One of the country’s most prominent professors of studio art whose work has appeared nationally in New York, Philadelphia, and Atlanta, and internationally in Russia and Chad, will serve as Hollins University’s Frances Niederer Artist-in-Residence in 2019.
Diane Edison, who is professor of art at the University of Georgia’s Lamar Dodd School of Art, will spend Spring Term 2019 on the Hollins campus. The artist-in-residence program enables the university to bring a recognized artist to campus every year to work in a campus studio and teach an art seminar open to all students. During their time at Hollins, the artist-in-residence is a vital part of the university and greater Roanoke communities.
Edison, who creates her work using color pencil on black paper, focuses on portraiture with an emphasis on the autobiographical. Her images are thematically narrative in presentation and psychological in nature. New York City’s Forum Gallery, DC Moore Gallery, and Tatischef Gallery; the Leeway Foundation in Philadelphia; and Clark Atlanta University in Georgia are among the U.S. venues where her art has been exhibited or collected. Overseas, her paintings have been on display in the official residences of the American ambassadors in Moscow, Russia, and N’djamena, Chad.
Edison’s exhibitions have been reviewed by The New York Times, The New Yorker magazine, the Atlanta Journal Constitution, the Philadelphia Enquirer, Art News, and the St. Louis Dispatch. Reproductions of her artwork were featured twice in Artists Magazine. In 2010-11, she traveled to Bulgaria as a Fulbright Scholar, and she is a past recipient of the Anonymous Was a Woman Award and the Georgia Women in the Arts Recognition Award. Her textbook, Dynamic Color Painting for Beginners, came out in 2008 and subsequently was published in the United Kingdom, China, and Spain.
In the fight to stop the spread of Lyme disease in the United States, one crucial question has baffled scientists: Why is the disease so prevalent in the northeastern U.S., but in the southeast, relatively few cases have been reported? The trend persists even though the blacklegged ticks (also called deer ticks) that transmit Lyme through their bites can be found throughout the eastern part of the country.
Assistant Professor of Biology and Environmental Studies/Environmental Science Liz Gleim, who is also a tick biologist, says one hypothesis has recently gained traction: the possibility that “the northern and southern populations of the blacklegged tick are genetically distinct, and that difference manifests itself in terms of how ticks quest for a host. A questing tick is one that’s crawling up on the tips of vegetation and hoping a human or animal host is going to brush up against them and they can hop a ride.”
Northern ticks have been found to be far more aggressive when questing and thus more likely to get on people than southern ticks, who tend to live in leaf litter where humans are less prone to come in contact with them.
Even within Virginia, Gleim notes that ticks from the coastal, central, and southwestern parts of the state exhibit different questing behaviors from one another. This phenomenon is the basis for a project this summer in which Gleim is collaborating with scientists from Old Dominion University and the University of Richmond to discover what makes ticks tick.
“Ticks along the coast are generally not as aggressive as those here in the Roanoke area. So what we’re doing is collecting ticks locally, around Richmond, and along the Virginia seaboard, sort of an east-west gradient, in the hope that we get populations that may be showing different questing behaviors,” Gleim explains. “Is their behavior actually controlled by genes, or it prompted by three distinctive climates? The hope is that we’ll be able to find out.”
Gleim and her fellow researchers are taking the ticks they gather between Roanoke, Richmond, and the coast, and placing them in what she describes as “tick arenas,” containers that are located in mature hardwood forest areas, the preferred habitat of blacklegged ticks. At Hollins, the tick arenas have been situated in the woods adjacent to the northeastern part of campus.
“It’s a very cool way in which we can take advantage of our beautiful natural forests that are convenient to campus,” Gleim states. “We’re really lucky because the folks who are conducting research in Richmond and on the coast are having to use public lands, so they have to go through the process of working with state and public officials and securing permission.”
Students from Hollins and the University of Richmond will be working with Gleim on the project at the Hollins site. “They’ll be coming out multiple times a week to make observations on the ticks to see what sorts of questing behaviors they are exhibiting.”
Faculty members from the biology and environmental studies/environmental science programs at Hollins assisted Gleim in constructing the tick arenas and addressing a key concern: how to ensure the ticks they’re studying stay in place while keeping out the ticks that already live in the surrounding forest. “We’re putting sterilized leaf litter into the containers so that we’re certain we’re not inadvertently picking up ticks that aren’t part of our research,” Gleim says. “Installing metal flashing and chicken wire will not only help us keep ticks out but also prevent small mammals or wildlife from entering the arenas. The last zone of defense is this sticky material that’s almost like a paste that we use to coat the inside of each area. So, any ticks that try to leave or enter the arenas will get stuck.”
Gleim and her fellow researchers will be placing ticks in the arenas during the last couple of weeks in May. The study will continue through early and mid-July to coincide with when the blacklegged tick is naturally active.
Conducting tick research at Hollins is fitting. As Gleim notes, “Roanoke itself is a major focal point for Lyme disease. If you look at a map of Lyme cases in the U.S., there’s literally this bright red spot on Roanoke. Areas north of here have a seen a lot of it, too, but southward, there isn’t much. One theory is that northern ticks are making their way down through the mountains to the southern region.”
Featured photo: Associate Professor of Biology Morgan Wilson (left) and Professor of Biology Renee Godard work on several of the tick arenas that will facilitate this summer’s study of blacklegged tick behavior and the impact of genetics versus the environment.
In his commentary published August 7 in The Chronicle of Higher Education, “How Teacher-Scholars Prepare Students for an Evolving World,” Associate Professor of Philosophy and Dean of Academic Services Michael Gettings argues, “As faculty, our research informs our teaching and benefits our students. One is not a teacher and a scholar, one is a teacher-scholar. Through scholarship, teachers model good learning and offer special opportunities for students. The benefits of this model for both teacher and student are maximized in the liberal-arts setting where students can build strong relationships with faculty.”
Gettings goes on to state that teacher-scholars help students develop the skills identified by developmental psychologists Roberta Michnick Golinkoff and Kathryn Hirsh-Pasek as essential for the workplace of the future (“the six C’s”): collaboration, communication, content, critical thinking, creativity, and confidence.
Books written by a Hollins University faculty member and two Hollins alumnae have been named finalists for the 2017 Library of Virginia People’s Choice Award.
As Close to Us as Breathing by Associate Professor of English Elizabeth Poliner was nominated for the People’s Choice Fiction Award, while Truevine: Two Brothers, a Kidnapping, and a Mother’s Quest: A True Story of the Jim Crow South by Beth Macy M.A. ’93, and Dimestore: A Writer’s Life by Lee Smith ’67, are finalists in the People’s Choice Nonfiction category.
“These awards, which are part of the Library’s annual Literary Awards celebration, recognize the finest among Virginia authors and works about our great Commonwealth,” said Amy Bridge, executive director of the Library of Virginia Foundation.
Anyone can participate in the voting for the People’s Choice Award by visiting this link. Voting is open until July 15. There is also a ballot on the site that can be printed and mailed to the Library (it must be received by July 15 to be counted).
The People’s Choice Award winners will be announced at the 20th Annual Library of Virginia Literary Awards Celebration in Richmond on October 14. Winners of the People’s Choice Fiction and Nonfiction prizes will each win a cash prize of $2,500.
Political scientists from Hollins University, Roanoke College, and Virginia Tech will explore what the next few years may hold for the Democratic and Republican parties during the panel presentation “After 2016 – The State of the American Political Party System” on Thursday, February 9, at 7:30 p.m. in Niederer Auditorium, Wetherill Visual Arts Center. Admission is free and open to the public.
The panel will look at what has been happening both within and between America’s two major political parties, their future paths, and whether this is the beginning of the end of the two-party system.
Participants will include: Karen Hult, chair of Virginia Tech’s department of political science; Jason Kelly, assistant professor of political science at Virginia Tech; Ed Lynch, professor of political science at Hollins; and Harold Wilson, director of Roanoke College’s Institute for Policy and Opinion Research.
The event will be moderated by Jong Ra, professor of political science and chair of the department of global politics and societies at Hollins.
A member of the Hollins faculty since 1980, Sulkin is an award-winning photographer who has been featured in more than 100 solo and group shows, including exhibitions at the Chrysler Museum in Norfolk and the Virginia Museum of Fine Arts.
“He defines his career as a teacher as one of the biggest current influences on his artwork,” the article states.
“The teaching and artwork are symbiotic, then feed on one another,” Sulkin tells Black + White Photography. “I get excited when students do things that are good and that makes me want to go to my studio.”
Hollins University Professor of Mathematics Caren Diefenderfer is one of three U.S. educators named winners of the 2017 Deborah and Franklin Tepper Haimo Award by the Mathematical Association of America (MAA).
Diefenderfer and fellow mathematics professors Janet Heine Barnett (Colorado State University – Pueblo) and Tevian Dray (Oregon State University) were cited for their teaching effectiveness, contributions to mathematics education, and influence outside their institutions.
“These educators exemplify the outstanding work of all our members, who demonstrate the MAA’s commitment to foster the next generation of mathematicians and elevate their potential,” said Francis Su, president of the MAA. “Their dedication to helping students see the history and interdisciplinary nature of mathematics, and to shaping the teaching of mathematics, is to be admired.”
Diefenderfer was recognized not only for inspiring her students in her classrooms and beyond, but also for developing and teaching interdisciplinary courses that help students develop communication skills. In the wider mathematical community, she has been a pioneer in Quantitative Literacy, a field of education whose goal is improving college students’ reasoning proficiency when using quantitative content. A member of the Hollins faculty since 1977, she holds an M.A. and Ph.D. in mathematics from the University of California at Santa Barbara.
Diefenderfer, Barnett, and Dray were honored on January 5 in Atlanta at the Joint Mathematics Meetings, the world’s largest gathering of mathematicians.
The MAA is the largest professional society that focuses on mathematics accessible at the undergraduate level. Its members include university, college, and high school teachers; graduate and undergraduate students; pure and applied mathematicians; computer scientists; statisticians; and many others in academia, government, business, and industry. The mission of the MAA is “to advance the mathematical sciences, especially at the collegiate level.”
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Hollins University students led by Associate Professor of Art Jennifer Anderson have constructed a new public art installation in downtown Roanoke.
“Roanoke Wings” is located in Market Square and features three sets of wings, each with their own unique design that ties into the history, charm, and people of Roanoke. The installation is free and accessible to anyone walking through downtown. Visitors will be invited to take pictures standing behind each Roanoke Wing and share them on social media with the hashtag #roanokewings. They are also encouraged to look closely and experience all that can be seen within these unique pieces of art.
“This project has been a crucial part of a public art class that I am teaching this semester,” Anderson said. “It’s given students the unique opportunity to create something that can be shared with the greater Roanoke community. Our goal was for the project to be colorful, engaging, and educational. And of course, we can’t wait to see the images that appear online.”
“Roanoke Wings” will remain on display through January 6, 2017, and is the result of a collaboration between Hollins, Downtown Roanoke, Inc., and the Roanoke Arts Commission. The installation is the first in a series of planned public art projects in downtown Roanoke.
Poliner’s novel As Close to Us as Breathing was an Amazon Best Book for March 2016. The story of a close-knit Jewish family that strives to cope following a tragedy is “vivid, complex, and beautifully written,” said Edward P. Jones, Pulitzer Prize-winning author of The Known World. “[It]brims with characters who leave an indelible impression on the mind and heart. Elizabeth Poliner is a wonderful talent and she should be read widely, and again and again.”
In Dimestore: A Writer’s Life, Smith recalls how she became a storyteller while growing up in the Appalachian South, and discusses what later convinced her to embrace her heritage. “Smith delivers a memoir that shines with a bright spirit, a generous heart and an entertaining knack for celebrating absurdity,” noted The New York Times Book Review. “Although Dimestore is constructed as a series of personal essays, it presents as full a sense of a life as any traditional narrative.”
Their roles were very different. But, as part of the U.S. – Middle East Partnership Initiative (MEPI) Student Leaders Institute this summer, communication studies professors Jill Weber and Vladimir Bratic shared a common goal: promoting peace through collaboration and an exchange of ideas.
Funded by the U.S. Department of State, MEPI offers support to groups and individuals seeking to bring positive change to the Middle East and North Africa. It’s designed to help the people of that region increase opportunity and enhance fundamental human rights. The Student Leaders program is one of MEPI’s signature projects, bringing roughly 120 undergraduate students each year from Algeria, Bahrain, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Morocco, Qatar, Saudi Arabia, Syria, Tunisia, and West Bank/Gaza to the United States for an intensive six-week program.
Up to six U.S. academic institutions annually host the Student Leaders program. One of them, the University of Delaware, asked Weber to serve as both the opening and closing speaker, and Bratic to draw from his expertise in media and peace for a lecture presentation.
“My discussions were about time management, project management, and practical skills I’m focusing on in the class I teach on communication and well-being,” Weber said. She noted that she is launching a new business whose foundation is empowerment and social activism, “and I was asked to talk about that because many of these students are involved in organizations with that edge of changing their society.”
Weber urged students to embrace “the growth mindset instead of the fixed mindset. The idea of a fixed mindset is, don’t take risks. ‘I am smart, I was born smart, and anything that potentially challenges that notion of myself is scary. Any attempt to change that is something I’m going to stand away from.’
“Someone with a growth mindset focuses more on progress and development. They believe that attitudes, skills, talents, abilities, etc., can change over time. Research tells us that people with a growth mindset get higher grades and have higher levels of achievement.”
Weber believes embodying the growth mindset dramatically enhanced her own experience. “I owned my ignorance in terms of understanding Islam and Muslim traditions. I became the student and they became the teachers and that was wonderful. I made that conscious effort to come in and say, ‘There’s a lot I don’t know, and I know I don’t know, so if I’m saying something wrong or if I have a misperception, let me know.’ This was not to put the responsibility on them to educate me, but rather to let them know that I was going to ask them questions that were going to seem totally stupid, and I was okay with that. I learned a lot. In fact, I don’t know who learned more from being there.”
While Weber’s approach was to enthuse, motivate, and “power them up,” Bratic challenged the students’ ideas “about their own societies and the role of peace there. There’s this conventional way of thinking that is usually taken for granted. Whenever I sense that, my teaching focuses on pulling the chair out from underneath that. You say something controversial to get a reaction.”
When Bratic suggested to the students that the United States Army could be an agent for peace, the students responded negatively. “They could not wrap their minds around that. They see the U.S. role in Iraq as a huge failure,” he recalled.
The stage was set for a thought-provoking debate. He went on to explain to the students that “once the U.S. Army occupied Iraq, it was in their best interest to have a very specific kind of peace, not one that is interested in justice, but one that stops violent outbreaks. In the literature this is known as ‘negative peace.’ It literally means ‘cease fire.’ It doesn’t take care of the underlying causes of conflict or right the wrongs, but it is a precondition.”
By the end of Bratic’s lecture, he said some of the students remained unmoved by his argument, but others understood that “you need to be able to open yourself to the possibility that there is another option, another answer. So my teaching is to probe, to keep your eyes open and say your learning is not finished.”
Weber said it has been gratifying to bring examples from the Student Leaders Institute back to the classroom at Hollins. “I’m able to say, ‘While we have the rhetoric that divides us and suggests that we are so different, when you start to chip away at that, you can really see our similarities. They’re passionate just like we’re passionate, and they’re students just like you’re students.’”