Experts Matter. Find Yours.
Connect for media, speaking, professional opportunities & more.
Trump’s reaction to defeat further confirms urgency for school focus on social-emotional skills
Sandra Chafouleas, psychologist and behavioral health expert from the University of Connecticut, weighs in: Imagine what would happen if a preschooler didn’t “use their words” when they got upset about sharing, instead stomping around yelling while adults simply observed in silence. Think about what the school climate would feel like if a student punched another during recess while others watched without seeking help. Now consider the actions – and inactions – by Donald Trump on January 6 as the electoral vote counts occurred at the U.S. Capitol. Those behaviors show a desperate need for social emotional learning. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social emotional learning involves five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Trump did not demonstrate these competencies when the election didn’t go the way he wanted. Connecting these school scenarios and Trump’s behaviors is not intended to contribute to the ever-mounting list of recommended consequences that could result from his fueling the insurrection that our nation has just experienced. It does bear noting, however, that if Trump were a Black teenager, he most certainly would have received exclusionary disciplinary action such as suspension and perhaps even expulsion from school. The purpose in connecting the two scenarios is to draw energies toward actions that propel us forward in bridging a divided nation. The responsibility for forward movement falls to future generations, which means it is critical that we pay attention to what happens in schools right now. We need to demand that policies and practice — and necessary resources — are put in place to strengthen school capacity to support students on their path to holding responsibility for democracy. Many excellent resources have quickly appeared to assist educators in teaching about the insurrection. Discussion guides are available to facilitate defining key terms, contrasting events through a social justice lens, and comparing justifications for action using fact checking. Other resources have been released that help adults talk about violence and support emotional safety of kids. What seems to be less prominent, however, is a direct connection to the social, emotional, and behavioral skills that we have just witnessed are missing. Education systems have begun the work of acknowledging their historic roles in contributing to exclusion, inequity, and intolerance of differences. Educators are working hard to turn the tide toward promising alternative approaches. Prominent among those approaches is a focus on social emotional skills. In either classroom scenario above, educators would be jumping into discussion about what supports are needed to address student needs. Social and emotional well-being fulfills us throughout every stage of life – integrating those skills should be in all that we do as adults to model, teach, and give feedback to our children. Of course schools must teach academic content areas and have high expectations, but there is tremendous potential to increase capacity to embed exploration, active practice, and positive feedback about social and emotional skills within each corner of the day. As one example, history professor Kellie Carter Jackson writes about challenges in teaching violence in political history. The author describes the need to question how political violence should be labeled, which could reveal an expression of unmet need by marginalized people. Learning through this analysis offers social and emotional parallels, such as examining biases, recognizing emotions, and examining integrity. As another, Facing History and Ourselves offers a classroom resource specific to the insurrection. Activities reference principles of social and emotional learning, such as steps for educators to practice self-awareness and relationship skills by examining their own emotions and perspectives. Student self-management and social awareness builds through reflection activity that builds civic agency. All of these examples offer incredible opportunity in social and emotional learning that could be advanced with more explicit connection. Entrenching social and emotional learning within the school day beyond this immediate teachable moment also is needed to enable sustained effort. CASEL identifies adults as key to social emotional strategies that will maintain safe, supportive, and equitable learning environments for this moment in history. To do so requires a strong collection of social, emotional, and behavioral education policies and practices. Responsibility for urgently resourcing this collection rests within each of us, right now, to ensure future generations who can and do take part in a resilient democratic nation. Dr. Chafouleas is licensed psychologist and Distinguished Professor, with expertise in school psychology and school mental health at the University of Connecticut’s Neag School of Education. If you’re a reporter looking to speak with Dr. Chafouleas about this topic – let us help. Simply click on her icon to arrange an interview today.
Renowned educator and author Gloria Ladson-Billings to present Georgia Southern 2021 Fries Lecture
Gloria Ladson-Billings, Ph.D., renowned pedagogical theorist, teacher educator and author, will present the 2021 Norman Fries Distinguished Lecture, hosted by Georgia Southern University’s College of Education. In her lecture, “Culturally Responsive Pedagogy: Educating Past Pandemics,” Ladson-Billings will discuss how pandemics provide opportunities for revisioning and reimagining culturally relevant teaching practices. She suggests that instead of “getting back to normal,” it is time to get on to new and more equitable ways of educating all students and creating a more democratic society. Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin-Madison. She also served as the 2005-06 president of the American Educational Research Association (AERA). Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with Black students. She also investigates critical race theory applications to education. She is the author of critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, as well as numerous journal articles and book chapters. About Ladson-Billings Former editor of the American Educational Research Journal and a member of several editorial boards, Ladson-Billings’ work has won multiple scholarly awards including the H.I. Romnes Faculty Fellowship, the National Academy of Education/Spencer Postdoctoral Fellowship and the Palmer O. Johnson Outstanding Research Award. She is a 2018 recipient of the AERA Distinguished Research Award and was elected to the American Academy of Arts and Sciences in 2018. About the Norman Fries Distinguished Lectureship series The annual Norman Fries Distinguished Lectureship series began in 2001. It is funded by an endowment in honor of Norman Fries, founder of Claxton Poultry. In his more than 50 years of business, Fries built the company from a one-man operation into one of the largest poultry production plants in the U.S. Past Fries lecturers include David Oreck of Oreck Vacuums, South African apartheid author and lecturer Mark Mathabane, NASA director James W. Kennedy, Pulitzer Prize-winning author and historian Gordon S. Wood, Nobel Prize laureate William D. Phillips, Ph.D., bestselling author Susan Orlean, concussion expert Dr. Russell Gore, and PricewaterhouseCoopers Network chief operating officer Carol Sawdye. The lecture will take place virtually via Zoom on Feb. 8 at 7 p.m. The event is free and open to the public. If you are a journalist looking to know more about the Norman Fries Distinguished Lectureship or would like to interview Gloria Ladson-Billings -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
Continuing to Learn and Explore American History
In the United States, students take several American history courses throughout their K-12 experience. So, why should students bother to continue taking American history courses in college? For Southern Utah University's Dr. Mark Miller, the answer is simple. “When I teach a history course, I am always looking for ways to point out how an issue or event in the past is relevant to something going on in today's world,” said Dr. Miller. “With this year's presidential election going on there have been plenty of examples to tie into regarding past politics and past political crises we have lived through as Americans.” Dr. Miller has conducted some exciting research that will be published in 2021. His upcoming articles includes: “Polygamy under the Red Cliffs: Women’s Voices and Historical Memory at Centennial Park” in Utah Historical Quarterly, “A River Again: Fossil Creek, Desert Fishes, and Dam Removal in the American Southwest” in Pacific Historical Review, and “‘One Territory, Many Peoples:” Racial and Ethnic Groups and the Development of Arizona Territory” in The Smoke Signal. “I think my work on plural marriage and environmental history shows that history is never dead,” said Dr. Miller. “It reveals that in current debates history is quite important. What happened in the past still informs the present. Since both of these topics are quite controversial today, I think historians provide a valuable service by exposing the history behind debates over allowing polygamy in modern America or whether we should make trade offs in development and water use to preserve unique species. Knowledge of people who practice plural marriage and their religious history as well as the history of preservation efforts toward endangered species is vital to all participants in the debates.” Dr. Mark Miller is a professor of history and the department chair of History, Sociology, & Anthropology at Southern Utah University. His research and teaching specialties include United States History, American West, Borderlands, Indigenous Culture and History, World Civilization, and Latin America. He has published articles and books on modern American Indian History, most recently Forgotten Tribes (2006) and Claiming Tribal Identity (2013). He has published articles on race and ethnicity, on indigenous identity and politics in several journals. Dr. Miller is familiar with the media and available for an interview. Simply visit his profile.
Tonight’s face-to-face U.S. presidential debate between Democratic nominee Joe Biden and U.S. President Donald Trump has had all the lead up and electricity of a prize fight. This election, like this year – will be like no other. With traditional campaign festivities for the most part curbed due to COVID-19, this U.S. presidential debate, along with the next two, will serve as the only opportunity for the two candidates to be together in the same place to duke it out live before millions of viewers watching around the globe. There is a lot at stake, and if you are a reporter covering the U.S. presidential debates, Florida Atlantic University’s renowned political science expert, Kevin Wagner, Ph.D., is here to answer all of your questions and is available for interviews. Wagner's research and teaching interests include presidential and judicial politics, political behavior, and legislative behavior. He is also a research fellow of the FAU Business and Economics Polling Initiative (BEPI). Wagner is readily available to speak with media about the debates and the ongoing election – simply click on his icon to arrange an interview today.
Georgia Southern University President Kyle Marrero delivered a virtual State of the University fall 2020 address to faculty and staff, broadcast live from the Performing Arts Center on the Statesboro Campus on Aug. 12. Maxing out with 1,507 viewers at one point, University members tuned in from remote locations to hear the president discuss how Georgia Southern is successfully adapting during extraordinarily difficult times and will continue to be nimble during the fall semester. “We are being asked to be innovative, flexible, nimble and willing to adapt and change,” Marrero said after welcoming all back to the three campuses. “And I want to thank you. You all have been tremendous, remarkable, heroic even, as we made it through these times and as we navigate through these uncertain times.” Marrero touted the herculean efforts of faculty and staff, who maintained the integrity of the University’s five pillars — student success, teaching and research, inclusive excellence, operational efficiency, effectiveness and sustainability, and community engagement, in the midst of a pandemic that caused the University to move fully online in March. He cited specific examples of performance excellence since March with the following collective efforts: Moved more than 5,000 classes to fully online to complete the Spring 2020 Semester; Delivered summer term fully online while seeing credit-hour generation move up by more than 4%, compared to the Summer 2019 Semester; Moved 4,600 students out of housing and provided support for more than 100 students who remained on campus; Refunded almost $11 million in housing, dining and fees to students; Held virtual Spring 2020 Commencement, viewed by more than 100,000 worldwide; Provided more than $11 million in CARES Act grant funding directly to students; Developed and began implementation of Initial Return to Campus and Return to Campus Plans, based on input from more than 130 faculty staff across campus and public health guidance from the Centers for Disease Control and Prevention and the Georgia Department of Public Health; Modeled a 14% state budget reduction for FY21, then completed a 10% realized reduction, totaling $14.2 million; Developed and implemented flexible and remote work processes; Assessed and modified almost 5,000 courses for fall 2020; Prepared campus with signage, cloth face coverings, face shields, PPE, hand sanitizer stations; Formed and implemented the CARES Service Center; Continued communication, coordination and monitoring of community health care providers, public/private schools, municipalities and agencies. Marrero also presented August figures showing that fall 2020 enrollment looks strong compared to this same time last year, however, he was quick to note that the figures may fluctuate based on various factors throughout the semester. Final fall enrollment figures will be released in October. “We can continue to move forward,” he said. “We can continue to elevate and live our mission and our vision and our values even in these times. We will adapt, we’ll be nimble and we’ll ensure that every day that the public health and safety of our faculty, staff, students and our community is of paramount importance. “I am confident that we are ready as we can be and together we’ll assess and navigate the entirety of the fall semester with the goal and outcome of our students being successful. As a whole Georgia Southern University can make it through this together.” If you are journalist and would like to know more about Georgia Southern university and how it is succeeding during COVID-19, simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
As a Black wildlife conservationist and field biologist devoted to the study of birds, Corina Newsome, a graduate student at Georgia Southern University, has long been confronted with the lack of diversity in the natural sciences. However, earlier this year, social media became a powerful interface for Newsome and a group of fellow Black scientists around the country, who discovered one another online and quickly formed a camaraderie. “We all met on Twitter,” Newsome explained. “I happened upon a tweet or post and I’m like, ‘Is that a Black person?’ Turns out they’re a Black scientist in herpetology or ornithology or whatever, so I immediately connected with them and said, ‘Hey, can we just know each other?’” Soon after, a video of a racially motivated confrontation in Central Park recorded by science editor and avid birder Christian Cooper went viral, and the network of 30 scientists banded to launch Black Birders Week on May 31. The group of virtual events, coordinated with hashtags like #BlackInNature, #AskABlackBirder and #BirdingWhileBlack, celebrated Black birders and naturalists from around the globe while pushing for inclusion and safe spaces in the outdoors. “For far too long, Black people in the United States have been shown that outdoor exploration activities, such as birding, are not for us,” Newsome stated in a video posted on social media to announce the weeklong initiative’s kickoff. “Well, we’ve decided to change that narrative. A group of Black birders, explorers and scientists got together to start the first-ever Black Birders Week. Help us to show the world, especially the next generation of young, Black birders and nature enthusiasts, that we exist, that they are welcome and that this space belongs to them, too.” The response was monumental as a multitude of Black scientists and naturalists shared their favorite birds, nature shots and professional settings online. “Black Birders Week showed us we are not actually alone,” said Newsome. “It created a community of Black people around the world. Just being on my phone and seeing a Black family outside or a Black professor somewhere teaching ornithology, people doing the thing that I do, encourages me. That makes me feel like it is possible to do well.” Newsome quickly became one of the recognizable faces of Black Birders Week and was featured in The New Yorker, Washington Post, National Geographic and NPR, among other media outlets. She also participated in a virtual roundtable discussion hosted by the National Audubon Society and included Cooper and fellow Georgia Southern student Alex Troutman. Online responses from the organization’s 1.4 million Facebook followers were largely optimistic, however there was some backlash. “We got comments from people saying we are creating division by talking about this,” Newsome said. “The division was already there. Now you know about it, and you’re uncomfortable. But we’ve been uncomfortable.” Such candor has especially captured the attention of students. “The most overwhelming, positive responses have been from young, Black people in college or pre-college who are interested in the sciences, messaging me or emailing me and saying, ‘It’s meant so much to see you doing your work,’” she said. Newsome noted that multiple wildlife and government agencies have also reached out, demonstrating that they are in the process of making structural changes within their organizations to expand diversity efforts. “Seeing these things actually materialize has been mind-blowing, and again, that’s because of the work of the group, the collective work of this movement,” she said. “I think that the one really encouraging element of that has been them choosing to use their platform to amplify our voices at the expense of losing some of their constituents.” While Newsome’s passion, “the thing that lights a fire under me constantly,” can be found at the intersection of wildlife conservation and human rights, birds continue to be her feathered muses. “They weigh sometimes a fraction of an ounce,” she said. “They are so physically fragile, yet they make some of the most physically intense migrations on the globe, from the tip of North America to the tip of South America. Birds as tiny as a hummingbird that weigh a tenth of an ounce fly over the Gulf of Mexico nonstop for over 18 hours. Just think of how much they’re accomplishing, even though they are easily one of the most fragile creatures on the planet. It feels oxymoronic, but it’s real. “Birds remind me that things that seem impossible happen.” If you are journalist and would like to know more about this particular story simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
Black Gospel Music Expert Shares 10 of the Most Powerful, Enduring Freedom Songs, Protest Spirituals
By Robert F. Darden, Professor of Journalism, Public Relations & New Media, Founder and Director of the Black Gospel Music Restoration Project at Baylor University WACO, Texas (June 19, 2020) – As the protests following the death of George Floyd began to roil the country, it was only a few days before the demonstrators began to sing an array of freedom songs and protest spirituals, as well as a few new adaptations, including Bill Withers’ “Lean on Me.” Some of these songs have been sung by people fighting nonviolently for freedom and justice for hundreds of years. Many have been sung continually in the United States since the 1800s, right through the #blacklivesmatter and #metoo movements. Others have been adopted by freedom fighters in the Arab Spring, at Tiananmen Square and even now in Hong Kong. The Black Gospel Music Restoration Project at Baylor University has the world’s largest collection of digitized vinyl songs and sermons from gospel’s “golden age.” Not surprisingly, there are hundreds of freedom songs and protest spirituals in the collection as well. Below is a list of some of the most influential, most powerful, most enduring and beloved songs that have inspired and encouraged sings for two centuries. Each song is available for listening in the digital collections of the Black Gospel Music Restoration Project. (Assistance provided by Baylor Libraries’ Digitization and Digital Preservation Services.) 10. “We Shall Not Be Moved” and “Which Side Are You On?” When labor unions admitted African Americans in the 1930s and '40s, labor protesters quickly absorbed and adapted the great protest spirituals. These two old union songs were quickly adopted and expanded by the civil rights movement of the '50s and '60s. Listen to “I Shall Not Be Moved” by the Mighty Wonders of Aquasco, Maryland. 9. “A Charge to Keep Have I” In the days before hymnals, a song-leader would sing or speak a line and the congregation, whether in a church or at a mass meeting, would sing it back, called “lining out.” One of the most popular lined-out hymns during the movement was the old hymn, “A Charge to Keep Have I.” Listen to “A Charge to Keep” by Betty Simmons. 8. “Up Above My Head, I Hear Freedom in the Air” This old spiritual became a favorite in the great singing protests of Albany, Georgia, and quickly spread throughout the South. Listen to “Up Above My Head, I Hear Freedom in the Air” by Sister Rosetta Tharpe. 7. “If I Can Help Somebody” Not all freedom songs were defiant in tone. Some provided comfort in difficult times. Some helped encourage those in despair. This is one of those songs. Listen to “If I Can Help Somebody” by Dorothy Love Coates and the Gospel Harmonettes from the LP, Till My Changes Come. 6. “Freedom Highway” Some original songs were composed during the movement that were not only quickly adopted by the civil rights activists, they’ve remained in the repertoire of freedom fighters everywhere. One such song is “Freedom Highway” by the Staple Singers who themselves marched many miles with Dr. Martin Luther King Jr. Listen to “Freedom Highway” by the Staple Singers. 5. “Keep Your Eyes on the Prize”/“Hold On” There are dozens of variations of this civil rights-era favorite. Most include the couplet about Paul and Silas in jail, but all were sung to bolster spirits in tough times. Listen to “Keep Your Hands on the Plow” by The Famous Ward Singers from the LP on Vista Records. 4. “This Little Light of Mine” Fannie Lou Hamer made this old children’s song one of the most popular and righteous of the freedom songs. It was easily adaptable to every situation and good for naming the names of your oppressors. Listen to “The Little Light of Mine” by the Ward Singers. 3. “99 ½ Won’t Do” “99 ½ Won’t Do” was one of the most powerful songs to come out of the Birmingham freedom movement, sung by choirs and soloists alike, and it has since become a staple for many gospel singers, along with “I’m a Soldier in the Army of the Lord.” Listen to “99 ½ Won’t Do” by the Greater Sabathani Baptist Church Mass Choir. 2. “Don't Let Nobody Turn You Around” This freedom song has been sung repeatedly during the George Floyd protests – and has been sung for a hundred years or more. It lends itself well to a tone of defiance against great odds and was another freedom song that was infinitely adaptable to the situation. Listen to “Don't Let Nobody Turn You Around” by the Five Trumpets. 1. “We Shall Overcome” Few songs can match the majesty and soulful power of “We Shall Overcome,” always sung standing, with arms crossed clasping the hands of those on either side. It is at its most powerful -- then and now -- when the lines “black and white together” are included. Listen to “We Shall Overcome” from the 45 by Alice McClarty and the Traveling Echoes. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 18,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions.
Voice teachers and singers are facing an avalanche of questions while planning how to return to “normal operations” as restrictions ease from the COVID-19 pandemic. Singers generally expel more breath and saliva than normal talkers, so are their social distancing requirements different than most? If public health officials require six feet of separation at all times, how does a choir practice and perform? If voice lessons have to be done remotely, how can tone and pitch be properly evaluated via an internet connection? These are just some of the dilemmas facing voice teachers and music professors. “We are highly concerned in the arts related to how we deal with teaching when we return to campuses, classrooms and studios, particularly with singing,” said Allen Henderson, executive director of National Association of Teachers of Singing (NATS) and professor of voice at Georgia Southern University. “Singers are what we might call super-emitters — in terms of what is expelled in a breath. What kind of precautions do we need to take?” To help start answering such questions, Henderson and NATS organized a webinar called “A Conversation: What Do Science and Data Say About the Near-Term Future of Singing?” It is scheduled for Tuesday, May 5, at 5 p.m. He said within 24 hours of the webinar’s announcement, more than 2,000 people had signed up. “I was able to secure one of the major researchers on aerosolization of viruses,” Henderson said. “I suspect there will be a lot of higher education arts administrators in attendance and the information shared will be used widely in formulating responses to the unique problems of teaching music when reopening occurs.” Henderson noted that when the country shut down, the process was fairly quick and uniform. As organizations such as universities make plans to return to ‘normal’ operations, leaders will likely have to develop their own plans unique to their settings. “It will be complicated, and it’s about what protocols institutions and individuals have in place in regard to testing and contact tracing so that there’s a sense that we are creating as safe an environment as possible,” Henderson said. “Our job is to arm our colleagues with the best possible science-based information we can.” To learn more about the upcoming webinar, simply visit the story attached:
As the global pandemic touches almost all parts of the United States – it is essential that the public receives only accurate and definitive information from credible and expert sources as news, media and information reaches million of people across the country. An invisible enemy is killing thousands and forcing people worldwide to cower behind closed doors. Unfounded conspiracy theories and miracle “cures” abound on social media. Politicians and pundits send mixed messages about how to protect yourself. Who you gonna call? - Bedford Gazette, April 14 As the coronavirus rampages, the public increasingly is turning to experts in academia and government -- the educated, experienced “elites” that many Americans had tuned out. The Coronavirus 2019 (COVID-19) situation is certainly new to all of us. As guidance from the CDC changes and instructional methods transition, there are experts at Georgia Southern who can help to answer questions such as: How should we best address this pandemic as a nation? How should we best address this pandemic individually? What does it mean to “flatten the curve?" What is the economic impact of COVID-19? How do you best manage employees virtually? Why are grocery stores having trouble keeping inventory on their shelves? Should we prepare for a lapse in groceries and goods? What contributes to the fear and panic in disasters and pandemics? What do educators, parents and students need to know to prepare for online learning in the K-12 and college settings? If you are a reporter covering COVID-19, let the team of experts from Georgia Southern help with your coverage. Public Health: Atin Adhikari, Ph.D. Associate Professor of Environmental Health Sciences, Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health Dr. Adhikari brings over 15 years of extensive research experience on aerosols, airborne microorganisms, other air pollutants, and related respiratory disorders. His current research areas include environmental air quality, exposure assessment, occupational health and safety, environmental microbiology, and respiratory health. Before joining JPHCOPH, Dr. Adhikari was also involved (Co-I) with two DoD-DTRA and U.S. Office of Naval Research funded projects on inactivation of hazardous microorganisms. Chun Hai (Isaac) Fung, Ph.D. Associate Professor, Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health Dr. Isaac Chun-Hai Fung is a digital health expert and an infectious disease epidemiologist. He analyses social media data for public health surveillance and health communication and uses digital technologies for public health interventions. He investigates the transmission of communicable diseases with a focus on respiratory infections and environmentally transmitted infections. He applied a variety of methods, from classical statistical methods to machine learning and mathematical modeling, to address public health problems and to provide solutions to policy-makers. He is especially interested in assisting public health agencies in their responses to public health emergencies. He is currently a guest researcher with the Health Economics and Modeling Unit, Division of Preparedness and Emerging Infections, National Center for Emerging and Zoonotic Infectious Diseases, Centers for Disease Control and Prevention (CDC). Examples of his recent projects include: Surveillance of unplanned school closures through social media platforms, Analysis of social media posts pertinent to public health emergencies, such as Ebola, MERS and Zika. Jessica Schwind, Ph.D. Assistant Professor, Department of Biostatistics, Epidemiology, and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health Dr. Jessica Smith Schwind is an epidemiologist and program evaluator. She joined the Department of Biostatistics, Epidemiology and Environmental Health Sciences at JPHCOPH in August 2017. Her current research interests include disease surveillance, capacity building and risk communication for the prevention and/or early recognition of outbreaks with a focus on: best practices for operationalizing the ‘One Health’ approach, understanding and improving capacity building efforts and priorities for increasing health surveillance, and improving early warning systems for disease detection and response by bridging the gap between global digital databases and local health information. Schwind also conducts SoTL research on innovative online/onsite teaching and evaluation with a focus on immersive and service-learning practices. Pandemics, panic and the public: Amy Ballagh, Ed.D. Associate Vice President of Enrollment Management Featured in the Washington Post : Jessica Schwind, Ph.D. Assistant Professor, Department of Biostatistics, Epidemiology, and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health Dr. Jessica Smith Schwind is an epidemiologist and program evaluator. She joined the Department of Biostatistics, Epidemiology and Environmental Health Sciences at JPHCOPH in August 2017. Her current research interests include disease surveillance, capacity building and risk communication for the prevention and/or early recognition of outbreaks with a focus on: best practices for operationalizing the ‘One Health’ approach, understanding and improving capacity building efforts and priorities for increasing health surveillance, and improving early warning systems for disease detection and response by bridging the gap between global digital databases and local health information. Schwind also conducts SoTL research on innovative online/onsite teaching and evaluation with a focus on immersive and service-learning practices. Jodi Caldwell, Ph.D. Executive Director of the Georgia Southern University Counseling Center On a national level, Dr. Caldwell is currently serving her second elected term to the Directorate Board of the Commission for Counseling and Psychological Services of the American College Personnel Association and is a certified Red Cross Disaster Mental Health Responder. COVID-19 and logistics, the economy and the workforce: Alan Mackelprang, Ph.D. Associate Professor, Department of Logistics & Supply Chain Management Currently the director of the Ph.D. in Logistics and Supply Chain Management program, his research interests include examining interdependencies among supply chain partners, JIT/Lean production, manufacturing flexibility as well as supply chain integration. Scott Ellis, Ph.D. Associate Professor, Department of Logistics & Supply Chain Management Scott Ellis’ research interests center on the study of purchasing and supply management processes and functions. He has published in Journal of Operations Management and Journal of Supply Chain Management, among others. Richard McGrath, Ph.D. Professor, Parker College of Business Richard McGrath researches immigration, consumer survey methodology, and applied microeconomics. He is a long time expert on the economy in Savannah and the Coastal Empire. Michael Toma, Ph.D. Fuller E. Callaway Professor of Economics Michael Toma is a professor and lead analyst for the Center for Business Analytics and Economic Research, a student- and faculty-staffed applied research group focused on the Savannah-area economy that works with many local partners on special initiatives, customized applied business research and impact studies. Based on Toma's analytics, the Center publishes the quarterly Coastal Empire Economic Monitor, a closely watched economic report. Toma's community ties are also strong in the area. He serves on the Board of Directors for United Way of the Coastal Empire and on the organization's Executive Committee as chair of the Community Investments Committee. David Sikora, Ph.D. Assistant professor of management David Sikora’s research interests include strategic human resource management and the business impact of employee management practices. He has published his research in such journals as the Journal of Applied Psychology, Leadership Quarterly, Human Resources Management Review, International Journal of Selection and Assessment, and International Journal of Human Resources Development and Management. Prior to his academic career, David had extensive corporate experience in human resources and marketing including serving as human resources vice president at Cigna Corporation and director of human resources product management at Gevity HR, Incorporated. Steven Charlier, Ph.D. Associate Professor, Department of Management Charlier’s research interests are focused on the modern work environment, and include virtual teams, e-learning, leadership in a virtual world, and management education. His work has been published in several leading international academic journals, including The Leadership Quarterly, Human Resource Management, Journal of Organizational Behavior, Academy of Management Learning & Education, and Human Resource Management Review. Online teaching and learning: Charles Hodges, Ph.D. Professor, Department of Leadership, Technology and Human Development Hodges is a tenured professor of instructional technology at Georgia Southern with over 20 years of online teaching experience. As an active researcher in online teaching and learning, Hodges presents regularly at the national and international levels. He currently serves as the editor-in-chief of the journal and he is a long-time member of the Association for Educational Communications and Technologies, a professional organization for Educational Technology scholars and practitioners. Featured in the Inside Higher Ed article (published 3/11/20): Jeffrey Tysinger, Ph.D. and Dawn Tysinger, Ph.D. Professors, Department of Leadership, Technology and Human Development The Tysingers are one of very few individuals who are actively researching in the area of crisis preparedness in K-12 online learning Professors, Department of Leadership, Technology and Human Development The Tysingers are one of very few individuals who are actively researching in the area of crisis preparedness in K-12 online learning: o https://digitalcommons.georgiasouthern.edu/nyar/vol2/iss1/4/ o https://dl.acm.org/doi/10.5555/2811036.2811057 o https://eric.ed.gov/?q=Tysinger&id=EJ1147626 o https://eric.ed.gov/?q=Tysinger&id=ED595756 Dawn Tysinger, NCSP, serves as professor and program director for the nationally-recognized, National Association of School Psychologists-Approved Education Specialist program in school psychology at Georgia Southern University. Tysinger has contributed to her field through active participation in NASP, publications in school psychology journals, and presentations at the local, state, regional, national, and international levels. She currently serves on the NASP program review board for school psychology programs and as a member of the editorial boards of Journal of School Psychology, Psychology in the Schools, Trainers’ Forum: Journal of the Trainers of School Psychologists, National Youth-At-Risk Journal and Journal of Online Learning Research. Jeff Tysinger, NCSP, is a professor of school psychology at Georgia Southern University. He has been the president of the Kansas Association of School Psychologists (KASP), editor of the KASP Newsletter, KASP Futures committee member, KASP NCSP committee member, member of National Association of School Psychologists (NASP) since 1997, Nationally Certified School Psychologist since 1997, NASP Program Reviewer, NCSP Portfolio Reviewer, member of NCATE Board of Examiners, member of Georgia Association of School For parents at home with (k-12) children now distance learning: Chelda Smith Associate Professor, Department of Elementary and Special Education Smith’s master's thesis focused on parents as the first teachers of children and can speak to how parents can be empowered in that role. Her research agenda continues to focus on home and community assets, of which parents/caregivers are the primary influence and factor for positive outcomes. Lastly, as a parent of both a middle schooler and a toddler, Smith is navigating the process of being a primary educator in the home in real-time. Each expert is available to speak with media – simply contact Melanie Simon at 912.313.3245 to arrange an interview today.
Drinking alcoholic beverages may be more appealing amid unease about the coronavirus, as people deal with shelter-at-home orders, fears about the economy and boredom, says a Baylor University researcher who studies alcohol use and misuse. But with regulations providing less access to alcohol, this may be a good time for individuals struggling with alcohol use to begin recovery and for others to guard against over-relying on alcohol or other substances. When bars and restaurants began closing — other than for such options as pickup, delivery or drive-through — liquor stores saw a surge in business, according to news reports. But Pennsylvania closed its liquor stores — some people defied stay-at-home orders and drove to liquor stores in neighboring states — and New Hampshire recently closed some of its liquor stores, according to reports. Other states who deemed the businesses “essential” also may take another look at the issue. How to grapple with the risks of substance use and misuse during this stressful time is the subject of this Q&A with Sara Dolan, Ph.D., associate professor of psychology and neuroscience at Baylor University, who has done extensive research on substance use and misuse. Q: There are memes — some of them humorous — going around about heavy alcohol use during quarantine. Why might people be drinking more than usual? DOLAN: People have many different motivations for drinking, and I think self-isolation amplifies some of those. First, people drink to feel good. For some, being out of the normal work routine may feel like a time to let loose. People also drink to feel less bad. It would be normal to feel out of sorts now that we are social distancing. It also would be normal to feel some boredom, and certainly we feel anxiety and uneasiness about our current circumstances. Alcohol may be seen by some as a way to cope with those negative feelings. Q: How might the “new normal” be especially hard for alcoholics? Could this be a time to begin recovery? Some may be social distancing from drinking buddies, although that wouldn’t stop drinking alone. DOLAN: A forced lack of access to alcohol through social distancing and bars being closed can be a great jumping-off point for someone to begin recovery, especially when people are physically distancing from the people they drink or use with. But this can be an especially tough time for people because they may not be able to cope with all the new stressors, especially if they don’t have access to their typical means of coping. For example, for someone who usually relies on friends and family for support, social distancing can cause more stress. And loneliness is especially difficult when it is stacked on top of economic, illness and other anxieties we are experiencing. It is important for us to reach out, from a distance, to family and friends and other resources to help us cope positively so we don’t turn to drinking or other drug use to help us cope. I worry about people who are very heavy drinkers who suddenly stop drinking. Alcohol withdrawal, which can happen when a very heavy drinker stops drinking suddenly, can be very dangerous. Symptoms include anxiety, shakiness, sweatiness, headaches, nausea and even hallucinations – seeing and hearing things others don’t see or hear — and seizures. If someone who usually drinks very heavily and suddenly stops drinking experiences these symptoms, immediate medical attention is necessary. Q: What strategies would you suggest as far as dealing with heavy drinking during this time – both for drinkers and for those who love them? DOLAN: We really all need to be compassionate toward one another, regardless of our individual struggles. This is a difficult time for everyone – it is normal during a crisis like this to feel anxious and even depressed. Support is very important, both for those who are struggling and for those who seem like they are doing fine. This support can take a lot of different forms, from offering an ear to listen to offering specific strategies, such as mutual recovery groups (such as Alcoholics Anonymous, offered online) and other coping resources, like apps. Here is a list of just a few of the apps that may help people cope with stress: Breathe2Relax iChill Personal Zen Self-Help for Anxiety Management T2Mood Tracker The Mindfulness App - meditate Q: What about groups like Alcoholics Anonymous during this time, who because of guidelines against large gatherings may miss in-person support? DOLAN: There are quite a few digital resources to support recovery from alcohol and substance abuse. Here are just a few: Alcoholics Anonymous Narcotics Anonymous Smart Recovery Groups Al-Anon Recovery Groups for loved ones of those struggling with problematic alcohol use Q: Is there anything else you would like to add? DOLAN: We know that during times of crisis, rates of anxiety, depression and suicidal behaviors increase, and those feelings and behaviors can be exacerbated by heavier alcohol or drug use. Let’s do all that we can to care for those around us. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 18,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT THE COLLEGE OF ARTS & SCIENCES AT BAYLOR UNIVERSITY The College of Arts & Sciences is Baylor University’s oldest and largest academic division, consisting of 25 academic departments and seven academic centers and institutes. The more than 5,000 courses taught in the College span topics from art and theatre to religion, philosophy, sociology and the natural sciences. Faculty conduct research around the world, and research on the undergraduate and graduate level is prevalent throughout all disciplines. Visit www.baylor.edu/artsandsciences.