Lindsay Hagar

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

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

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

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.

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

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

Savannah Bennett bennettse@etsu.edu

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

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

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

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, teller perspective (September 2022)

Left, Leticia Pizzino, Right, Dr. Delanna Reed

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. 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

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

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.

WHERE ARE THEY NOW?

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.

Sharon Bigger

PhD in Nursing College of Nursing Year of Graduation: 2021

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. 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.

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

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.

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.

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.

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.

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

Benjamin “Adam” McCullough Biology, MS

Dr. Foster Levy

Faculty Advisor

Written by Marten Baur

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.

Grass-leaf blazing star (Liatris virgata), 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.

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

Benjamin “Adam” McCullough, Doe Mountain, studying the Lycopodiella inundata site Benjamin “Adam” McCullough with a plant press

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

Dr. Foster Levy, investigating the Lycopodiella inundata site

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.

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!

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. 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:

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 STUDENT SUCCESS SPECIALIST

Why Contact the GSSS?

1. Setting realistic personal and academic goals 2. Overcoming day-to-day obstacles 3. Resolving problems and providing support 4. Finding services on campus and in the community

Sherrod Library, Room 453 (423) 439-7062 gradsuccess@etsu.edu etsu.edu/gradschool/successservice.php

graduate and professional student association

GPSA 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 • be involved in institutional governance and development

Office of University Advancement 1273 Gilbreath Dr. Johnson City, TN 37614 (423) 439-4292

Gift Form - Graduate School

I am/we are making a tax-deductible gift to support Graduate Studies at ETSU.

Graduate Foundation Account Add-On Fellowship

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Please make checks payable to the ETSU Foundation or pay online at etsu.edu/give. To pay online, click on “College of Graduate and Continuing Studies.” Under “Your Gift,” enter your donation amount, designations, and all other required fields, review, and submit your donation.

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