ETSU - Illuminated - Fall 2022

The East Tennessee State University Graduate School is proud to present , a magazine that showcases the excellent work of our graduate students and their faculty advisors. There are over 2,400 students enrolled in graduate programs at ETSU. presents some of our students’ research and creative works that make meaningful contributions to various disciplines, and contribute to our strong graduate programs. features research and creative projects that are currently happening on campus, and provides updates on alumni of ETSU graduate programs.

Sharon James McGee, PhD Dean

Scott Kirkby, PhD Associate Dean Karin Bartoszuk, PhD Associate Dean

EDITORIAL STAFF

EDITOR

Dr. Karin Bartoszuk Associate Dean, Graduate School

WRITER

Marten Baur Sport Science & Coach Education, MS

DESIGN PHOTOGRAPHY

Emily Redd, MFA Publications and Special Projects Coordinator, Graduate School

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FROM THE GRADUATE SCHOOL

Smoothing out the “Wrinkles” in Plant Oil Biosynthesis: How Gene Expression of Wrinkled2 can Increase Production and Improve Health Qualities of PlantDerived Oils, Jyoti Behera, PhD, Biomedical Sciences

Where are They Now? Featuring: Andrew Demczuk

Club vs. Country: Are Portuguese American Soccer Fans More Loyal to their Club Team or their National Team?, David Antunes, EdD, Global Sports Leadership

Where are They Now? Featuring: Monique Richard

Eavesdropping on Plant Communication: Tracking the Movement of Phytosulfokines Stress Signals in Plants, Bernard Abakah, MS, Chemistry

Where are They Now? Featuring: Paul Archie

Assessing the State of Substance Use Treatment among Youth and Adults in the United States, Esther Adeniran, DrPH, Public Health

Where are They Now? Featuring: Lindsay Hagar

Susannah and Cold Mountain: Examining the Portrayal of Appalachian Culture in Opera, Savannah Bennett, MA, Appalachian Studies

Where are They Now? Featuring: Melody Edmonds

Where are They Now? Featuring: Sharon Bigger

Where are They Now? Featuring: Willie Thomas

Where are They Now? Featuring: Zachary Miller

Where are They Now? Featuring: Lauren Lyon

Where are They Now? Featuring: Brittany Sparks

Where are They Now? Featuring: Joseph Kusi

Where are They Now? Featuring: Sundeep Venkatesan

GRADUATE STUDENTS & ADVISORS

Are you excited about your research and would like to share your hypothesis or findings?

YOU MIGHT BE A PERFECT FIT FOR ILLUMINATED.

There is more than one way to get into the next issue of the magazine!

For current graduate students and their advisors:

Are you or one of your graduate students working on a culminating experience (e.g., thesis, dissertation, capstone)? Your research could receive additional exposure through Illuminated magazine and help educate the rest of the campus about your department and program. This is a unique opportunity to get your work recognized!

For current graduate students and their advisors:

Did you or one of your students get into an excellent doctoral program or get an excellent position? We want to hear about it! Share your story in the “Where Are They Going?” section.

Smoothing out the “Wrinkles” in Plant Oil Biosynthesis: How Gene Expression of Wrinkled2 can Increase Production and Improve Health Qualities of Plant-Derived Oils

Jyoti Behera Biomedical Sciences, PhD Concentration in Biochemistry

Dr. Aruna Kilaru Faculty Advisor

Written by Marten Baur

Avocado oil is a popular cooking oil due to its heart-healthy fatty acid profile, high smoke point, and rich, nutty flavor. The heart-healthy fatty acid found in avocados is termed monounsaturated fat, and it is associated with decreased LDL (bad) cholesterol and increased HDL (good) cholesterol. Avocados are a highly water-intensive crop, and as the climate continues to change and consumption of this hearthealthy fruit increases, the sustainability of avocado production is questioned. In addition, with rising food scarcity triggered by COVID-19 and the ongoing war in Ukraine, researchers are pushed to find ways to improve accessibility to healthy, nutrient-rich foods. Here at ETSU, doctoral candidate Jyoti Behera and his advisor Dr. Aruna Kilaru have received a grant from the U.S. Department of Agriculture to develop methods to increase heart-healthy oil production in plants. This research feature highlights how Jyoti’s work with a gene called “Wrinkled2” found in avocado plants can increase

production and improve health qualities of oils produced in plant systems.

Jyoti came to ETSU after graduating with an integrated bachelor’s and master’s degree in biological sciences from a premier institute called the National Institute of Science Education and Research (NISER) in Jatani, Odisha, India. After graduating from NISER, Jyoti joined Bhabha Atomic Research Centre (BARC), India’s premier nuclear research facility. After just one month at BARC, Jyoti left his program to follow his passion for research in the fundamental

sciences. Jyoti’s path led to ETSU where he is pursuing his PhD in biomedical sciences with a concentration in biochemistry. Jyoti learned of ETSU from his current advisor, Dr. Kilaru, who visited NISER to give a seminar while on sabbatical. Recognizing Jyoti’s potential, Dr. Kilaru invited him to join her lab in the department of biological sciences at ETSU.

Jyoti and Dr. Kilaru’s research aims to determine the factors that produce and regulate production of healthy, monounsaturated oils in plant systems. In previous research, Jyoti and Dr.

Photo by Marco Verch under Creative Commons

Jyoti and Dr. Kilaru have identified a “master switch” in oil production - a gene known as Wrinkled2 - responsible for turning on and off the production of heart-healthy monounsaturated fatty acids in avocado plants.

Kilaru have identified a “master switch” in oil production—a gene known as Wrinkled2—responsible for turning on and off the production of heart-healthy monounsaturated fatty acids in avocado plants. Recently, they discovered that this gene also works in other plant systems such as Nicotiana benthamiana, a close relative to the tobacco plant. This finding is significant because a leaf system such as benthamiana typically does not produce storage oil more than what is needed to maintain cellular membranes.

Jyoti’s work expressing Wrinkled2 in benthamiana serves as the foundation of his dissertation. Jyoti hypothesized that if Wrinkled2 from avocado acts as a master switch to regulate oil biosynthesis, he will observe increased oil production within the leaves of benthamiana. To insert the Wrinkled2 gene into benthamiana, Jyoti first inserts the Wrinkled2 gene into a plasmid to create a bacterial expression system. A plasmid is a circular strand of DNA found in bacteria. Once Wrinkled2 is placed onto the plasmid, Jyoti takes advantage of a natural plant pathogen called Agrobacterium to bring the plasmid into the cells of benthamiana. This bacterium typically infects plants with its DNA; however, after being altered to carry the plasmid containing the Wrinkled2 gene, Agrobacterium instead infects plants with the Wrinkled2 gene from avocado! Benthamiana now contains the

same master switch for oil production as an avocado plant. After giving the benthamiana time to produce oil, Jyoti uses a fluorescent dye to visualize the lipid droplet accumulation in the leaf cells. Next, Jyoti extracts the oil and runs the sample through a gas chromatographer to identify the type of lipid produced. By following this process, Jyoti successfully determined that the Wrinkled2 gene from avocado turns on oil production in the benthamiana leaf system. Jyoti’s results from this work were published in part in Frontiers in Plant Science in 2021, and an additional paper is currently in review.

Now that Jyoti knows Wrinkled2 from avocado can turn on oil production in other plant systems, he faces a new question: How does Wrinkled2 accomplish this? Jyoti is seeking the answers to three new research questions to understand the functions of Wrinkled2: (1) What genes does Wrinkled2 activate in plant oil biosynthesis, (2) how can the Wrinkled2 protein structure be altered to induce more oil synthesis in plant systems, and (3) if Wrinkled2 is combined with other enzymes shown to increase oil production, will there be a synergistic increase in oil production?

To find the answers to these questions, Jyoti relies on his previous work involving computational modeling of the Wrinkled2 protein. Jyoti has identified 45 different

Benthamiana leaves infiltrated with Agrobacterium

Extracted Lipid 1

Oil droplets in green with chloroplasts in red in benth leaves

Jyoti Behera

genes that are active in the oil biosynthesis pathways in plants. When comparing Wrinkled2 in avocado to Wrinkled2 found in Arabidopsis thaliana (a small flowering plant), Jyoti discovered differences between the different Wrinkled2 proteins. These differences may provide clues into the evolution of ‘switches’ that regulate oil production and explain why the two plants differ in their oil content and composition. Jyoti’s studies are key to understanding exactly which oil biosynthesis genes are activated by Wrinkled2 in avocado.

Taking the knowledge he gained from computational modeling, Jyoti again inserts avocado Wrinkled2 into benthamiana to turn on oil production.

He then extracts the RNA from the leaves of benthamiana and uses a method called quantitative reverse transcriptase polymerase chain reaction (qRT-PCR) to identify which genes are turned on by avocado Wrinkled2. Of the 45 analyzed genes, Jyoti found that several of the genes are activated by Wrinkled2 from avocado. Before making any conclusions, Jyoti must validate his work by repeating this process several times.

Jyoti’s work provides insights into which genes lead to the production of hearthealthy monounsaturated fats and the genes that upregulate oil production. The implications of Jyoti’s work are vast, as this information can be applied to several other plant systems. Hypothetically, waterintensive avocado plants could be replaced with a less water-intensive crop containing the Wrinkled2 gene from avocado, which would allow the crop to produce hearthealthy monounsaturated fats in high quantity. This may reduce irrigation needs in arid and semi-arid climates and improve access to food.

Prior to Jyoti and Dr. Kilaru’s findings, plant oil biosynthesis research focused on a master switch called Wrinkled1. With Jyoti and Dr. Kilaru’s discoveries of Wrinkled2, scientists now have access to another tool to increase oil quantity and quality

in other plant systems. Jyoti is proud to contribute to this field of research, and he has presented his work at 15 seminars including the Plant Biology Worldwide Summit, organized by the American Society of Plant Biologists (ASPB), and the International Phytochemical Society of North America during his four years as a PhD student. “It was very exciting to be the first person to identify these special features in Wrinkled2,” expressed Jyoti.

Jyoti wishes to continue his research in food production at a postdoctoral position after graduating from ETSU. His time under Dr. Kilaru’s mentorship has allowed him to grow as a researcher, presenter, and writer. “Dr. Kilaru filled me with confidence and inspired me to think outside the box,” explained Jyoti. As the climate continues to change and the world’s population continues to grow, access to nutritious food is an everpresent problem. Researchers must take Dr. Kilaru’s advice and think outside of the box to address this complicated issue. Thanks to Jyoti and Dr. Kilaru’s discoveries with Wrinkled2, scientists now have another strategy that may improve access to nutritious foods.

Jyoti Behera behera@etsu.edu

Behera won first place at the 2022 ASPB Hackathon

Behera with other ASPB Hackathon participants

Left, Jyoti Behera, Right, Dr. Aruna Kilaru

Left, Jyoti Behera, Right, Dr. Aruna Kilaru

WHERE ARE THEY NOW?

Andrew Demczuk

Master of Arts in English, Department of Literature and Language Year of Graduation: 2022

Why did you choose ETSU for your education?

After living in France for 7 years, I returned home with a bachelor’s in creative writing and tons of stories to tell. I applied to the Master of Arts in English program at ETSU because I wanted to learn more about literature and really get a chance to live with stories, poems, and plays; and I wanted to be immersed in books for two years. It sounded like a challenge that would inform my art and writing for the rest of my life, and after having gone through the rigor, I can say that the program has exceeded my expectations.

What is your current position and/or research?

I am currently a first year MFA-Studio Arts graduate assistant in the College of Design, Architecture, Art, and Planning (DAAP) at the University of Cincinnati, Ohio.

What does this position/research entail?

My research is centered around both practice and academic writing. My fields of interest include intuitive drawing, ambient rhetoric, spatial theory, templates, sound design, and hauntology.

How did your time at ETSU prepare you for this career?

My first classes were cutting-edge. They were taught by some of the best professors I had ever met. My classes led me to experiencing Elizabethan theater, French World War Two literature, and 1920s European modernism through new critical

and philosophical lenses that helped me achieve a deeper and more profound understanding of art’s effects in society. All these classes helped me frame my academic writing, fiction and nonfiction writing, poetry, and conceptual art.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

My GA experience was remarkable. Among the many skills I gained, one of the most memorable was when I conducted research for Dr. Joshua Reid on Dali’s illustrations of Dante’s Inferno! I was also a TA for Dr. Holtmeier’s film class where I got to see the history of film unfold throughout the semester through illuminating discussions and film examples. Finally, during my second year, I taught two classes each semester of English 101 and 102. I am so grateful for having that opportunity. My students have taught me just as much as the classes I took.

What advice would you offer to current or future graduate students?

The best advice I received was from my thesis advisor Dr. Holtmeier when I was stressing about our final comprehensive exams. He just said, “have fun” and at first that seemed all too easy to say, but when I sat down to take the exam amongst the million other things I had going in my life, it worked: “Hey, Andy this is fun. You are having fun.”

Club Vs. Country: Are Portuguese American Soccer Fans More Loyal to their Club Team or their National Team?

David Antunes Global Sports Leadership, EdD

Dr. Brian Johnston Faculty Advisor

Written by Marten Baur

Soccer is the most popular sport in Portugal with millions of fans attending games every season. There are three prominent club teams in Portugal: Benfica, Sporting, and Porto. In addition to the three club teams is the Portuguese national team, which is composed of the best players in Portugal. While most Portuguese fans typically support both the Portuguese national team and one of the three major club teams, split loyalty has many fans prioritizing their club team over their national team or vice versa. The ever-present question in soccer is: Are people more loyal to their national team or their club team?

In this Illuminated research feature, David Antunes, an EdD graduate from ETSU’s Global Sport Leadership program, investigates whether Portuguese Americans are more loyal to their club team or the Portuguese national team.

David Antunes, a second-generation Portuguese American from Elizabeth, NJ, graduated with his bachelor’s degree in health and physical education from Montclair State University in Montclair, NJ. He then received his master’s degree in exercise science from Kean University in Union, NJ. David currently teaches health, physical education, drivers’ education, CPR, and water safety at Elizabeth High School in NJ. David sought out a doctorate degree because he wanted to expand his knowledge in athletics and learn more about sport administration. He came across ETSU’s Global Sport Leadership Program, which offers a combined domestic and international approach to sport leadership in a 100% online program. “ETSU’s Global Sport Leadership Program is completely different from what other Universities are offering,” explained David.

When deciding on a topic for his capstone project, David wanted to combine his two loves: soccer and the Portuguese culture. New Jersey is home to a thriving Portuguese community, where “you can go an entire day without hearing the English language,” said David. David also regularly attends the European championships and the World Cup to watch the best national soccer teams compete. David’s love for soccer and love for his heritage led him to asking, “Are soccer fans more loyal to their club team or to their national team?” In addition, David asked, “How does fan loyalty differ between first-and second-generation Portuguese Americans?”

David’s capstone project followed a quantitative, non-experimental research design that used the Attitudinal Loyalty to Team Scale (ALTS)—a previously developed survey with eight questions. Before distributing the survey, David first translated the survey into Portuguese to make it more accessible to first-generation Portuguese Americans. To distribute the survey, David sought the assistance of Portuguese cultural clubs in New Jersey. Members of these clubs consist of first- and second-generation Portuguese Americans who are avid soccer fans. The president of each club distributed David’s survey to the cultural club members. David’s final sample size was 70 participants (45 second-generation, 25 first-generation).

Left, David Antunes, Right, Dr. Brian Johnston

“The Portuguese community is a very tight group, and they went above and beyond to help me out.”

After analyzing the completed surveys, David found that the sampled Portuguese Americans are significantly more devoted to the Portuguese national team than they are to the Portuguese club teams (p=0.036). While David did not observe significant differences in loyalty between first- and second-generation participants, there was a trend for second-generation participants to be more loyal to the Portuguese national team than firstgeneration participants.

While previous researchers have measured the loyalty of fans living in their country of origin, David’s study was the first to investigate satellite fans. Satellite fans refer to fans who are not living in the same country as their national team, e.g., Portuguese people living in the United States. In previous research, fans in their country of origin showed more loyalty to their club team than to their national team. David’s research, however, showed that Portuguese Americans are more loyal to their national team than to their club teams. Satellite fans, therefore, might assign their loyalty differently than fans living in their home country.

David speculates that the reason Portuguese Americans are more devoted to the Portuguese national team is that Portuguese Americans identify more with being from the country of Portugal than from a specific city/town within Portugal. David explained, “The Portuguese community in the USA tries to find some type of commonality with each other. The commonality between us is that we are all Portuguese. When you meet someone here, we don’t say, “I’m from Lisbon” or, “I’m from Porto,” we say, “I’m from Portugal.” This might differ from people living in Portugal because fans might describe themselves as being from their home city/town rather than from Portugal. David suspects that rivalries may exist between Portuguese cities and towns, which would further support why previous research reported fans having greater loyalty to their club team than to their national team.

David also explained why his results indicated first-generation Portuguese Americans tend to be more loyal to their club team than their national team. “The Portuguese national team was never a powerhouse before year 2000,” explained David. This might have made it difficult for first-generation fans to stand behind their national team. However, after year 2000, the Portuguese national team began winning several matches and even won the European Championships in 2016. This might have made it easier for second-generation Portuguese Americans to assign their loyalty to the national team rather than a club team.

David is grateful to the Portuguese social clubs who were pivotal in distributing his survey. “The Portuguese community is a very tight group, and they went above and beyond to help me out,” David explained. In addition to the social clubs, David spoke highly of his mentor, Dr. Brian Johnston. “Dr. Johnston made research seem easy,” expressed David. In the future, David hopes to replicate his study in Portugal to measure the cross-cultural differences between the U.S. and Portugal. He expects he would find opposite results if he conducted the study in Portugal. In the meantime, David is busy teaching health and physical education to high school students and raising his two children. In the future, he hopes to transfer to the athletic department of his school district to enact changes in sport programs and the Elizabeth community.

The club vs. country question is a complex topic with several factors influencing where fans devote their loyalty. David’s capstone research is the first to shed light on how the loyalty of satellite fans differs from fans living in their country of origin. In addition, it also examines the differences between the loyalty of first- and second-generation Portuguese American soccer fans. With billions of soccer fans around the globe spanning multiple generations, David’s research holds several implications to the global sport industry. In addition, David’s research highlights how sport can be an avenue to detect changes in cultural identities across generations. While more work is needed to understand fan loyalty, David’s research serves as an important stepping-stone to identifying both the cultural and social implications of sport.

David Antunes antunes@etsu.edu

David Antunes (top, middle) with his cohort at Dollywood. This cohort became very close during the COVID-19 pandemic. The airbrush shirts shown in this photo were made and worn all day at the park, and at graduation.

WHERE ARE THEY NOW?

Monique

Richard

Master of Science in Clinical Nutrition College of Clinical and Rehabilitative Health Sciences Year of Graduation: 2013

Why did you choose ETSU for your education?

East Tennessee State University was a top contender due to its coordinated dietetic internship and graduate program, the possibility of obtaining a graduate assistantship, and the robust variety of experiences offered in the medical community and academic curricula.

What is your current position and/or research?

I am an integrative and functional registered dietitian nutritionist (RDN) and registered yoga teacher (RYT). I am also the owner of a private practice, Nutrition-In-Sight (www.eatrightrx.com), that offers consulting, counseling, and nutrition communication services with a focus on personalized nutrition and lifestyle medicine. I was recently selected to be a National Media Spokesperson for the Academy of Nutrition and Dietetics, and I am the immediate past President of the International Affiliate of the Academy of Nutrition and Dietetics.

What does this position/research entail?

As an integrative and functional RDN, I work to educate, empower, and support individuals with a variety of health and nutrition related needs. These needs range from what foods, nutrients, and/or supplements may be best in addressing a specific medical condition or health goal to understanding more intricate details of digestion, genetics, or functional lab tests. As a spokesperson for the Academy of Nutrition and Dietetics, I am able to reach wider audiences in order to communicate practical ways to navigate nutritional needs, talk about research studies and current evidence in areas of dietetics and nutrition, and promote the numerous ways RDNs’ services and knowledge can be of benefit to an individual, family, healthcare system, and community.

How did your time at ETSU prepare you for this career?

The dietetic internship and graduate program at ETSU helped prepare me for this career path with expansive and varied opportunities to learn and apply principles and competencies. My experiences within Johnson City’s medical and public community were valuable and comprehensive. The nutrition faculty and faculty/staff within the College of Clinical and Rehabilitative Health Sciences fostered my interest in various leadership roles, supported my drive and determination to explore international opportunities, and allowed me to complete a thesis in a non-thesis specific program.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

Being a GA elevated my education while simultaneously supporting my ability to obtain my degree. Learning from my advisor and colleagues throughout my assistantship was a valuable opportunity that aligned with my needs and goals in addition to providing enjoyable connections and support.

What advice would you offer to current or future graduate students?

Don’t limit yourself to what you see, hear, or know. There are more paths beyond what you think are currently available. Ask questions. Dream, imagine, investigate, and then apply your knowledge and skills to create, enhance, explore, and inspire! What you do matters.

Anything else you would like to add:

Thank you to everyone at ETSU and in the Johnson City community; I’m also here to help you!

Eavesdropping on Plant Communication:

Tracking the Movement of Phytosulfokines Stress Signals in Plants

Bernard Abakah Chemistry, MS

Written by Marten Baur Dr. Robert Standaert Faculty Advisor

Bernard Abakah, from Old Odonase, Ghana, recalls visiting the farm with his grandmother to collect medicinal plants for people in his village. Even as a child, Bernard wondered, “What is so special about these plants that allows them to treat disease?” Now at ETSU, Bernard is conducting first-hand research on understanding the internal communication mechanisms of plants.

Under the tutelage of Dr. Standaert, a professor and chair of the department of chemistry, Bernard is studying phytosulfokines (PSK), an important plant messenger peptide involved in regulating the growth, development, and stress response in plants. PSK is a peptide, which is a small fragment of a larger protein that the plant modifies. It travels inside the plant and is recognized by specific proteins called PSK receptors (PSKRs) on the surface of target cells. This article features Bernard’s thesis involving the trafficking of PSK using a novel, nondamaging monitoring tool to understand the fundamental mechanisms of stressresponse communication in plants.

Bernard received a bachelor’s degree in biochemistry from the University of Cape Coast in Cape Coast, Ghana. For his master’s degree, Bernard wanted a university that would allow him to conduct innovative and interdisciplinary research. In addition, he wanted a university that offered support for international students. The chemistry program at ETSU gave Bernard the potential to follow his passion for chemistry and biology in a manner that would allow him to become an original contributor in the fields of bioenergy and medicine. In Dr. Standaert’s lab, Bernard would have the opportunity to research the internal communication mechanisms of plants in response to stress.

Plants undergo various stresses such as drought, changes in salinity, changes in acidity, and infection. When faced with a stressor, plant cells communicate through messengers like the peptide PSK. Understanding how plant cells communicate can help researchers develop stress-resistant plants, which have applications for both bioenergy

and food production. One of the largest hurdles to studying plant stress is finding ways to measure and monitor plants without inducing additional stress. If the measurement itself is stressful, then the results of the study may be altered. Bernard and his advisor, Dr. Robert Standaert, have developed a non-destructive method to monitor internal plant communication by using a specialized microscope called a fiber optic fluorescent microscope. The microscope, which Dr. Robert Standaert built by following models in the literature, can emit light in a variety of colors and wavelengths. These wavelengths can then excite cells tagged with a fluorescent dye. These tagged cells absorb the incoming light and “fluoresce,” which causes the light to be re-emitted as a different color.

For his thesis, Bernard wants to understand how plants internally communicate environmental stressors. More specifically, Bernard wants to know if PSK is mobile and if the PSK receptors play a role in the peptide’s ability to travel within the plant. Additionally, Bernard

Fiber-Optic Fluorescence probe mounted in a conventional microscope body with a fixed stage, designed by Dr. Standaert

Arabidopisis plant mounted on the stage of conventional microscope and ready to be imaged

wants to know how the PSK affects the level of its receptors in plants. In essence, Bernard is attempting to “eavesdrop” on plant communication. To accomplish this, Bernard must track PSK and its receptors with the fiber optic fluorescent microscope. Bernard tags PSK with a fluorescent dye that will cause PSK to fluoresce orange with high sensitivity under the microscope. Next, Bernard introduces either tagged or untagged PSK into the leaves and roots of an Arabidopsis thaliana, a common model plant. Bernard works with three variants of Arabidopsis: a wild type (wt—the natural variant), a variant that lacks both PSK receptors (pskr1/pskr2), and a variant with overexpressed receptors tagged with a green fluorescent protein (wt/PSKR1-GFP). Green fluorescent protein (GFP) is a jellyfish protein that causes the receptors to glow green when placed under the microscope. This allows Bernard to see the receptors for his experiments. In one experiment, Bernard incubates the roots of the three variants of Arabidopsis with both labeled and unlabeled PSK. In another experiment, he introduces the tagged and untagged PSK into the leaves of the three variants. Because it is not known how long it will take for PSK to move

from the root to the leaves of the plant, Bernard takes images with the fluorescent microscope every thirty minutes. During the experiment with the leaf injections, Bernard took images for 24 continuous hours. “It’s really fun… sometimes!” admitted Bernard.

Bernard observed that PSK can move from the top side of a leaf to the bottom side of the leaf within 24 hours for all the three variants of Arabidopsis, but PSK moved at different rates and fluoresced at different intensity levels depending

Fiber-Optic Fluorescence probe mounted in a conventional microscope body with a fixed stage

Thale Cress (Arabidopsis thaliana)

Fiberoptic fluorescence microscope. Left, Dr. Robert Standaert, Right, Bernard Abakah. The microscope provides two-color (FITC/TRITC) optics and high-resolution (3–5 µm) epifluorescence micrographs via a 1-m coherent imaging fiber and a GRIN objective lens.

“What is so special about these plants that allows them to treat disease?”

Bernard controlling the robot from ST Robotics using the Roboforth software. The completion of the microscope will entail robotic manipulation of the fiber to monitor probe movement, growth and signaling.

on the variant. PSK was detected at the bottom of leaves of wt/ PSKR-GFP plants after six hours. He also observed slower PSK trafficking rates in the Arabidopsis variants that lacked PSK receptors, indicating that the PSK receptors might facilitate its transport. Additionally, Bernard observed that PSK can move from the root to the shoot of all three variants of Arabidopsis following 30 minutes of root incubation with tagged PSK. Again, Bernard observed different rates and fluorescent intensity levels for each variant. Fluorescent intensity was higher in the leaves of wt/PSKR1-GFP, and the trafficking time was slowest in pskr1/ pskr2 for each time point, again indicating that the PSK receptors might facilitate PSK transport. Lastly, in the Arabidopsis variant with overexpressed receptors tagged with GFP, Bernard and

Dr. Standaert observed the disappearance of receptors in the root after incubation with PSK. They hypothesized that after the PSK binds to the receptors, the receptors and the PSK will move into the cell, which is why they become undetectable on the fluorescent microscope. While it is now known that (1) PSK is mobile over both long and short ranges, (2) PSK receptors facilitate its trafficking, and (3) PSK affects the level of its receptors in roots, the location of the PSK receptors after binding PSK remains unknown.

Bernard has presented his research at the U.S. Department of Energy Annual PI meeting, the Appalachian Student Research Quorum, and the prestigious Gordon Research Seminar and Conference on Plant Molecular Biology, where he was awarded best poster presentation. Bernard attributes a great deal of his success to his mentor, Dr. Standaert. “Dr. Standaert brought out my creativity and ingenuity, and he gave me the opportunity to independently navigate through my own experiments,” said Bernard. Likewise, Dr. Standaert is proud of Bernard for his persistence and creativeness throughout the research process: “You don’t realize how many months of work goes into collecting these quality plant images,” he explained. Bernard would also like to thank his collaborators at the University of Chicago and Oak Ridge National Laboratory: Dr. Jean Greenberg, Dr. Joanna Jelenska, Jessica Morgan, Dian Liu, and Dr. Jennifer L. Morrell-Falvey. “Working and learning from such brilliant and passionate scientists has been a surreal experience... It’s been amazing!” remarked Bernard.

Bernard’s research introduces a novel method to nondestructively image plants to assess their internal communication strategies. As with any project, scientific or otherwise, a firm foundation must be set to ensure the success of following stages. Because of Bernard’s fundamental observations of PSK, researchers are one step closer to understanding how to improve the resilience of plants for biofuel and agricultural applications.

Bernard Abakah abakahb@etsu.edu

The title is Root imaging of arabidopsis wt/ PSKR1-GFP under Blue excitation light

Leaf imaging of arabidopsis wt/PSKR1-GFP under Green excitation light following TAMRAPSK incubation

Leaf imaging of arabidopsis wt/PSKR1-GFP under Blue excitation light following TAMRAPSK incubation to the root

Left, Dr. Robert Standaert, Right, Bernard Abakah

“Working and learning from such brilliant and passionate scientists has been a surreal experience... It’s been amazing!”

WHERE ARE THEY NOW?

Dr. Paul T. Archie

EdD in Global Sports Leadership Department of Global Sport Leadership Year of Graduation: 2021

Why did you choose ETSU for your education?

After applying to five colleges for grad school, I was super excited to read my acceptance email from Dr. Brian Johnston and his assistant at ETSU. ETSU was my number one choice, and it was also the first grad school to send me a decision! I loved the Global Sports and Leadership curriculum, and the two planned overseas trips were the icing on top. I was all in, and I could not wait to commence my studies with ETSU in the fall of 2018.

What is your current position and/or research?

I am a training and platform instructor for the Department of Homeland Security (DHS), Immigration and Customs Enforcement (ICE) located in Irving, Texas. This is a dream job for me where I can apply my decades of leadership, training, and education to instruct agents and essential personnel in leadership. After a four-month interview process, I started this career on August 14, 2022!

What does this position/research entail?

I teach leadership instruction to DHS/ICE supervisors at the intermediate level, career level, and even the senior executive service level. I am also currently attending four months of “train the trainer” courses.

How did your time at ETSU prepare you for this career?

My time at ETSU refined my leadership, research, and overall communications skills! I am a proud ETSU Buccaneer for life! The Professors and assistants were great leaders that truly cared for the betterment of their students. Dr. Brian Johnston, Dr. Adam Sayers, and Dr. Richard Sanders expertly lead us, and my 17 classmates and I became friends for life!

What advice would you offer to current or future graduate students?

You are member of a great institution that will set you up for success if you do the work. Remember your “Why,” and keep moving forward every day! Through the highs and lows, keep pushing yourself, and you will achieve your goals at ETSU!!!

Anything else you would like to add:

Remember to have fun during your college studies! Life is short, so enjoy every minute of your time at ETSU! Time will quickly fly by!

Assessing the State of Substance Use Treatment among Youth and Adults in the United States

Dr. Esther A. Adeniran Public Health, DrPH concentration in Epidemiology Dr. Hadii M. Mamudu Faculty Advisor

Written by Marten Baur

According to the results from the 2019 Substance Abuse and Mental Health Services Administration (SAMHSA) national survey on drug use and health, 20.4 million people aged 12 or older in the United States (U.S) had a past-year substance use disorder (SUD). SUD is defined as meeting two or more of the DSM-5 criteria, which can include harmful use, difficulties with withdrawal, and neglecting aspects of life. Notably, the use and misuse of substances such as alcohol and tobacco has been linked to several diseases including pancreatitis and cancer. Recent research also indicates that the COVID-19 pandemic may have contributed to an increase in substance use and misuse (e.g., overdose), which demonstrates the need to identify ways to make treatment more accessible, usable, and effective. Esther Adeniran, a doctoral graduate from ETSU’s public health program, has completed her dissertation on the state of substance use treatment (SUT) among youth and adults in the U.S. This research feature explores Esther’s dissertation findings and how they help address substance use, misuse, and SUDs in the U.S.

Esther is from Kwara State, Ilorin, Nigeria. She received her bachelor’s degree in microbiology from the University of Ilorin. After graduating with her bachelor’s, she served as a clinical microbiologist in a lab, and she volunteered for a medical and dental health community development group. Esther participated in public health outreaches in the rural community, and this exposure inspired her to pursue graduate studies in public health in the U.S. After completing her master’s in public health at Missouri State University, Esther came to ETSU to pursue her doctorate in public health. Esther wanted to come to ETSU because of the knowledgeable faculty members conducting substance use research and the opportunity to intern at the Addiction Science Center. In addition, Esther appreciated the large international student population at ETSU.

Esther wanted to address the increasing gap between those who need SUT and those who are receiving treatment. Her dissertation is composed of four different manuscripts—each with a different aim. Her quantitative investigations were conducted under the conceptual

framework of Andersen’s behavioral model for health services. This framework aims to understand the predisposing, enabling, need, and environmental factors influencing the use of SUT services to ensure that interventions can be targeted appropriately. Esther used the nationally representative datasets collected by SAMHSA, the lead federal government agency for behavioral health data and research. SAMHSA collects data from facilities in every state that receive government funding. Esther utilized SAMHSA’s 2019 admission (1.8 million observations) and discharge (1.7 million observations) datasets for her dissertation, which she cleaned and analyzed according to each dissertation aim.

Esther’s first dissertation aim was to create a literature review of the barriers and facilitators to integrating SUT into mainstream health care after the Affordable Care Act (ACA) was implemented in 2014. Her justification for pursuing this aim is that the implementation of the ACA laid the groundwork for integrated care by expanding access to behavioral health care through insurance coverage expansion. Even after the national implementation of the ACA, Esther identified several patient, provider, and program/systemlevel barriers that make it difficult to adopt SUT in U.S health care settings. Some barriers include patient concerns about confidentiality, providers’ fearing legal sanctions, and a lack of referral networks at the program/system level. Esther also identified several facilitators to integration, including patients trust in providers, provider education, and leadership support at the program/system level. The review

highlighted the need for a comprehensive approach to improve SUT in mainstream health care. “Several providers say they need evidence to adopt SUT services in healthcare settings. This review gives them the evidence they need for this to happen,” said Esther.

Esther’s second dissertation aim was to examine the rate of treatment completion and dropout among youth who received medication-assisted opioid therapy and the factors influencing treatment completion and dropout among these youth. Medication-assisted therapy involves the use of prescription drugs as part of a comprehensive treatment plan for SUDs. Medications can help treat opioid dependence, which is very important as it can reduce the chance of overdose and death. Despite this, the literature has shown that medicationassisted opioid therapy is underutilized in youth populations. For this study, Esther’s sample size was 4,917. She analyzed her data using log-binomial regression to explore the relationship between various covariates and the outcome, i.e., treatment completion/dropout. According to Esther’s findings among youths who received medication-assisted opioid therapy, treatment drop out was higher (56.1%) than treatment completion (43.9%). Remarkably, Esther found that the use of medication-assisted opioid therapy helps to facilitate treatment completion among youth with opioid use disorder.

Esther’s third dissertation aim examined the predictors of length of stay (LOS) among adults in residential rehabilitation facilities (RRF) in the U.S. Previous research focused on individuals

in

“Several providers say they need evidence to adopt SUT services in healthcare settings. This review gives them the evidence they need for this to happen.”

psychiatric inpatient settings, which are not representative of all individuals receiving treatment in the U.S. Residential treatment settings refer to live-in facilities where patients with substance use problems can stay and receive the support they need. Psychiatric settings refer to facilities providing treatment for behavioral health problems such as mental disorders and SUDs. Esther’s sample size was 28,813, and she examined how prior substance use treatment episodes (primary independent variable) affected short-term LOS (≤ 30 days) in RRF. Esther ran a Poisson regression with LOS as the outcome variable while controlling for covariates. She found that people who have experienced one or more prior substance use treatment episodes were more likely to stay in treatment longer than those with no prior treatment episode. The average LOS among adults in short-term RRF was 16.4 days. Other predictors for lower LOS included being age 18-34, being employed, having private insurance, and living in the Northeast.

Esther’s final dissertation aim was to determine if experiencing multiple treatment episodes and being in certain age groups were associated with longer wait period (>1 month) to enter SUT. Esther’s sample size was 554,350, and she used logistic regression to determine the association between the number of prior substance use treatment episodes, age groups, and the wait period to enter an SUT facility. Esther examined the age categories 12-17, 18-24, 25-34, 35-49, and 50 and older. She found that those with five or more prior substance treatment episodes had a higher likelihood of experiencing longer wait period. She also found that people aged 25-49 years were more likely to experience wait periods of greater than one month. This is important to know because as wait period to enter treatment lengthens, so do the chances of other events occurring that may impact treatment entry and re-entry. Esther speculated that people who have experienced five or more prior substance use treatment episodes may be given less priority than those experiencing their first episode. People experiencing their first episode may be viewed as an emergency, whereas those with five or more prior episodes might not be viewed this way.

Esther’s advisor, Dr. Megan Quinn, gave Esther the confidence to pursue the daunting task of completing four manuscripts for her dissertation, as the minimum requirement was three. Her committee members, Drs. Pack, Brooks, and Liu, provided timely feedback and supported her throughout her dissertation. Dr. Mamudu was also highly involved in Esther’s development as a student and researcher. Dr. Mamudu provided Esther with hands-on experience through writing manuscripts, data analysis, and fostering close collaboration with experts at the Center for Cardiovascular Risks Research. Esther has already co-authored two published manuscripts with Dr. Mamudu and is the first author of one study (currently in review) examining e-cigarette use in U.S. adolescents. Esther has presented at various conferences including the Appalachian Student Research Forum, the Tennessee Public Health Association, the American Heart Association, and the American Public Health Association (APHA). She was also an abstract reviewer at the 2021 APHA Conference. During her dissertation defense, Esther presented to two SAMHSA regional representatives. “It was exciting for them to see my work!” remarked Esther.

Esther’s dissertation fills in several gaps in substance use disorder research and gives researchers, practitioners, and policy makers the evidence they need to improve the access and use of SUT. She now works as a postdoctoral scientist at Cedars-Sinai Samuel Oschin Cancer Center in Los Angeles, California examining how health behaviors such as alcohol use contribute to the development of acute pancreatitis. Esther’s commitment and contributions to her field will aid in the creation of intervention strategies for substance use, misuse, and SUDs as well as prevent chronic disease progression. While the implementation of newly released research takes time, Esther has taken big steps toward improving the state of SUT in the U.S.

Esther Adeniran adenirane@etsu.edu

Dr. Hadii M. Mamudu

Dr. Esther A. Adeniran

WHERE ARE THEY NOW?

Lindsay Hager

Master of Education in Educational Leadership, concentration in Higher Education Department of Educational Leadership and Policy Analysis

Year of Graduation: 2022

Why did you choose ETSU for your education?

After working with Dr. Richard Rhoda and the Nashville State Community College Foundation Board, I knew I wanted to further my career in higher education leadership. However, I also wanted the opportunity to focus my studies exclusively on the community college environment. ETSU’s Center for Community College Leadership seemed like the perfect fit. Therefore, I chose to begin my master’s degree at ETSU to work directly with faculty and staff best suited to prepare me for my certification and doctoral program to follow.

What is your current position and/or research?

I am currently the manager of peer mentoring at Nashville State Community College.

What does this position/research entail?

My position entails building a peer mentoring program designed to support incoming college freshmen at Nashville State as they navigate the higher education experience. The peer mentoring program provides support in the form of relationship building and networking, navigational support through offices like financial aid and the Learning Support Center, student events to create a sense of community, and leadership development skills among many others. This program, while mainly focused on student success for incoming freshmen, will also concentrate on the development of the mentor through leadership certification, financial support, professional development, and facilitation skills.

How did your time at ETSU prepare you for this career?

My time at ETSU was extremely helpful in preparing me for this new position. The classwork was theoretical, but it also offered tangible ways I could immediately be more successful at Nashville State. The knowledge I gained in student development theory can already be seen in the type of programming I am developing through the program’s focus on deepening community and cultural capital for our new freshmen. From a professional leadership standpoint, the program better prepared me for a role in leadership through organizational development techniques and professional communication work related directly to my field.

What advice would you offer to current or future graduate students?

The first piece of advice I would offer is to find your support system and be prepared to lean on them in times of need. I built a group of people including family, friends, and coworkers that I knew would support me academically and personally when I found the commitment of the program stressful or overwhelming. While my personal support system was important, the most beneficial supporter I had was a faculty member in the program. I truly would not have been able to get through this program without her. Find your person on campus and the people to support you along the way!

Susannah and Cold Mountain:

Examining the Portrayal of Appalachian Culture in Opera

Savannah Bennett Appalachian

Studies,

MA Heritage Interpretation and Museum Studies Certificate

Jane MacMorran Faculty Advisor Written by Marten Baur

Stereotypes of Appalachian culture pervade modern media and literature. The oversimplification of a group based on fragments of truth often leads to discrimination. While stereotypes are commonly portrayed throughout all forms of media, little attention is given to the stereotypes present in dramatic works such as opera. Savannah Bennett is receiving her Master of Arts in Appalachian Studies, and she is currently examining the stereotypes present in two Appalachian operas: Cold Mountain, written by Gene Scheer and composed by Jennifer Higdon; and Susannah, written and composed by Carlisle Floyd. This article features Savannah’s thesis research, which highlights the presence of gender, religious, and violence-oriented stereotypes in Susannah and Cold Mountain.

Savannah, from Lincoln County, North Carolina, completed her bachelor’s degree in music at Western Carolina University. Since her freshman year, she knew she wanted to conduct interdisciplinary research at the graduate level. During her junior year of her undergraduate program, Savannah began searching for graduate programs that met her interests in music and Appalachian culture. She happened across ETSU’s MA in Appalachian Studies, a program that offers opportunities to study music, history, and Appalachian

“Knowing my family history and connecting it to the region was always a passion of mine.”

culture. Savannah is also completing her graduate certificate in Heritage Interpretation and Museum Studies, which coincides with her previous graduate assistantship and current staff position at ETSU’s Reece Museum. “Knowing my family history and connecting it to the region was always a passion of mine,” explained Savannah.

For her thesis, Savannah wanted to connect her love for western art music—specifically opera—with the Appalachian region. She studied two operas that are set in Appalachia: Susannah, a story about a young woman who is ostracized and threatened for sins she did not commit; and Cold Mountain, a story about a deserter from the Confederate army and his journey home to Cold Mountain. Savannah wanted to study how Appalachian culture was portrayed in the two operas. Additionally, she was interested in observing whether Appalachian stereotypes exist within dramatic works. To prepare for her study, Savannah studied the methods of researchers who examined stereotypes in literature, media, and plays. She also enrolled in an Appalachian religion course to help identify religious motifs that are based on historical traditions.

Savannah performed a qualitative literary analysis of the operas. To conceptualize stereotypes, Savannah began with the Merriam-Webster definition: “Something conforming to a fixed or general pattern, especially a standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.” Savannah hypothesized three thematic cultural stereotypes she expected to witness in Cold Mountain and Susannah: gender roles, religion, and violence. She watched the operas several times and noted stereotypical portrayals of Appalachian culture. She then coded the libretti, or the text of the operas, to identify intentional language that describes Appalachian culture. Savannah conducted ethnographic interviews of seven composers, directors, and vocalists who created or performed in one or both operas to add an additional layer to her thesis. She then coded the interview transcripts and merged her findings with what she discovered during the literary analysis.

Susannah, English Touring Opera Spring 2008 production of Carlisle Floyd’s Susannah with Andrew Slater as Blitch and Donna Bateman as Susannah (scene: Blitch and Susannah in church). Photo credit: Original photograph by Robert Workman, wikimedia commons.

Cold Mountain, Deborah Nansteel (Lucinda), Nathan Gunn (Inman) and chorus in Cold Mountain. Photo credit: Ken Howard for Santa Fe Opera, 2015. Permission given by The Santa Fe Opera, 2022.

Left, Savannah Bennett, Right, Jane MacMorran

Savannah found that the characters in Susannah and Cold Mountain exhibit some Appalachian stereotypes regarding gender roles, religion, and violence; however, she was surprised and fascinated by the depth and complexity of the characters. Stereotypical traits often assigned to Appalachian women include physical plainness (or a lack of physical beauty), hypersexual behavior, and industriousness as opposed to the “average” American female character that might be described as refined, meek, and docile. In contrast, Appalachian men are frequently characterized as lazy and ignorant as opposed to the accepted expectation for American men to be hard-working, diligent, and familyoriented. Some examples of these gendered stereotypes do surface in Susannah. For example, Susannah Polk’s reputation is directly tied to her physical appearance and rumored sexual activity. Her brother, Sam, is an implied alcoholic, perhaps nodding to Appalachian male stereotypes. Savannah also noted differences in how men and women used words such as “pretty” and “love.” Men typically used the words to objectify and sexualize women, whereas women commonly used the words outside of a sexual context. The use of these words influences gendered stereotypes regarding how women are expected to dress, behave, and act.

Savannah also noted religious stereotypes in the operas. The stereotypical depiction of religion in Appalachia is Christian fundamentalism with an all-or-nothing approach to faith. Savannah coded words like “church,” “God,” “sin,” and

“redemption” for analysis. Religion is a driving force in the plot of Susannah. The character of Susannah Polk is victimized and ostracized by her community because they believe she is a sinner. Several of Savannah’s interviewees spoke of the hypocrisy found in Susannah. Even though the townspeople preach God’s word, they are extremely harsh and critical of Susannah, which emphasizes Appalachian religious stereotypes concerning hellfireand-brimstone preaching and staunch fundamentalism.

Another common stereotype associated with Appalachian culture is the assumed prevalence of violence. More specifically, some stereotypes assert that Appalachians are inherently more violent than other populations in the United States. These stereotypes partly stem from historical events such as the Hatfield-McCoy feud. Even though violence is ubiquitous, family feuds in Appalachia have at times been over-exaggerated, leading to the perpetuation of violence-oriented stereotypes regarding the region’s culture. Savannah noticed violent scenarios occur frequently throughout the operas and

serve to further their plots. She coded words such as “gun,” “shot,” “war,” and “dead” to analyze whether these words carried cultural implications. In Cold Mountain, Inman, a deserter from the confederate army, is constantly assaulted and forced to fight for his life. Teague, the informal leader of the Home Guard, shoots people deliberately and without remorse. Sara, a kind woman who helps Inman along his travels, is threatened with rape by union soldiers (after which Inman kills them). In Susannah, the character Susannah is raped by Reverend Blitch, who is then shot by her brother Sam. Each of these instances exemplifies the consistent theme of violent behavior in these operas. It is certainly plausible that such violent character behavior was shaped both by perpetuated stereotypes and historical occurrences.

Dr. Jane MacMorran, having played violin during the premier of Susannah with the Mobile Opera in Alabama, personally connected with Savannah’s project. Savannah was grateful for Dr. MacMorran’s guidance during the thesis process. “You can only do so much in a thesis, and thanks to Dr. MacMorran, I was able to narrow and refine my ideas,” explained Savannah. Savannah plans to continue sharing the significance of Appalachian culture through her work as the collections manager at ETSU’s Reece Museum.

Savannah’s thesis is the first research project to examine the prevalence of Appalachian stereotypes in opera. Even though the characters in Cold Mountain and Susannah displayed more depth and complexity than expected, Savannah’s findings illustrate how opera is not immune to the pervasiveness of cultural stereotypes. Identifying stereotypes for what they are—a one-dimensional extrapolation of the truth—is a major step toward adopting a more holistic view of a group of people. Appalachia, like everywhere else in the world, is unique and full of complexities. By calling out the use of cultural stereotypes, Savannah is helping to enrich the image of Appalachia.

Left, Jane MacMorran, Right, Savannah Bennett

Savannah Bennett bennettse@etsu.edu

“You can only do so much in a thesis, and thanks to Dr. MacMorran, I was able to narrow and refine my ideas.”

WHERE ARE THEY NOW?

Melody Edmonds EdD in Educational Leadership

Department of Educational Leadership and Policy Analysis

Year of Graduation: 2020

Why did you choose ETSU for your education?

I chose ETSU because it offered an online certificate in community college leadership as well as an online option for the doctorate in educational leadership.

What is your current position and/or research?

I am currently the president of Tennessee College of Applied Technology in McMinnville, TN.

What does this position/research entail?

As president, I am responsible for overseeing all the college’s staff and faculty. This includes oversight of budgeting, policies, reporting, personnel, facilities, academics, student services, and all college activities. Additionally, I ensure the college runs smoothly and maintains a positive image in the community.

How did your time at ETSU prepare you for this career?

All my coursework further developed my critical thinking skills in addressing higher education issues. For example, the policy analysis class taught me to consider unintended consequences, and the qualitative and quantitative classes broadened my data analysis skills.

What advice would you offer to current or future graduate students?

The community college leadership certificate program is an excellent beginning to the EdD degree. The real-world experiences and extensive networking opportunities provide a picture of higher education in Tennessee that would be nearly impossible to replicate without this resource. I fully recommend this option.

Anything else you would like to add:

The Educational Leadership Policy and Analysis faculty are top-notch and fully support students through their journeys. They help students gain knowledge on issues through practical applications with actual implementation plans.

How Professional Storytellers Adapted Their Performances During the COVID-19 Pandemic

Leticia Pizzino Communication and Storytelling Studies, MA Dr. Delanna Reed Faculty Advisor

Written by Marten Baur

Oral storytelling is the art of verbally presenting a story to an audience. Storytelling is an ancient tradition practiced for entertainment, teaching, and preserving history. The art form has gained international recognition through the National Storytelling Festival in Jonesborough, TN, which attracts famous storytellers and thousands of listeners from across the globe. “Storytelling is much more than the stereotypical notion of sitting in a rocking chair telling stories to children in a library,” explained Leticia Pizzino, a master’s student in ETSU’s communication and storytelling studies program. Leticia, an avid storyteller herself, is interested in how storytellers adapted their performances during the COVID-19 pandemic. Her thesis

“Storytelling is much more than the stereotypical notion of sitting in a rocking chair telling stories to children in a library.”

Storyteller Cooper Braun-Enos, Virtual storytelling studio set up with laptop and Zoom (May 2020)

Photo credit: Stephanie Tretter

examines the strategies used by professional storytellers to adapt their storytelling to online Zoom performances. Leticia has listened to stories from the mouths of six generations from within her family. Although Leticia had known about ETSU’s master’s in storytelling since the 1990s, she was working full time as a storyteller and committed to raising her four children and could not enroll during this time. With her children grown up, and her passion for storytelling still present, Leticia enrolled in ETSU’s MA in Communication and Storytelling Studies to deepen her understanding of the art. Leticia is now just one semester away from graduating with her degree.

Leticia’s thesis is a qualitative narrative analysis conducted via semi-structured interviews. She interviewed five professional storytellers who transitioned their careers from in-person to virtual due to the COVID-19 pandemic shutdowns. During the interviews, the storytellers expressed the challenges, as well as the surprises, of transitioning from in-person performances to Zoom performances.

One critical feature of storytelling is establishing a connection with the audience. Leticia wanted to understand how storytellers were able to establish connections through Zoom. Before conducting her interviews, Leticia researched the topics of

presence and connection. Due to limited research in the field of storytelling, Leticia found most of her background information through studies examining video conferencing. Several studies were published on improving gaze and presence during virtual meetings. Storytellers, Leticia found, used similar methods to improve their performances on Zoom.

One way storytellers establish a connection with their audiences is through eye contact. To communicate eye contact on Zoom, one must look directly at the camera instead of at the faces displayed on the monitor. This makes it difficult for storytellers to simultaneously establish a connection with their audience while monitoring their reactions. Additionally, because Zoom performances are confined to a screen, storytellers had to confine their movements within the camera’s view. Their adaptations included incorporating more facial expressions into their storytelling, toning down higher energy levels, and focusing on the use of only their upper body language.

Interacting with the audience was another struggle performers encountered when transitioning to Zoom performances. Zoom limits communication cues, thus, feedback from the audience was diminished. This hampered storytellers’ ability to read the room. Unmuting audience microphones to hear their reactions

Storyteller Simon Brooks, Virtual storytelling, front view (September 2022)

Storyteller Simon Brooks, Virtual storytelling studio, external camera use (September 2022)

Storyteller Simon Brooks, Virtual storytelling, teller perspective (September 2022)

created disruptions because everyone is equally mic’d on Zoom, so only one person can be heard at a time. Some storytellers employed the chat feature on Zoom, allowing viewers to voice their comments silently. The storyteller could glance at the chat to gauge audience engagement and respond, possibly weaving in clarifications or interjecting a funny quip related to the chat. Often storytellers used the gallery view on Zoom to quickly read the room and react to any audiences’ facial expressions that might be visible in their tiny boxes.

To Leticia’s surprise, Zoom performances were mostly a huge success for her five study participants. Although the experience was altered, Zoom still allowed storytellers to deliver quality storytelling performances. Plus, events were financially viable due to the exclusion of travel costs. A frequent expression heard by the storytellers was, “It felt like you were with me in the room.” This indicates a strong connection was made between the storyteller and listener despite the challenges of Zoom performances. Not only were tellers able to engage audiences, but one storyteller also reported their audience entering a state of trance—a state where the listeners became so immersed in the story that their faces relaxed, their breathing slowed, and their eyes seemed to glaze over. “I was startled to hear this could happen on Zoom!” said Leticia.

With storytellers continuing to deliver strong performances through Zoom,

new audiences were discovered. Viewers could attend from all over the globe. Also, with social distancing and isolation part of an everyday routine, several audience members sought connection through storytelling performances. More still, people with extra time on their hands during the shut-down periods were seeking new ways to entertain themselves. Storytelling provided both entertainment and connection for these isolated listeners.

The storytellers also spoke of finding lost audiences—people who had become sick or disabled and were no longer capable of attending in-person storytelling performances. Zoom performances made storytelling accessible and allowed the storytellers to reconnect with their lost audiences. While performers still struggle with hybrid performances in which audience members are a mix of inperson and online, the storytellers Leticia interviewed are adamant about continuing Zoom performances to not lose some of their audience members again. “While we always prefer to perform in person, we are not going to forget to include these audiences,” said Leticia.

Leticia is grateful to her advisor, Dr. Delanna Reed, who helped Leticia refine and focus her research. “Dr. Reed gave me the confidence to meet the challenges,” said Leticia. Leticia was invited to present her work at the General Semantics Symposium next year. After graduating, Leticia hopes to focus on performing and teaching storytelling. She has already begun collaborating with her husband, a public relations professional, to help businesses connect with their stakeholders by incorporating the power of story.

Leticia’s thesis is one of the first to examine presence and connection through virtual

storytelling. She showed how storytellers connected with their audiences through Zoom, which has implications for anyone who uses videoconference to communicate. Although nothing can quite replicate the sensations of in-person communication, it is encouraging to learn that Zoom offers an alternative that not only facilitates high-quality storytelling, but also makes live storytelling accessible to populations who are unable to attend in-person performances. While the future remains unclear in the post-pandemic world, Leticia’s work provides evidence that the art of storytelling can continue to thrive through Zoom.

pizzino@etsu.edu

“While we always prefer to perform in person, we are not going to forget to include these audiences.”

Left, Leticia Pizzino, Right, Dr. Delanna Reed

Leticia Pizzino

WHERE ARE THEY NOW?

Sharon Bigger

PhD in Nursing College of Nursing

Year of Graduation: 2021

Why did you choose ETSU for your education?

I chose ETSU because I heard from current students that the faculty were very supportive.

What is your current position and/or research?

I am full-time faculty in the College of Nursing at ETSU, and my research focuses on hospice and palliative care. I investigate goals-of-care communication among diverse populations with chronic illnesses, and I specifically focus on transitions between home health and hospice.

What does this position/research entail?

I engage in research, teaching, and service at the college, university, regional, and national levels. I teach about research at the graduate and undergraduate levels.

How did your time at ETSU prepare you for this career?

My doctoral program prepared me to teach according to the most recent evidencebased pedagogy and to conduct research with high rigor.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

I served as a tuition scholar in the 20162017 academic year. This was a wonderful experience that allowed me to assist and observe current nurses engaged in cuttingedge research.

What advice would you offer to current or future graduate students?

Enjoy the journey. The program and the instructors are there to support you and to help you be successful. You might be surprised by how your career unfolds as a result of being in the program.

WHERE ARE THEY NOW?

Willie Thomas EdD in Educational Leadership, concentration in Higher Education Leadership

Department of Educational Leadership and Policy Analysis

Year of Graduation: 2022

Why did you choose ETSU for your education?

My mentor, Dr. Robbie Melton, encouraged me to attend ETSU. It was one of the best decisions of my life.

What is your current position and/or research?

I am the chief of staff at Cleveland State Community College.

What does this position/research entail?

I serve as a strategic partner to the president to represent, inform and execute presidential initiatives. I ensure the coordination and execution of an impactful stakeholder engagement strategy. Also, I serve as the

key liaison between the president and the senior leadership team. I build and nurture relationships to serve as a resource for the president, and I am the point of contact as designated for key constituents to resolve complex issues and help move forward strategic priorities. I represent the president and the college in various civic, community and professional organizations at the local, state, and national level. In addition, I collaborate with the director of communications to create executive-level talks, speeches, reports, and presentations that appropriately reflect the president’s voice, tone, and priorities.

How did your time at ETSU prepare you for this career?

Many of the courses were designed with real-life scenarios within higher education. I learned more about the role and my function at my institution. It also provided the framework for why we do what we do in higher education.

What advice would you offer to current or future graduate students?

Take advantage of engagement opportunities with faculty and your classmates.

Anything else you would like to add:

I thoroughly enjoyed my time at ETSU. The experience changed the course of my career, and for that, I am thankful.

WHERE ARE THEY NOW?

Zachary Miller

BS in History; MA in History

Department of History

Year of Graduation: 2022

Why did you choose ETSU for your education?

I chose ETSU because I was born and raised in East Tennessee, and I wanted to stick close to home. ETSU also has two prominent historians in the field of Civil War and Reconstruction, Dr. Steven Nash and Dr. Andrew Slap, and learning from them while living close to home was a privilege.

What is your current position and/or research?

I am a park ranger at Andrew Johnson National Historic Site.

What does this position/research entail?

As an interpretive park ranger, I interpret the life and times of the nation’s 17th President of the United States, Andrew Johnson. Johnson’s life was full of hardships, change, and sadly, bigotry. However, my job is to present a balanced and fair interpretation of Andrew Johnson by providing a more complete picture of the troubled man to demonstrate that the man is neither villain nor hero; rather, like all historical figures, he was human and thus a flawed individual.

How did your time at ETSU prepare you for this career?

Thanks to Dr. Slap, Dr. Nash, and Dr. Tom Lee, the History department at ETSU prepared me extremely well for my new career. Without the strong foundation of historical knowledge and skills for interpretation fostered by these three professors, it is doubtful I would have secured my position, and it is certain that I would not have become as confident.

What advice would you offer to current or future graduate students?

For current or future graduate students, especially those in the History department, the greatest advice I can offer is to volunteer at state historic sites, state historic parks, or National Parks near you. Interpretive positions like the one I have in the National Park Service are a dime a dozen. These positions are similar on the state level, although they offer even less pay. What helped me get hired by the National Park Service more than almost anything else was the fact that I had been a volunteer there since 2018—a total of four years. I did not volunteer more than one day per week, and typically I only worked four to five hours. Still, it allowed the park to get familiar with me and find ways to get me involved with the site. Furthermore, it helped me secure a position as an intern interpreter at Tipton-Haynes State Historic Site before I started working for Andrew Johnson National Historic Site.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

My TS position under Dr. Nash helped train me to learn how to decipher and translate 19th century handwriting and spelling, which is one of the hardest things I have ever done. Try reading a paragraph-long, handwritten letter by Andrew Johnson: It is almost impossible.

Anything else you would like to add:

It may be cliché, but listen to your professors and actively talk to them. They are a wealth of information and can help you out in so many ways.

FLORA OF DOE MOUNTAIN

Conserving the Biodiversity of Plant Life in Doe Mountain Recreation Area, Johnson County, Tennessee

From vibrant greens to crisp ambers, it is difficult to describe the beauty of East Tennessee without reference to its lush plant life. Tennessee is one of the most botanically diverse states in the nation, but 109 of its plant species are listed as threatened or endangered. The loss of a species can have ecological, medical, agricultural, aesthetic, and recreational impacts, warranting the need for effective conservation programs. Adam McCullough, a recent graduate of ETSU’s Master of Science in Biology, is contributing to conservation efforts in Tennessee through a botanical inventory of Doe Mountain Recreation Area. His thesis has resulted in several measures to protect the rare species in the region and continues to influence conservation decisions in East Tennessee.

Adam, originally from New Mexico, moved to Tennessee when he was 15 years old. He became interested in biology during his service in the Navy. He was fascinated with DNA and the transfer of information in biological systems. After five years in the Navy,

Adam decided to pursue his passion for biology at ETSU. Adam was involved with plant epidemiology, plant survey, and conservation research during his undergraduate studies. He also held a work-study position in Brown Hall’s herbarium (a plant museum used for research and teaching). While working in the herbarium, Adam was approached by Dr. Foster Levy, who explained that the state had just acquired a piece of property that needed a plant survey. He asked Adam if he’d like to conduct the plant survey as part of his master’s degree. “It was kind of a life-changing day for me,” said Adam.

The property, known as Doe Mountain Recreation Area, is an 8,600-acre tract of land that hosts a range of recreational activities, wildlife, and plant life in East Tennessee. As one of the largest stateowned tracts in the state, the newly acquired land required a conservation plan. One component of the conservation plan was to inventory the plant life. Adam described his research question as, essentially, “What is there, and what is rare?” Adam and Dr. Levy had to be

strategic with their work to survey the extensive and mountainous site. Using topographic maps, geographic information systems (GIS), online databases, and historical documents, they identified regions of interest that may contain a diversity of plant species. These regions of interest were characterized by differences in moisture, soil type, slope, aspect, and other geographical and historical considerations.

One dataset that Adam used to identify regions of interest was the national Forest Service Wildland Urban Interface (WUI). While the dataset was originally intended to help the U.S. Forest Service predict the impact of wildfires on human-developed lands, Adam used the dataset to identify areas of human encroachment on Doe Mountain. The WUI provided Adam with locations where humans have most seriously impacted the land over the past 30 years, and he wanted to examine the flora in these areas.

To further examine human-environmental impact on Doe Mountain, Adam

Benjamin “Adam” McCullough Biology, MS

Dr. Foster Levy Faculty Advisor

Written by Marten Baur

Grass-leaf

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referenced historical monographs from the 1950s containing the location of manganese mines in the area. Doe Mountain has a history of logging and manganese mining, both of which have environmental impacts that influence the flora. Manganese, often used in steel production, was heavily mined during the 1900s. Manganese mines can be small, unassuming depressions in the landscape, and these small depressions can create unique habitats for plant species. Once in the field, Adam identified the specimens he collected using morphometrics, that is, the quantitative analysis of size and shape. One component of this type of work, commonly referred to as “keying,” is based on the use of dichotomous keys to arrive at the correct species identification. Dichotomous keys ask several yes/no questions such as “Does the plant have flowers?” and direct the user to the next question based on the answer. “It’s essentially a game of 20 questions,” explained Adam. While the keys gave Adam a good idea of what the plant might be, additional reading and research was often required to accurately identify many of the plants.

Eight years, twenty-eight trips, and a broken fibula later, Adam completed his botanical inventory of Doe Mountain. Adam recorded 484 species from 94 different families and 285 different genera. Seventy-six of the species are classified as exotic (not native to the region), and 153 species were county records (never found in the county before). Two of the most notable findings were Lycopodiella inundata (common name: inundated club moss) and Liatris virgata (common name: grass-leafed blazing star). Both were newly recorded for Tennessee and both are now listed on the Tennessee Rare Plant List. The clubmoss is more common in the northeastern U.S. and Canada with a few sites in North Carolina, and the blazing star is found in the Blue Ridge Mountains and the piedmont and coastal plain of the Carolinas. The clubmoss thrives in cool, acidic, and boggy environments. Adam and Dr. Levy discovered a population of these plants in immediate proximity to a former manganese mine located only three yards away from a popular all-terrain vehicle (ATV) trail. Near the manganese mine was a seep, a hydrological term for an area where groundwater surfaces. This seep was uncharacteristically acidic,

blazing star

Liatris virgata), new species to the state of Tennessee, discovered at Doe Mountain, 2013.

Photo by Benjamin McCullough.

Inundated clubmoss (Lycopodiella inundata), new species to the state of Tennessee, discovered at Doe Mountain, 2013. Photo by Benjamin McCullough.

[Dr.

Levy]

asked Adam if he’d like to conduct the plant survey as part of his master’s degree. “It was kind of a lifechanging day for me,” said Adam.

and the depression in the land allowed moisture to accumulate and create an ideal environment for the clubmoss. In contrast to the wet environment of the mine, Adam found the blazing star on a dry roadside bank on the opposite end of the recreation area.

Adam developed conservation management recommendations for each of the ten rare and endangered species he discovered through the plant inventory; these recommendations have helped guide conservation-based management of Doe Mountain. Concerning the clubmoss, the use of ATVs can impact drainage of the acid seep and damage the unique habitat. To prevent this, bridges and fences were built to protect the integrity of the seep. Adam’s findings also led to designated areas that prohibited the use of herbicides to protect some of the most diverse areas of Doe Mountain. Additionally, Adam’s finding of Symplocarpus foetidus (common name: skunk cabbage), a species considered endangered in Tennessee, led

to the creation of “no mow zones” along a roadside and the adjoining wetland.

Adam wrote the dedication of his thesis to Dr. Levy, who encouraged and guided Adam throughout his eight-year thesis. Although his thesis took longer than expected, Adam realized the vast amount he had accomplished both practically and conceptually. Adam is currently working on publishing his work, and he is planning on performing similar analyses using the WUI dataset for several other sites in Tennessee. He is currently a seasonal botanist with the U.S. Forest Service in the Bearlodge Mountains of The Black Hills National Forest in South Dakota and Wyoming. Since graduating in August, Adam has interviewed for several positions as a full-time botanist. Adam remarked, “It is very difficult to get permanent, full-time jobs with the Forest Service or the Bureau of Land Management. Now with a master’s degree, I think I’ll have no problem.”

Adam’s thesis has led to tangible conservation impacts in Doe Mountain Recreation Area. His work not only preserves the natural beauty of the region, but it also protects the stability of the ecosystem. While it is impossible to eliminate human-environmental impact, Adam’s research helps to establish a balance between humans and their environment. His efforts contribute to conserving the land for the enjoyment of current and future generations.

“Does the plant have flowers?” “It’s essentially a game of 20 questions.”

Benjamin “Adam” McCullough mcculloughb@etsu.edu

Dr. Foster Levy, investigating the Lycopodiella inundata site

Dr. Foster Levy and Silphium plants

Benjamin “Adam” McCullough with a plant press

Benjamin “Adam” McCullough, Doe Mountain, studying the Lycopodiella inundata site

WHERE ARE THEY NOW?

Lauren Lyon MS in Geosciences

Department of Geosciences

Year of Graduation: 2017

Why did you choose ETSU for your education?

I actually chose ETSU over the University of Florida for my MS due to its beautiful geographic location, smaller class sizes, and the departmental atmosphere in geosciences. I came for an interview after a conference and fell in love with the close proximity to wilderness areas, the Gray Fossil Site, and the opportunities to further my geographic information systems (GIS) knowledge.

What is your current position and/or research?

Currently, I am beginning my 5th year as a PhD candidate at the University of Tennessee, Knoxville in the Department of Ecology and Evolutionary Biology under Dr. Mona Papeş. I was recently named a United States Geological Survey Science to Action Fellow for my GIS and niche modeling dissertation work on mammals of greatest conservation need in the Appalachians.

What does this position/research entail?

Publications are important, but they are only part of the story when you want to make a difference in conservation work. Much of my work now is focused not only on modelling how climate, urbanization, and other anthropogenic threats impact species of greatest conservation need, but also on meeting with state and federal agencies, non-government organizations, tribal liaisons, and the local public on what they can do to help protect these animals.

How did your time at ETSU prepare you for this career?

The Department of Geosciences was wonderful in providing me with conference opportunities, high-end modelling computers and courses to implement this knowledge in real-world situations, opportunities to present to the public at the Gray Fossil Site and Museum events, opportunities to conduct outreach with various school groups and organizations, and unexpected side projects that got me involved with the Knoxville Zoo to conduct research on fossil and living red pandas. This all lead to a publication on the impacts of climate change on living red pandas (part of my thesis) in a book that red panda experts in zoos and across the globe reference regularly. I was very easily able to transition from red panda work to local mammal work thanks to Dr. Joyner’s training and mentoring. I have developed a unique, deep-time ecological perspective from volunteering for the Gray Fossil Site and conducting research on fossil red pandas with Dr. Wallace. I further developed my perspective by helping Dr. Wallace explore local caves and discussing the Ice Age distribution of animals compared to where they are found locally today.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

My undergraduate work was in biology, and I love comparative vertebrate anatomy, so I often worked as a resident assistant in East Tennessee Museum of Natural History’s modern osteology collection. This allowed me to learn how to identify many extant vertebrates as well as learn about their anatomy. This experience led me to teach labs for comparative vertebrate zoology in the spring and ichthyology (the scientific study of fish) in the fall at UT. It was truly invaluable to have had such access to a collection of diverse vertebrates!

What advice would you offer to current or future graduate students?

My best advice is to get out of your comfort zone and try new things, as you never know what new doors and opportunities might arise from them!

Anything else you would like to add:

I am very thankful to this university for all the opportunities it gave me and the small familial feel of the department. I always credit ETSU for giving me the skills I needed to gain entry to one of the nation’s top-tier ecology programs. I hope to inspire young women in science and show that biological/geological field work is for everyone!

WHERE ARE THEY NOW?

Brittany Sparks

MFA in Studio Art Department of Art & Design

Year of Graduation: 2020

Why did you choose ETSU for your education?

When applying to graduate school, I was looking for programs that could offer countless opportunities, academic rigor, and faculty that were active in their respective fields. For me, ETSU checked all the boxes and then some! A visit to campus alone was enough to seal the deal with the beautiful backdrop of the Appalachian Mountains, but the available facilities and equipment made it possible for me to research, refine skills, experiment, and create original and thoughtful work. Having the opportunity to teach was the main priority as well. At ETSU I was able to shadow, assist, and teach my own courses. Additionally, the art and design program offered time. ETSU has a three-year MFA, which I credit with giving me a chance to really investigate and expand my practice.

What is your current position and/or research?

I am the Undergraduate Advisor for the School of Visual Art and Design at the University of South Carolina.

What does this position/research entail?

I advise approximately 313 first-year and/or continuing students who are pursuing either a BA or BFA in Art Studio, a BFA in Art Education, or a BA in Art History. I help recommend courses, work with students on progression requirements, and have conversations with students about their future goals and aspirations. I represent the College of Arts & Sciences at admissions/recruiting/outreach events. I also introduce students and encourage participation in beyond-theclassroom experiential learning activities and opportunities.

How did your time at ETSU prepare you for this career?

The time I spent at ETSU prepared me for my career by offering experiences in teaching, opportunities to interact with faculty and staff in higher education, and time to participate in student and professional organizations and community outreach. My current position as an undergraduate advisor is super forwardfacing, meaning I am meeting with visual arts students for an average of 30 hours/week or approximately 400 hours a semester depending on student needs. This is in addition

to curriculum meetings and training with faculty members, recruitment events, and department events. This leads to a lot of communication and connections. At ETSU I worked and learned with a diverse group of students and faculty, and it is my belief that without my time as a graduate student in the art and design department, I would not be as well-rounded for my position as Undergraduate Advisor for the School of Visual Art and Design at the University of South Carolina. I feel like ETSU does a really great job at highlighting all aspects of art, while at the same time drawing in a diverse lineup of visiting artists and scholars for the enrichment of the university and surrounding community.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

I was awarded a full scholarship coupled with a GA position upon acceptance into the program at ETSU. During my first year, I worked closely with my mentor Lindsay Rogers. Through shadowing and working for Lindsay, I was able to learn maintenance, management, and etiquette of working in higher education and the art department. Teaching for four semesters of graduate school allowed me to grow into my own style of instruction—a style that fosters a safe space for all students while incorporating a technical and conceptual curriculum. Through my four semesters of teaching, I had time to correct the teaching methods that weren’t working and refine the teaching methods that worked.

WHERE ARE THEY NOW?

Joseph Kusi MS in Biology; PhD in Environmental Health Sciences

Department of Biological Sciences and Environmental Health

Year of Graduation: 2013 and 2020

Why did you choose ETSU for your education?

While searching for a university in the United States that could provide me with high-quality education, graduate assistantship, and a home away from home, one of my friends (ETSU alumnus) recommended ETSU to me. My friend told me that ETSU has a good reputation for welcoming international students, and this encouraged me to choose the university for my master’s degree.

What is your current position and/or research?

I am an assistant professor in the department of environmental sciences at Southern Illinois University Edwardsville.

What does this position/research entail?

I teach environmental health courses and maintain active research concerning safe innovation in nanotechnology, and the association between environmental exposures and health outcomes with graduate and undergraduate students. I participate in the Undergraduate Research and Creative Activities (URCA) program as a faculty mentor, which enables undergraduate students to gain research experience from my laboratory. At the department level, I serve on safety and environmental recruitment committees.

How did your time at ETSU prepare you for this career?

After the first two semesters in the PhD program, I had the opportunity to participate in the National Environmental Public Health Internship Program (NEPHIP), which encouraged me to choose a career in public health. Teaching undergraduate-level courses and conducting scientific research at ETSU prepared me for my current position. ETSU supported me with travel funding to present research results and expand my network at professional conferences across the country, which contributed to my career development. As a vice president of the Graduate and Professional Student Association (GPSA), I recruited new members, organized community service, and represented the association during University Council meetings. I also served as an equity and inclusion educator to promote diversity on campus. Participating in student and university activities prepared me to lead, supervise, and work with people from diverse backgrounds.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

I was fortunate to receive a competitive GA throughout my stay at ETSU to support myself. The responsibilities and expectations that come with GA helped me to stay focused on my academic work and career development.

What advice would you offer to current or future graduate students?

ETSU gives you the resources you need to be successful. Make good use of the available resources to create a career path for your future. Wherever you may find yourself after graduation, you will miss ETSU and Johnson City. Come back to visit and support ETSU.

Anything else you would like to add:

I am thankful to Dr. Istvan Karsai and Dr. Kurt Maier for their mentorship.

WHERE ARE THEY NOW?

Sundeep Venkatesan

MA in Speech-Language Pathology

Department of Speech-Language Pathology

Year of Graduation: 2010

Why did you choose ETSU for your education?

ETSU offers a strong academic and clinical program in speechlanguage pathology. Choosing to pursue my master’s at ETSU was definitely the best choice I could have made. There were plenty of tuition assistance opportunities available, which eliminated the major burden of student loans.

What is your current position and/or research?

I currently work as a clinical instructor at Binghamton University (BU) in the speech-language pathology (SLP) division. I am also concurrently pursuing my PhD in Community Research and Action.

What does this position/research entail?

As a clinical instructor, I help fill the speech-language pathology needs in the community by collaborating with the local school and healthcare community. In addition, I enjoy teaching undergraduate students and conducting research. BU is on its way to starting its SLP graduate program in fall 2024. There is a great need for speech-language pathologists in and around the Binghamton area, as there is a long waitlist of children for evaluation and treatment. Our SLP department started last year in the fall of 2021 to help fill this service gap. As a part of this initiative, I worked at the Family Enrichment Network and provided speech and language therapy services for children with various needs. I enjoyed working with children after having spent six years working with adults in a skilled nursing facility. It is always rewarding to work with children where things can suddenly change. One such experience was with a couple of children who started with severe speech and language difficulties. By the end of the school year, they had made significant progress in communicating their needs and wants.

My research focuses on interprofessional education related to swallowing and swallowing disorders. This area of interest was from years of frustration in the skilled nursing facility where no amount of education on swallowing and dysphagia-related issues resulted in any difference. I am working on publishing a content analysis study on nursing licensure and educational

requirements related to swallowing, swallowing disorders, and speech and language related issues.

How did your time at ETSU prepare you for this career?

The variety of clinical placements I completed during my master’s at ETSU equipped me to go out and work in the field to face new situations on my own.

If you held a graduate assistantship or tuition scholar position, how did this experience enhance your education?

I held both tuition scholar and graduate assistantship positions at ETSU. These positions taught me to develop time management skills, perform literature searches on multiple peer-reviewed websites, and read research articles effectively.

What advice would you offer to current or future graduate students?

Utilize your time as a graduate student to the best of your ability. You have the best resources available in terms of enhancing your theoretical and clinical knowledge. Don’t forget to have fun and do something different from your peers!

graduate and professional student association

provides the opportunity to...

receive support for travel to professional conferences in order to advance research, network, and enhance your graduate experience as well as the visibility of ETSU

network with students and faculty from different disciplines

participate in numerous professional development events

give back to the university and the wider community

Box 70720, Johnson City, TN 37614-1710 etsu.edu/gradschool Phone (423) 439-4221