A message from Dean Ogles: Finding our semester swing—together

Getting in the swing of a new semester can be hard.

There’s the inevitable homework assignment that catches you off guard, friends have graduated and moved on, and the changing-of-building acronyms leave you searching for 10 minutes, trying to find the KMBL and wondering what happened to the SWKT.

But you’re not alone in your quest to successfully make it through the semester and your college career.

In a recent address given by College of Family, Home, and Social Sciences Dean Benjamin Ogles to faculty and staff, Dean Ogles refers to the story of nine young men who overcome tremendous hardships during the Great Depression to attend the University of Washington and later go on to win the gold medal in men’s rowing at the 1936 Berlin Olympics.

Just like each student on campus wants to be successful, each boy in the boat wanted to find success in their own endeavors. Only by working together, however, were each of the individual young men able to overcome trials and succeed.

Rowers, such as those in the 1936 Olympic boat, only succeed when they come together in a unique harmony and rhythm, when they come together in a perfectly synchronized “swing.”

Sometimes to feel like we’re in the “swing” with a situation or with those around us, we think that we should all be the same (or at least very very similar).We wear similar clothing, we say similar phrases, we try to look like others and we try to act like others.

But in rowing, coaches and rowers suggest that it is better for oarsmen to have differences. They are different in their physique, in their personality, and in their backgrounds.

Quoting the story itself, “In physical terms, for instance, one rower’s arms might be longer than another’s but the latter might have a stronger back than the former. Neither is necessarily a better or more valuable oarsman than the other; both the long arms and the strong back are assets to the boat. But if they are to row well together, each of these oarsmen must adjust to the needs and capabilities of the other. Each must be prepared to compromise something in the way of optimizing his stroke for the overall benefit of the boat.”

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As George Pockock, the builder of the boat that won Olympic gold, shared as inspiration to one of the oarsmen, “A man couldn’t harmonize with his crewmates unless he opened his heart to them. He had to care about his crew.”

When we open our hearts to those around us and when we care about our BYU “crew” is when we will—together—get in the swing of the semester and succeed.

This story of young Olympians applies to us: our college (and university) benefits from our different strengths. We need faculty, staff, and students with various characteristics, backgrounds, and personalities.  As each individual willingly adjusts to, compromises and harmonizes with, and opens us their hearts to their peers, our efforts will be strengthened and benefit the whole campus and college community.

When we are unified in our goals and actions, that feeling of joy and unity is never forgotten.

Printing with purpose: 3D printing enhancing knowledge, research and learning

Archaeology doesn’t always live up to its Hollywood fame—you don’t always bring the cool artifacts home like Indiana Jones.

But with new technology, we can do the next best thing.

Robert Bischoff is a recently graduated BYU master’s student who focuses on this technology.

Focusing his studies on the people of the Southwestern United States, Bischoff has been able to take Fremont and Ancestral Pueblo artifacts away from archaeology sites and into the hands of research colleagues and Museum of Peoples and Cultures visitors through 3D printing and modeling.

The first 3D printer was used in the 1980s by Charles W. Hull to make mechanical part prototypes.

Today, the uses of 3D printers have expanded to replicating artifacts, documenting historic landscapes, and building archaeological models.

In the past, students and researchers were limited to studying artifacts at excavation sites and presenting and teaching the public with 2D photographs. But with 3D printing, archeologists can tangibly share their knowledge as they bring copies of artifacts to conferences, campuses and museums.

When Bischoff and his peers excavated a site in Goshen, Utah where all the artifacts legally belonged to the landowner, they were able to make 3D models of basketry impressions to continue studying their findings. Other students are reconstructing clay lamps and figurines from Petra, Jordan.

Bischoff’s favorite project (so far) was doing 3D modeling of Pilling Figurines.

 

The benefits of this technology expand to students and community residents as they visit the Museum of Peoples and Cultures. Individuals get to handle replicas of artifacts from around the world without risking any harm to the artifacts themselves. Allowing people to touch, handle (and sometimes drop), and see demonstrations with these printed replicas elevates off-site archaeological learning to the next level.

While 3D printing has already expanded the archaeological world, Bischoff notes that archaeologists are always adapting new technology to do even more.

BYU research archaeologist Scott Ure was an early adopter of using drones to take aerial photographs and then processing these photographs into 3D models. This inventive approach provides opportunities for documenting large landscapes and identifying features that cannot be seen from the ground. Ure has created a number of 3D replications of archaeology sites that allow researchers to better understand what is on the ground. As this specific approach evolves, archaeologists will be able to more easily record the exact shapes, dimensions, and appearance of archaeology sites and preserve and share these sites and artifacts digitally.

Another perk to 3D modeling: instead of carefully planning and packing for the transportation of models and artifacts around the world, models can be shared digitally to be shared with the public and archaeologists conducting research across the world.

“Communicating our results to the public is one of the most important things we do, and new technology allows us to do so more effectively,” shares Bischoff.  “New technology [allows] us to discover more sites and to better document and preserve them so we can share what we find with the public.”

Step into models of actual archaeological sites and handle the printed replicas of artifacts that create our history at the Museum of Peoples and Cultures.

New faculty spotlight: Sherina Saasa

Dr. Sherina Saasa, the newest Social Work faculty member, has spent her life improving the lives of others.

A social worker from the start

Growing up, Saasa looked up to her father and the work he did as an international social worker. Little did she know at the time that her own work and research as a social worker would bring her across the globe to Provo, UT.

Dr. Saasa’s practice and research interests branch from her experiences observing the poverty, oppression and social injustices that vulnerable populations and individuals experience, as well as from her own background as an African emigrant living in the United States.

More specifically, Saasa’s work focuses on inequality, poverty and mental health of underprivileged and vulnerable children in sub-Saharan Africa and that of African immigrant populations in the United States. The fact that there is so little research on African immigrants combined with her own experiences as an immigrant from Zambia only add to the purpose and importance of Saasa’s research.

Sharing goodness

In a time when issues of power and powerlessness are so apparent in politics, standing up for human rights and promoting societal change is needed everywhere.

Saasa promotes and implements these necessary societal changes through her nonprofit, the Crispin Mwakamui Memorial Foundation (CMMF), named after her father. The organization focuses on helping orphaned children living with relatives in impoverished conditions not only have better access to education but also succeed academically.

“My parents always emphasized the value of education,” shares Saasa. “I believe education has the power to change lives and countries for the better. With the non-profit, we do our part to improve the socio-economic and health trajectories of these children who are the future of Africa.”

Teaching with the Lord in mind

Saasa graduated from BYU with a master’s in social work in 2013, but she is very excited to return and teach social work practices with gospel principles.

“God is the greatest scientist, greatest engineer, and greatest social worker that ever lived; to leave him out of the classroom where these subjects are being taught would be such a disservice,” says Saasa. “I always thought that if I ever was to teach and be effective, it had to be in a place where the spirit was a big part of the learning process.”

Through her teaching, Saasa hopes to teach students to believe in themselves and to see and embrace their potential to be a force for good in the world.

 

New College Controller: Being part of the BYU student experience

Mike B 20 Year PhotoMike Bridenbaugh, FHSS’s new College Controller and Assistant Dean, is quite the big cheese.

As the College Controller, Bridenbaugh oversees how university funds are spent throughout the college. But Bridenbaugh has been a part of the BYU student experience for years.

Bridenbaugh began his career at BYU 30 years ago making cheese and ice cream at the BYU Dairy. After working in the Student Auxiliary Services controller office, he moved to the College of Family, Home, and Social Sciences in 2014.

In his current position, Bridenbaugh plays a role in FHSS human resources, endowments, and the hundreds of scholarships that students in the social sciences receive each year to attend conferences and intern around the country and world.

“I love how we all work together towards a common goal of student success and achievement,” says Bridenbaugh. “Being even the smallest part of the BYU experience for our students is my favorite part about working at BYU.”

When he’s not helping the college and its students find academic opportunities, Bridenbaugh is busy with his own adventures. Not only does he enjoy keeping up with his garden–his “Summer Sanctuary”–he also loves to mountain bike, bake bread, read, and dabble in outdoor photography, woodworking, and blacksmithing.

Bridenbaugh replaced Mike Nelson as the College Controller. Nelson retired after an established career at BYU in July 2018.

Dr. Jay H. Buckley to wrangle western history as new Charles Redd Center director

BYU History professor Dr. Jay H. Buckley has been selected as the new director of the Charles Redd Center for Western Studies. Buckley will serve in this position for a three-year term that begins September 1, 2018.

Buckley will be replacing current director Dr. Brian Cannon who has served as the Charles Redd Center for Western Studies director for 15 years. Cannon has “fundamentally shaped (the center’s) direction” according to Assistant Director Dr. Brenden Rensink. In addition to overseeing countless initiatives and programs, Cannon helped grow the Redd Center’s influence across multiple academic fields and with the general public. The College of Family, Home, and Social Sciences is deeply appreciative of Cannon’s many years of dedicated service and is excited to have him continue teaching full-time in the history department.

Buckley is an associate professor in the history department and the director of the American Indian Studies academic minor. Buckley’s research and publication interests include the American West, exploration, fur trade, and American Indians. He is the author of the award-winning William Clark: Indian Diplomat, and co-author of six other books. Buckley has served on the Redd Center Board of Directors since 2011. He has received multiple Redd Center research grants, worked extensively with students on the Intermountain Histories public history project, and received the Mollie & Karl G. Butler Young Scholar Award in Western Studies. He is also the past President of the Lewis and Clark Trail Heritage Foundation.

Image result for byu redd centerThe Charles Redd Center for Western Studies was founded in 1972 by Charley and Annaley Naegle Redd. It promotes the study of the Intermountain West (defined as the states of Utah, Idaho, Montana, Wyoming, Colorado, Nevada, New Mexico, and Arizona) through its sponsorship of research, publication, teaching and public programs. The Redd Center is an interdisciplinary center in the College of Family, Home, and Social Sciences and the College of Humanities.

For more information on the Redd Center and its events, visit reddcenter.byu.edu.

BYU family history students connect missing soldiers to their families

A group of BYU students has answered the Army’s call for genealogical reinforcements.

With more than 82,000 Americans still missing from conflicts dating back to World War II, students at the BYU Center for Family History and Genealogy have been working with the Army and the Defense POW/MIA Accounting Agency to return the remains of missing soldiers to their family members.

“Normally in our family history work, we are going as far back through as many generations as we can,” said Sydney Bjork, one of the students who worked on the project this past year. “But this sort of feels like reverse family history work. We start with a soldier and then look for the closest living relative they have.”

The Army sought help with this project from BYU, which has the only family history degree in the nation. Other partners in this project include historians who research where there might be remains of missing soldiers. Archaeology units take that information and get digging. And it’s BYU’s job to find the relatives.

Since starting on the project, the students have been assigned just more than 65 cases and have finished about 48 of them. After the cases are complete, students submit a report to the Army with the results of their research, the potential DNA donors and the contact information of the soldier’s relatives.

Professor Jill Crandell standing amid her two students in the JFSB courtyard
From left: Student Melanie Torres, Professor Jill Crandell, and student Kimberly Brown.

“Family history is something that’s really tender to all of us because it’s about family and we know how much our own families mean to us,” said Professor Jill Crandell, director of BYU’s Center. “We actually become attached to those families and there is a certain amount of inspiration involved when working on these cases.”

Not all cases are created equally. Some cases take three hours to solve. Some cases take three weeks to solve. However long it takes, the students on the project always feel an overwhelming sense of joy that they were able to help in the process of bringing families closer together.

For these students, this project is more than names and dates; it’s not just casework, each one is a meaningful story. Here’s a sample of the stories they’ve learned and worked on:

  • One mother continued for decades to set an extra place at the dinner table, just in case her son came home.
  • A still-living widow of a WWII soldier still longs to know at age 97 what happened to her husband.
  • One family of Italian immigrants has two brothers missing in action.

Melanie Torres and some of her fellow students who worked on these cases have close family members who have served in the military so this work really hits home for them.

“My grandfather was in the military, my great-grandfather was in World War II and my husband is in the Air Force. It is something that just really connects to my heart,” said Torres.

-Joe Hadfield, University Communications

Museum camp participants drop artifacts (to learn the importance of artifact care)

During the 2018 BYU Museum Camp, camp-goers dropped several artifacts…to learn the importance of artifact care!

The artifact drop (think of an egg drop but with festive ceramic holiday decorations from the Dollar Tree) was just one of the many activities that individuals were able to participate in during the camp. While not all artifacts survived the drop, campers learned preservation techniques and the importance of proper artifact storage.

As one camper shared, BYU Museum Camp allowed youth to do lots of “museum stuff”.

daily hearld2Camp participants got a special behind-the-scenes look at each of BYU’s four campus museums. They replicated fossil and worked with paleontologists in the lab at the Paleontology Museum, learned about building and planning exhibits at the Museum of Art and the L. Tom Perry Special Collections, and learned more about Monte L. Bean Life Science Museum collections behind closed doors.

Throughout the camp, youth were able to create and build their own exhibit displays at the Museum of Peoples and Cultures. The first session of campers titled their exhibit “Before Bach” and displayed a number of musical instrument artifacts from the museums.The second session of campers made their final exhibit on animals from around the world.

Museum Camp provided youth with an interest in the museums, art, paleontology, anthropology or biology with experience in the museum world as they learned new skills and challenged their creativity. For many campers, this experience motivated them to consider working in museums in the future.

“I think this would be a great college job!” shared one camper.

Another camper shared that her dream job is to work in a classical art museum.

IMG_1528BYU is passionate about providing experiential learning opportunities to all of its students. At Museum Camp, BYU staff extend experiential learning to youth in the community as well. Museum Camp provides an opportunity to share BYU knowledge and resources with potential students and even the chance to occasionally drop some artifacts.

The Museum of Peoples and Cultures hosts a variety of events and activities in addition to Museum Camps, including date nights, family home evening activities, as well as special summer programs and events. For more information on MPC events and activities, please contact mpc@byu.edu.

The Museum of People and Cultures is open Monday through Friday from 9 a.m. to 5 p.m. The museum is open to the public and general admission is free except for specified programs and events.

FHSS Writing Lab: One visit, one letter grade higher

Writing college papers is hard.

As an Introductory Psychology professor, Dr. J. Dee Higley sees this struggle all too often as his students write numerous papers throughout the semester.

Writing a study on writing

This past semester, Higley and several of his students conducted a study to determine how effective visiting the FHSS Writing Lab is in writing a high-quality paper. Individuals in Higley’s Introductory Psychology course were randomly assigned to either visit the FHSS Writing Lab for help on their writing  assignment, or to visit the BYU Museum of Art to receive inspiration for their writing assignments.

And the verdict is…

At the end of the study, Higley and his students found that students who visited the FHSS Writing Lab received an average score of 94 percent on their writing assignment, compared to those who visited the BYU Museum of Art for inspiration on their assignment who received an average score of 86 percent. Besides boasting an entire letter grade higher than those who did not attend the lab, the variance among grades earned by students who visited the FHSS Writing Lab was significantly lower than for grades earned by students who did not visit the FHSS Writing Lab. This suggests that students who visit the FHSS Writing Lab have little deviation in their high writing performance.

Experimentally-confirming effectiveness

This study was the first to experimentally confirm the effectiveness of the FHSS Writing Lab in enhancing student writing performance.

While writing labs across campus provide similar support, unlike other BYU writing labs and resources, the FHSS Writing Lab specializes in helping students’ writing within the social sciences. And when you think about all the writing styles utilized across fields of study, the FHSS Writing Lab should be a tool students utilize throughout their social sciences college career.

The FHSS Writing Lab is a free writing service located in 1175 JFSB. Students can sign up for a 30-minute session with writing advisers online at fhsswriting.byu.edu, or simply walk in the office. The lab focuses on aspects of writing such as thesis construction, organization, transitions, idea development, logical coherence, style, and argument clarity and is open in the Spring/ Summer from 9 a.m.-3 p.m.

FHSS Alumnus to Serve as Dean of the Marriott School of Business

FHSS alumni have the potential to lead the world in many positions—including as the dean of the Marriott School of Business.

BYU Economics alumnus Brigitte C. Madrian was recently named as the ninth (and first female) dean of the Marriott School of Business. On January 1, 2019 she will begin her five-year term as dean over the Marriott School’s four graduate programs, ten undergraduate programs and approximately 3,300 students. Madrian is currently the Aetna Professor of Public Policy and Corporate Management and chair of the Markets, Business and Government Area in the Harvard Kennedy School.

Brigitte at big tableMadrian comes to this position with a myriad of experience and expertise. Through her bachelor’s and master’s degrees in economics from BYU and her PhD from the Massachusetts Institute of Technology (MIT), Madrian is an expert on behavioral economics and household finance. She has a specific focus on household saving and investment behavior, of which she spoke on in her 2016 FHSS Alumni Achievement Lecture. The work she has done in this field has changed the design of employer-sponsored savings plans in the U.S. and has influenced pension reform legislation around the world. Madrian is also engaged in research on health and uses behavioral economics as a way to understand health behaviors and to improve health outcomes.

Because of her work and service, Madrian received the Retirement Income Industry Association Achievement in Applied Retirement Research Award (2015) and is a three-time recipient of the TIAA-CREF Paul A. Samuelson Award for Scholarly Research on Lifelong Financial Security (2002, 2011 and 2017). In addition to this, she serves as the co-director of the Household Finance working group at the National Bureau of Economic Research. Madrian is also a member of the Financial Industry Regulatory Authority Board of Governors, the Consumer Financial Protection Bureau Academic Research Council, as well as other advisory boards.

BYU Academic Vice President James R. Rasband remarks in an article that current Marriot School of Business Dean Lee T. Perry has left a “long record of setting aside his own passion for teaching and research to instead focus on providing opportunities for his colleagues and for our students.” Madrian will no doubt add to this legacy of service and learning with her own unique perspective and experience.

New Psychology chair Dr. Burlingame: Seeing the department as a small-group setting

Psychology professor Dr. Gary Burlingame is known for a few things.

First, Burlingame enjoys going on three-mile mid-day runs around campus.

Second, he has taught at BYU and served in a variety of positions and roles since 1983; that’s 35 years of service!

And third, he is the newly appointed Department of Psychology chair.

Curious beginnings

Bulingame came from a family of engineers where psychology seemed “a little squishy for a father who was working on NASA contracts.” But when he took an undergraduate psychology course, he was hooked. “We’d read in our textbook (about small group therapy) and we’d split the class, and half of us would go behind a one-way mirror and the other half would form a small group,” recalls Burlingame. “I was able to watch the group dynamic principles that I’d just read about. Then, when I was participating in the group, I was affected by the group and I realized that as human beings, we’re affected by each other.”

Seeing the field evolve

Focusing on both small group settings and measurement, Burlingame has seen how both have evolved over the years. “When I was an undergraduate, we wouldn’t have even dreamed [the measurement methods we are currently using] were possible,” shared Burlingame. During the ’90s, Burlingame recalls utilizing the same chaos theory that was used in “Jurassic Park” in small group behavior to see if you could explain patterns of therapeutic interactions in a group. Several years later, Burlingame would work with Michael Lambert to build a system of measurement that is now used worldwide to make dashboards to monitor mental health.

These same dashboards and ideas were implemented across BYU campus when Burlingame worked in the Strategic Planning and Assessment Office with former BYU president Merrill Bateman to measure mental health among campus communities.

Another major evolution in the field that Burlingame has been a part of is the push to recognize international psychological movements. When Burlingame was first asked to write a chapter in The Handbook of Psychotherapy Behavior Change, a book that he had studied as a graduate student, he wanted to include literature and ideas from outside the United States. He included literature from Canada and from Europe, and from there, he has continued performing research and collaborating with researchers across the world, primarily Bernhard Strauss of Germany.

“It was my vision to have our chapter in the handbook be international. And now that’s what has happened to (almost the entire) handbook. They bring a different kind of therapy and a different perspective.”

Seeing the department as a small group

With his past experience, Burlingame has a good idea of how the university and a department runs.

So, what is he most excited about with this new position? “The fun part [about being a chair] is that I’m a group guy. I get to think of the department as a group that I can make more effective.”

Burlingame’s goal as department chair is to make the psychology department as functional as possible to make it as successful as possible. In order to do this, Burlingame says that you have to make every voice count and make sure that every voice is heard.

“Conflict represents information, that people feel like their voice isn’t being heard,” shares Burlingame. “[When someone raises conflict], it’s an attempt to be heard.”

Burlingame has seen this conflict and need for resolution in his field work in Israel as he worked with Jews and Palestinians and again in Bosnia with Muslims and Serbs.

“We’re social creatures so it doesn’t matter if we’re in Israel, or the ASB, or the Kimball Tower. We want to be noticed because we all think we have something to contribute, otherwise we wouldn’t be here,” comments Burlingame. “So [I want to] make sure that everyone has the chance to contribute and flourish. That’s what we really want to do because everyone wants to flourish.”