc T. Tran, Cesar A. Arias, Paul Sullam, and Michael J. Rybak. “Evaluation of Daptomycin Combinations with Cephalosporins or Gentamicin against Streptococcus Mitis Group Strains in an In Vitro Model of Simulated Endocardial Vegetations (SEVs).” Journal of Antimicrobial Chemotherapy 72, no. 8 (2017): 2290-2296. doi: 10.1093/jac/dkx130.

Stewart, Cassie L., Michelle S. Turner, Jeremy J. Frens, Cynthia B. Snider, and Jordan R. Smith. “Real-World Experience with Oritavancin Therapy in Invasive Gram-Positive Infections.” Infectious Diseases and Therapy 6, no. 2 (2017): 277-289. doi: 10.1007/s40121-017-0156-z.

Yim, Juwon, Jordan R. Smith, and Michael J. Rybak. “Role of Combination Antimicrobial Therapy for VancomycinResistant Enterococcus faecium Infections: Review of the Current Evidence.” Pharmacotherapy 37, no. 5 (2017): 579-592. doi: 10.1002/phar.1922.

Rolston, Kenneth VI, Weiqun Wang, Lior Nesher, Jordan R. Smith, Michael J. Rybak, and Randall A. Prince. “Time-Kill Determination of the Bactericidal Activity of Telavancin and Vancomycin against Clinical Methicillin-Resistant Staphylococcus Aureus Isolates from Cancer Patients.” Diagnostic Microbiology and Infectious Disease 87, no. 4 (2017): 338-342. doi: 10.1016/j.diagmicrobio.2016.12.010.

Hausenblas, Heather A., Katherine Schreiber, and James M. Smoliga. “Addiction to Exercise.” British Medical Journal 357 (2017): j1745. doi: 10.1136/bmj.j1745.

Zavorsky, Gerald S., and James M. Smoliga. “The Association between Cardiorespiratory Fitness and Pulmonary Diffusing Capacity.” Respiratory Physiology & Neurobiology 241 (2017): 28-35. doi: 10.1016/j.resp.2017.03.007.

Pritchard, N. Stewart, James M. Smoliga, Ahn-Dung Nguyen, Micah C. Branscomb, David R. Sinacore, Jeffrey B. Taylor, and Kevin R. Ford. “Reliability of Analysis of the Bone Mineral Density of the Second and Fifth Metatarsals Using Dual-Energy X-Ray Absorptiometry (DXA).” Journal of Foot and Ankle Research 10, no. 52 (2017): 52. doi: 10.1186/s13047-017-0234-1.

Smoliga, James M., and Gerald S. Zavorsky. “Team Logo Predicts Concussion Risk: Lessons in Protecting a Vulnerable Sports Community from Misconceived, but Highly Publicized Epidemiologic Research.” Epidemiology 28, no. 5 (2017): 753-757. doi: 10.1097/EDE.0000000000000694.

Schnuck Jamie K., Lacey M. Gould, Hailey A. Parry, Michele A. Johnson, Nicholas P. Gannon, Kyle L. Sunderland, and Roger A. Vaughan. “Metabolic Effects of Physiological Levels of Caffeine in Myotubes.” Journal of Physiology and Biochemistry 74, no. 1 (2017): 35-45. doi:10.1007/s13105-017-0601-1.

Taylor, Jeffrey B., Kevin R. Ford, Randy J. Schmitz, Scott E. Ross, Terry A. Ackerman, and Sandra J. Shultz. “A 6-Week Warm-Up Injury Prevention Programme Results in Minimal Biomechanical Changes During Jump Landings: A Randomized Controlled Trial.” Knee Surgery, Sports Traumatology, Arthroscopy (2018): 1-10. doi: 10.1007/s00167018-4835-4.

FALL 2018 |

45

| the lighted lamp

Taylor, Jeffrey B., Alexis A. Wright, Steven L. Dischiavi, M. Allison Townsend, and Adam R. Marmon. “Activity Demands During Multi-Directional Team Sports: A Systematic Review.” Sports Medicine 47, no. 12 (2017): 25332551. doi: 10.1007/s40279-017-0772-5.

Taylor, Jeffrey B., Kevin R. Ford, Randy J. Schmitz, Scott E. Ross, Terry A. Ackerman, and Sandra J. Shultz.

“Biomechanical Differences of Multidirectional Jump Landings Among Female Basketball and Soccer Players.”

Journal of Strength & Conditioning Research 31, no. 11 (2017): 3034-3045. doi: 10.1519/JSC.0000000000001785.

Taylor, Jeffrey B., Anh-Dung Nguyen, Janet R. Griffin, and Kevin R. Ford. “Effects of Turf and Cleat Footwear on Plantar Load Distributions in Adolescent American Football Players during Resisted Pushing.” Sports Biomechanics 17, no. 2 (2017): 227-237. doi: 10.1080/14763141.2016.1271448.

Trauth, Erin. “Technologized Talk: Wearable Technologies, Patient Agency, and Medical Communication in Healthcare Settings,” International Journal of Sociotechnology and Knowledge Development 10, no. 1 (2018). https://www. igi-global.com/journal/international-journal-sociotechnology-knowledge-development/1108.

Post, Eric G., Stephanie M. Trigsted, Jeremy W. Riekena, Scott J. Hetzel, Timothy A. McGuine, M. Alison Brooks, David R. Bell. “The Association of Sport Specialization and Training Volume with Injury History in Youth Athletes.”

American Journal of Sports Medicine 45, no. 6 (2017): 1405-1412. doi: 10.1177/0363546517690848.

Post, Eric G., David R. Bell, Stephanie M. Trigsted, Adam Y. Pfaller, Scott B. Hetzel, M. Alison Brooks, and Timothy A. McGuine. “The Association of Volume, Club Sports, and Specialization with Injury History in Youth Athletes.”

Sports Health 9, no. 6 (2017): 518-523. doi: 10.1177/1941738117714160.

Miller, Madeline M., Jessica L. Trapp, Eric G. Post, Stephanie M. Trigsted, Timothy A. McGuine, M. Alison Brooks, and David R. Bell. “The Effects of Specialization and Sex on Anterior Y-Balance Performance in High School Athletes.”

Sports Health 9, no. 4 (2017): 375-382. doi: 10.1177/1941738117703400.

Post, Eric G., Stephanie M. Trigsted, Daniel A. Schaefer, Lisa A. Cadmus-Bertram, Andrew A. Watson, Timothy A. McGuine, M. Alison Brooks, and David R. Bell. “Knowledge, Attitudes, and Beliefs of Youth Sports Coaches Regarding Sport Volume Recommendations and Sport Specialization.” Journal of Strength and Conditioning Research (2018). doi: 10.1519/JSC.0000000000002529.

Bell, David R., Karin Pfeiffer, Lisa Cadmus-Bertram, Stephanie M. Trigsted, Adam Kelly, Eric G. Post, Dane Cook, Warren R. Dunn, Joseph A. Hart, and Christopher C. Kuenze. “Objectively Measured Physical Activity in Patients after ACL Reconstruction.” American Journal of Sports Medicine 45, no. 8 (2017): 1893-1900. doi: 10.1177/0363546517698940.

McGuine Timothy A., Eric G. Post, Scott J. Hetzel, M. Alison Brooks, Stephanie M. Trigsted, and David R. Bell. “A Prospective Study on the Effect of Sport Specialization on Lower Extremity Injury Rates in High School Athletes.”

American Journal of Sports Medicine 45, no. 12 (2017): 2706-2712. doi: 10.1177/0363546517710213.

Kuenze, Christopher M., Lisa A. Cadmus-Bertram, Karin A. Pfeiffer, Stephanie M. Trigsted, Dane Cook, Caroline Lisee, and David R. Bell. “Relationship between Physical Activity and Clinical Outcomes after ACL Reconstruction.”

Journal of Sport Rehabilitation (2018): 1-26. doi: 10.1123/jsr.2017-0186.

Bell, David R., Eric G. Post, Stephanie M. Trigsted, Daniel A. Schaefer, Timothy A. McGuine, and M. Alison Brooks.

“Sport Participation Characteristics between Rural and Suburban High School Athletes.” Orthopedic Journal of Sports Medicine 6, no. 1 (2018). doi: 10.1177/2325967117751386.

Paton, Chad M., Roger A. Vaughan, Ebru Alpergin, Fariba Assadi-Porter, and Michael K. Dowd. “Dihydrosterculic Acid from Cottonseed Oil Suppresses Desaturase Activity and Improves Liver Metabolomic Profiles of High-Fat-Fed Mice.” Nutrition Research 45, (2017): 52-62. doi: 10.1016/j.nutres.2017.06.008. the lighted lamp |

46

| highpoint.edu

Jelinek, David, Hao Wei, Nicholas P. Gannon, Roger A. Vaughan, Joseph J. Castillo, L. John Horwood, F. John Meaney, Randi Garcia-Smith, Kristina A. Trujillo, Randall A. Heidenreich, David Meyre, Renee C. LeBoeuf, Robert A. Orlando, and William S. Garver. “The Niemann-Pick C1 Gene Interacts with a High-Fat Diet to Promote Weight Gain Through Differential Regulation of Central Energy Metabolism Pathways.” American Journal of PhysiologyEndocrinology and Metabolism 313, no. 2 (2017): E183-E194. doi: 10.1152/ajpendo.00369.2016.

Vess, Sarah F., Leslie M. Cavendish, and Kirsten T. Li-Barber. “Pre-service Teachers in an After School Program: Increasing Understanding of Students, Communities, and Teaching.” Teaching Education (2017): 1-10. doi: 10.1080/10476210.2017.1404977.

Vess Sarah F., John C. Begeny, Kate E. Norwalk, and Robyn N. Ankney. “Tier 2 Reading Fluency Interventions with Middle School Students: A Comparison of the HELPS-SG Program and a Teacher-Directed Evidence-Based Intervention.” Journal of Applied School Psychology (2018): 1-22. doi: 10.1080/15377903.2018.1443985.

Vigueira, Cynthia C., Xinshuai Qi, Beng-Kah Song, Lin-Feng Li, Ana L. Caicedo, Yulin Jia, and Kenneth M. Olsen. “Call of the Wild Rice: Oryza rufipogon Shapes Weedy Rice Evolution in Southeast Asia.” Evolutionary Applications (2017): 1-12. doi:10.1111/eva.12581.

Kanapeckas, Kimberly L., Te-Ming Tseng, Cynthia C. Vigueira, Aida Ortiz, William C. Bridges, Nilda R. Burgos, Albert J. Fischer, and Amy L. Lawton-Rauh. “Contrasting Patterns of Variation in Weedy Traits and Unique Crop Features in Divergent Populations of US Weedy Rice (Oryza sativa sp.) in Arkansas and California.” Pest Management Science (2018): 1-12. doi:10.1002/ps.4820.

Campbell, Joshua W., Cynthia C. Vigueira, Patrick A. Vigueira, John E. Hartgerink, and Cathryn H. Greenberg. “The Use of Root Plates for Nesting Sites by Anthophora abrupta May be Common within Forested Habitats.” Florida Entomologist 100, no. 2 (2017): 488-490. doi: 10.1653/024.100.0214.

Vigueira, Patrick A., Kyle S. McCommis, Wesley T. Hodges, George G. Schweitzer, Serena L. Cole, Lalita Oonthonpan, Eric B. Taylor, William G. McDonald, Rolf F. Kletzien, Jerry R. Colca, and Brian N. Finck. “The Beneficial Metabolic Effects of Insulin Sensitizers are Not Attenuated by Mitochondrial Pyruvate Carrier 2 Hypomorphism.”

Experimental Physiology 102, no. 8 (2017): 985-999. doi: 10.1113/EP086380.

Walker, Allison Smith, “I Hear What You’re Saying: The Power of Screencasts in Peer-to-Peer Review.” Journal of Writing Analytics 1 (2017): 356-391. https://journals.colostate.edu/analytics/article/view/108/89.

Watkins, Elyse, Audrey Hellams, and Christina Saldanha. “Caring for a Patient with First Trimester Bleeding.”

Journal of the American Academy of Physician Assistants, 30, no. 6 (2017): 15-20. doi: 10.1097/01 JAA.0000516341.64222.81.

Watkins, Elyse and James Guerrini. “Procalcitonin-Guided Treatment of Lower Respiratory Tract Infections.” Journal of the American Academy of Physician Assistants 31, no. 1 (2018): 50–52. doi: 10.1097/01.JAA.0000527711.69310.ae.

FALL 2018 |

47

| the lighted lamp

Kulas, Anthony S., Randy J. Schmitz, Sandra J. Shultz, Justin P. Waxman, Hsin-Min Wang, Robert A. Kraft, and Heath Partington. “Bilateral Quadriceps and Hamstrings Muscle Asymmetries in Healthy Individuals.” Journal of Orthopedic Research 36, no. 3 (2018): 963-970. doi: 10.1002/jor.23664.

Waxman, Justin P., Kevin R. Ford, Anh-Dung Nguyen, and Jeffrey B. Taylor. “Female Athletes with Varying Levels of Vertical Stiffness Display Kinematic and Kinetic Differences during Single-Leg Hopping.” Journal of Applied Biomechanics 34, no. 1 (2018): 65-75. doi: 10.1123/jab.2017-0144.

Schmitz, Randy J., Anthony S. Kulas, Sandra J. Shultz, Justin P. Waxman, Hsin-Min Wang, and Robert A. Kraft.

“Relationships of Hamstring Muscle Volumes to Lateral Tibial Slope.” The Knee 24, no. 6 (2017): 1335-1341. doi: 10.1016/j.knee.2017.09.006.

Schachter, Judith and Chelsea Wentworth. “The Dynamics of Mobility: New Perspectives on Child Circulation in the Pacific.” The Asia Pacific Journal of Anthropology 18, no. 4 (2017): 289-304. doi: 10.1080/14442213.2017.1348388.

Wentworth, Chelsea. “Good Food, Bad Food, and White Rice: Understanding Child Feeding Using Visual-Narrative Elicitation.” Medical Anthropology 36, no. 6 (2017): 602-614. doi: 10.1080/01459740.2017.1336621.

Wentworth, Chelsea. “Hidden Circuits of Communal Childrearing: Nutritional Challenges Resulting from the Circulation of Children in Vanuatu.” The Asia Pacific Journal of Anthropology 18, no. 4 (2017): 323-338. doi: 10.1080/14442213.2017.1349832.

Vera Mironova and Sam Whitt (2017) “International Peacekeeping and Positive Peace: Evidence from Kosovo.” The Journal of Conflict Resolution 61, no. 10 (2017): 2074-2104. doi: 10.1177/0022002715604886.

Cook, Chad E., Neil E. O’Connell, Toby Hall, Steven Z. George, Gwendolen Jull, Alexis A. Wright, Enrique Lluch Girbés, Jeremy Lewis, and Mark Hancock. “Benefits and Threats to Using Social Media for Presenting and Implementing Evidence.” Journal of Orthopaedic & Sports Physical Therapy 48, no. 1 (2018): 3-7. doi:10.2519/jospt.2018.0601.

Wright, Alexis A., Eric J. Hegedus, Daniel T. Tarara, Samantha C. Ray, and Steven L. Dischiavi. “Exercise Prescription for Overhead Athletes with Shoulder Pathology: A Systematic Review with Best Evidence Synthesis.” British Journal of Sports Medicine 52, no. 4 (2018): 231-237. doi: 10.1136/bjsports-2016-096915.

Riley, Sean P., Vincent Tafuto, Mark Cote, Jean-Michel Brismée, Alexis Wright, and Chad Cook. “Reliability And Relationship of the Fear-Avoidance Beliefs Questionnaire with the Shoulder Pain and Disability Index and Numeric Pain Rating Scale in Patients with Shoulder Pain.”Physiotherapy Theory and Practice (2018): 1-7. doi: 10.1080/09593985.2018.1453004.

Yanus, Alixandra B., and Mark Setzler. “Evangelical Protestantism and Bias against Female Political Leaders.” Social

the lighted lamp |

48

| highpoint.edu

Science Quarterly 98, no. 2 (2017): 766-778. doi: 10.1111/ssqu.12315.

Yanus, Alixandra B., Adam S. Chamberlain, and Nicholas L. Pyeatt. “From Reconstruction to Reform: The Interest Group State, 1880-1900.” Social Science History 41, no. 4 (2017): 705-730. doi: 10.1017/ssh.2017.28.

Yanus, Alixandra B., and Virginia H. Gray. “Policy Content on the U.S. Supreme Court’s Agenda: A View from the States.” Justice System Journal 38, no. 3 (2017): 277-289. doi: 10.1080/0098261X.2017.1278731.

BOOK CHAPTERS Bauer, Angela C. and Aeron Haynie. “How do You Foster Deeper Disciplinary Learning with the ‘Flipped’ Classroom?”

In Big Picture Pedagogy, edited by R.A.R. Gurung and D. Voelker, 31-44. San Fransisco: Jossey-Bass,Wiley, 2017.

Biaett, Vern. “Festivity, Play, Well-Being…Historical and Rhetorical Relationships: Implications for Communities.” In Handbook of Community Well-Being Research, edited by Rhonda Phillips and Cecilia Wong, 189-198. Dordrecht, Netherlands: Springer, 2017.

Biaett, Vern, and Jenny Lukow. “The High Point Furniture Market: A Dilemma of Eventful Placemaking.” In Exhibitions, Trade Fairs and Industrial Events, edited by Warwick Frost and Jennifer Laing, 39-50. New York: Routledge, 2017.

Blosser, Allison. “Considerations for Addressing Diversity in Christian Schools.” In Family and Community Engagement in Faith-based Schools, edited by Diana B Hiatt-Michael, 33-55. Charlotte, NC: Information Age Publishing, Inc., 2017.

Whaley, Natalie and Jenn Brandt. “Claiming the Abortion Narrative: A Qualitative Exploration of Mainstream and Social Media Reflections on Abortion.” In Global Perspectives on Women’s Sexual and Reproductive Health across the Lifecourse, edited by Shonali Choudhury, Jennifer Toller Erausquin, and Mellissa Withers, 159-171. New York: Springer, 2017.

Graeber, John. “Citizenship in the Shadow of the Euro Crisis: Explaining Changing Patterns in Naturalization among Intra-EU Migrants.” In The Global Economic Crisis and Migration, edited by Christof Roos and Natascha Zaun, 92-114. New York: Routledge, 2017.

Hall, Stefan. “Franchising Empire: Parker Bros., Atari, and the Rise of LucasArts.” In Star Wars and the History of Transmedia Storytelling, edited by Dan Hassler-Forest & Sean Guynes, 87-99. Amsterdam, Netherlands: Amsterdam University Press, 2017.

Isaksen, Judy L. “Relishing in the Contradictions: The Intentionality of Black-ish.” In Locating Queerness in the Media, edited by Jane Campbell and Theresa Carilli, 39-51. Lanham, MD: Lexington Books, 2017.

Druckman, James N., Martin J. Kifer, and Michael Parkin. “Consistent and Cautious: Online Congressional Campaigning in the Context of the 2016 Presidential Election.” In The Internet and the 2016 Presidential Campaign, edited by Jody Baumgartner and Terri Towner, 3-24. Lanham, MD: Lexington, 2017.

Zuyekas, Samuel H., Zuvekas, Earle Buddy Lingle, Ardis Hanson, and Bruce Lubotsky Levin, “Financing and Insurance.” In Introduction to Public Health in Pharmacy, edited by Bruce Levin et al., 194-216. New York: Oxford University Press, 2018.

FALL 2018 |

49

| the lighted lamp

Middleton, Holly. “Pedagogies of Interdependence: Writing as Advocacy.” In Class in the Composition Classroom: Pedagogy and the Working Class, 178-88. Logan, Utah: Utah State University Press, 2017.

Peterson, Diana C. “Looping Circuits: Amygdalar Function and Interaction with Other Brain Regions.” In The Amygdala – Where Emotions Shape Perception, Learning and Memories, edited by Barbara Ferry, 63-83. Rijeka, Croatia: InTech Open, 2017.

Schneid, Frederick C. “Die französische Armee bei Roßbach,” (The French Army at Rossbach). In Die Schlacht bei Roßbach. Akteure - Verlauf - Nachwirkung (=Beiträge zur Geschichte des Militärs in Sachsen 2), edited by Alexander Querengässer, 79-121. Berlin: Zeughaus Verlag, 2017.

Schneid, Frederick C. “Victory.” In 30-Second Napoleon: The 50 Fundamentals of His Life, Strategies, and Legacy, Each Explained in Half a Minute, edited by Charles Esdaile, 70-89. Brighton: Ivy Press, 2017.

Rundell, Kenneth W., James M. Smoliga, and Pnina Weiss. “Pulmonary Disorders and Conditions.” In NSCA’s Essentials of Training Special Populations, edited by Patrick L. Jacobs, 145-179. Champaign, IL: Human Kinetics, 2017.

Walker, Allison Smith and Georgeanna Sellers, “I See What You Mean: Using Data Visualization to Inspire Action Across Diverse Curricula.” In Visual Imagery, Metadata, and Multimodal Literacies across the Curriculum, edited by Anita August, 145-181. IGI Global, 2018.

CREATIVE WORKS Written Cadeau, Charmaine. “Handling Poetry, Hearing Pottery: M.C. Richards and Black Mountain College,” Appalachian Journal 44, nos. 3-4 (2018).

Cadeau, Charmaine. mirror/mirror. Artist’s book, Penland School of Crafts, 2017.

Fiander, Matthew. “Collarbones.” South Dakota Review 53, nos. 3-4 (2018): 99-107.

Fiander, Matthew. “The Disaster March.” The Massachusetts Review 58, no. 4 (2018): 758-766.

Fiander, Matthew. “The Laundromat.” Fiction Southeast. Feb. 5, 2018. https://fictionsoutheast.com/the-laundromat/ Fiander, Matthew. “Paul Kingman’s Goal-line Stand.” Prime Number Magazine. April 1, 2017. http://www. primenumbermagazine.com/Issue107_Fiander.html

the lighted lamp |

50

| highpoint.edu

Performance MacLeod, Scott R. “Independence Day Tour” (featured soloist and narrator). North Carolina Symphony. 2017.

MacLeod, Scott R. “Toe Tapping Pops” (featured soloist and narrator). North Carolina Symphony. 2017.

MacLeod, Scott R. “Fox8/Old Dominion Holiday Concert” (featured soloist). Winston-Salem Symphony. 2017.

MacLeod, Scott R. Pangle and Monroe in “Cold Mountain,” by Jennifer Higdon. North Carolina Opera. 2017.

MacLeod, Scott R. “The Polar Express,” by Rob Kapilow. North Carolina Symphony. 2017.

MacLeod, Scott R. “L’Orfeo,” by Claudio Monteverdi (director and conductor). Shaoguan University, Guongdong Province, China. 2017.

MacLeod, Scott R. “Keeping Things Whole: The Music of J. Mark Scearce.” Obecní dům, Prague, Czech Republic. 2017.

MacLeod, Scott R. Marullo in “Rigoletto” by Giuseppe Verdi. North Carolina Opera. 2018.

Paul, Jacob. “Heavy Rotation”(as writer and performer in collaboration with Javier Alvarez, Blakeney Bullock, and Liz Simmons). Ladyfest Dance Festival, Charlotte, NC. Juried. January, 2018.

Paul, Jacob. “Goodbye Letter”(as writer and performer in collaboration with Javier Alvarez, Blakeney Bullock, and Noe Contreras). For the Hispanic League at the Wherehouse, Winston-Salem, NC. Invited. November, 2017.

Visual (Exhibitions) Brown, Mark E. Call & Response (ten works exhibited). Spiers Gallery, Brevard College, Brevard, NC. Invited. 2018.

Brown, Mark E. Valdosta National Exhibition (two works selected). Valdosta State University, Valdosta, GA. Juror: Linda Hall, multimedia artist and professor Florida State University. 2018. Jurors Award.

Brown, Mark E. yin. Columbus College of Art and Design, Columbus OH. Juror: Tyler Cann, Curator, Columbus Museum of Art. 2017.

Lambert, B. (Director). Do the Scrub [Video]. Arlington, VA: PBS Digital Studios. Juried screening: University Film & Video Conference, Los Angeles, CA. August 2017. https://youtu.be/yrxzlK7DFNE Lambert, B. (Director). Do the Scrub [Video]. Arlington, VA: PBS Digital Studios. Juried screening: Ottawa International Animation Festival, Ottawa, ON, Canada. September 2017. https://youtu.be/yrxzlK7DFNE Lambert, B. (Director). Do the Scrub [Video]. Arlington, VA: PBS Digital Studios. Juried screening: Cucalorus Film Festival, Wilmington, NC. November 2017. https://youtu.be/yrxzlK7DFNE Raynor, S. Call & Response (ten works exhibited). Spiers Gallery, Brevard College, Brevard, NC. Invited. 2018.

Raynor, S. Studio Interior with Homer. 7th Annual Armstrong National 2-D Exhibition, Savannah, Georgia. Juror Jason John. January 2018 Raynor, S. Sunny Art Centre International Art Prize (three works selected). Shortlisted. Sunny Art Centre, London, UK. Jurors: Glynis Owen, Caroline List, Mario Rossi, Jocelyn Burton, Yemyungji, Tim Andrews, Fan Yaokai, Wu Xiaohai, Zhao Jun, Pedro Ip, Chu Weiming. September 2017.

Shores, Bruce, Downtown Mocksville, MFA Circle Gallery, Annapolis, MD. Juror: Dr. Roger Dunn, Professor Emeritus, Dept. of Art and Art History at Bridgewater State University in Massachusetts. 2017.

FALL 2018 |

51

| the lighted lamp

Shores, Bruce. Horse Fragments (one-person show, 18 sculptures exhibited). The Artery Gallery, Greensboro, North Carolina. Invited. April 2017.

Shores, Bruce. Yorkshire Dales, Main Street Arts, Clifton Springs, NY. Juror: Cory E. Card, nationally exhibited artist. 2017.

VanWinkle, Benita. New York State of Mind. A. Smith Galllery, Johnson City, TX. Juror: Traer Scott, award winning fine art and commercial photographer and author. 2017.

VanWinkle, Benita. Solo Parisian Paperhanger, 5/2017, Second place award. Jadite Gallery, New York City, NY. Juror: Ailine Smithson, internationally renowned artist and writer. 2018.

VanWinkle, Benita. Walterboro Drive-In, Walterboro, SC 5-2012. Atlanta Photography Group, Atlanta, GA. Juror: Alan Rothschild, founder of “The Do Good Fund� a non-profit museum collection of Southern Photography. 2017.

VanWinkle, Benita. Winter Sunrise. A. Smith Gallery, Johnson City, TX. Jurors: Karen Divine, Amanda Smith, Melanie Walker, Petra Perkins and Kevin Tully. 2018.

the lighted lamp | | 5252 | highpoint.edu | highpoint.edu

FALL 2018 |

53

| the lighted lamp

the lighted lamp |

54

| highpoint.edu

FALL 2018 |

55

| the lighted lamp

Department

ONE UNIVERSITY PARKWAY High point, North carolina 27268 highpoint.edu

Nonprofit Org U.S. Postage PAID High Point, NC Permit #95