mission of High Point University is to deliver educational experiences that enlighten, challenge, and prepare students to lead lives of significance in complex global communities.
EDITORIAL TEAM:
Dr. Virginia Leclercq, Chief Editor, Douglas S. Withcer School of Humanities and Behavioral Sciences
Dr. Holli Bayonas, Stout School of Education
Dr. Cynthia Hanson, Phillips School of Business
Dr. Brandon Lenoir, Nido R. Qubein School of Communication
Dr. Pamela Lundin, Wanek School of Natural Sciences
Dr. Lance Mabry, Congdon School of Health Sciences
Dr. Claire McCullough, Webb School of Engineering
Dr. Rachel Phelps, School of Nursing
Dr. John Turpin, David Hayworth School of Art and Design
Dr. Amarylis Wanschel, Fred S. Wilson School of Pharmacy.
HIGH POINT UNIVERSITY DEANS:
Dr. Brian Augustine, Wanek School of Natural Sciences
Mr. Ken Elston, Douglas S. Witcher School of Humanities and Behavioral Sciences
Dr. Kevin Ford, Congdon School of Health Sciences
Dr. Daniel Hall (Interim), Phillips School of Business
Dr. Amy Holcombe, Stout School of Education
Dr. Mary Jayne Kennedy, Fred S. Wilson School of Pharmacy
Dr. Ginny McDermott, Nido R. Qubein School of Communication
Dr. Michael Oudshoorn, Webb School of Engineering
Dr. Ali Shazib, Workman School of Dental Medicine
Dr. John Turpin, David Hayworth School of Art and Design.
A MESSAGE FROM THE PROVOST
Dear Colleagues and Friends of High Point University,
I am honored to present to you this Centennial Edition of The Lighted Lamp and invite you to immerse yourselves in the expertise and achievements of our faculty. For 100 years High Point College and High Point University have shared the vision to provide a rigorous academic experience and prepare students for success in the world as it is going to be. A large part of that preparation involves our faculty engaging students in experiential learning; that is taking the knowledge gained in the classroom and applying it to real world situations. We know that this is where the deepest learning occurs and where students significantly develop critical thinking, effective communication skills, cultural competence, the ability to work with others and solve complex problems with creative solutions, and many other characteristics which employers and the admissions committees of graduate and professional schools desire in their candidates. The accomplishments in this issue highlight the expertise of our faculty, the commitment of High Point University to research and creative works and selected opportunities our students have to assist faculty in their experiences to discover new knowledge and produce creative works through experiential learning.
HPU is committed to engaging our students in research and creative works experiences with accomplished faculty who are teacher scholars and leaders of their disciplines. Our faculty are master educators, accomplished researchers and artisans, and expert clinicians. They are nationally and internationally recognized scholars who are role models for our students. Whether by working with faculty in the areas of how media portrays Middle-Eastern women, exploring social and anthropological findings of past cultures, studying the most effective ways to train our future educators, searching for more effective ways to fight antibiotic resistant bacteria, developing creative ways to deliver life-saving drugs, looking at alternative models to measure business assets, or determining the most effective way to teach Premier Life Skills, being involved in the creation of new knowledge and artistic works, is an exciting and rewarding experience for both students and faculty. Such experiences also inform teaching within the classroom, laboratory, studio, and clinic. Moreover, they impact society by further advancing scholarship, science and creative works for the good of all mankind.
As you read the articles in this Centennial Edition know that what you are reading is only a sampling of the work that our faculty contributes to scholarly, and creative arts disciplines. Also, know that these faculty are dedicated to the students and mission of High Point University: “High Point University’s inspiring environment, caring people, and engaging education equip graduates for success and significance by cultivating the values, knowledge, mindset, and skills necessary to thrive in a competitive and rapidly changing world.” Know that these faculty are on the cutting edge of their disciplines’ research and creative works setting the standards for the next 100 years.
Sincerely,
Daniel Erb, PT, PhD Provost
THE DEAN’S CORNER
Dr. Brian H. Augustine Dean, Wanek School of Natural Sciences
CURIOSITY IN THE RESEARCH LAB
IN THE WANEK SCHOOL OF NATURAL SCIENCES
Faculty, staff, and students from the Wanek School of Natural Sciences (WSNS) are honored to join the campus community in celebrating one hundred extraordinary years of education at High Point University. It is a major accomplishment for HPU and is an important milestone worthy of a year of celebration!
The Wanek School of Natural Sciences is home to the Departments of Biology, Chemistry and Physics and starting in Fall 2024 will be joined by the Department of Neuroscience. Students in our school have a broad range of long-term professional interests ranging from allied health/medical professions to graduate programs in the natural sciences. One of the defining characteristics of a degree in the WSNS is experiential learning in the form of research projects guided by faculty mentors with undergraduate science students beginning as
early as their first year. Students quickly learn that concepts and theories introduced in their classes translate into the research laboratory in ways that are impossible to convey by reading a book, listening to a lecture, or watching a video on the internet. Working side by side with faculty and peers in a research laboratory is most like an apprenticeship where longdeveloped tacit knowledge is passed down experientially from the research advisor to their students. Our students experience the importance of precision in experimental design, documentation of procedures, budgeting, collaborating with other experts, and all learn a valuable life skill that if something in science is easy, it has most likely been discovered long before. Only through perseverance are new discoveries made. In the ideal case, students who begin early in their undergraduate career will reach a point where they become senior
mentors to younger peers. It is through this virtuous cycle that students get to experience the highs and lows of research and the unique gift of being able to push back the frontiers of human knowledge.
Students integrate into research projects through two flagship programs housed in the WSNS that directly lead to experiential learning opportunities for students: the Natural Sciences Fellows and the Summer Research Program in the Sciences (SuRPS). The Natural Sciences Fellows is one of several fellows programs available for students at High Point University for incoming and first year students, with the Natural Sciences Fellows being specifically for students majoring in one of the degrees housed in the WSNS. Students apply to the program as incoming freshmen and are chosen through evaluation of their academic background and demonstrated interest in scientific study, broadly defined. Programming for the Natural Sciences Fellows spans all four years of their undergraduate career and includes community building, mentoring, professional development, and leadership opportunities. All Natural Sciences Fellows participate in a year of scientific communication and outreach and a year of mentored research. Through service and outreach, our students learn how to communicate science across disciplines and audiences, honing critical life skills for success in careers from industry to healthcare. The Natural Sciences Fellows program supports and encourages scholarship by providing research grants for the Fellows to support their projects during the academic year and the summer. Students learn to craft abstracts and basic grant applications and then present their research both on campus and at regional and
national venues. Olivia Armendarez’s (B.S. in Biochemistry, class of ʼ22) experience as a Natural Sciences Fellow tellingly illustrates the program’s role in helping students to achieve their professional goals. Part of the inaugural class of Natural Science Fellows and its president during her senior year, Olivia is currently pursuing a Ph.D. in Chemistry and Chemical Biology at Northeastern University.
The second major vehicle for experiential learning for natural science students is The Summer Research Program in the Sciences (SuRPS). The SuRPS program features funding for twelve faculty and twenty-four students with degrees in the natural sciences to work with a faculty mentor in a laboratory for eight
weeks during the summer. Both the students and the faculty devote their full attention to research for this eight-week period. Housing, meals, and a stipend are provided for students. The Summer of 2024 marked the 8th edition of SuRPS. In addition to hands-on laboratory
experiences, each SuRPS summer includes professional development opportunities for students to prepare for scientific careers. These include meeting with scientists and researchers who have participated in our weekly summer seminar series. Previous seminar speakers have visited from Duke, UNC Chapel Hill, Wake Forest, North Carolina State University, the Joint School of Nanoscience and Nanoengineering, Clemson and the University of Virginia. Students also participate in workshops on searching the scientific literature and using library databases, learning how to create a scientific presentation and how to communicate their work effectively. Social activities such as attending a local minor league baseball game, using the ropes course, and kayaking round out our summer research program. Briana Viering (B.S. in Biochemistry, ʼ23) and Kyra Gillard (B.S. in Biochemistry, ʼ18) offer two examples of the success of the SuRPS program; both Briana and Kyra participated in SuRPS and have gone on to academic and professional success. After participating in a summer research project on antibiotic adjuvants, Kyra has gone on to pursue a Ph.D. in Biochemistry at Stanford University. Following her study of bacterial responses to different antibiotics and adjuvant molecules, Briana is currently pursuing a Masters in Communication and Business Leadership at HPU while also working as an associate scientist in the vaccine department at Q2 Solutions in Research Triangle Park.
Between SuRPS, the Natural Sciences Fellows and external grant funding, the WSNS has averaged 14 faculty and 35 students working in our laboratories each summer. Students present their research accomplishments in a final research symposium taking place on the last Thursday and Friday each July. The keynote speaker for this symposium is an HPU alumnus who has gone on to use their scientific background in their career, and this perspective broadens our students’ horizons as they consider their next steps. Many of these students take the opportunity to continue their research throughout the
academic year, building a larger body of work which they present at external national and regional conferences. Many of our students have an impressive list of presentations and publications by the time they graduate! Because the students’ sole focus is research during the summer hours, they have more opportunities to get to know each other, most importantly building relationships with students outside their grade cohort. These relationships continue into the academic year. SuRPS and the Natural Sciences Fellows have helped to create a vibrant culture of scholarship, support, and community in our school.
Faculty in the Wanek School of Natural Science have been remarkably successful in the past decade, thanks largely to the dedicated time to focus on research with their students during the summer months. There are two major external metrics that scientists use to validate the importance of their scholarly work; (1) peerreviewed publications in high quality science journals, (2) peer-reviewed external funding from federal agencies and private foundations. Ten years ago, there were limited publications and essentially no external funding by faculty in the WSNS for their research. We now have had faculty funded for the following projects:
• The National Institutes of Health (Dr. Meghan Blackledge, Associate Professor of Chemistry and Dr. Heather Miller, Associate Professor of Chemistry) for their collaborative work on antibiotic resistance in human pathogens such as MRSA
• The National Science Foundation, the National Aeronautics and Space Administration, and the North Carolina Space Consortium (Dr. Brad Barlow, Associate Professor of Physics) for his study of unique binary star systems
• The National Science Foundation (Dr. Niky Hughes, Associate Professor of Biology) for her work with anthocyanin pigments in plants
• The North Carolina Biotechnology Corporation (Drs. Pamela Lundin, Associate Professor of Chemistry, Meghan Blackledge, and Briana Fiser, Associate Professor of Physics) for their study of chemically modifying polymer surfaces to create antibacterial surfaces in biomedical devices such as catheters
• The Henry Dreyfus Teacher-Scholar Award from the Camille and Henry Dreyfus Foundation for Dr. Heather Miller’s work on antibiotic resistance
In addition to research projects, faculty have been awarded instrumentation grants for the purchase of cutting-edge equipment used to enhance the teaching and research capabilities available for faculty and students to use. These include:
• Grants from the National Science Foundation through the NSF-Major Research Instrumentation Program for a $300K Nuclear Magnetic Resonance (NMR) instrument (Pamela Lundin (PI) Meghan Blackledge (co-PI)) and a $150K MRI award for a maskless photolithography instrument for microfabrication of structures down to 0.6 µm (Dr. Brian Augustine (PI) and co-PIs Drs. Pamela Lundin, Briana Fiser, Jacob Brooks, Assistant Professor of Physics and Dr. Sean Johnson, Assistant Professor of Engineering)
• An Institutional Development Grant through the North Carolina Biotechnology Center for over $100K to Heather Miller (PI) to establish an interdisciplinary cell culture facility
• Shimadzu Scientific Instruments through their Shimadzu Partnership for Academics, Research, and Quality of life (SPARQ) program in which over $1.5M in instrumentation was purchased in 2019 when the WSNS was opened to be used by undergraduate students and faculty for teaching and research
Access to this equipment is invaluable to the undergraduate experience of students in the WSNS as students as early as their first year begin getting trained on cutting-edge technologies which are used in industry, government laboratories, and prominent graduate schools.
This remarkable transformation has led to a complete change in the trajectory of the outcomes of our students in the last decade. WSNS students have been awarded several Goldwater and Fulbright Scholarships, and this past November we had our first Rhodes Scholar finalist. Students are regularly accepted into NSF Research Experiences for Undergraduates (NSF-REU) positions and summer internships around the country and in the past five years we have HPU alumni enrolled at Stanford,
Yale, Duke, UNC Chapel Hill, University of Pennsylvania, University of Florida, Dartmouth, the University of Wisconsin, Northeastern, the University of Illinois Urbana Champaign and many more in PhD programs in biology, chemistry, biochemistry, neuroscience, materials science, and physics. This is a testament to the opportunities students have, their mentoring relationships, the instrumentation and facilities, and the culture of undergraduate scholarship developed over the last decade at HPU.
Here are three examples of how undergraduate scholarship has been integrated into faculty research labs.
Barlow Research Lab:
Dr. Brad Barlow uses astronomical research as a tool to help students engage in critical thinking, nurture a growth mindset, develop an insatiable curiosity about the universe, and prepare for future careers in both industry and academia. His undergraduate-led research group focuses on using observations of compact stars to shed light on wider astrophysical phenomena including gravitational waves, Type 1a supernovae, binary star evolution, and more. Over the past decade, nearly three dozen students have participated in research with Dr. Barlow on more than forty unique projects. They carry out this work using data from observatories at the forefront of astronomical research, such as the 4.1-meter SOAR telescope in Chile and NASA’s orbiting TESS spacecraft. One of these students, Emily Boudreaux (B.S. in Computational Astrophysics, ’19), will receive their Ph.D. in astrophysics from Dartmouth later this year. Emily actually started doing research with Dr. Barlow in high school shortly after meeting him during an HPU Open House. By the time they graduated from HPU, Emily had published four peer-reviewed articles in top astronomy journals, including two first-author papers! One of these represents the first major application of artificial and convolutional neural networks to the classification of pulsating stars. This work greatly contributed to Emily earning HPU’s first-ever Goldwater Scholarship. Bryce Smith (B.S. in Physics, B.A. in Mathematics, ’23) represents another student who took advantage of Dr. Barlow’s access to instrumentation and network of collaborators. He led a two-year project to study a fascinating pulsating star called BPM 36430, which he helped discover using TESS. This work required him to go to the Chilean Andes to gather follow-up observations, and to travel to several other countries (Belgium, Northern Ireland, Czech Republic) to work with collaborators and present results at international conferences. Bryce will start a Ph.D. program in astronomical instrumentation in August 2024.
Blackledge/Miller Research Lab:
Dr. Meghan Blackledge and Dr. Heather Miller began their highly collaborative work at the interface of chemistry and biology in 2016. As many students in the Natural Sciences are drawn to medically relevant problems that face society, the Blackledge and Miller labs’ research
on pathogens such as methicillin-resistant Staphylococcus aureus (MRSA) provides students an opportunity to help tackle one of the most serious threats to human health. Over 90% of mentees in these labs have applied to or enrolled in graduate or professional school
Bryce Smith, ’23
after HPU. One of these former mentees, Kyra Gillard (B.S. in Biochemistry, ʼ18) pursued an undergraduate research project on antibiotic adjuvants. Over the course of multiple years, she contributed to the generation of new data on repurposing an FDA-approved drug to help combat antibiotic resistant bacteria. Ultimately, this led her to a huge accomplishment: a firstauthor paper in a peer-reviewed journal. A second paper followed her graduation thanks to her many contributions at HPU. Kyra always had her sights set high on a research career, and she successfully entered the biomedical research workforce after graduating from HPU. She often talked to Drs. Blackledge and Miller about the cutting-edge techniques that she had learned in HPU chemistry courses like Drug Discovery and Gene Expression. She witnessed first-hand how they prepared her for the “real world” of biotechnology companies focusing on mRNA technologies. After several years, Kyra decided to apply to top biochemistry Ph.D. programs and is currently finishing her first year at Stanford University.
Brianna Viering (B.S. in Bio-chemistry,ʼ23) was also a long-time member of the Blackledge/ Miller lab. She credits her paid summer research experience funded by an NIH grant as a chance to experience a full-time research position. Like Kyra, Brianna was mentored over multiple years at HPU because she had the opportunity to join a lab at the beginning of her sophomore year. Brianna worked on a type of high-throughput sequencing technology that measured bacterial responses to different antibiotics and adjuvant molecules. Her contributions lead to three publications in top journals published by the American Chemical Society. Brianna had multiple job offers after graduation and chose an associate scientist position at Q2 solutions in Research Triangle Park, North Carolina.
Brianna Viering, ’23
Lundin Research Lab:
When Dr. Pamela Lundin first met Olivia Armendarez (BS in Biochemistry, ʼ22) as a high school senior interviewing for the Presidential Scholars Program, she was impressed by Olivia’s obvious drive and leadership capabilities. During her sophomore year, Olivia joined Dr. Lundin’s research laboratory and she soon found herself coming into the laboratory nearly every day to work on her project developing novel initiators for growing conducting organic materials for novel electronics technologies. Due to her research prowess and track record of results at HPU, Olivia was accepted into several competitive summer research programs after her junior year, ultimately attending one at North Carolina A&T University. In her senior year, as she was looking into Ph.D. programs to continue her research training, Olivia came across the laboratory of Dr. Leila Deravi at Northeastern University, which specializes in, among other things, design of pigmented materials for sensing applications, a topic which Olivia was currently researching in Dr. Lundin and Augustine’s upper-level course on nanoscience. Olivia reached out to Dr. Deravi, who was impressed with Olivia’s research and ultimately, after Olivia’s acceptance to Northeastern’s Ph.D. program in Chemistry, offered Olivia a spot in her research laboratory for the summer before the program even started! Olivia is now a second-year student in the lab, where she has developed her own project on wearable sensors. She has also continued her track record of leadership as the president of her department’s graduate student association.
These are only a few examples of the types of life-changing opportunities available to undergraduate students in the Wanek School of Natural Sciences. With 100 years of extraordinary education in the history books at High Point University, the faculty, staff, and students in the Wanek School of Natural Sciences set our eyes on the next century of innovation, discoveries and relationships through close mentorship on the scientific challenges facing the next generation.
Olivia Armendarez, ’22
UNVEILING NARRATIVES:
NAHED ELTANTAWY’S JOURNEY WITH MEDIA REPRESENTATION AND ACTIVISM
Dr. Nahed Eltantawy
Associate Dean and Professor of Journalism, Nido R. Qubein School of Communication
It is an honor to be the 2023 recipient of the Ruth Ridenhour Scholarly & Professional Achievement Award. This recognition has allowed me to share with my colleagues at High Point University and the broader community the research topics I am passionate about and the motives that drive my scholarship. At HPU, we are surrounded by talented and dedicated scholars, and we often are unaware of the hard work, time and effort they commit to their scholarship. So, I am grateful to be able to share with my colleagues my research journey and how my identity as a Muslim Arab American feminist scholar largely shapes my research interests.
My story with research starts with graduate school at Georgia State University. I moved from Egypt to Atlanta, Georgia in 2000, and immediately enrolled in GSU’s Public Communication PhD program. I had previously worked in Egypt as a general correspondent and a stock market reporter with Thompson Reuters, and it was this strong journalism background that elevated my interest in events that were taking place in 2001. As a Muslim and an Arab, watching the events of September
11 unfold was not easy. I remember being glued to the TV, following what the media covered and, often, questioning how certain claims were made or how millions of Muslims around the globe were suddenly viewed as dangerous and as enemies of freedom. I knew that such stereotypes had impact on how American audiences viewed my people. FBI statistics from 2001 show that anti-Muslim hate crimes jumped from 28 incidents in 2000 to 481 incidents in 2001. It was at that moment that I knew this would be my dissertation focus. I graduated from GSU in 2007, and my dissertation centered on “US newspaper representation of Arab and Muslim women post 9/11.” I applied a discourse analysis, to examine articles from major US newspapers that focused on Muslim women’s lives between 9/11/2001 and 9/11/2005. With the increased focus on Muslims in general, and Muslim women in particular, it became essential for me to analyze and understand how women were portrayed. Muslim women had increasingly been on the face covers of magazines and front pages of newspapers since 9/11 with the coverage of the war in Afghanistan, the U.S.-led Iraqi invasion, and the elections that
followed in both countries. My dissertation aimed to offer a comprehensive account of dominant stereotypes in Western media coverage of Muslim women, and how, the same media that claimed these women were voiceless, was speaking for them and making false claims about their lives without input from these women.
The dissertation was my first in-depth academic study, and it was what inspired me to dedicate my scholarship career to focusing on media representation. As scholars, we aspire to do good with our research, and for me, I aimed to uncover stereotypes and to demonstrate the bias and generalizations that often seep into media coverage of people from nonWestern cultures. When I joined HPU in August 2008, I was still fairly new to scholarship. I had completed my dissertation and had published an article in Communication and Critical/ Cultural Studies on Argentinian women’s use of pots and pans as a form of resistance against global economic injustices. My first couple of years at HPU were mainly dedicated to creating and building a brand-new journalism program, as I was the first journalism professor to be hired in our school. I attended academic conferences annually, but the bulk of my time was focused on the new journalism program and on my teaching.
Resource Mobilization Theory & the Arab Uprisings
As I gradually began to dedicate more time to scholarship, I applied and was selected as a Fulbright Scholar in 2011/12. I was to travel to the United Arab Emirates in the spring of 2012 to teach and conduct research. This was exciting and it felt like my first major scholarship accomplishment as an HPU faculty member. I had never felt as proud as I did at that time and was looking forward to travelling to the UAE as an HPU representative. Yet, things did not go as planned. This was also the time of the Arab Uprisings that swept many countries in the Middle East and North Africa, starting with Tunisia, then spreading to Egypt, Bahrain,
Libya and Syria. As someone who grew up in a dictatorship, under the 30-plus year rule of Hosni Mubarak, I was witnessing something amazing and unimaginable. The millions of Egyptians who had endured years of government oppression, police brutality and economic instability, were able to bring down Mubarak’s regime in an 18-day uprising. I spent this time, watching and following the news, largely via social media. Since mainstream media in Egypt was not accurately covering the protests, I followed Egyptian activists on Twitter who offered detailed accounts of events as they unfolded. I shared updates and opinions via social media. It was because of my social
media activity that I was denied a visa to the UAE days before I was to start my Fulbright assignment. Overnight, I went from getting ready to fly out to the UAE, to a semester where I had no teaching assignments at HPU and no scholarship projects to work on. I initially fell into a depression as I felt I had failed and that this was somehow my fault.
My dean at the time was Dean Wilfred Tremblay, and he, as well as my former Associate Dean,
Virginia McDermott, both encouraged me to take this spring semester as an opportunity to work on research projects. What started out looking like a devastating failure, ended up being one of the most productive and most successful periods of my life. I immediately got to work, collaborating with former colleague, Julie Wiest, on three consecutive research projects. We responded to a special issue call in the International Journal of Communication, that was dedicated to the Arab Spring and
Arab Women & Cyberactivism
It was throughout this period in 2011 that I was expanding my research interests to focus on media representation and media activism. I examined Egyptian women’s activism during and after the 2011 revolution, and how they utilized social media, graffiti art, film and traditional media to bring attention to urgent issues, such as sexual harassment and genderbased violence. I also researched Saudi Arabian women’s social media campaigns demanding driving rights and an elimination of the male guardian system.
media. Wiest and I focused our study on examining resource mobilization theory as a tool to explain social movements; we applied a case study analysis to explore the impact of social media on the Egyptian 2011 revolution. Our article, “Social media in the Egyptian revolution: Reconsidering Resource Mobilization Theory,” continues to be one of the most cited works of scholarship on social media activism, with over 1200 citations. During this spring semester, I attended academic conferences, and worked on several other manuscripts. These, in turn, led to a series of on-campus invitations to discuss social media activism and to multiple media interviews.
Thus, this was the start of a period of vigorous research production and presentations on diverse topics relating to media representation and social media activism in the Arab world. I was gradually beginning to carve out clear areas of research expertise, which led to more on-campus invitations to present my scholarship. This also led to my invitation to edit a special issue of Feminist Media Studies, a prominent journal in my field. In 2013, I completed the special issue, titled, “From veiling to blogging: Women and media in the Middle East.” Working on this special issue also allowed me to engage with other scholars who had similar research interests, which, in turn, lead to future collaborations, such as national convention panel presentations, book chapters and on-campus invitations to discuss our research. Then, in 2016, the editors of Feminist Media Studies invited me to turn the special issue into a book.
From Social Media to Hip-hop Music
I have always found scholarship collaborations to be an efficient way to maintain an active research agenda. When you commit to working with fellow scholars, you’re obligated to stick to deadlines, as it is not only your research that is on the line, but that of the scholars that you commit to working with. Additionally, I’ve gained tremendous knowledge from working with fellow researchers in and outside of HPU. Collaboration does not necessarily mean working on joint research. Since 2011, I’ve collaborated with colleagues in the Nido R. Qubein School of Communication in a research group. The idea came from our dean, Dr. McDermott, who at the time was the associate dean. She suggested that we create a research group to better prepare us to present our scholarship at national conventions. Dr. McDermott and my colleague, Dr. Kristina Bell, were both members of this group, and in 2012, they offered valuable feedback on one of my studies at the time on media depictions of Muslim women. In fact, it was during this collaborative research meeting that my colleagues suggested the title for my study, “Above the fold and beyond the veil: Media depictions of Muslim women,” which I successfully presented in 2012 at the annual convention of the Association for Education in Journalism and Mass Communication in Chicago. My study was later published as a chapter in the 2014 Routledge Companion to Media and Gender. Today, I continue to run a faculty scholarship seminar for NQSC faculty members. We meet once a month, where faculty present current research, seek feedback or ideas on potential research ideas, or utilize us as an audience to rehearse upcoming convention presentations.
In terms of scholarship collaborations, I’ve worked with several current or former HPU scholars on various scholarly projects. Thanks to my fellow scholars, I have gained knowledge and expertise in a few new areas that I would not have worked on if I was conducting the research on my own. My initial collaboration
was with my former colleague, Julie Wiest, where we published three studies together. We covered everything, from social media activism in the Arab uprisings to social media use among college students in the United Arab Emirates. I later worked with former colleague, Sojung Kim on a Twitter/X study on depression tweets by South Korean users. I gained a great deal of knowledge on health communication from working with Dr. Kim. Then, in 2019, I reached out to Judy Isasken, a dear friend and retired colleague who had tremendous experience in gender and pop culture studies. We worked on a study that focused on the Muslim feminist hip-hop artist, Mona Haydar. Not only did we end up publishing our research, but we also travelled to Thailand to present our findings in the 2019 5th World Conference on Women’s Studies. We also invited the artist, Mona Haydar on campus that year, and she visited both of our classes where we were able to share our scholarship with our students in the Nido R. Qubein School of Communication and students minoring in Women and Gender Studies. I have collaborated with scholars from the University of Maryland and the University of Wisconsin on a number of research panels and research publications, including my study on media coverage of mass shootings and my co-authored refereed article on political satire in Egypt post the uprising.
Today, I continue to collaborate with fellow HPU scholars and am grateful for these opportunities that allow me to expand my research knowledge and learn from their research expertise. I am currently working with my friend and colleague, Dr. Kristina Bell, on a Wordle social media study, where we are analyzing dominant themes in social media posts relating to The New York Times game, Wordle.
Communication & Gender in the Middle East & North Africa
On the scholarship side, I was satisfied with my research growth and expansion and for years, had developed a system of regular
scholarship output that helped me maintain a steady research output. I would start with a current research topic that reflected media-related contemporary issues. I would narrow this down to a specific research study and apply to present this at a national or regional conference. Once I presented my study and received feedback from my audience, I would work on creating a solid peerreviewed study and send it out for publication. Yet, despite having this regular scholarly output, I was not content. In the back of my mind, my incomplete Fulbright from 2011 kept nagging me, leading me to reapply, this time for a Fulbright Specialist award. This was a different type of Fulbright award. Whereas, the Fulbright Scholar Award, lead to an immediate assignment to a specified country and university, the Fulbright Specialist, lead to 5-year award, where the scholar had to communicate with universities around the world to seek an invitation to teach and conduct research. I applied and was awarded a Fulbright Specialist award from 2015-2020. Then, in 2019, I had secured an invitation from Izmir University of Economics, where I spent two weeks in October 2019. I gave guest lectures in various media classes as well as university-wide lectures. I also worked with department chairs on revising their media studies curriculum.
After a successful Fulbright experience in Izmir, Turkey, I was invited by a Middle East communication scholar to coedit a book on communication in the Middle East and North Africa. I was excited to work on this book project, as this was one area of scholarship I had not fully explored. My coeditor Loubna Skalli and I immediately reached out to potential authors, created a detailed outline and finalized a proposal to take back to our publisher, Palgrave Macmillan. Once our proposal was
approved, we spent the next two years working nonstop to bring our book to life. This was also at the time when COVID-19 hit the world, and, sadly, several of our contributors had to pull out due to illness or other COVID-related issues. Finally, in 2023, our coedited book, The Palgrave Handbook on Communication and Gender in the Middle East and North Africa was officially out.
Media Coverage of the Gaza Conflict
My journey with scholarship hasn’t always been smooth sailing. It took time for me to find my right path and research focus, and to develop practical methods of carving weekly timeslots for research, amidst our other faculty duties of teaching and service, and amidst my growing administrative duties as associate dean. Yet, I managed to do that and today, I am thankful that I can still find time to pursue my passion for research and continue to actively produce meaningful work. As the events of October 7th unfolded, with the Hamas killing of over 1,200 Israelis and kidnapping of close to 250 hostages, followed by months of Israel’s bombing of Gaza, that has to date, killed over 25,000 Palestinians and wounded over 60,000 others, I’ve watched the Western media coverage and Middle East news coverage of the same stories as they unfolded. As I scrutinized the coverage, I noticed how history is repeating itself; the images of bias, the stereotypes, the
generalizations I had witnessed after 9/11, seemed to be reoccurring all over again. As a scholar focused on media representation and media activism, I feel a great responsibility to conduct an in-depth study of this media coverage to reach accurate conclusions that can help us make sense of the imbalance in news coverage. I agree with British philosopher and psychologist, Celia Green, who said: “The way to do research is to attack the facts at the point of greatest astonishment.” This is why, I am currently collecting the data for a qualitative comparative study of how the events are reported on in Western versus Arab media, and I also intend to work on a social media study, analyzing user feedback and comments on the media coverage. The goal with these research projects is to better understand bias and to help explain why we continue to see biased media coverage on non-Western people and cultures.
REFERENCES
Nahed Eltantawy, “Pots, Pans, & Protests: Women’s Strategies for Resisting Globalization in Argentina,” Communication and Critical/Cultural Studies 5, no. 1 (2008): 46–63, https://doi.org/10.1080/14791420701821773.
Nahed Eltantawy, & J.B. Wiest, “The Arab spring| Social media in the Egyptian revolution: reconsidering resource mobilization theory,” International Journal of Communication 5, no. 18 (2011): 1207-1224, https://ijoc.org/index.php/ijoc/ article/view/1242/597
Nahed Eltantawy, “From Veiling to Blogging: Women and media in the Middle East,” Feminist Media Studies 13, no. 5 (2013): 765-769, https://doi.org/10.1080/14680777.2013.838356
Nahed Eltantawy, “Above the Fold and Beyond the Veil: Islamophobia in Western Media,” The Routledge Companion to Media and Gender, ed. Cynthia Carter, Linda Steiner, Lisa McLaughlin (New York: Routledge, 2014).
S.C. Kim, & N. Eltantawy, “Sharing# Depression in Twitter?: A Content Analysis of Tweets and User Interactions in South Korea and the US,” Asian Communication Research, 13, no. 1 (2016): 33-57.
N. Eltantawy & J. Isaksen, “Mona Haydar: blending Islamic and hip-hop feminisms” Feminist Media Studies, 20, no. 6 (2019): 847-862. Doi: 10.1080/14680777.2019.1636112.
A. Ibrahim & N. Eltantawy, “Egypt’s Jon Stewart: Humorous political satire and serious culture jamming,” International Journal of Communication 11, (2017): 2806-2824, https://ijoc.org/index.php/ijoc/article/view/6359/2084
L.H. Skalli & N. Eltantawy, eds. The Palgrave Handbook of Gender, Media and Communication in the Middle East and North Africa (Cham, Switzerland: Springer Nature, 2023).
THE CHALLENGE OF GOING
FROM EVALUATION TO VALUATION: THE CASE FOR A STOCHASTIC
FOUR-STAGE CASH DUPONT VALUATION MODEL
Dr. Steven A. Lifland
Carl Maneval Smith Professor of Accounting and Finance Director of Finance, Phillips School of Business
In the novel, “The Picture of Dorian Gray”, Oscar Wilde writes: “Nowadays people know the price of everything and the value of nothing”. While this may be a cynical view of society, there may be some truth to it when referenced in a financial market context. Investors tend to place an emphasis on acquiring assets where their worth is based on their associated cost and not necessarily its intrinsic value. For investors, stock prices are easily found but their associated value needs to be ascertained.
A common approach by investors and financial analysts in measuring a company’s performance, is to look at topic areas such as a firm’s ability to meet its current obligations, recognizing revenue from the sale of its inventory, the sourcing of funds through the issuance of bonds, and the ability to ultimately earn a profit. In comparing companies, it’s intuitive to think that firms that exhibit relatively strong positions in the latter areas are superior to the firms that do not. However, it’s not clear
how these measurements directly impact the future value of the firm. My research attempts to bridge the gap between what can be seen as descriptive in nature and convert it into a model that actually measures value.
Specifically, my research begins with the known and accepted Three-Stage Dupont Analysis which reveals the relative use of sales, assets, profits, and debt. This metric is based upon static accounting data. It acts as a benchmark of strength or weakness in the ability of the firm to generate returns. However, it does not provide any direct association with the “intrinsic” value of the firm. My research extends current financial literature as it posits the construction of a new Four-Stage Cash DuPont Model that includes a Cash Conversion Factor which leads to an assessment of what an asset is worth. It becomes a stochastic model with the introduction of probability distributions as defined by a Monte Carlo Simulation.
What is the Three-Stage Dupont Model?
One of the best-known business models is the Three-Stage DuPont. It reveals the relative use of sales, assets, profits, and debt by the firm. This model is a barometer of strength or weakness as it shows the ability of the firm to generate profits based on the equity capital supplied by investors. While the Three-Stage DuPont model is seen as a measure of how efficiently the firm is using its money to generate profits for its stockholders, it does not address the value of the firm.
What is the Cash Conversion Factor and What Does it Measure and Imply?
A unique feature of my research is the introduction of the Cash Conversion Factor (CCF) which converts the DuPont Return on Equity (ROE) into a Cash DuPont ROE. It’s a ratio of the free cash flow to equity to a firm’s profitability. The CCF measures how efficiently management can convert its profits into future cash flows, which are essential in the determination of a firm’s intrinsic value.
The Free Cash Flow to Equity and the Cash Conversion Factor are measured in the following manner:
x denotes multiplication
DuPont ROE = product of the asset turnover, profit margin and financial leverage
The result of multiplying the three stages is the final ratio of Net Income divided by Equity which is the ROE
In general terms, the model reflects how often assets are “turned over” or sold during the operating cycle and the related profit margin on their sale. All this is influenced by the reliance on debt financing by the firm in the procurement of the fixed assets.
A critical figure used in any valuation process centers on the net operating cash flows of a company. An appropriate proxy is the calculation of the Free Cash Flow to Equity (FCFE) which represents the cash available specifically to stockholders after all current obligations, capital expenditures, and debt financing needs have all been met. The FCFE represents the “unencumbered cash flows” available to the stockholders of the firm. It is this relationship with equity holders which allows for the modification of the Three-Stage Model.
+ denotes addition
FCFE = the summation of the net cash flows from operations, investments, and debt financing
CCF = FCFE divided by Net Income
How is the Four-Stage Cash DuPont Model Formulated?
I modified the Three-Stage DuPont to reflect a focus on forecasting free cash flows to predict the intrinsic value of the firm. The Cash Conversion Factor is the fourth stage of the new Cash DuPont model.
x denotes multiplication
Four-Stage Cash Dupont = product of the asset turnover, profit margin, financial leverage and CCF
Cash DuPont ROE = the product of the four stages results in the ratio of FCFE divided by Equity
How is the Four-Stage Cash DuPont Transitioned into an Equity Valuation Model?
A common business valuation ratio is the Price to Book Value and it indicates, at any given stock price, how much the market is willing to pay for the book value of the firm. The book value is synonymous with equity. The Price/Book proxy is determined by dividing the Cash ROE by a market index (S&P 500 Index) rate of return. This market index return represents an investor’s “required return”, a benchmark of the least acceptable return an investor will accept on an investment. Multiplying the actual book value per share by this proxy results in a stock’s intrinsic value.
thousands of iterations for the Cash DuPont Model. The combined stochastic and simulation aspects create a distribution or array of results that include numerous inputs sampled over-andover again. In other words, it offers the ability to simulate the valuation model, generating probabilities of events occurring, rather than a single best guess scenario. The Monte Carlo Simulation facilitates the transformation of static metrics into stochastic measurements.
The Application of the Four-Stage Cash DuPont ROE and the Running of the Simulation
With the construction of the Four-Stage Cash Dupont Model, investors can now rely on the asset turnover, profit margin, financial leverage, and the unique FCFE/Equity Ratio to explain the possible intrinsic value of the firm.
How can the Static Four-Stage Cash Dupont become a Stochastic
Model?
In any financial analysis, being aware of the possibility of a particular outcome is important but not as crucial as being able to measure the probability of some future value or downside risk.
The Monte Carlo Simulation is a stochastic tool used to analyze models that contain uncertainty. Stochastic denotes that there is a random sampling of inputs. The components of the Three Stage DuPont Model are static as their measurements lack any real movement in the data. I employ a simulation that creates
My research utilizes a stock screener found at Finviz.com to create the sample of firms to analyze. One of the companies chosen is Amazon (AMZN). The financial statements for the firm are downloaded from Capitaliq.com. These statements include the balance sheet, income statement, and statement of cash flows covering the period of 2017 through 2022. These statements form the primary source of data for the Four-Stage Cash DuPont ROE Model and subsequent Monte Carlo Simulation. The required market index return is proxied through the performance of the S&P 500 Index. The annualized market return is obtained from buyupside.com. It is common to use annualized returns to evaluate the performance of investments.
The Monte Carlo simulation creates a probability distribution of results. A major contribution of the simulation is the ability to compute thousands of iterations of the valuation model forming the distribution of results enabling the determination of the probabilities of specific tests of equity valuation. The results present not only the possibility of an event but also the probability as well. The latter metric is what sets the Monte Carlo Simulation apart from other measurement techniques.
The comparison of the Three-Stage DuPont ROE with the Four-Stage DuPont Cash ROE for Amazon (AMZN) is presented in Exhibit 1 and Exhibit 2.
Exhibit. 1:
Amazon’s Three-Stage DuPont ROE Model
The average Three-Stage Return on Equity is 20.90% with a minimum of 11.36% and a maximum of 36.25%. There is an upper 5% probability that the expected ROE will exceed 27.91% and a 5% probability that it will be lower than 14.79%.
Exhibit 2:
Amazon’s Four-Stage DuPont Cash ROE Model
The average Four-Stage Cash ROE is 41.98% with a minimum of 16.60% and a maximum of 83.46%. There is an upper 5% probability that the expected Cash ROE will exceed 61.0% and a 5% probability that it will be lower than 25.8%.
The simulation also generates a histogram of the Forecasted Intrinsic Value of the Amazon stock which is presented in Exhibit 3.
Exhibit 3: Forecast of Intrinsic Value for Amazon
There is a 5% upper probability that the stock price can exceed $213.41 and a lower 5% probability that the stock price can be lower than $90.44. There is a 90% probability that the future price of Amazon will land between the two 5% percentiles. The average (50% probability) forecasted intrinsic value of Amazon is $146.92. One year later, Amazon stock is priced at $151.49. The Four-Stage Cash ROE appears to be a competent forecasting model.
The Forecasting Capability of the Four-Stage Cash DuPont Model
While the Three-Stage Dupont Model reveals strengths and weaknesses of a firm’s performance, my research seeks to adapt the model to assess the intrinsic value of a firm’s stock. By modifying it with the inclusion of a Cash Conversion Factor, I develop a FourStage DuPont Cash ROE Model, creating a proxy for the fair price to book ratio. The modification leads to an equity valuation model capable of forecasting future stock prices and extends the current financial literature.
TROWELS, DRONES, AND GUINEA PIGS AT CHAVÍN DE HUANTAR, PERU:
A RESEARCH EXPERIENCE WITH HPU UNDERGRADUATE STUDENTS
Dr. Silvana A. Rosenfeld
Associate Professor of Anthropology
Dr. Matthew P. Sayre
Associate Professor and Chair, Department of Sociology and Anthropology
Helping students see the world in a different way is a goal of many of us in the Social Sciences and Humanities at High Point University. This past summer, we had the chance to travel with two HPU students, Zyncli Ramirez and Corey Palubinski, to a small town in the Peruvian Andes where they conducted supervised research for six weeks.
After securing a National Science Foundation senior grant in archaeology to excavate at the UNESCO site of Chavín de Huantar in Peru, we were eligible to apply to an NSF Research Experience for Undergraduates Supplement to mentor students conducting independent projects in our research area. This supplement covered the students’ room and board, transportation, and provided them with a small stipend while in the field.
Matt Sayre in front of recently excavated ancient walls at La Banda, Chavín de Huantar
Archaeology at Chavín de Huantar
Chavín de Huántar is an important archaeological site located in central Peru in the town of the same name. It is characterized by unique monumental architecture, which includes a series of temples with complex passageways and finely crafted stone sculptures. The site is remotely located at 3,150 meters above sea level (masl), roughly halfway between the Amazon rainforest and the Pacific Ocean Coast, and it was built and primarily occupied between 1200 and 500 B.C. Based on artistic depictions and its elaborate architecture, it has been argued that Chavín de Huántar had strong leaders who ritually manipulated sound, light, and psychoactive plants to influence small groups of pilgrims from local and distant origins (Kolar et al. 2012; Rick 2005, 2006). Although substantial research has been conducted on Chavín iconography and monumental architecture (e.g., Burger 1995; Kembel 2008), much less is known about the people who lived and worked outside, and presumably for, the monumental core. The organization of Chavín society, for instance, is still poorly understood.
The goal of our larger archaeological project is to examine the interconnections between ritual and status differentiation at the site of Chavín de Huantar during the Formative Period (broadly 1500 – 200 B.C.) (Sayre and Rosenfeld 2023). The Formative Period was a time when institutionalized inequality was becoming established in the Central Andes. One of the hallmarks of stratified and socially unequal societies is that people begin to gain differential access to material goods and procure resources from outside of their catchment area (Graeber 2011; Manning and Morris 2007). The naturalization of inequality can be seen in the materialization of ideology (DeMarrais et al. 1996). As a system of beliefs presented in ceremonies, ideology can be created and manipulated by the ruling elite to establish and maintain asymmetric social power. In this sense, portable symbolic objects such as ritual paraphernalia and attire can communicate status to different segments of the society (Earle 1997). Control over the production and circulation of symbolic objects can be a mechanism to exert social power. We argue that exchange and production of exotic and highly elaborated artifacts for ritual activity fueled social differentiation at Chavín de Huantar.
Comparative understanding at the household level can provide a more nuanced view than solely studying the monumental structures. Our research particularly focuses on the La Banda sector, the only area with significant contiguous domestic dwellings recovered to date at Chavin. Through the excavation and analysis of La Banda material our project seeks to better understand the intersection between ritual activity (prominently enacted in the ceremonial center) and the active involvement of the people who economically supported the temple and lived in the La Banda sector. Preliminary research has shown that La Banda residents were engaged in the exchange of non-local materials and in the manufacturing of artifacts used in the main temple (Rosenfeld and Sayre 2016, Sayre et al. 2016). The analysis of the architecture, food, and production
tools recovered in the sector may point to internal status differentiation within La Banda and between La Banda and the main temple. Investigating the social, political, and economic mechanisms that underwrote the fluorescence of a prominent ceremonial center will shed light on the dynamics of emergent institutionalized sociopolitical inequality, one of the grand challenges in archaeology (Kintigh et al. 2014).
non-local material found at the site, such as cinnabar (a bright red inorganic pigment), marine shells (used for musical instruments, such as trumpets) and obsidian (a volcanic glass used to make sharp tools). Our studies have shown marine isotope values of a seal or whale for bone artifacts recovered in the La Banda sector (Sayre et al. 2016). Marine bones were transported to Chavín from the Pacific Ocean and probably worked in the La Banda area where they were found along with bone tools in different stages of manufacture (Rosenfeld 2023). If these marine bones had been transported as finished artifacts they would likely be found in a location of use, not in a manufacturing area. The lack of unfinished ceremonial artifacts in the main temple suggests that these processes were intentionally physically separated from this ceremonial space. Other crafts, such as objects made on the marine shells Spondylus and Strombus have been found in completed form in offering contexts in the Ofrendas and Caracoles Gallery at the main temple (Lumbreras 1989, Rick 2005).
Much research has been conducted on the implications of Chavín’s interaction with longdistance regions. Initial studies focused on the iconography of the carved stones in the monumental area which show jungle animals such as caimans and snakes. Recent studies are based on the characterization analyses of
Some of the analyses we are currently undertaking from last summer’s excavation include: stable isotope analyses of animal and human bone to track mobility patterns of ancient people and caravan animals (llamas) in collaboration with Vanderbilt University, radiocarbon analysis of burnt wood and bone fragments to date the houses’ constructions and different occupations through time, zooarchaeological and paleoethnobotanical analyses to determine the animals and plants that the La Banda people ate, and ceramic analysis to assess clay selection and the manufacture of the different fragmented pots found at the site. Some of the interesting artifacts we found include a silex point, a stone cup, bone tubes and beads, and decorated ceramic fragments. We are looking forward to seeing what the data analyses will reveal on the lives of the people who lived in this ancient community.
Orthomosaic of excavated area during season 2023 at La Banda sector, Chavín de Huantar produced by Corey Palubinski and Erick Acero
Student Research
Our project gives students from the United States and Peru hands-on experience in fieldwork and lab analysis. In the summer of 2023, two High Point University students traveled with us to experience different aspects of anthropological fieldwork. Our first attempt to take HPU students to the field was in summer 2022. Unfortunately, when Silvana arrived at the Lima airport with the students, she heard from Matt who was already in Chavín that a landslide had happened in the town. Mount Shallapa cracked and a rockslide impacted and destroyed roughly 50 (mostly adobe) houses producing a lot of dust and debris. While thankfully there were no casualties, parts of the road closed and water and food could be compromised for several weeks. The government eventually declared a state of emergency in the area, so we decided to return home. Our trip in summer 2023 was also eventful. Our flights from Miami to Lima (Peru) were delayed several times and eventually cancelled at the end of the day due to inclement weather in the Caribbean. We arrived in separate planes to Lima a day and half later than scheduled. After sleeping for several hours and refueling with great local food, we took an 8-hour bus over the mountains and a 3-hour car ride through wandering roads until we arrived at the small town of Chavín de Huantar.
After taking a first-year seminar titled “Who owns the past? World Heritage and Archaeology” with Matt, Zyncli Ramirez was interested in interviewing the inhabitants of Chavin to understand their connection with their UNESCO archaeological site. In the fall, she completed her training on designing, conducting, and recording research with participants under our supervision at HPU. She headed to Chavín with a lot of books to learn more about the culture and how anthropologists had investigated heritage, ritual, and local beliefs in other parts of Latin America. Given that she is fluent in Spanish, she conducted face-to-face interviews with the townspeople, local and foreign archeologists,
and business owners about their various opinions of the Chavin National Museum, the memories of the role the Chavin Archaeological Site played in their past, the amount of pride the monument brings now to Chavinos, and the impact of the fall of Shallapa that occurred the previous summer. Using an anthropological lens, her goal is to understand the evolution of the perspective of archaeological sites in a growing town and its impact on the local population. She presented her results at the HPU Research and Creativity Symposium, as well as at the Society for American Archaeology Annual Meeting in New Orleans in April 2024.
The use of detailed imagery and 3D models captured by drones allow archaeologists to enhance documentation needed for preservation. Detailed imagery is crucial for preserving spatial relationships for future
HPU student Corey Palubinski flying a drone at the site of Chavín de Huantar, Peru
research. Moreover, their cost-effectiveness and time-efficiency reduce fieldwork expenses and accelerate the research process. Additionally, drones promote sustainable archaeology by reducing environmental impact, as they can gather critical data without disturbing the ecosystems. Corey Palubinski was selected to join our project due to his experience with drones. He mapped our excavations in La Banda at different points in time during fieldwork to help us keep an accurate record of our progress. He also helped the Stanford University Project by mapping the sunken plaza and other sectors in the monumental area. We hiked more than 3,800 masl to map a site on the top of a mountain for a local archaeologist. This was Corey’s highlight as he had to maneuver the drone around the mountain peak to survey the exposed walls of this ancient site. Towards the end of our stay, Corey gave an informal talk to the townspeople about his work and the advantages of unmanned aerial vehicles as applied to archaeological projects. He presented a poster at the 2024 HPU Research and Creativity Symposium.
Both students’ projects contribute to our research in their own way. The maps produced by Corey will facilitate the analysis of spatial relationships of the different excavated areas at Chavin. The analysis of the interviews conducted by Zyncli will show the current connection of local inhabitants with the archaeological site and hopefully a way to help preserve the site for future generations.
The students had the chance to experience the slow pace of living at a small mountain town in the Andes of South America. We were invited to people’s houses for Sunday meals, including two that served roasted guinea pig, a delicacy in that area. Sundays were our free days, and we did several hikes where we had the opportunity to enjoy and photograph breathtaking views of high mountain peaks and perfect blue skies. During our time, some local festivals took place as well, including religious and national holidays, and the students experienced local music, outdoor ceremonies, loud fireworks at random times of the night, and friendly dogs everywhere. These cultural events made the experience richer, and hopefully helped them see a part of the world where people have a completely different lifestyle with many fewer material belongings, but where they are still very happy.
Silvana Rosenfeld excavating animal bones at La Banda, Chavín de Huantar
HPU student Zyncli Ramirez conducting interviews at Chavín de Huantar.
REFERENCES
Burger, Richard L. Chavin: The Origins of Andean Civilization. London: Thames and Hudson, 1995.
DeMarrais, Elizabeth, Luis Jaime Castillo, and Timothy Earle. “Ideology, materialization, and power strategies.” Current Anthropology 37, no. 1 (1996): 15-31.
Earle, Timothy K. How Chiefs Come to Power: The political economy in prehistory. Stanford University Press, 1997.
Graeber, David. Toward an Anthropological Theory of Value: The false coin of our own dreams. New York: Palgrave Macmillan, 2001.
Kintigh, Keith W., Jeffrey H. Altschul, Mary C. Beaudry, Robert D. Drennan, Ann P. Kinzig, Timothy A. Kohler, W. Fredrick Limp et al. “Grand challenges for archaeology.” American Antiquity 79, no. 1 (2014): 5-24.
Kembel, Silvia R.. “The architecture at the monumental center of Chavín de Huántar: sequence, transformations, and chronology.” In Chavín: Art, Architecture, and Culture, edited by William J. Conklin and Jeffrey Quilter, 35-81. Los Angeles: Cotsen Institute of Archaeology Press at UCLA, 2008.
Kolar, Miriam A., J. W. Rick, P. R. Cook, and J. S. Abel. “Ancient Pututus contextualized: integrative archaeoacoustics at Chavín de Huántar, Perú.” Flower world—music archaeology of the Americas 1 (2012): 23-54.
Lumbreras, Luis G.. Chavín de Huántar en el nacimiento de la civilización andina. Ediciones INDEA, Lima, Peru: Instituto Andino de Estudios Arqueológicos, 1989.
Manning, Joseph G., and Ian Morris. The Ancient Economy: Evidence and models. Stanford University Press, 2005.
Rick, John W. “The evolution of authority and power at Chavín de Huántar, Peru.” Archeological Papers of the American Anthropological Association 14, no. 1 (2004): 71-89.
Rick, John W. “Chavin de Huantar: Evidence for an Evolved Shamanism.” In S. Douglas (Ed.), Mesas and Cosmologies in the Central Andes (Vol. 44, pp. 101-112). San Diego: San Diego Museum Papers, 2006.
Rosenfeld, Silvana A., and Matthew P. Sayre. “Llamas on the land: production and consumption of meat at Chavín de Huántar, Peru.” Latin American Antiquity 27, no. 4 (2016): 497-511.
Rosenfeld, Silvana A. “Bone Craft Production at Chavín de Huántar, Peru.” Senri Ethnological Studies 112 (2023): 89-106.
Sayre, Matthew P., Melanie J. Miller, and Silvana A. Rosenfeld. “Isotopic evidence for the trade and production of exotic marine mammal bone artifacts at Chavín de Huántar, Peru.” Archaeological and Anthropological Sciences 8 (2016): 403417.
Sayre, Matthew P, and Silvana A. Rosenfeld. “A River Runs through it: Ritual and Inequality in the La Banda Sector of Chavín de Huantar”. In Reconsidering the Chavín Phenomenon in the Twenty-First Century, edited by Richard L. Burger and Jason Nesbitt, 61-79. Dumbarton Oaks: Harvard University Press, 2023.
Kolar, Mirian , John Rick, Perry R. Cook, and Jonathan S Abel. “Ancient Pututus Contextualized: Integrative Archaeoacoustics at Chavín De Huántar, Peru.” Chap. 1 In Flower World - Music Archaeology of the Americas, edited by Matthias Stöckli & Arnd Adje Both. Berlin: Ekho VERLAG, 2012.
UNLOCKING POSSIBILITIES:
PREPARING THE TEACHERS, PRINCIPALS AND SUPERINTENDENTS OF TOMORROW
Dr. Amy Holcombe Dean, Stout School of Education
The Stout School of Education at High Point University achieved a significant milestone in 2022, securing the University's largest grant to date, a $9.4 million Teacher Quality Partnership grant, and beating its own record two weeks later by winning a $10.4 million Supporting Effective Educator Development federal grant. Since 2016, the School has obtained over $30 million in competitive state and federal grants, specifically allocated to supporting teacher, principal, and superintendent degree and licensure programs. PREPARE, the teacher preparation program, HPU Leadership Academy, a principal preparation program, and ASCEND, a superintendent
and district level leadership program are all designed to leverage a combination of traditional coursework, assessments, coaching, and experiential learning, resulting in the attainment of graduate degrees and licensure as a teacher, principal or superintendent. While most educator preparation programs focus on traditional coursework, these competitive grants have enabled High Point University to combat the national trend of declining enrollment in educator preparation programs while at the same time, fostering innovation, partnerships, and growth across the educational community.
The members of the HPU Leadership Academy, Cohort Six.
Teacher Preparation
Nationally, educator preparation programs have experienced a 37% decline in enrollment (Will 2023). This is not surprising as the cost of earning a degree is increasing at the same time as COVID and public sentiment towards public education has made the education profession less appealing to young undergraduates. With the assistance of the grantfunded PREPARE Teacher Preparation Program, High Point University has defied the declining trend in educator preparation program enrollment and is currently preparing a greater number of teachers than ever before. Through PREPARE, the school has leveraged an innovative approach to recruiting and training nontraditional teachers, such as bachelor’s degree-holding Teacher Assistants and midcareer professionals, thereby contributing to the supply of highly effective teachers for the central region of North Carolina.
produces highly effective teachers through the provision of a Master of Arts in Teaching that leverages innovative teaching and learning methodologies that go far beyond the traditional 45-hour educator preparation program. Each cohort engages in a combination of some traditional education courses, but puts a much greater emphasis upon experiential learning, seminars, institutes, conferences, and student teaching in some of the region’s most highly impacted schools (schools impacted by poverty, high teacher turnover, poor academic performance, etc.).
In partnership with two North Carolina public school districts, Winston-Salem/Forsyth County Schools and Guilford County Schools, as well as North Carolina A&T State University, the nation’s largest HBCU, the Stout School of Education has recruited and graduated four cohorts of teacher candidates and is funded to prepare four more. In total, the Teacher Quality Partnership grant will produce over 200 highly effective teachers for the central region of North Carolina by 2026, in addition to the school’s steady enrollment of traditional teacher candidates who seek employment across the nation. High Point University is playing a critical role in producing teachers in a state that started the 2023-2024 school year with 3,584 teacher vacancies (Hui 2023).
The Stout School of Education does not produce teachers just to fill vacancies; it
Teacher candidates attend a New Teacher Institute in the summer prior to their year of student teaching. This institute prioritizes the skills and knowledge necessary to have a successful school year. During this institute and other seminars and conferences offered throughout the program, PREPARE candidates learn from experienced practitioners about best practices in literacy, data collection and analysis, instructional technology, and social emotional learning among other topics. They are provided on-demand access to a data coach and a technology coach who can aid in making datainformed instructional decisions and support in integrating learning technologies into their practice.
With the support of on-site job-alike mentors, a university supervisor, and subject-specific coaches, candidates complete a 15-month program designed to turn them into teachers capable of transforming schools into learning environments where every student can succeed. The program's success is evidenced by a 100% pass rate among its cohort members on the national edTPA teacher performance assessment, surpassing the national pass rate of 72% (edTPA 2021). High pass rates on this and subject-specific licensure exams have
led to a 100% employment rate among our graduates. High Point University’s PREPARE teachers are now working in 65 of the state’s 100 counties and the majority are working in hard-to-staff schools where their talents are badly needed. On campus, the Stout School of Education’s Wall of Fame is overflowing with accolades from the Rookie Teacher of the Year, Teacher of the Year, and Mentor of the Year awards received by High Point University graduates who are making an impact across the nation.
Principal Preparation
Like the PREPARE program, the High Point University Leadership Academy (HPULA) is supported by competitive grants, facilitating the increased production of school educators for service across the state of North Carolina. The Leadership Academy aims to prepare a diverse group of high-performing teachers for school leadership roles such as assistant principals and principals, in collaboration with 18 partnering public school districts. School administrator candidates are recruited and admitted into the program using a rigorous screening process that includes engagement in team problem solving tasks, the completion of data analysis tasks, interviews with current school administrators, and the development of a professional portfolio. Once admitted, candidates progress through a two-year program in a cohort model.
Leadership cohorts, like their PREPARE teacher candidate counterparts, engage in a combination of traditional courses and more innovative leadership development practices. A distinguishing characteristic of the Leadership Academy is the usage of workplace and personality assessment to support learners in understanding themselves and how their workplace behaviors inhibit or accelerate their performance and the goal achievement of their schools. Assessments include a 360° feedback, Change Style Indicator, Decision Style Profile, Influence Style Indicator, DiSC, and EQi-2.0. Each
assessment is tied to a simulation that supports the candidate in internalizing their results and reflecting upon their practice by engaging in a common experience with cohort members.
One of the most distinctive features of the Leadership Academy experience is the provision of an executive coach for each school administrative candidate throughout their twoyear degree and licensure program. The role of the coach is to offer on-site support during the candidate's year-long administrative internship, assisting them in applying the knowledge gained from courses and assessments in real-time contexts. Each candidate benefits from over 100 hours of direct coaching from an experienced school leader, who provides guidance throughout their educational journey, thereby enhancing their ability to transform educational environments into spaces where every student can thrive.
Each cohort engages in seminars and institutes that are highly responsive to ever-changing educational priorities to supplement learning from traditional graduate coursework. Across the six cohorts that have already graduated, seminar topics have included instructional
Jennifer Cooper presents research at 2019 CREATE
coaching, social-emotional learning, human capital leadership, data analysis and program evaluation, conflict resolution, restorative justice, school marketing and communications, boundary spanning, and other topics that are relevant to each cohort and their needs. These supplementary learning opportunities are facilitated by current researchers, practitioners, and community agencies in support of providing a comprehensive preparation program for future school leaders.
Currently, 92% of the graduates of the High Point University Leadership Academy (HPULA) have assumed roles as assistant principals and principals in public schools across North Carolina. The remaining graduates have taken up positions in other leadership capacities, such as curriculum facilitators and lead teachers. The impact of the Leadership Academy is poised for further expansion, with two additional cohorts of future administrators currently in progress and set to graduate in 2024 and 2025, respectively. Furthermore, federal grant funding has been secured for an additional three cohorts, which will contribute to the preparation of 60 more school administrators for North Carolina’s public-school districts, where there is a demand for High Point University graduates to lead their schools.
Superintendent Preparation
Leaders are increasingly sought after not only at the individual school level, but also at the broader school district level, where the recruitment of superintendents is becoming more challenging. This is evident in the face of a national superintendent annual turnover rate of 20% in the 500 largest school districts in the United States (Blad 2023). Through federal Supporting Effective Educator Development funding, High Point University’s ASCEND program is producing 50 leaders each year who are well-prepared to lead school districts with high concentrations of highneed students, improve principal and assistant principal performance, foster relationships with community leaders and families, and increase student academic achievement.
High Point University’s ASCEND initiative is a unique and collaborative partnership among the 18 school districts of the Piedmont Triad Education Consortium, the NC Department of Public Instruction, Center for Creative Leadership, and NC Association for Supervision & Curriculum Development. Annually, public school districts assess their need for executive leadership and nominate top candidates for participation in the ASCEND program. After screening and admission into the Norcross Graduate School at HPU, candidates begin an individualized program of study that leads to graduate certificates, licensure, and degree attainment.
Dr. Melissa Glover and fellow graduates at a Stout School of Education hooding ceremony.
Using a system of graduate certificates stackable towards the completion of an Education Doctorate (Ed.D.) and superintendent licensure, ASCEND participants are able to map an individualized program of study that can include up to four areas of specialty, including, but not limited to, Education Research and Evaluation, Instructional Leadership, Special Education Leadership, Education Leadership and Organizational Development, Instructional Leadership and Coaching, and Student Services Leadership. Each graduate certificate is comprised of four courses and internship opportunities for applied research. A dissertation serves as the capstone for the degree program.
The ASCEND program distinguishes itself as an exceptional educational leadership program through its non-traditional learning activities. Each superintendent candidate completes a graduate certificate annually and receives
on-site support from a job-alike mentor and an executive leadership coach. Moreover, candidates collaborate with the Center for Creative Leadership faculty to undergo a 360° assessment and participate in specialized seminars on various leadership topics. The program is specifically structured to extend leaders' capabilities beyond on-site support by enabling their participation in conferences and presentations. Each candidate is expected to attend one local, one state, and one national education conference annually to develop networking skills, engage in discussions about national education trends, and present their best practices to other professionals. Over the course of the program, candidates engage in graduate courses, receive mentorship and coaching, participate in conferences, and expand their professional networks, all aimed at securing employment as school district leaders and superintendents.
Katie McCabe with local elementary students
A Community of Learners
High Point University’s PREPARE, Leadership Academy, and ASCEND programs have impact far beyond the students enrolled in the degree and licensure programs. The $30 million dollars funding these initiatives since 2016 has also benefited the education community throughout the region. For every graduate student enrolled in a grant-funded program, there is a practitioner in a local school that is employed as a supervising teacher, principal, or executive-level leader. There are mentors and executive coaches that are supporting the graduate students as they progress through their programs. These partners are invited to be participants in the grant-funded professional development, seminars, and institutes, learning alongside HPU graduate students. These partnerships and collaborations have created a network of professional support across the central region of North Carolina which is and will continue to positively impact the quality of education and improve student outcomes for many years.
The faculty involved in the development and delivery of courses across all three programs are reaping the benefits of collaborative partnerships with other institutions and organizations that are deeply invested in the outcomes of each program, with an interest in informing future practices. The research opportunities within each program have significantly expanded faculty members' access to publishing and presenting. The infusion of state and federal grant funding has brought about a profound transformation in the learning experience within the Stout School of Education, shifting from a standardized program of study to one that now incorporates assessments, simulations, seminars, institutes, coaching, and conferences. Learning is no longer confined to the classroom but extends to on-site experiences in schools and district offices, where research and practice intersect, fostering a rich environment for learning and growth.
REFERENCES
Blad, Evie. “High Pace of Superintendent Turnover Continues, Data Show.” Education Week, September 19, 2023. https://www.edweek.org/leadership/high-pace-of-superintendent-turnover-continues-data-show/2023/09
edTPA. “edTPA by the Numbers: Educative Assessment and Meaningful Support, 2019 edTPA Administrative Report.” Revised June 2021. https://edtpa.org/resource_item/2019BTN
Hui, T. Keung. “North Carolina Desperately Needs More Teachers.” Governing, September 13, 2023. https://www.governing.com/education/north-carolina-desperately-needs-more-teachers
Will, Madeline. “What Teacher Preparation Enrollment Looks Like, in Charts.” Education Week, August 28, 2023. https://www.edweek.org/teaching-learning/what-teacher-preparation-enrollment-looks-like-in-charts/2023/08
EXPEDITING BIOMEDICAL RESEARCH AT HIGH POINT UNIVERSITY
WITH NORTH CAROLINA BIOTECHNOLOGY CENTER
FLASH GRANTS
Dr. Pamela Lundin
Associate Professor of Chemistry
Dr. Meghan Blackledge
Associate Professor of Chemistry
Dr. Briana Fiser
Chair and Associate Professor of Physics
Dr. Cale Fahrenholtz
Assistant Professor of Basic Pharmaceutical Sciences
Dr. Robert Coover
Assistant Professor of Basic Pharmaceutical Sciences
Over the last two years, five different High Point University faculty have been awarded North Carolina Biotechnology Center Flash Grants, totaling over $100,000.00. The North Carolina Biotechnology Center (NCBC) is a publicly-funded entity whose mission is to promote the life sciences and biotechnology in the state, and in so doing, promote the economic growth of North Carolina and ensure the state maintains its reputation as a hub for these high-growth areas. Its programs support both private industry and research ventures at universities. That so many different projects were funded at HPU is a testimony to the vibrancy of biotechnology-related research on campus.
The Flash Grant program is one of many intended to galvanize research at universities. As implied by the name, these grants provide one year of financial support for faculty to move their scientific discoveries to the next level
and perform key experiments with the goal of making their research programs competitive for higher dollar federal funding or translating their findings into marketable technologies that advance human health.
Importantly, for an institution such as High Point University, faculty can apply for a $7,500 supplement on top of the $20K grant to hire an undergraduate student as a research assistant on the project. This money enables a student to work full-time over the course of the summer and part-time during the academic year, which is not only an extraordinary opportunity for the student’s professional development, but also a benefit to the faculty member’s research agenda, as it secures knowledgeable and dedicated talent for its completion.
On the following pages, we highlight the faculty members and undergraduate students involved in two of these successful projects.
Designing surfaces that inhibit formation of bacterial biofilms
Bacteria are well known agents of infection, and deaths from antibiotic resistant pathogens are expected to outpace deaths from cancer and diabetes combined by 2050 (The Review on Antimicrobial Resistance 2016). Often, these tricky organisms like to assemble into structures called biofilms, that adhere to surfaces such as medical devices like catheters or tissues like skin and bone. These bacterial biofilms are held together by a sticky, biomolecule-rich extracellular matrix, which holds the biofilms together and helps the bacterial cells within the biofilm withstand treatment. Bacteria in a biofilm can be up to 1000 times more tolerant to treatment with antibiotics than bacteria that are freely floating in the body (Jamal et al. 2018).
Dr. Pamela Lundin and Dr. Meghan Blackledge, both associate professors of chemistry, teamed up with Dr. Briana Fiser, associate professor of physics and chair of the Physics Department, to develop an interdisciplinary approach to this important issue. Dr. Blackledge is an expert in the evaluation of microbial growth in response to drug treatments, whereas Dr. Lundin and Dr. Fiser have expertise in the chemical functionalization and physical patterning, respectively, of surfaces. These researchers decided to focus specifically on surface modifications for silicone elastomers, which are commonly used in implantable medical devices such as catheters. With their promising preliminary results, they successfully applied for a Flash Grant, which was awarded in March 2023.
This funding enabled the team to hire Emily Gillis (BS Chemistry 2024) for the summer of 2023 and the 2023-2024 academic year and Jenna Mastropolo (BS Physics and Chemistry 2025) for the 2023-2024 academic year. Emily’s work focused on the chemical modifications of the silicone surfaces and the microbiology assays to evaluate the efficacy of these surface modifications on the bacterial biofilm growth. As can be seen from the scanning
electron micrographs shown in Figure 1, after 24 hours of incubation of methicillinresistant Staphyloccocus aureus (MRSA) on polydimethylsiloxane (PDMS), a type of silicone rubber, the bacteria readily form a multi-layer biofilm (Figure 1a). In contrast, by pre-treating the PDMS with a molecule that installs a long carbon chain terminating in a nitrogen-containing amine, the formation of the MRSA biofilm is limited to a single layer after 24 hours, with much more noticeable gaps in bacterial groups (Figure 1b).
baJenna has focused on the physical patterning of the silicone surfaces through the implementation of lithographic techniques. The Flash Grant has also enabled the researchers to purchase two reactors to grow bacteria under flow conditions, which more closely mimic those under which bacterial biofilms might form in the human body. At the time of this writing, this research is not yet complete, but the researchers have accumulated some promising results. We have started collaborating with a newly hired assistant professor of physics, Dr. Jacob Brooks, who recently spearheaded a successful Major Research Instrumentation Grant from the National Science Foundation to purchase a maskless photolithography system. This instrument will significantly expedite the physical patterning side of this project, and we are excited to push the boundaries of antimicrobial surface modifications.
Figure 1. Scanning electron micrographs of (a) untreated PDMS versus (b) chemically functionalized PDMS. Scale bars are 20 µm.
Development of SilverBased Medicine for Nerve Sheath Tumors
Neurofibromatosis Type 1 (NF1) is a common neurogenic disease that predisposes patients to the development of tumors called neurofibromas. These tumors can ultimately progress to malignant peripheral nerve sheath tumors which is the most common cause of death in NF1 patients. Current standard of care for malignant peripheral nerve sheath tumors is a combination of surgery, radiation, and chemotherapy which unfortunately still shows a poor prognosis and low survival rate. Developing new ways to treat malignant peripheral nerve sheath tumors would dramatically improve the lives and wellbeing of patients.
Dr. Cale Fahrenholtz, Assistant Professor of Basic Pharmaceutical Sciences, is an expert in preclinical development of novel therapeutics for cancer treatment. His research laboratory seeks to understand the genetic and molecular mechanisms that drive both difficult-to-treat cancers and cases of acquired resistance to therapy. In collaboration with Dr. Robert Coover, Assistant Professor of Basic Pharmaceutical Sciences, their joined efforts focused on developing treatments for peripheral nerve sheath tumors. Dr. Fahrenholtz identified silver nanoparticles as a possible treatment for malignant peripheral nerve sheath tumors based on underlying genetic mechanisms of tumor growth and found promising preliminary results.
Dr. Fahrenholtz was awarded a NC Biotech Flash Grant to develop silver nanoparticles as a novel medicine to treat malignant peripheral nerve sheath tumors. This external funding provides support required to recruit additional student researchers, identify
Figure 2. Malignant peripheral nerve sheath tumor cell models (shown in red) are significantly more sensitive to silver nanoparticle treatment compared to control normal Schwann cell models (shown in blue).
Meghan Blackledge
Robert Coover
key molecular mechanisms driving silver nanoparticle cancer-selectivity, and to evaluate silver nanoparticles in a more relevant in vivo model system. Nicolina Graves (PharmD 2027) joined the team to provide technical support for in vitro model systems and gene expression modulation. This research supports Nicolina’s career goals of pharmaceutical research with a focus on pediatric oncology. Jalen Dixon (Biochemistry 2025) has been working with Dr. Fahrenholtz testing silver nanoparticles and other interesting small molecules to develop a better understanding of drug development and research design to support his aspirations of joining an MD/PhD program coupling practices of both basic and clinical sciences. Owen Hunter (Biology 2025) joined the team and assists in all aspects of in vitro studies and is using the opportunity to deepen his scientific understanding to build towards his aspirations of a career coupling business and science acumen. Heather Duensing (Pre-Pharmacy, PharmD 2029) was also able to join the research team developing sterile cell culturing techniques and preclinical drug development to add to her already impressive skillsets as she readies to enter the Fred Wilson School of Pharmacy at High Point University. The team has been diligently working and plans to publish their findings in the near future detailing the underlying molecular mechanisms which
drive silver nanoparticle cancer selectivity. The student-driven research efforts are also providing key preliminary data required to apply for additional external research support to further preclinical development addressing significant unmet clinical needs.
Pamela Lundin
Briana Fiser
Cale Fahrenholtz
Heather Duensing
TEACHING LIFE SKILLS IN THE LIBERAL ARTS:
HIGH POINT UNIVERSITY’S UNIQUE APPROACH TO AN AGE-OLD TRADITION
Dr. Angela Bauer Senior Vice President for Academic Affairs
High Point University was founded in 1924 as a liberal arts institution, and to this day we continue to honor this classical Western tradition in our classrooms, laboratories, and studios. Our faculty cultivate a rich intellectual life in our students by broadly exposing them to different disciplinary ways of knowing and interacting with the world. Through our liberal arts core curriculum, HPU Lead, students take courses in the humanities, arts, social sciences, and natural sciences, and learn how to think outside of a narrow focus to problemsolve and generate novel solutions. Their critical thinking skills are enhanced through extensive opportunities to write, discuss, and grapple with competing ideas, theories, and arguments. And through engagement with service-learning projects, exploration of global perspectives, and immersion in the scientific method, they develop a deep awareness of and connection to the world around them. Many High Point University graduates will attest to the lasting impact that their liberal arts core curriculum has had in preparing them for their profession and in fostering their lifelong love of learning.
While honoring our institution’s history and the rich intellectual tradition on which it was founded, our faculty and staff are also committed to equipping our students with the practical life skills that prepare them for success in the workplace and in their personal lives after graduation. At High Point University, we define life skills as those skills that transcend discipline or profession, and that are critical for success in life regardless of the path that one takes. Life skills are capabilities that outlast and extend beyond technical skills, and allow one to communicate, build relationships, adapt to change, and thrive, even in the face of challenges. Notably, life skills are highly sought after by employers, according to results from High Point University’s National C-Suite Executive Survey on College Graduates in the Workforce (2022) and the American Association of Colleges and Universities’ (AAC&U’s) survey entitled “How College Contributes to Workforce Success: Employers Views on What Matters Most” (2021). Realizing the importance of students’ acquisition of life skills for their future success, in 2022 our faculty launched a new liberal arts core curriculum that ensures that
all High Point University students can master these important life skills within their required courses before graduation. The life skills taught within their humanities, arts, social sciences, and natural sciences courses include several that are highly sought after by employers, such as teamwork, coachability, critical thinking, ethical reasoning, effective communication, and emotional intelligence. Notably, our faculty are not only making important contributions to the teaching of these important life skills in their classrooms, but they are also establishing a national reputation as scholarly experts on best practices for teaching life skills within a liberal arts curriculum.
Many of the life skills sought by employers have long been recognized as outcomes of a traditional liberal arts and sciences education. This is because the classical teaching approaches that are commonly used in liberal arts classrooms (e.g., engagement in the Socratic dialogue; textual analysis of classic literary works) are highly effective pedagogies for sharpening students’ critical thinking skills and for developing their ability to write clearly and persuasively. But there exist other life skills sought by employers in their new hires that are not explicitly taught in a traditional liberal arts curriculum - or in any other undergraduate curriculum, for that matter. These are the life skills that pertain to the social and emotional aspects of learning, such as being coachable, emotionally intelligent, and resilient. Given the traditions of the academy, most faculty have been trained to exclusively teach within the cognitive domain of learning, and as a result, many institutions shy away from teaching students affective skills, since their faculty are unfamiliar with how to do so. In fact, until recently, few evidence-based methods for teaching affective skills existed within the world of higher education. That is, until High Point University faculty began to fill this void with their exceptional scholarly work.
When our institution launched its new liberal arts core curriculum, HPU Lead, our faculty were commited to helping students acquire
all critically important life skills - whether they reside within the cognitive domain of learning or within the affective domain of learning. This is what makes our faculty – and our liberal arts core curriculum - truly unique. This commitment entailed significant innovation on the part of our faculty, who engaged in several Scholarship of Teaching and Learning (SoTL) studies to develop innovative and effective classroom approaches for teaching and assessing students’ acquisition of social and emotional life skills. Several of these studies are now published in peer-reviewed teaching journals, while others are still works in progress.
One affective life skill that High Point University faculty were intent on developing in our students is growth mindedness (first described by Dweck, 2006). Having a growth mindset is a facet of emotional intelligence that plays a critical role in educational achievement. When students have a growth mindset (as opposed to a fixed mindset), they realize that intelligence can grow and improve with effort and good strategies. High Point University faculty and
staff believe so strongly in the importance of a growth mindset for students’ success that they adopted the topic both as a life skills-related learning outcome in the liberal arts core curriculum and as the focus of our campuswide Quality Enhancement Plan (QEP). Teaching this life skill was particularly meaningful for faculty in the natural sciences, who realized that in order for students in demanding majors to embrace challenges, to learn from setbacks, and to continue to grow academically, it is essential that they adopt a growth mindset. Thus, natural sciences faculty set out to develop effective
students internalize and make cognitively available the belief that intelligence is malleable. Students were exposed to several growth mindset interventions throughout the semester, through self-reflection exercises, concept mapping, growth minded messaging, exam wrappers, and Instructor Talk. They then compared students’ mindsets, attitudes toward learning, and academic performance over four semesters in sections that received these metacognitive interventions vs. those that did not. Their results were impressive! Students enrolled in biochemistry sections that received
methods to instill in students a growth mindset and to measure its impact on their perceptions about learning, their self-efficacy, and their academic performance.
Dr. Heather Miller, Associate Professor of Chemistry and Biochemistry at High Point University, conducted such a study in 2016 and 2017 in collaboration with Dr. Melissa Srougi, Associate Teaching Professor in the College of Veterinary Medicine at North Carolina State University (Miller and Srougi, 2021). Drs. Miller and Srougi staged several interventions in their biochemistry courses to help undergraduate
growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam. Furthermore, the students enrolled in the growth mindset sections exhibited more positive perceptions about learning versus performance. For example, when responding to the statement “GPA is more important to me than how much I have learned overall”, 50% of the students in control sections indicated that they agreed with the statement, while only 33.7% of students in the growth mindset sections agreed. While the researchers were unable to measure a statistically significant
increase in student scores on the Growth Mindset Index (Dweck, 1999), the significant change in their attitudes toward learning and academic performance clearly indicate that they had experienced a shift in their mindset.
Similar noteworthy improvements in academic performance were observed in response to growth mindset messaging in biology courses at High Point University (Bauer et al., 2020). Drs. Neil Coffield (Assistant Professor of Biology), Dinene Crater (Professor of Biology) and Kevin Suh (Assistant Professor of Biology) worked with their collaborators to study the impact of growth mindset messaging on students’ biology self-efficacy and academic performance in sections of their introductory biology courses. Students received weekly messages for 5-10 minutes at the start of each week summarizing a recent finding in growth mindset research that emphasized the malleability of intelligence. These messages were also included in course syllabi and other handouts, and faculty referred back to these messages throughout the week as students encountered challenging problems during active-learning activities or during their laboratory research. The impact of the growth mindset interventions was powerful! Not
only did the interventions cause a statistically significant increase in students’ biology selfefficacy scores, but they had a positive impact on academic performance as well. Growth mindset messaging resulted in higher final grades in the course, and furthermore, it reduced or eliminated performance gaps between different ethnic groups that had historically been observed in the course. These results indicate that growth mindset interventions not only enhance students’ academic performance and their confidence in their ability to perform well in a biology course, but they also create a more inclusive classroom. While the long-term impact of these powerful classroom experiences remains to be determined, it is our hope that High Point University students will carry this positive mindset into the workplace and beyond, as they learn, grow, and readily embrace new challenges throughout their lifetime.
Another area of teaching within the affective domain of learning in which High Point University faculty are poised to make significant contributions is in the development of emotional intelligence skills. Given that emotional intelligence is a life skill that is
highly sought after by employers and that lends itself to success in any area of life, our faculty adopted emotional intelligence as a learning outcome in our liberal arts core curriculum. While significant work to develop effective classroom approaches for teaching emotional intelligence has been conducted within K-12 and professional settings, little work has been done within higher education settings. Thus, several of our faculty set out to develop a method to teach undergraduate students emotional intelligence that causes measurable changes in their emotional quotient (EQ) and that doesn’t take away from central course content. In other words, if the emotional intelligence lessons are being delivered in a chemistry course, we wanted to ensure that the lessons could be delivered as efficiently as possible and not detract from the time required to effectively teach chemistry content.
To develop lessons in emotional intelligence, several of our faculty are collaborating with Mr. Griffin Gervais, who is an alumnus of High Point University’s Stout School of Education, a former school administrator, and a consultant in the field of emotional intelligence. Together, they have developed lessons that are 10-15 minutes in length, and they are now piloting the lessons in courses that can be challenging to students (thus providing ample opportunity for faculty and students to practice emotional awareness and management). Courses in which the lessons are being piloted include chemistry courses (taught by Dr. Todd Knippenberg, Chair and Associate Professor of Chemistry); language courses (taught by Professor Jody Bowman, Instructor in Spanish); math courses (taught by Professor Christina Griffith, Professor of the Practice of Accounting); and sociology courses (taught by Dr. Melissa Wright, Visiting Assistant Professor
of Sociology and Anthropology). In order to assess the impact of their lessons, these faculty are conducting pre-semester and postsemester measurements of students’ emotional intelligence (through use of the CASEL SelfAssessment of Emotional Intelligence, 2024); their academic performance (as evidenced through final grades in the course); and their sense of belonging (measured with the College Belongingness Survey by Arslan, 2021), which we anticipate will change as
a result of the enhanced focus on faculty and peer interactions. Results from these measurements will be compared to scores observed in students enrolled in other sections of the same courses without the emotional intelligence lessons. We anticipate that this unique study will provide valuable insight into effective pedagogical approaches to teach emotional intelligence life skills to undergraduate students. These faculty intend to not only publish their work but also to train other High Point University faculty in these best practices. This dissemination of their work will ensure ample opportunities in other general education courses for our students to master this valuable life skill.
Not only do our faculty continue to develop innovative approaches to teaching emotional and social life skills within the classroom, but they also are also hard at work developing accurate methods to assess students’ acquisition of these life skills. After all, we need to be able to accurately measure students’ outcomes in these areas to claim that our teaching methods have been effective! Currently, the field of higher education lacks an efficient, reliable method to assess coachability in the classroom. Given that numerous employer surveys indicate that being coachable – which includes responding appropriately to feedback, as well as other traits - is critical for success in the workplace, two of our academic leaders (Dr. John Turpin, Dean of the Hayworth School of Arts and Design and Professor of Interior Design, and Dr. Jane Nichols, Chair and Associate Professor of Interior Design) have been hard at work developing a novel tool to track students’ development of this life skill. The rubric that they developed, and which is currently being validated, focuses on the key characteristics of coachability that have been identified by
REFERENCES
coaches in the workplace, including openness, growth orientation, security, and vulnerability. We eagerly await validation of this instrument, which will be an incredibly valuable tool on our campus and others to assess whether a teaching intervention has an impact on students’ coachability.
We are incredibly proud of the ingenuity of our faculty leading these efforts to determine how to best teach and measure students’ acquisition of life skills. Our faculty have not shied away from, but rather have embraced, teaching within the affective domain of learning, even though it has required significant pedagogy development on their part. Their work ensures that our students not only continue to reap the benefits of a liberal arts education, but that they also acquire the life skills that employers seek from them in the workplace and that will set them up for success in life, regardless of their profession. We look forward to witnessing and celebrating the positive impact of our unique liberal arts core curriculum, HPU Lead, on our students’ future endeavors.
American Association of Colleges & Universities. Employer Survey Report. 2021. https://www.aacu.org/research/how-college-contributes-to-workforce-success
Arslan, G. “Loneliness, college belongingness, subjective vitality, and psychological adjustment during Coronavirus pandemic: Development of the College Belongingness Questionnaire.” Journal of Positive School Psychology 5, no. 1 (2021): 17-31. https://doi.org/10.47602/jpsp.v5i1.240
Bauer, A. C., Coffield, V. M., Crater, D., Lyda, T., Segarra, V. A., Suh, K., Vigueira, C. C., Vigueira, P. A., & Schinske, J. “Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy.” CBE—Life Sciences Education 19, no.4 (2020): 1-11. https://doi.org/10.1187/cbe.19-07-0134
Collaborative for Academic, Social, and Emotional Learning (CASEL). “Assessment Tools.” Accessed April 2024. https://casel.org/state-resource-center/assessment-tools/
Dweck, C. S. Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press, 1999.
Dweck, C. S. Mindset: The new psychology of success. Random House, 2006. High Point University. “C-Suite Executive Survey. Life Skills.” 2022. https://www.highpoint.edu/lifeskills/c-suite-executive-survey/
Miller, H. B., & Srougi, M. C. “Growth mindset interventions improve academic performance but not mindset in biochemistry.” Biochemistry and Molecular Biology Education 49, no. 5 (2021): 748-757. https://doi.org/10.1002/bmb.21556
A SELECTION OF FACULTY Scholarly Works
BOOKS
Kietrys, Kyra A., Lucas A. Marchante-Aragón, Juan Antonio Perles Rochel, Sara Robles Ávila, and Adam L. Winkel, eds. Nexos culturales en el mundo hispánico: Ni de aquí ni de allá Málaga, Spain: UMA Editorial, 2023. https://www.doi.org/10.24310/ mumaedmumaed.80
Kumar, A. N., M.D. Anderson, B.A. Becker, R.L. Blumenthal, M. Goldweber, P. Jalote, S. Reiser, T. Winters, R.K, Raj, S.G. Aly, D. Lea, M.J. Oudshoorn, M. Pias, C. Servin, Q. Xiang, E. Eaton and S.L. Epsein. Computer Science Curricula 2023, ACM/IEEE/AAAI, January 2024, 394 pages. https://csed.acm.org/final-report/
ARTICLES
Adeosun, Samuel O., and Zena R. Ahmed. “The impact of the COVID-19 pandemic on school-level scholarly outcomes and research focus of pharmacy practice faculty.” Journal of the American College of Clinical Pharmacy 6, no. 11 (July 2023): 1191-1202.
Adeosun, Samuel Olusegun. “Trends in authorship characteristics and collaboration in pharmacy practice publications: 2011–2020.” Research in Social and Administrative Pharmacy 19, no. 3 (Mar 2023): 477-485.
Alcon, Cory, Elizabeth Bergman, John Humphrey, Rupal Patel, and Sharon WangPrice. 2023. “The Relationship Between Pain Catastrophizing and Cognitive Function in Chronic Musculoskeletal Pain: A Scoping Review.” Pain Research & Management 2023 (September): 1–19. https://www.doi.org/10.1155/2023/5851450
Anksorus, Heidi N., Courtney L. Bradley, Earl J. Morris, Mariette Sourial, Krista L. Donohoe, Stacey D. Curtis. “Skills laboratory faculty job satisfaction: Effects of high-contact teaching and the COVID-19 pandemic.” Currents in Pharmacy Teaching and Learning 16, no. 3 (2024):160-166.
Medina-Quintero, José Melchor, Miguel A. Sahagun, Jorge Alfaro, and Fernando OrtizRodriguez, eds. Global Perspectives on the Strategic Role of Marketing Information Systems. IGI Global, 2023.
Bartlett, Joshua. “Lydia Sigourney’s Charter Oak “Enthusiasm”.” ESQ: A Journal of Nineteenth-Century American Literature and Culture 69, no. 3 (2023): 361-398. https://www.doi.org/10.1353/esq.2023. a915299
Barczak-Scarboro, Nikki E., Emily Kroshus, Brett S. Pexa, Johna K. Register Mihalik, and J.D. DeFreese. 2024. “Athlete Resilience Trajectories Across Competitive Training: The Influence of Physical and Psychological Stress.” Journal of Clinical Sport Psychology 18 (1): 112–30. https://www.doi.org/10.1123/jcsp.2021-0111
Bashnona Attiah,Garrett Alewine ORCID, Mary-Kate Easter, Robert A. Coover and Cale D. Fahrenholtz. “Silver Nanoparticles Selectively Treat Neurofibromatosis Type 1-Associated Plexiform Neurofibroma Cells at Doses That Do Not Affect Patient-Matched Schwann Cells”. Pharmaceutics 16, no. 3 (Mar 2024): 371.
Boateng, Comfort A.; Ashley N. Nilson, Rebekah Placide, Mimi L. Pham, Franziska M. Jakobs, Noelia Boldizsar, Scot McIntosh, Leia S. Stallings, Ivana V. Korankyi, Shreya Kelshikar, Nisha Shah, Diandra Panasis, Abigail Muccilli, Maria Ladik, Brianna Maslonka, Connor McBride, Moises Ximello Sanchez, Ebrar Akca, Mohammad Alkhatib, Julianna Saez, Catherine Nguyen, Emily Kurtyan, Jacquelyn DePierro, Raymond Crowthers, Dylan Brunt, Alessandro Bonifazi, Amy Hauck Newman, Rana Rais, Barbara S. Slusher, R. Benjamin Free, David R. Sibley, Kent D. Stewart, Chun Wu, Scott E. Hemby, Thomas M. Keck. “Pharmacology and Therapeutic Potential of Benzothiazole Analogues for Cocaine Use Disorder.” Journal of Medicinal Chemistry 66 no. 17 (Sep 2023): 12141-12162. https://www.doi.org/10.1021/acs. jmedchem.3c00734
Bradley, Courtney L., Sara M. McMillin, Andrew Y. Hwang, Christina H. Sherrill. “Reply: Tirzepatide, the newest medication for type 2 diabetes: A review of the literature and implications for clinical practice.” The Annals of Pharmacotherapy 58, no. 4 (2024):446-447.
Bradley, Courtney L., Stacey D. Curtis, Earl J. Morris, Heidi N. Anksorus, Mariette Sourial, Krista L. Donohoe. “A lot in a little: Assessment of skills laboratory course structures and faculty workloads.” Currents in Pharmacy Teaching and Learning 15, no. 9 (2023):801-807.
Bradley, Courtney L., Sara M. McMillin, Andrew Y. Hwang, Christina H. Sherrill. “Tirzepatide, the newest medication for type 2 diabetes: A review of the literature and implications for clinical practice.” The Annals of Pharmacotherapy 57, no. 7 (2023): 822-836.
Bradshaw, Corey W, Matti Dorsch, Thomas Kupfer, Brad N. Barlow, Uli Heber, Evan B Bauer, Lars Bildsten, and Jan van Roestel. “OGLE-BLAP-009 – a Case Study for the Properties and Evolution of Blue LargeAmplitude Pulsators.” Monthly Notices of the Royal Astronomical Society 527, no. 4 (2024): 10239–53. https://www.doi.org/10.1093/mnras/stad3845
Brown, Victoria S. “Navigating Identity Formation via Clothing During Emerging Adulthood.” Journal of Fashion Marketing and Management 28, no.2 (2023): 226-239. https://www.doi.org/10.1108/JFMM-01-20230019
Bullins, Jeffrey. “The Version You’ve Never Heard: The Evolving Soundtrack of The Exorcist.” Supernatural Studies 9, no. 1 (2023): 131-148.
Cargrill, Keegan, Tamirat Abegaz, Luis Cueva Parra, and Richelle DaSouza. “Scan Me: QR Codes as Emerging Malware Delivery Mechanism.” Proceedings of the Future Technologies Conference (FTC) 2023, vol. 2, 2023, 611–17.
Chamberlain, Adam, and Alixandra B. Yanus “Do Pandemics Spawn Extremism?: Spanish Flu Deaths and the Ku Klux Klan.” Politics and Life Sciences 41, no. 2 (2023): 289-297. https://www.doi.org/10.1017/pls.2022.14
Chamberlain, Adam, and Alixandra B. Yanus “The Southern Farmers’ Alliance, Populism, and Lynching.” Social Science History 47, no. 1 (2023): 121-144. https://muse.jhu.edu/article/884944
Coleman, Tyler. “Antidumping Protectionism and Globalized Economies.” Business and Politics 26, no.1 (2024): 1-28. https://www.doi.org/10.1017/bap.2023.31
Conrad, Nathan, Emerson P. Heckler, Benjamin Lee, Garrett W. Hill, Tessa R. Flood, Lucy Wheeler, Rianne Costello, Ella F. Walker, Trevor Gillum, Mark E.T. Willems, Matthew R. Kuennen. 2024. “New Zealand Blackcurrant Extract Modulates the Heat Shock Response in Men During Exercise in Hot Ambient Conditions.” European Journal of Applied Physiology, March. https://www.doi.org/10.1007/s00421-02405439-w
Crowell, Michael S., Richard Brindle, Erin Miller, Nicholas Reilly, Kevin R. Ford, and Donald Goss. 2023. “The Effectiveness of Telehealth Gait Retraining in Addition to Standard Physical Therapy Treatment for Overuse Knee Injuries in Soldiers: A Protocol for a Randomized Clinical Trial.” Trials 24 (1).
https://www.doi.org/10.1186/s13063-02307502-x
Crowell, Michael S., Eliot Thomasma, Erin Florkiewicz, Richard Brindle, Megan Roach, Donald Goss, and Will Pitt. 2024. “Validity and Responsiveness of a Modified Balance Error Scoring System Assessment Using a Mobile Device Application in Patients Recovering From Ankle Sprain.” International Journal of Sports Physical Therapy 19 (4).
https://www.doi.org/10.26603/001c.94608
Dépinoy, Denis. “‘Tu Te Trompes, Fantasio’: Yves Chaland’s Decoding and Recoding of Spirou.” Studies in Comics 13, no. 1 (2022): 7-21. https://www.doi.org/10.1386/stic_00086_1
Dépinoy, Denis. “‘il y a Un Lutin Dans Le Bois Aux Roches!’: Formes et Sens Du Merveilleux Dans La Série Johan et Pirlouit de Peyo.” Neophilologus, (2024).
https://www.doi.org/10.1007/s11061-02309796-3
Dischiavi, Steven L., Alexis A. Wright, and Chris Bleakley. 2023. “Feasibility and Acceptability of a 12-Week Advanced HipFocused Exercise Intervention Program for Female Athletes.” Journal of Science in Sport and Exercise, November. https://www.doi.org/10.1007/s42978-02300262-9
Dorsett, Geoffrey, Felipe Gorini Pereira, Matthew R. Kuennen, Kenneth C. Waugh, Jackson Barnard, J. M. Bennett, Gabriel Garcı́a, and Trevor Gillum. 2024. “Repeated Short Coldwater Immersions Are Sufficient to Habituate to the Cold, but Do Not Lead to Adaptations During Exercise in Normobaric Hypoxia.” Applied Physiology, Nutrition and Metabolism/ Applied Physiology, Nutrition, and Metabolism, February.
https://www.doi.org/10.1139/apnm-2023-0523
Emerson, Alicia J., Carol A. Courtney, Cory Alcon, and Stephen M. Shaffer. 2023. “The Current State of Pain Curricula in CAPTE Accredited Doctor of Physical Therapy Programs: A 2021 Report.” Pain Medicine 24 (4): 461–65. https://www.doi.org/10.1093/pm/pnac145
Emerson, Alicia J., Leah Einhorn, Morgan Groover, Garrett S. Naze, and G. David Baxter. 2022. “Clinical Conversations in the Management of Chronic Musculoskeletal Pain in Vulnerable Patient Populations: A Metaethnography.” Disability and Rehabilitation 45 (21): 3409–34. https://www.doi.org/10.1080/09638288.2022. 2130447
Everritt, Megan and Amy Rundio. “Mental Health Resources for NCAA Student-Athletes,” Case Studies in Sport Management 12, 1 (2023): 6-10, accessed Mar 5, 2024. https://www.doi.org/10.1123/cssm.2022-0016
Flagg, Sadie M., Sarah E. Colbert, Sarah S. Jiudice, Erik S. Peterson, and Brian H. Augustine. “Understanding the Origin of Micro/Nanoporous Thin Films of PMMA.” Journal of Vacuum Science & Technology B 41, no. 5 (2023): 052801. https://www.doi.org/10.1116/6.0002787
Fong, Hailey B., Alexis K. Nelson, Deirdre McGhee, Kevin R. Ford, and Douglas W. Powell. 2024. “Increasing Breast Support Is Associated With a Distal-to-Proximal Redistribution of Joint Negative Work During a Double-Limb Landing Task.” Journal of Applied Biomechanics, January, 1–7. https://www.doi.org/10.1123/jab.2022-0244
Fridley, A., Springer, D., Stokowski, S., and Anderson, A. J. “Athlete-Student-Influencer: How the Introduction of NIL in Intercollegiate Athletics Further Complicates Applications of Role Theory.” Sociology of Sport Journal 41, no. 1 (2023): 90-98. https://www.doi.org/10.1123/ssj.2022-0139
Ghafouri, Mohammad, Erfan Ghasemi, Mohsen Rostami, Mahtab Rouhifard, Negar Rezaei, Maryam Nasserinejad, Khashayar Danandeh, Amin Nakhostin-Ansari, Ali Ghanbari, Alireza Borghei, Ali Amiri, Azin Teymourzadeh, Jeffrey B. Taylor, et al. 2023. “The Quality of Care Index for Low Back Pain: A Systematic Analysis of the Global Burden of Disease Study 1990–2017.” Archives of Public Health 81 (1). https://www.doi.org/10.1186/s13690-02301183-3
Gills, Joshua L., Blake Spliker, Jordan M. Glenn, David J. Szymanski, Braden Romer, Hocheng Lu, and Michelle Gray. 2023. “Acute CitrullineMalate Supplementation Increases Total Work in Short Lower-Body Isokinetic Tasks for Recreationally Active Females During Menstruation.” Journal of Strength and Conditioning Research 37 (6): 1225–30. https://www.doi.org/10.1519/ jsc.0000000000004095
Green, Matthew J, J J Hermes, Brad N Barlow, T R Marsh, Ingrid Pelisoli, Boris T Gänsicke, Ben C Kaiser, et al. “TIC 378898110: A Bright, Short-Period AM CVn Binary in TESS.” Monthly Notices of the Royal Astronomical Society 527, no. 2 (2024): 3445–58. https://www.doi.org/10.1093/mnras/stad3412
Hanson, Cynthia B. “Familiarity, Sensationalism, and Forward Referencing in Celebrity Clickbait: Effects on Curiosity and Click Intention.” Atlantic Marketing Journal 13, no. 1 (2024): Article 7. https://digitalcommons.kennesaw.edu/amj/ vol13/iss1/7/
Hearn, Darren P., Zachary Y. Kerr, Erik A. Wikstrom, Donald Goss, Kenneth L. Cameron, Stephen W. Marshall, and Darin A. Padua. 2024. “Modeling Risk for Lower Extremity
Musculoskeletal Injury in U.S. Military Academy Cadet Basic Training.” Military Medicine, March. https://www.doi.org/10.1093/milmed/usae083
Hoffman, Rashelle M., Hope Davis-Wilson, Shawn Hanlon, Laura A. Swink, Paul Kline, Elizabeth Juarez-Colunga, Edward L. Melanson, and Cory L. Christiansen. 2023. “Maximal Daily Stepping Cadence Partially Explains Functional Capacity of Individuals With End-stage Knee Osteoarthritis.” PM & R, November.
https://www.doi.org/10.1002/pmrj.13082
Horbaly, Haley. 2023. “Covariance in Human Limb Joint Articular Morphology.” American Journal of Physical Anthropology 182 (3): 401–11.
https://www.doi.org/10.1002/ajpa.24826
Horbaly, Haley, Mark Hübbe, Adam D. Sylvester, Dawnie Wolfe Steadman, and Benjamin M. Auerbach. 2023. “Variation in Human Limb Joint Articular Morphology.” American Journal of Physical Anthropology 182 (3): 388–400.
https://www.doi.org/10.1002/ajpa.24829
Houston, Megan N., Michael J Aderman, Shawn M Gee, Karen Y. Peck, Megan N. Houston, Donald Goss, Matthew Posner, Chad A. Haley, Steven J. Svoboda, and Kenneth L. Cameron. 2022. “Influence of Graft Type on Lower Extremity Functional Test Performance and Failure Rate After Anterior Cruciate Ligament Reconstruction.” Sports Health 15 (4): 606–14. https://www.doi. org/10.1177/19417381221119420
Hsieh, Katherine L., Kristen M. Beavers, Ashley A. Weaver, S. Delanie Lynch, Ina Shaw, and Paul Kline. 2024. “Real-world Data Capture of Daily Limb Loading Using Force-sensing Insoles: Feasibility and Lessons Learned.” Journal of Biomechanics 166 (March): 112063. https://www.doi.org/10.1016/j. jbiomech.2024.112063
Hupfer, Elizabeth. “Inefficient Charity” Social Theory and Practice 50:1 (2024): 105-125. https://www.doi.org/10.5840/ soctheorpract20231128208
Kahya, Melike, Dawn Hackman, Laura Jacobs, Daniel Nilsson, Yvonne Rumsey, and Lars Oddsson. 2023. “Wearable Technologies Using Peripheral Neuromodulation to Enhance Mobility and Gait Function in Older Adults a Narrative Review.” The Journals of Gerontology Series a, Biological Sciences and Medical Sciences 78 (5): 831–41. https://www.doi.org/10.1093/gerona/glac045
Kline, Paul, Cory L. Christiansen, Dana L. Judd, and Mark M Mañago. 2023. “Clinical Utility of the Trendelenburg Test in People With Multiple Sclerosis.” Physiotherapy Theory and Practice 39 (5): 1016–23.
Kline, Paul, Faisal D. Shaikh, Jaclyn E. Tennant, Renee Hamel, and Lisa A. Zukowski. 2024. “Global Cognition, Gender, and Level of Education Predict Dual-task Gait Speed Variability Metrics in Older Adults.”
Koba, Timothy. “Making an Exit: Factors Determining a Successful Private Equity or Venture Capital Exit in Sport Businesses.” Sports Innovation Journal 4 (2023): 17-35.
Kumar, Amruth N., Brett A. Becker, Marcelo Pias, Michael Oudshoorn, Pankaj Jalote, Christian Servin, Sherif G. Aly, Richard L. Blumenthal, Susan L. Epstein, and Monica D. Anderson. “A Combined Knowledge and Competency (CKC) Model for Computer Science Curricula.” ACM Inroads 14, no. 3 (August 16, 2023): 22–29.
https://www.doi.org/10.1145/3605215
Lad, Susan E. 2023. “Absence of Secondary Osteons in Femora of Aged Rats: Implications of Lifespan on Haversian Remodeling in Mammals.” Journal of Morphology 284 (7). https://www.doi.org/10.1002/jmor.21600
Lad, Susan E., Hannah Kowalkowski, Daniel F Liggio, Hui Ding, and Matthew J. Ravosa. 2023. “Prolonged Cyclical Loading Induces Haversian Remodeling in Mandibles of Growing Rabbits.” Journal of Experimental Biology 226 (15). https://www.doi.org/10.1242/jeb.245942
Lee, Sun, Jennifer Young, Sarah Pearce, Benjamin K. Hansen, Buzz Custer, Courtney L. Bradley. “Specialty pharmacy: Incorporating workflow management and medication access into pharmacy lecture and laboratory courses.” Currents in Pharmacy Teaching and Learning 15, no. 2 (2023):194-200.
Lopez, Issac D., Alekzander Kosakowski, Brad N. Barlow, and Thomas Kupfer. “New Hot Subdwarf Variables from Gaia eDR3.” Bulletin de La Societé Royale Des Sciences de Liège 92 (2023): 11120. https://popups.uliege.be/0037-9565/index. php?id=11220
Lowrey, Wilson, Buzzelli, Nicholas R., and Broussard, Ryan. “The Development of Local News Collaboration: A Population Ecology Perspective.” International Journal of Communication, 17. (2023): 2243-2264.
Lynch, Shaun. 2023. “The Relationship Between Job Satisfaction and Faculty Turnover Among Physician Assistant Educators During the COVID-19 Pandemic.” Journal of Physician Assistant Education/ the Journal of Physician Assistant Education 34 (2): 116–22. https://www.doi.org/10.1097/ jpa.0000000000000498
Mabry, Lance M., Aaron Keil, Brian A. Young, Nicholas Reilly, Michael D. Ross, Angela Spontelli Gisselman, and Don Goss. 2023. “Physical Therapist Awareness of Diagnostic Imaging Referral Jurisdictional Scope of Practice: An Observational Study.” The Journal of Manual & Manipulative Therapy, December 1–11. https://www.doi.org/10.1080/10669817.2023. 2296260
Malý, Tomáš, Mikuláš Hank, Ferdia Fallon Verbruggen, Christian Clarup, Kirk T. Phillips, František Zahálka, Lucía Malá, and Kevin R. Ford. 2024. “Relationships of Lower Extremity and Trunk Asymmetries in Elite Soccer Players.” Frontiers in Physiology 15 (February). https://www.doi.org/10.3389/ fphys.2024.1343090
Marrs, Reilly P., Hannah S. Covell, Alexander T. Peebles, Kevin R. Ford, Joseph M. Hart, and Robin M. Queen. 2023. “Using Load Sensing Insoles to Identify Knee Kinetic Asymmetries During Landing in Patients With an Anterior Cruciate Ligament Reconstruction.” Clinical Biomechanics 104 (April): 105941. https://www.doi.org/10.1016/j. clinbiomech.2023.105941
Meyers, Rachel N., Micah C. Garcia, Jeffery A. Taylor-Haas, Jason Long, Mitchell J. Rauh, Mark V. Paterno, Kevin R. Ford, and David M. BazettJones. 2024. “Running Habits and Injury Frequency Following COVID-19 Restrictions in Adolescent Long-Distance Runners.” Pediatric Exercise Science, February, 1–6. https://www.doi.org/10.1123/pes.2022-0080
Migel, Kimmery, J. Troy Blackburn, Michael T. Gross, Brian Pietrosimone, Louise M. Thoma, and Erik A. Wikstrom. 2024. “Effect of Sensor Location for Modifying Center of Pressure During Gait Using Haptic Feedback in People With Chronic Ankle Instability.” Gait & Posture 110 (May): 71–76.
Miller, Brock A., Chandima J. Narangoda, Samuel Kwain, William T. Bridges, Monireh Noori, Erin E. Solomon, Alexis A. Bragg, et al. “Cycloaddition of Phenyltriazolinedione with Carbazole-Alkynes and Yne-Carbamates to Access Diazacyclobutenes.” The Journal of Organic Chemistry, 89, no. 7 (2024): 4990-4999. https://www.doi.org/10.1021/acs.joc.4c00213
Mironova, Vera, and Sam Whitt. “Gender, Agency, and Accountability for ISIS Violence: Public Perspectives from Mosul, Iraq.” Studies in Conflict & Terrorism (2023): 1-24
Mistry, Trishna G., Jessica Wiitala, and Brianna S. Clark. “Leadership skills and the glass ceiling in event management: a social role theory approach.” International Journal of Contemporary Hospitality Management Vol. ahead-of-print (2024).
https://www.doi.org/10.1108/ IJCHM-07-2023-0927
Mitchell, Matthew. “Opening the Curtains on Popular Practice: Kaichō in the Meiji and Taisho Periods.” Japanese Journal of Religious Studies 50:1 (2023) 79-104. https://www.doi.org/10.18874/ jjrs.50.1.2023.79-104
Moretti AIS, Schreiber R, Wanschel ABA. Editorial: “COVID-19 mechanisms on cardiovascular dysfunction: from membrane receptors to immune response, volume II”. Front Cardiovasc Med 13, no. 10. (Oct 2023). https://www.doi.org/10.3389/ fcvm.2023.1278067
Moses, Robert. “Mark’s Jesus on Wealth and Poverty: A Response to C. Clifton Black and Margaret M. Mitchell.” Currents in Theology and Mission 50, no. 4 (2023): 14-18.
Munday, James, P-E Tremblay, J J Hermes, Brad Barlow, Ingrid Pelisoli, T R Marsh, Steven G Parsons, et al. “An Eclipsing 47 Min Double White Dwarf Binary at 400 Pc.” Monthly Notices of the Royal Astronomical Society 525, no. 2 (2023): 1814–23. https://www.doi.org/10.1093/mnras/stad2347
Nicholas, Geraldine Shirley, Dhruvakumar Vikas Aklekar, Bhavin Thakar, and Fareena Saqib. “Secure Instruction and Data-Level Information Flow Tracking Model for RISC-V.” Cryptography 7, no. 4 (November 16, 2023): 58.
Oudshoorn, M. J. “Community Input and Engagement for CS2023: Foundations of Programming Languages, in ACM Special Interest Group on Computer Science Education,” SIGCSE 2023, ACM, Toronto, Canada, March 2023, 2 pages.
Page, Douglas, Vera Mironova, and Samuel Whitt. “The Impact of US -Russia Contestation over Gay Rights on Social Tolerance: Evidence from the Republic of Georgia.” International Journal of Public Opinion Research 35, no. 4 (2023): edad034 https://www.doi.org/10.1093/ijpor/edad034
Peel, Shelby A., Christine Walck, Jeffrey B. Taylor, Anh Dung Nguyen, Audrey E. Westbrook, Emma Alfred, Mary F. Mahon, and Kevin R. Ford. 2023. “Knee Joint Function in Healthy and ACL-Reconstructed Collegiate Female Lacrosse Players: A Pilot Study.” Journal of Science in Sport and Exercise, April. https://www.doi.org/10.1007/s42978-02300223-2
Pereira, Felipe Gorini, Andrew M. Greenfield, Matthew R. Kuennen, and Trevor Gillum. 2024. “Exercise Induced Plasma Volume Expansion Lowers Cardiovascular Strain During 15-km Cycling Time-trial in Acute Normobaric Hypoxia.” PloS One 19 (2): e0297553. https://www.doi.org/10.1371/journal. pone.0297553
Pexa, Brett S., Christopher Johnston, Jeffrey B. Taylor, and Kevin R. Ford. 2023. “Training Load and Current Soreness Predict Future Delayed Onset Muscle Soreness in Collegiate Female Soccer Athletes.”
International Journal of Sports Physical Therapy 18 (6).
https://www.doi.org/10.26603/001c.89890
Pexa, Brett S., Justin P. Waxman, Audrey E. Westbrook, and Kevin R. Ford. 2023. “College Soccer Student-Athletes Demonstrate Differences in Self-Reported Athlete Health When Grouped by Match Volume.” Journal of Sport Rehabilitation 32 (6): 695 –702. https://www.doi.org/10.1123/jsr.2022-0266
Rivera, Caroline N., Jason S. Hinkle, Rachel M. Watne, Trent C. Macgowan, Andrew J. Wommack, and Roger A. Vaughan. 2023. “PPARβ/Δ Agonism With GW501516 Increases Myotube PGC-1α Content and Reduces BCAA Media Content Independent of Changes in BCAA Catabolic Enzyme Expression.” PPAR Research 2023 (June): 1–20.
https://www.doi.org/10.1155/2023/4779199
Rivera, Caroline N., Madison M. Kamer, Natasha Cook, Mark E. McGovern, Rachel M. Watne, Andrew J. Wommack, and Roger A. Vaughan. 2023. “5-Aza-2’-deoxycytidine-mediated DNA Hypomethylation With and Without Concurrent Insulin Resistance Suppresses Myotube Mitochondrial Capacity.” Cell Biochemistry and Function 41 (8): 1422–29. https://www.doi.org/10.1002/cbf.3878
Rivera, Caroline N., C. Wayne Smith, Lillian V. Draper, Madison E. Kee, Natasha Cook, Mark E. McGovern, Rachel M. Watne, Andrew J. Wommack, and Roger A. Vaughan. 2024. “The BCKDH Kinase Inhibitor BT2 Promotes BCAA Disposal and Mitochondrial Proton Leak in Both Insulin-sensitive and Insulin-resistant C2C12 Myotubes.” Journal of Cellular Biochemistry 125 (3). https://www.doi.org/10.1002/jcb.30520
Rivera, Caroline N., C. Wayne Smith, Lillian V. Draper, G. Ochoa, Rachel M. Watne, Andrew J. Wommack, and Roger A. Vaughan. 2023. “The Selective LAT1 Inhibitor JPH203 Enhances Mitochondrial Metabolism and Content in Insulin-Sensitive and Insulin-Resistant C2C12 Myotubes.” Metabolites 13 (6): 766. https://www.doi.org/10.3390/ metabo13060766
Rivera, Caroline N., C. Wayne Smith, Lillian V. Draper, Rachel M. Watne, Andrew J. Wommack, and Roger A. Vaughan. 2024. “Physiological 4-phenylbutyrate Promotes Mitochondrial Biogenesis and Metabolism in C2C12 Myotubes.” Biochimie 219 (April): 155–64. https://www.doi.org/10.1016/j. biochi.2023.11.009
Rivera, Caroline N., Rachel M. Watne, Andrew J. Wommack, and Roger A. Vaughan. 2023. “The Effect of Insulin Resistance on Extracellular BCAA Accumulation and SLC25A44 Expression in a Myotube Model of Skeletal Muscle Insulin Resistance.” Amino Acids 55 (11): 1701–5. https://www.doi.org/10.1007/s00726-02303336-8
Schaffenroth, V., B. N. Barlow, I. Pelisoli, S. Geier, and T. Kupfer. “Hot Subdwarfs in Close Binaries Observed from Space - II. Analyses of the Light Variations.” Astronomy & Astrophysics 673 (May 1, 2023): A90. https://www.doi.org/10.1051/00046361/202244697
Schwartz, Shaina, Sun Lee, Erin Baily Coble, Colton Troxler, Samantha Toscano, and Archana Kumar. “Time-to-Therapy Discontinuation in Patients Newly Diagnosed with Schizophrenia Initiated on Long-Acting Injectable Versus Oral Dopamine Receptor Blocking Agents.” Early Interv Psychiatry 17, no. 9 (Sep 2023): 921-28. https://www.doi.org/10.1111/eip.13384
Simon, Megan, Nikki E. Barczak-Scarboro, Brett S. Pexa, Johna K. Register-Mihalik, Zachary Y. Kerr, and J. D. DeFreese. 2024. “Collegiate Student-athlete Mental Health Symptom Trajectories Across a Competitive Season: Do Training Load and Resilience Matter?” International Journal of Sport and Exercise Psychology, March, 1–19 . https://www.doi.org/10.1080/161219 7x.2024.2324433
Singleton, William., Lowrey, Wilson., and Buzzelli, Nick. “Must I Follow the Script? Professional Objectivity, Journalistic Roles and the Black Community Journalist.” Newspaper Research Journal (2024): 1-18.
Smith, Jordan R., Jeremy Frens, Dhaval Mehta, Kushal Naik, Emily Sinclair, Tyler Baumeister. “Optimizing Transitions of Care Antimicrobial Prescribing at a Community Teaching Hospital.” Antimicrobial Stewardship & Healthcare Epidemiology 3, no. 1 (December 2023): e228. https://www.doi.org/10.1017/ash.2023.504
Springer, D., Anderson, A. J., Foster, S. J. L., and Dixon, M. A. “Organizational Capacity and Dual Mission Achievement in NCAA Division I Power Five Athletic Programs.” Journal of Issues in Intercollegiate Athletics 16 (2023): 131-154.
https://scholarcommons.sc.edu/jiia/vol16/ iss1/15
Taylor, Jeffrey B., Dora Gosselin, Paul Kline, Lance M. Mabry, David R. Sinacore, Lisa A. Zukowski, and Rene N Hamel. 2023.
“Prematriculation Predictors of Academic Difficulties During the First Year of a Doctor of Physical Therapy Program.” PubMed 52 (4): 282–88.
https://pubmed.ncbi.nlm.nih.gov/38036474
Travis, Christopher R., Kelsey M. Kean, Katherine I. Albanese, Hanne C. Henriksen, Joseph W. Treacy, Elaine Y. Chao, K. N. Houk, and Marcey L. Waters “Trimethyllysine Reader Proteins Exhibit Widespread Charge-Agnostic Binding via Different Mechanisms to Cationic and Neutral Ligands.” Journal of the American Chemical Society 146, no. 5 (February 7, 2024): 3086–93. https://www.doi.org/10.1021/jacs.3c10031
VanLangen, Kali M., Kimberley J. Begley, Courtney L. Bradley, Lisa T. Hong, Laura E. Knockel, Chelsea Renfro, Mariette Sourial, Jeanne Frenzel. “Early skills laboratory warnings: Laboratory faculty perspectives on student barriers for progression to experiential education.” Currents in Pharmacy Teaching and Learning 15, no. 6 (2023):568-572.
VanWinkle, Benita. “Please Remain Standing: The Disappearance of The Hometown Movie Theater in the U.S.” Thresholds 52: Disappearance 52 (2024): 126-135
Viering, Brianna L., Halie Balogh, Chloe F. Cox, Owee K. Kirpekar, A. Luke Akers, Victoria A. Federico, Gabriel Z. Valenzano, Robin Stempel, Hannah L. Pickett, Pamela M. Lundin, Meghan S. Blackledge, Heather B. Miller. “Loratadine Combats Methicillin-Resistant Staphylococcus Aureus by Modulating Virulence, Antibiotic Resistance, and Biofilm Genes.” ACS Infectious Diseases 10, no. 1 (January 12, 2024): 232–50. https://www.doi.org/10.1021/ acsinfecdis.3c00616
Weart, Amy, Erin Miller, Richard Brindle, Kevin R. Ford, and Donald Goss. 2023. “Wearable Technology Assessing Running Biomechanics and Prospective Running-related Injuries in Active Duty Soldiers.” Sports Biomechanics, May, 1–17. https://www.doi.org/10.1080/14763141.2023. 2208568
Wei, Yong, Amy X. Chen, Yuewei Lin, Tao Wei, and Baofu Qiao. “Allosteric Regulation in SARS-COV-2 Spike Protein.” Physical Chemistry Chemical Physics 26, no. 8 (2024): 6582–89 . https://www.doi.org/10.1039/d4cp00106k
Wendland, Deborah M., Paul Kline, Kathryn L. Bohnert, Theresa M. Biven, and David R. Sinacore. 2023. “Offloading of Diabetic Neuropathic Plantar Ulcers: Secondary Analysis of Step Activity and Ulcer Healing.” Advances in Skin & Wound Care 36 (4): 194–200. https://www.doi.org/10.1097/01. asw.0000919476.24220.cc
Whitt, Sam, Alixandra B. Yanus, Mark Setzler, Brian McDonald, John Graeber, Gordon Ballingrud, and Martin Kifer. “Explaining Partisan Gaps in Satisfaction with Democracy after Contentious Elections: Evidence from a U.S. 2020 Election Panel Survey.” PS: Political Science and Politics 57, no. 1 (2024): 8-15. https://www.doi.org/10.1017/ S1049096523000458.
Wommack, Andrew J., Aaliyah B. Holloway, Kaitlyn A. Stallings, and Pamela M. Lundin “Scaling the Process Chemistry of a COVID-19 Antiviral Pharmaceutical Down for a Multistep Synthesis Experiment in the Undergraduate Teaching Laboratory.” Journal of Chemical Education 101, no. 3 (March 12, 2024): 1211–17. https://www.doi.org/10.1021/acs. jchemed.3c00999
Zarro, Michael, Marion L. Dickman, Timothy Hulett, Richards A. Rowland, Derrick Larkins, Jeffrey B. Taylor, and Christa M. Nelson. 2023. “Hop to It! The Relationship Between Hop Tests and the Anterior Cruciate Ligament – Return to Sport Index After Anterior Cruciate Ligament Reconstruction in NCAA Division 1 Collegiate Athletes.” International Journal of Sports Physical Therapy 18 (5).
https://www.doi org/10.26603/001c.86130
Zheng, Size, Yong Wei, Yuewei Lin, and Tao Wei. “Graphic Contrastive Learning Analyses of Discontinuous Molecular Dynamics Simulations: Study of Protein Folding upon Adsorption.” Applied Physics Letters 122, no. 25 (June 19, 2023).
https://www.doi.org/10.1063/5.0157933
Zukowski, Lisa A., Peter C. Fino, Ilana Levin, Katherine L. Hsieh, Samuel N. Lockhart, Michael E. Miller, Paul J. Laurienti, Stephen B. Kritchevsky, and Christina E. Hugenschmidt. 2024. “Age And Beta Amyloid Deposition Impact Gait Speed, Stride Length, and Gait Smoothness While Transitioning From an Even to an Uneven Walking Surface in Older Adults.” Human Movement Science 93 (February): 103175.
https://www.doi.org/10.1016/j. humov.2023.103175
BOOK CHAPTERS
Helsing, Carl. “Obscuring the Natural Way: “A philosophical and religious response to acquisition and growth in Enlightenment thought,” in Religion, Education, Science and Technology towards a More Inclusive and Sustainable Future, edited by Malia Raheim, 3-12. New York: Routledge, 2024.
Ortiz-Rodriguez, Fernando, Sanju Tiwari, Fatima Amara, and Miguel A. Sahagun, “E-Government Success: An End-User Perspective.” In Global Perspectives on the Strategic Role of Marketing Information Systems, edited by Jose Melchor MedinaQuintero, Miguel A. Sahagun, Jorge Alfaro, and Fernando Ortiz-Rodriguez, 168-186. IGI Global, 2023.
Ritter, Matt, and Sarah Vaala. “Advertising Effects on Behavior.” In Encyclopedia of Child and Adolescent Health, edited by B. HalpernFelsher, 3:314-324. 2023. https://www.doi.org/10.1016/B978-0-12818872-9.00187-4
Sahagun, Miguel A., Fernado Ortiz-Rodriguez, and Jose Melchor Medina-Quintero. “The Salary and Wage Inequality Effect on Productivity on the Mexico-US Border: Mexican Middle Management Supervisor Perspective.” In Emerging Technologies and Digital Transformation in the Manufacturing Industry, edited by Fernando Ortiz-Rodriguez, Sanju Tiwari, Luis Manuel Hernández-González, and Agustin Tiburcio, 193-212. IGI Global, 2023.
Winkel, Adam L. “Fury and Failure in Spanish Football Stories of the 1960s.” In Intersections of Sport and Society in Creative Writing, edited by Lee McGowan and Kasey Symons, 79-92. Singapore: Springer Nature, 2023 . https://www.doi.org/10.1007/978-981-995585-5_6
CREATIVE WORKS
Visual
Brown, Mark E. Down on Paper (Group Exhibition, 1 piece exhibited). Vestige Concept Gallery, Pittsburgh, Pennsylvania. Juror: Vestige Gallery Committee, Juried Group Exhibition, 2023.
Raynor, Scott. Contemporary Drawing (Group Exhibition, 2 pieces exhibited). Western Wyoming College Art Gallery, Rock Springs, Wyoming. Juror: Ben Nathan. Juried Group Exhibition. 2024.
Raynor, Scott. Drawn 2024 (Group Exhibition, 4 pieces exhibited). Manifest Creative Research Gallery and Drawing Center, Cincinnati, Ohio. Juror: Manifest Juried Committee, Juried Group Exhibition. 2024.
VanWinkle, Benita. Forgotten (Group Exhibition, 1 piece exhibited). SE Center for Photography, Greenville, South Carolina. Juror: Paula Tognarelli. Juried Group Exhibition. 2023.
VanWinkle, Benita. Patterns and Shadows 2023 (Group Exhibition, 1 piece exhibited). NYC4PA gallery, New York City, New York. Juror: Traer Scott. Honorable Mention. 2023.
Howie, Lindsey. “Better Left Unsaid” (choreographer). SoloDuo Dance Festival Dixon Place Theater, New York, NY. Juried Selection. February 2024.
Howie, Lindsey. “Jazz Dance Movement Workshop”, Invited, American College Dance Association Conference, Raleigh, NC. 2024.
Meixner, Brian. Conductor and Music Director, North Carolina Brass Band, “Signature Performance”, Eastern Music Festival, 2023.
Raymond-Kolker, Louis. “Combined World Showcase Concert” (Group Recital, 3 pieces performed). Percussive Arts Society International Convention, Indianapolis, IN. Invited. 2023.
Raymond-Kolker, Louis. “Solo and Chamber Repertoire for Steelpan” (Larkspur Percussion Duo). National Society of Steel Band Educators Conference, Austin, TX. Invited. 2024.
GRANTS
Allen, Amanda and Shannon Lalor. Medieval and Early Modern Physic Greenhouse. North Carolina Humanities Community Engagement Grant. January-May 2024. Awarded Amount: $3500.00.
Augustine, Brian, Briana Fiser, Jacob Brooks, Pamela Lundin, and Sean Johnson Equipment: MRI: Track 1 Acquisition of a Maskless Photolithography Instrument for Undergraduate Research and Teaching at High Point University. National Science Foundation, Division of Materials Research. Awarded Amount: $148,945.00.
Barlow, Brad N. Illuminating the Cosmic Webs: Unearthing Spider Binaries through Optical Photometry. NC Space Grant. Amount Awarded: $30,713.00.
Boateng Comfort, A Development of HighAffinity and Selective Ligands as a Pharmacological Tool for the D4R Subtype Variants 2023-2028. National Institutes of Health/National Institute on Drug Abuse, DP1 Avenir Award Program. 2023-2028. Awarded Amount: $2,235,000.
Klopf, Eve. NC Space Grant Faculty Research Grant. Awarded Amount: $9000.00.
Emerson, Alicia J. Recipient of University of Otago’s Health Sciences Divisional List of Exceptional Doctoral Theses, 2023.
Groh, Nancy. North Carolina Athletic Trainers’ Association Hall of Fame Inductee – Class of 2024.
Henning, Jolene North Carolina Athletic Trainers’ Bill Griffin Most Distinguished Athletic Trainer Award, 2023.
Mabry, Lance M. Recipient of American Physical Therapy Association 2023 Federal Government Affairs Leadership Award, 2023.
Mabry, Lance M., Aaron Keil, Brian A. Young, Nicholas Reilly, Michael D. Ross, Angela Spontelli Gisselman & Don Goss, 2023. Academy of Orthopaedic Physical Therapy Imaging Special Interest Group Scholarship “Physical therapist awareness of diagnostic imaging referral jurisdictional scope of practice: an observational study,” Journal of Manual & Manipulative Therapy https://www.doi.org/10.1080/10669817.2023. 2296260
Miller, Heather B., Henry Dreyfus TeacherScholar Award, The Camille and Henry Dreyfus Foundation ($75,000).
Oudshoorn, M.J., featured reviewer in ACM Computing Surveys, March, 2024.
Oudshoorn, M.J., recognized by IEEE-CS as a member of the 2022 Class of IEEE Computer Society Distinguished Contributors.
EDITORS
Blackledge, Meghan S. Associate Editor and Member of the Editorial Board, Chemical Biology and Drug Design
Bradley, Courtney L., editorial board, Currents in Pharmacy Teaching and Learning, 2024.
Oudshoorn, M.J., editorial board, Journal of Advances in Computing and Engineering
Oudshoorn, M.J., editorial board, International Journal of Innovative Research in Engineering and Management.
Smith, Jordan R., editorial board, Current Infectious Disease Reports (section editor).
Vasquez-Párraga, Arturo Z., Miguel A. Sahagún, and Fabio Musso. Editorial: “Towards an Emerging Science of Customer Loyalty to Retail Stores: Explanation, Drivers, and Frameworks.” Frontiers in Psychology 15 (2024). https://www.doi.org/10.3389/ fpsyg.2024.1365333
Wanschel, ABA., editorial board member, Frontiers in Cardiovascular Medicine.
REVIEW BOARDS
Boateng Comfort, A. Special Emphasis Panel; ZDA1 MXS-M (M1), Avenir Award Program for Chemistry and Pharmacology of Substance Use Disorders, National Institutes of Health / National Institute on Drug Abuse, 2024.
Boateng Comfort, A. Chemical Biology and Probes Study Section (CBP) Study Section, Biological Chemistry and Macromolecular Biophysics Integrated Review Group, National Institutes of Health, 2023.
Fink, Joey. Chair of the North Carolina Highway Historical Marker Advisory Committee, North Carolina Department of Cultural Resources.
McCullough, Claire, member of the ABET Engineering Accreditation Commission.
Oudshoorn, M.J., member of the ABET Computing Accreditation Commission.
Yanus, Alixandra B. National Science Foundation, Social, Behavioral, and Economic Sciences.
