Students had the chance to show off their mentored research projects and win prizes in poster conferences held by the departments of political science and sociology during Fall Semester 2021.
The political science poster conference is held annually, with up to 100 participants each year, depending on the year.
“This is a great opportunity for students to present and receive feedback on the work they have done with faculty over the fall semester,” Jay Goodliffe, professor and chair of the political science department, says. “Creating and making the presentation is experiential learning for students, and the conference is an exhibition of the experiential learning in the department.”
The sociology poster conference was the first of its kind. Lance Erickson, associate professor of sociology remarked that the conference gave fall semester students an important chance to showcase their research, when in past years only winter semester students had that opportunity through the Mary Lou Fulton Mentored Student Research Conference held each year in April.
The poster conferences also provide opportunities for fellow students to ask their peers about the research process and get inspiration for future projects of their own.
The conferences were held Dec. 9 in the Wilkinson Student Center.
Sociology Poster Conference 2021 Awards
1st Place Winner:
Amber Ashby, “The Key to Maintaining Cognitive Functioning: The Relationship Between Word Recall, Subjective Well Being, and Education” with Lance Erickson as faculty mentor
2nd Place Winner:
Jaimi Mueller, “Community Experience and Bears Ears National Monument” with Michael Cope as faculty mentor
3rd Place Winner:
Jordan Coburn, Hannah Dixon, Morgan Duffy, Brianna Moodie, and Taylor Topham, “Classrooms and COVID: Experiences with Pandemic-Related Online Learning among BYU Students, 2020 vs. 2021” with Carol Ward as faculty mentor
Political Science Poster Conference 2021 Awards
1st Place Overall Winner:
Ashlan Gruwell, “Evangelical Protestants: Friend or Foe?” Awarded $300
2nd Place Overall Winner:
Madison Sinclair Johnson, “Tried and Prejudice: Using Hate Crime Sentencings to Disprove the Rise of Right-Wing Terrorism in the United States” Awarded $250
3rd Place Overall Winner:
David Clove and Abigail Ryan, “Be Thou Sexist? Hostile & Benevolent Sexism Among Latter-day Saints” Awarded $200
Awarded $150 each
Best comparative paper: Elliana Pastrano, “How do Emigration Rates Affect the Democracy Score of the Home Country?” Best IR paper: Peyton Lykins, “Tanks and Missiles: The Only Counterterrorism Strategy?” Best American paper: Kelsey Eyre, Jordan Gygi, and Kesley Townsend, “To Guide Us in These Latter-days: When partisans disagree with the Church’s guidance” Best Race and Ethnicity Paper: Suzy Yi, “Intersectional Constituents: How Minority Elected Officials Respond to Minority Constituents” Note: There were no theory posters.
Grant Baldwin & Chris Vazquez, “Ideologues in the Political Pipeline: Measuring the Ambition of Local Elected Officials”
Kesley Townsend, “Are Supreme Court Decisions Congruent with Public Opinion on Campaign Finance”
Jeremy Pratt, Clara Cullen, and Hannah Forsyth, “Polarization Through a Generational Lens”
Elle Diether, Megan Cann, and McKell McIntyre, “Does Clothing Make the Candidate? Identifying the Impact of Traditional Immigrant Clothing on Elections”
Abby Woodfield, Morgan Rushforth, Meg Price, and Sam Ames,“The Failure Effect: Gender and Benevolence in Sports”
Longtime Provo resident John Hinckley was awarded the Outstanding Achievement Award by the Board of State History for his lasting contributions. Through his work, Hinckley provided countless opportunities for experiential learning and has inspired the next generation of Utah archaeologists.
Through the preservation of priceless Fremont archaeological sites on his land, Hinckley has turned his property into an outdoor classroom where BYU students are mentored in archaeological excavation and research. This tradition was begun by his father, G. Marion Hinckley, who allowed BYU professors to bring students to do field archaeology on Hinckley land since the 1940s.
Since then, hundreds of students have discovered artifacts and participated in excavations at the Hinckley Mounds, including students from both Brigham Young University and Utah Valley University. During a 2015 field school, Hinckley opened the Fremont sites to the public, and over 600 fourth graders studying Utah history and prehistory visited. Boy Scout groups participated in the excavation and earned their Archaeology merit badges.
“(The site) has been a boon to our educational endeavors,” said BYU anthropology professor Michael T. Searcy. Searcy said finding artifacts on the Hinckley property helps students connect with the past, and in many instances, it has led students to choose archaeology as a career.
Searcy said Hinckley’s protection of Fremont artifacts, despite losing acres of his property to Provo City due to eminent domain, is impressive, and the Hinckley Mounds are some of the last archaeological remains of a large Fremont village.
“I have personally worked with Mr. Hinckley for many years and seen his humble, strong support for protecting the past,” BYU research archaeologist Scott M. Ure said. “He is a steward of the past in every sense of the word, and I cannot think of a more deserving recipient for Utah’s Division of State History 2021 Outstanding Achievement Award.”
A reception will be held in Hinckley’s honor tonight at the Museum of Peoples and Cultures from 7-8 p.m. Join us to celebrate his outstanding accomplishments.
A new “Utah Valley” exhibit at the Museum of Peoples and Cultures invites visitors to get to know the people who once inhabited Utah County.
“A lot of people who live in Utah Valley don’t realize there is a long history here,” museum director Paul Stavast says. “They just assume its history begins maybe just a little bit before the pioneers got here. That is not correct at all. People have lived in Utah Valley for thousands of years.”
The exhibit features artifacts from the Archaic, Fremont, and Ute peoples, as well as Mormon pioneer artifacts excavated from the ruins of the Provo Tabernacle. Walking through the small gallery, visitors can examine a horse “quirt” used to spur horses in Ute horse races, or see canine bones dating back to around 3,600 B.C.
History student Hannah Smith helped select the artifacts for the displays, and under the direction of Stavast, she was responsible for the research and text for the exhibit. Her work was part of an internship for the Museum of Peoples and Cultures and later turned into a regular, continuing student position.
“The internship was a custom experience for me,” Smith says. “I was able to experience many different types of museum work: with the administration, with technicians, archaeologists, etc. I was able to experience so much and it really impacted the work and the exhibit that went up. It was perfect.”
Smith hopes to have a career working in museums and designing exhibits in particular. “Working in a museum is cool, because I can use my research but also my creativity,” she says.
Student participation like Smith’s was central to the success of the project. Stavast had students in his anthropology classes workshop possible ideas for the exhibit. Students were also responsible for the design, promotion, fabrication, installation, and object registration to get the new gallery off the ground.
“We want to give students an experience from beginning to end so that they have an understanding of what it takes to put an exhibition together — even on a small scale — so they have a framework for their future careers,” Stavast says.
Both Stavast and Smith say they hope the exhibit invites Utah residents to reflect on the place where they live. Stavast also hopes seeing the exhibit will remind visitors of the rich history in Utah county so that in the wake of booming development that history can be preserved rather than destroyed. There are over 2,000 archaeological sites in Utah county alone.
“No matter where you go, there’s a lot more history than you might initially realize,” Stavast said. “Take the time to find out who lived in the places where you live. There are sites all over. Learn about them, respect them, and preserve them.”
The Utah Valley exhibit will be on display for at least five years and will likely be modified with additional pieces from sites in Payson, Goshen, and Provo.
For more information about the Museum of Peoples and Cultures, visit their website.
The most important experiences of your college career may not be in a traditional classroom. Internships provide the opportunity for you to make valuable connections as you apply what you are learning on campus to real-world situations. BYU’s Washington Seminar program is an excellent way about 40 students experience internships each semester.
>>The deadline to apply for Winter 2022 semester is September 24, 2021. Visit 945 KMBL or http://washingtonseminar.byu.edu. BYU has a database of 1,500 internships in the Washington area.
Through the program, well-qualified students have an applied learning experience in Washington, D.C. BYU houses interns on its own property, the Barlow Center, which is conveniently situated in the Foggy Bottom neighborhood. Engaging in a quality internship, briefings on current issues, tours, excursions, and weekly guest speakers supplements students’ academic training and better prepares them for a variety of careers.
“Washington Seminar is one of the crown jewels of BYU,” 2020-21 program director Dr. Jay Goodliffe said. “BYU has invested heavily in resources in D.C. because they realize the opportunities our students have there will then help them influence the world.”
The Washington Seminar program accepts students from all colleges and majors. We talked to four outstanding students from the College of Family, Home, and Social Sciences about what it’s like to participate in the program and how living in Washington has enhanced their vision of future possibilities.
Q: Where were you an intern?
A: National Defense University. It functions like a military academy for people who want to get a master’s degree in national security. I work in the International Student Management Office (ISMO). The “students” are mid-career military professionals. One-fourth of the cohort are generals from around the world—there are 130 generals from 65 countries. They are chosen by their respective countries to come.
Q: It must have been interesting to be with seasoned generals from all over the world. Tell me about it.
A: These are men and women who have commanded whole armies and navies. It’s a weird experience for them to come to the United States and be under somebody’s responsibility again. We are a support office to help them adjust to the United States, find housing, schools for their kids, etc. while they are here for a year, so they can focus on their experience and not have to worry about the difficult things that come with adjusting to a new place. I try my best to honor and respect them in asking them about their lives and their careers and why they chose what they do.
Q: What was a favorite experience you’ve had on your internship?
A: Eight students in joint armed war services came up to D.C. for five days and do a tour. They were going to Arlington National Cemetery and I got to go with them as an escort. During the changing of the guard at the Tomb of the Unknown Soldier, I was talking to a man from England and he had been a member of the Queen’s Guard. He had served with Prince William and Prince Harry in Afghanistan and had done tours with them. He has all this intense training that he has to do to guard the queen, and he has to learn to talk without moving his lips. It was so fascinating to learn about that part of the culture in the United Kingdom and to be walking around with this incredible man, learning about his life and his culture and why he decided to do what he did.
Q: Where were you an intern?
A: I’m with a group called International Business-Government Counsellors (IBC). They are an international consulting and lobbying firm. The big mission is to provide research and information to their clients. They serve a lot of big companies that you would recognize.
An example of what they do is give information on sanctions. Say company X has business in China. There might be some laws coming down about trade with China. What are those laws, how will it affect the company, what should they do to be prepared? An IBC counselor would tell them.
Q: What is your day-to-day?
A: I did a mix of attending various hearings, like congressional hearings, and taking notes for the counsellors, and other small events—attending panels and doing write-ups on those. Occasionally I’d do other projects, like digging into a specific tariff bill or digging into congressional members and seeing if they’ve said anything scandalous that might get the company into some trouble if they donate to them. I do a weekly update about China and trade news, and human rights news.
Q: It sounds like you are probably in the know about a lot of things dealing with international relations that the average person isn’t.
A: It’s more niche China stuff, or I was keeping track of the civil war in Ethiopia. If people want to know about certain products from China being detained, then cool, but it’s not a thing you pull out at parties.
Q: How has this internship impacted you as a person so far?
A: It’s been really interesting going to the various meetings between policymakers and their various clients. We always hear about the interplay between businesses and government–interplay is maybe a soft word—and it’s interesting seeing how some of this unfolds in real time. It’s a different perspective. It’s looking top-down.
Personally, it’s been really interesting learning about all these weird specific niche things. Like tracking China trade closely. No one cares about customs and border protection seizing goods. Or how prevalent forced labor is within China and maybe the rest of our supply chain. I’m even more curious. I want to keep learning more and see what else is out there.
Q: What advice do you have for students considering an internship through the Washington Seminar program?
A: Do it. If you’re thinking about it, just apply. It’s a really neat experience. The internship you’ll end up doing in itself will be an experience, and the weekly briefings are really interesting. It’s often experienced professionals in their field talking about what they do or what they know in a pretty direct way. It’s neat to have a Q&A with a senator, for example, and get to ask them about issues off the books, because they’re a little more free. You get an insight into how some of these people think.
Q: Where did you intern?
A: TargetPoint Consulting. They are a public opinion and market research firm. They work on political campaigns. We run a lot of surveys to find out how the public feels about a piece of legislation or a candidate, and try to help our clients win whatever their issue is. We also do a lot of market research, working for corporations or companies or nonprofits. We are really just focused on gauging public perception on issues our clients care about.
Say someone wanted to pass a bill in 2022. They would come to us now to figure out what public opinion is, and we’d do what’s called message testing. They’ll give us their top four messages they use to help people change their minds, and in our survey we can figure out which message is the most influential. We are involved in every stage of the campaigning process.
Q: What do you like best about your job?
A: I’ve always really liked politics, and as a political science major I discovered data and became really passionate about data. In my internship I get to see how we can use data in the real world. We get results, we actually act upon them, and can have an influence on the country or in a certain state. I like the real-world application.
Q: When did you decide to do the Washington Seminar?
A: When I was in high school I was trying to decide where to go to school for my bachelor’s degree. I was really attracted to a lot of east coast schools because I wanted to live in D.C, but I had also always wanted to go to BYU. As I was trying to decide what school to go to, I found out about the Washington Seminar program and I thought ‘Perfect, I’m going to go to BYU and do this program, and that will be my little taste of the East Coast.’ So I’ve known for four years that I was going to do this program.
Q: What do you like about living in D.C.?
A: I really love history and this is where it happened. I also love the city feel. The east coast is cobblestone walks along the ocean and that is my vibe.
My husband and I walk to the Lincoln Memorial every Sunday night once it cools down. Everyone knows what the Lincoln Memorial is from movies. It’s cool to actually be there. It’s so fun to sit on the steps and look out at the Mall, and see all the people touring.
I have loved being outside of Utah and being in D.C. and seeing the diversity of people and diversity of opinion. I love the ward that we’re in. It’s so welcoming.
Q: How will your last year of school be different now that you’ve done this internship? What will you take away from the experience?
A: I’ve become a lot more certain of what I want to do and who I want to be because of this experience. I’ve recognized what I can contribute to politics, and that I want to be a positive part of politics. I have gotten to interact with a lot of really kind and wonderful people here and it’s helped me want to be one of those people, so I can help create a more positive view of government.
I’ve always known I would go to grad school so I wasn’t sure if I wanted to take a gap year between my undergrad and other degrees (to work in consulting or on a campaign). This internship has made me more comfortable with that idea and strengthened my desire to be in both worlds at the same time. It has been very reassuring to know I’m on the right path.
Q: What would you tell students considering the Washington Seminar?
A: A lot of people want to come to D.C. but don’t know how, and the Washington Seminar program gives you a really good structure of helping you apply for internships and helping you know which internships are out there. Once you’re here, you have not only a place to live but also support throughout your entire internship. You’re surrounded by people who have the same interests as you, and they’re all trying to figure out the whole D.C. thing at the same time. We were mentored by Dr. Goodliffe, and he’s a really great resource in helping you navigate your internship. Living in the Barlow Center is amazing and super inexpensive.
It’s totally a once-in-a-lifetime experience.
Q: Where did you intern?
A: I interned at a nonprofit called Atlas Corps. They do international development and have a fellowship program where they bring fellows to the United states and host them in different organizations here. They do a leadership program with them and prepare them to go back to their countries and fix social issues that are happening there.
Q: What are your responsibilities?
I get to work with the CEO and the communications team and I do a lot of writing reports, I do a lot of research, I work with the database and input donations from fundraising campaigns, and I do a lot of external outreach — a lot of communications stuff where I’m drafting messages or newsletters or reports that then gets sent to our list of contacts.
Q: What is your favorite part of your internship?
A: I get to go to a lot of events which is pretty fun. I got to attend this gala a week ago and the keynote speaker was Malala Yousafzai. She spoke and I got to be in a breakout room with her. It was really fun.
Q: Were you nervous when you started your internship?
A: I was a little nervous at the beginning of my internship. New environment. I definitely wanted to make a good impression on my team. But everyone is super nice and very welcoming, so that went away pretty fast.
Q: What do you love about living in D.C.?
A: There’s always things to do. Museums, and monuments. Truly if you want to go do something, just walk outside. The city’s just beautiful: architecture, monuments, nature/greenery…it’s just a pristine city.
Q: How did you know you wanted to do this program?
A: I had always heard about the Washington Seminar program because I’m a poli sci student. I knew I wanted to save it until the very end because I wanted to end up in D.C. I decided to try and plan an internship around my last semester in college; that way I could come out here and hopefully stay out here. I got a one-way ticket. Bold moves. Really, I just went for it and it’s paid off. I got a job so I’m staying out here.
Q: How did you get a job?
A: Networking is huge here. You do a lot of talking to people and I found some job postings and I applied to them and luckily one of my friends knew someone who was working at the organization I got a job at. I talked with him before I got interviewed.
Q: What is your new job?
A: I will be working at the American Foreign Service Association as a membership specialist.
Q: What did you learn from this experience of finding a job in D.C.?
A: It’s important to be confident in yourself. A lot of people our age tend to doubt their abilities. We’re an anxious group I think. Be confident in what you’ve learned. I know the political science program at BYU really prepared me well for everything I’ve done out here.
This fall, we welcome fresh faces to the College of Family, Home, and Social Sciences. Be sure to say hello to our new faculty members and spend a minute to get to know more about them and the expertise they bring. We’re glad they’re here!
Melissa Alcaraz, Assistant Professor of Sociology
Melissa Alcaraz specializes in the intersection between migration and family formation, with a focus on Mexico. She earned her PhD in sociology from The Ohio State University in 2021.
Ruth Kerry, Associate Professor of Geography
Ruth Kerry grew up in the United Kingdom and did all her studies there, including a PhD in precision agriculture from the University of Reading in 2004. She specializes in soil spatial analysis and land evaluation, and precision agriculture. She was previously an affiliate assistant professor at Auburn University.
David Simpson, Visiting Teaching Professor of Geography
David Simpson has a passion for making communities better. He has a doctorate degree from the University of California, Berkeley in city and regional planning and has filled many professional roles over his career, much of which was spent with the University of Louisville. Prior to moving to Utah and accepting this position with BYU, he was the chair of the University of Louisville Sustainability Council.
Ryan Hill, Assistant Professor of Economics
Ryan Hill earned his PhD in Economics from MIT in 2020 and specializes in labor economics, public finance, economics of innovation, and development of scientific knowledge. He previously worked as a postdoctoral researcher for the Kellogg School of Management at Northwestern University. Fun fact about Ryan: he stood at the highest and lowest points of the continental U.S. on the same day — he climbed Mt. Whitney, slept on the summit, hiked down, and then visited Death Valley on the way home.
Richard Patterson, Assistant Professor of Economics
Richard Patterson was an assistant professor in the U.S. Military Academy at West Point before coming to BYU. He specializes in applied microeconomics, behavioral economics, economics of education, and labor economics and has a PhD in policy analysis and management from Cornell University. In his free time he enjoys mountain biking, rock climbing, and skiing.
Ashley Fraser, Assistant Professor of Family Life
Ashley Fraser earned a PhD in family and human development from Arizona State University in 2021. Her research interests include childhood and adolescent development; empathy and prosocial behavior; hope, racism and equity, and media.
Andrea Kinghorn Busby, Assistant Professor of Family Life
Andrea Kinghorn Busby specializes in developmental psychology and public policy; reducing inequality for young children, with emphasis on fathers and neighborhoods; and inequality in children’s home, school, and neighborhood contexts. Her research interests include the impact of violence on children, how children and families experience poverty in suburban communities, and how parents socialize their children about economic inequality. She earned her PhD in human development and social policy from Northwestern University in 2021.
Ashley LeBaron-Black, Assistant Professor of Family Life
Ashley LeBaron-Black specializes in family finance with a focus on family financial socialization and couple finance. She earned her PhD in family studies and human development from the University of Arizona in 2021. In her free time she enjoys studying art history, particularly French Gothic, Italian Renaissance, and French Impressionism.
Daniel Frost, Director of the Integrative Writing Program and Assistant Teaching Professor, School of Family Life
Daniel Frost earned his PhD in politics from Princeton University, and his writing interests include marriage, family, sexual morality, personal identity, and moral reasoning, among others. He previously taught political science at Clemson University and BYU.
Liz McGuire, Assistant Professor of Political Science
Liz McGuire earned her PhD in political science from Yale University in 2021. She uses experimental and quantitative methodologies to study gender politics, changes in gender norms, and comparative gender norms. She is also interested in international development and is currently focusing on East Africa.
David Romney, Assistant Professor of Political Science
David Romney has a PhD in government from Harvard University, and was a postdoctoral fellow at Harvard’s Weatherhead Center for International Affairs before coming to BYU. He specializes in comparative politics and methods, psychology of intergroup relations, role of social media, misinformation, and conspiracy theories in the Middle East. In his free time he enjoys watching cooking shows and trying out new recipes with his wife.
Gentry Jenkins, Visiting Assistant Professor of Political Science
Gentry Jenkins earned his doctorate degree from the University of Chicago, where he was a teaching fellow in the Committee on International Relations. His research interests include the connections between revolution, state-building, civil war, and international conflict.
Sandra Sephton, Professor of Psychology
Sandra Sephton specializes in developmental, cognitive, and health psychology; biobehavioral oncology; and mindfulness interventions. She earned her PhD in behavioral neuroscience from BYU in 1995 and previously was a professor at the University of Louisville and senior scientist at James Graham Brown Cancer Center. She is the happy owner of three horses.
Kara Duraccio, Assistant Professor of Psychology
Kara Duraccio earned her PhD in clinical psychology from BYU in 2019. She previously worked held a General Pediatrics Research Fellowship at Cincinnati Children’s Hospital Medical Center. Her areas of specialty include pediatric psychology with a focus on adolescent sleep and eating behaviors.
Dawn-Marie Wood, Assistant Teaching Professor of Psychology
Dawn-Marie Wood earned her master’s degree in psychology and behavioral neuroscience at BYU in 1994, and was previously a visiting assistant teaching professor at BYU. She loves to fly fish and is an “honorary member” of the BYU Fly Fishing Club.
Whether you’re busy at an internship or looking to score one in the future, these six tips from Danny Damron, assistant dean of experiential learning and professional development, will help you get a head start on preparing for the workforce in whatever profession you choose.
Damron has always thrived learning from experience, whether that was building a Huckleberry Finn raft as an 8-year-old, getting his teenage “sea legs” on a lobster boat off the coast of Maine, being tear-gassed while watching a mass protest in South Korea, completing an internship in Puerto Rico teaching English as a second language, or partnering with his wife in raising three children while they were both getting doctorate degrees. He has spent the past 20 years helping students get the most out of their internships and teaching assistant positions.
Damron believes internships provide unique opportunities for learning and growth and hopes students will make the effort to seek out and apply for internship experiences. To help students better for and get more out of their internships, he offers these six tips.
1. Prioritize with a time-management matrix
Working in a full-time internship requires you to fill 40 hours with meaningful work each week. It can be easy to get caught up in less important tasks or allow some things to take more time than they should. To make the most of your time in a professional setting, you can use the Time Management Matrix developed by Stephen Covey, bestselling author of The 7 Habits of Highly Effective People.
The matrix consists of four cells: Urgent/Important, Urgent/Not Important, Not Urgent/Important, and Not Important/Urgent, and organizing your daily activities in each box may prove to be a revealing exercise.
For example, you may find that activities like answering email or checking social media, which so often carry the illusion of urgency, are eating away at your time, while items are actually more important to you in the long run, like preparing for graduate school or applying for internships online, are slipping through the cracks. The matrix may be a great first step in restructuring your schedule to reflect your true priorities.
2. Craft and refine a purpose statement, and test it out in professionally relevant settings
A purpose statement is a tool to create professional connections on resumes, in job interviews, while networking at events, on social media platforms, and many other avenues. It’s a short, 3-5 sentence opener that describes you and your professional interests in a way that invites a potential employer or colleague to give you a second look and say, “Tell me more.”
A solid purpose statement has three parts: professional intention, reflection, and connection.
Professionalintention is what you’re passionate about and what you ultimately want to do with your career. For example, a sociology student might say, “I find it rewarding to understand and create solutions to common problems that face society.”
The professional intention piece of your statement doesn’t need to be niche, because what you want to do professionally can apply to different areas of work. For example, a student wanting to solve societal problems could become a social worker, but also a lawyer, legislator, nonprofit leader, therapist, or psychologist.
Reflection means articulating how your experiences or your understanding of a professional challenge have brought you to the place you are now. The same sociology student might say, “My sociology training at BYU has given me XYZ opportunities to learn and use the tools to help me solve problems.”
Connection is the “clickbait” part of your purpose statement. By finding a challenge you have in common with your potential employer/colleague, you can have a further conversation that will lead to professional connection. The sociology student might say, “I’m eager to apply what I’ve learned to help families come out of poverty,” or “I want to use my training to help low-income students.”
You can also approach the connection part of your purpose statement using an unanswered question you’re pursuing the answer to, a question you may have in common with another professional. For example, the sociology student may have the question, “How do we help people of ethnic minorities afford housing?” or “How do we improve racial relations between students in academia?” Effectively introducing a question that’s important to you will allow you to join forces with someone who is trying to solve a similar problem, or at least get some helpful direction on your career path.
3. Ask for advice, not feedback
When asking colleagues, employers, or future employers how you can improve, it’s more effective to ask for advice than feedback. Recent studies published in the Harvard Business Review found that when professionals were asked to give feedback on an employee or applicant’s performance, their comments were vague and generally focused on praise. When asked to give advice, the same professionals gave more specific, actionable items for improvement.
That’s because, when people are asked to give feedback, they focus on evaluating a past performance, rather than on looking forward to future improvements, according to the authors of the study. When asked to give advice, people will focus on the future development of the person being examined, rather than on past mistakes the person can no longer change.
Make it a point to ask current or potential employers for advice, and then implement their suggestions.
4. Talk to people who are successful in your field about how they got there
You can learn a lot from successful people indirectly. When networking or at another professional event, it may be less effective to ask a professional in your field for direct advice, and more effective to ask them about their own personal journey. People are often comfortable talking about themselves, and you may pick up some of your best advice for finding jobs, interviewing, acquiring skills, and more through the personal stories of those who are currently doing what you’d like to do yourself someday.
5. Role play
It’s awkward, but effective. Prepare for interviews, first meetings with supervisors, public speaking assignments, and other potentially terrifying professional situations by practicing them beforehand. It’s best to practice answering and asking questions with someone you don’t know, or even someone who will make the experience more difficult (like an obnoxious uncle). You can set up a mock interview with a mentor through BYU Career Services here. Simulating the interview environment will allow you to access how you perform under pressure and help you target areas for improvement.
6. Read a professional development book or series of articles
Choose a specific strength you want to develop — like leadership, public speaking, conflict resolution — and read up on it! Need to know where to start? The Collegiate Employment Research Institute at Michigan State University surveys employers about skills they wish college graduates had and they publish annual reports with college recruiting trends. Traits employers said will be important for students in the wake of a global pandemic include persistence, adaptability, the ability to balance work and protect personal time, and a positive attitude.
One day after she delivered her TedxBYU talk on the importance of social relationships, Julianne Holt-Lunstad, professor of psychology and neuroscience at BYU, found out her father was hospitalized with a terminal condition. She dropped her professional work to spend every day with him before he died two and a half weeks later.
Then her mother passed away.
“I lost both of my parents within two and a half weeks. But I had that incredible time with them before they passed that I’ll treasure forever,” Holt-Lunstad says, becoming emotional. “Really, the most important things in our life are our relationships.”
Holt-Lunstad’s extensive research focuses on the long-term health effects of social connection. Her professional portfolio includes providing expert testimony in a U.S. Congressional hearing, advising the U.S. Surgeon General in the Emotional Well-Being in America Initiative, and serving as a scientific advisor for the Australian Coalition to End Loneliness.
Andy Proctor, a member of the TedxBYU curation committee, said Holt-Lunstad was chosen as a speaker because of her significant contribution to health and psychological sciences as well as the relevance of her message. “Her idea that social connection is one of the most important things we can do for our health is novel and the committee believed deeply it was an idea worth spreading,” Proctor says.
In her talk, Holt-Lunstad says that a lack of social connection poses a health risk similar to smoking up to 15 cigarettes a day.
“It’s time to prioritize our relationships like our life depends on it — because it does,” she says.
Holt-Lunstad began her research by looking at the effects of stress on health. She found that when experiencing the same levels of stress, blood pressure spikes were lower among people with supportive relationships, but more exaggerated in people with few supportive relationships. Expanding their research, she and her colleagues analyzed data from over 300,000 people worldwide and found that those with social connections increased their chance of living longer by 50%. On the other hand, the likelihood of death is increased 26% by being lonely, 29% by social isolation, and 32% by living alone.
Holt-Lunstad points to several ways we can improve our social connections.
1. Make time for relationships
Although making time for relationships can be challenging, there is no substitute for the benefits everyone gains from positive social relationships. They are as important to health as diet and exercise.
2. Discover your preferences
And just like diet and exercise, individual preferences for social interaction varies. People should find the type of social interaction that works best for them, whether that looks like informal gatherings or planned social activities, and whether it’s in large groups or more intimate settings.
3. Make the first move
Loneliness can be a vulnerable, stigmatizing feeling. And those feelings can make it difficult to make the first move when trying to build social relationships. But Holt-Lunstad says that feeling is normal and can be overcome. “One really empowering way to break the ice is to look for others who might need help or who might need a friend.”
4. Serve others
One of the best ways we can help ourselves is by helping others. Holt-Lunstad shared, “There is significant research that shows that providing support to others or doing small acts of kindness for others actually significantly reduces our own loneliness and increases a sense of social bonding between you and the other person. That’s something any one of us can do.”
Holt-Lunstad is currently working with the U.S. Department of Health and Human Services (HHS) Administration for Community Living (ACL) to create a national clearinghouse for interventions to address loneliness and social isolation. She is also working with the Gravity Project to make recommendations for national standards for representing social isolation in electronic health records, and serving as the scientific chair of the Foundation for Social Connection and the Coalition to End Social Isolation and Loneliness.
The College of Family, Home, and Social Sciences has three new assistant deans: Danny Damron (BA ’92) for experiential education and professional development, Jordan Karpowitz (BA ’92) for communications and external relations and Lita Little Giddins (BA ’92, MSW ’95) for diversity, collaboration and inclusion.
Outgoing Dean Ben Ogles says he wants to establish a solid team for incoming Dean Laura Padilla-Walker to support her in moving the work of the college forward.
The appointments change the landscape of the dean’s office. The assistant dean position formerly held by Scott Dunaway, director of Washington Seminar who retired, has been expanded from overseeing internships to improving experiential learning in the college generally. Communications and diversity and inclusion were elevated to assistant dean positions.
Padilla-Walker says the reconfiguration of college leadership will invite more collaboration.
“For example, under this new system, all of the college leadership will be informed to some degree regarding experiential education, communications, and diversity and inclusion, where in the past we have been a bit more siloed,” she says. “This will take two things we care about deeply — experiential education and diversity and inclusion — and allow the vision of these efforts to be incorporated and communicated in a way that will influence everything we do at the college level.”
Damron, the new assistant dean for experiential education and professional development, says he wants to improve the way students view internships.
“Primarily, my focus is on repurposing and recalibrating the internship experience in ways that make it more valuable, so what a student gets out of the internship adds value to their growing professional direction,” he says.
Damron formerly was responsible for internships in the BYU College of Humanities. He has a doctorate degree in political science from Purdue University and taught in the political science department at BYU for four years, during which time he established the Scottish Parliament internship program. His professional background also includes directing the international centers at Utah Valley University and Oregon State University.
Damron says he wants to help students be proactive in developing transferrable skills and be able to articulate the relevance of those skills to future employers, rather than just checking an internship off on a resume. He believes students in the college have unique knowledge from social sciences they can use to add value to their internship experiences, beyond making copies and calls.
Damron sees experiential learning as a collaborative effort incorporating faculty and curriculum in the college.
Karpowitz’s role of communications and external relations was created to increase the college’s visibility, according to Ogles. Karpowitz has a degree in communications with an emphasis in public relations and brings 25 years of public relations and marketing communications experience to the role. She hopes to be effective in sharing the stories of human connection that emerge from faculty research and student learning.
“Across the many departments and schools in the college, there is a common thread of studying how humans interact with each other and with institutions — how we care for each other and learn from each other— that unites the disciplines,” says Karpowitz. “Focusing on these similarities will help create a stronger purpose across the college that will better unite students, faculty, and alumni in accomplishing the mission of the university and the aims of a BYU education.”
Karpowitz’s role will focus on building the college brand across student, faculty, and alumni audiences. She is eager to develop more ways to help people engage with social sciences and understand how the disciplines can benefit them in their careers and their lives.
Karpowitz’s professional background includes working for technology, pharmaceutical, and consumer products corporations. She also has several years of agency experience and has retained her own clients including Northwestern Mutual and Coursera.
Ogles said elevating Giddins’ role of diversity and inclusion to assistant dean was an important strategic move.
“Promoting Giddins to an assistant dean is a sign that our executive team wants to communicate that this is an important part of our college,” Ogles says. “Diversity, collaboration, and inclusion needs to be a central focus of everything we do.”
Giddins joined The Church of Jesus Christ of Latter-day Saints at age eighteen and served in the England Leeds Mission between 1986-1987. She has a bachelor’s degree in socio-cultural anthropology and a master’s degree in social work from Brigham Young University and is a licensed clinical social worker. She says coming to BYU was an answer to heartfelt prayer.
“I did pray that Father in Heaven would use all the bits of me, all the parts of me: my race, my culture, my ethnicity, my gender, my education, my life experiences, my conversion to the gospel, mission experiences — every single thing — for His use,” she says. “I wanted to continue as we do in the mission field, which the world is, to help in the gathering and to invite people to come closer to Jesus.”
Giddins says pain she has experienced in the past prepared her for her role.
“I know that everyone has healing to do,” she says. “That’s how I approach this work, that’s how I approach individuals. Especially when it gets hard. There is healing that needs to happen in the lives of individuals, in the hearts and souls of individuals.”
Stepping outside her comfort zone to accept the position of assistant dean helps Giddins empathize with students, who are often asked to do hard things.
When asked what strengths she brings to her new position, Giddins laughed. “I bring Jesus,” she says with a smile. “He is my strength.”
The College of Family, Home, and Social Sciences announced a new director for the School of Family Life and four new department chairs last week.
Erin Holmes will serve as director of the School of Family Life, Curtis Child will serve as department chair of the sociology, Lars Lefgren as department chair of economics, Daniel Olsen as department chair of geography, and Jay Goodliffe as department chair of political science. Each has been appointed for a three-year term.
New chairs will be guided by the university’s five-year strategic objectives, which include pursuing the Inspiring Learning initiative, increasing enrollment, and promoting a sense of belonging among all members of the campus community. They will also focus on specific issues raised by members of their respective departments.
Holmes was formerly an associate director in the school and will begin her tenure as director on July 1. Dean Ben Ogles said Holmes is a good fit for the next phase of the school’s journey, which includes a commitment to diversity and inclusion and leading “out on studying and teaching about diverse families across national, ethnic, and racial groups from within a gospel perspective that emphasizes Proclamation principles,” according to an email from Ogles.
Holmes played a central role in the creation of the school’s diversity and inclusion statement and encouraged everyone in the School of Family Life to read it and approach her with ideas, concerns, and questions to help foster “unity amid diversity.” She also said she is committed to counsel from Jean B. Bingham, general president of the Relief Society, to “extend an open hand and heart” to create “a safe place for sharing, a safe place to grow, a safe place to become our best selves.”
Child, associate professor of sociology, teaches courses in economic sociology and qualitative research methods, and studies nonprofit organizations, businesses, fair trade, and the morals/markets branch of economic sociology. Under his leadership, the Sociology Department will seek to address several objectives, including becoming a source of information on current social issues. “We potentially have a big role to play and we need to figure out how to do so,” Ogles said, summarizing statements by faculty members.
Child said he is excited to work with talented faculty in his department. “I feel like part of my role, a big part of my role, is just to help them in doing the good things they are already intending to do,” he said.
Curtis Child, Sociology (left); Lars Lefgren, Economics (center); and Daniel Olsen, Geography (right) will begin serving as department chairs this summer.
Lefgren, Camilla Eyring Kimball professor of economics, specializes in applied microeconomics, including research on the American educational system. He is a research fellow with The Institute of Labor Economics and a research associate with the National Bureau of Economic Research. He will begin his tenure July 1.
Olsen, professor of geography, who began his tenure as chair of the geography department on May 1, said he wants to make geography more visible on campus.
“A lot of people think geography is just about memorizing place names and capital cities and that sort of thing,” he said. “Geography is much more encompassing than Trivial Pursuit.”
Olsen said another one of his priorities is engaging students in the classroom through the Inspiring Learning initiative and experiential learning.
“It takes a lot of training, it takes a lot of work, it takes a lot of working together to try to inspire each of us to be a little bit better with all the things we have to do as professors,” Olsen said. He said he is humbled by and excited about the opportunity.
Goodliffe, professor of political science, will begin his tenure remotely from Washington, D.C. where he is directing the Washington Seminar program through summer term. His research interests include congressional campaigns and elections, legislative discipline, interest groups, international human rights treaties, and political methodology.
“It is humbling to be chair because previous chairs have led the department so well. Our department has outstanding students, strong staff, and wonderful faculty that are recognized in the profession for their achievements,” Goodliffe said. “I want to help our students and faculty continue to succeed and achieve even more.”
Ogles thanked the new chairs and new director for their willingness to sacrifice time and professional aspirations in order to lead their respective departments.
Ogles also gave a heartfelt thanks to the previous department chairs for their service: Alan Hawkins, who served as director of the School of Family Life for three years; Rick Miller, department chair of sociology for six years; Mark Showalter, department chair of economics for five years; Ryan Jensen, department chair of geography for nine years; and Sven Wilson, department chair of political science for seven years.