Senior Beth Anne DeKeizer came into Berry with a dream of becoming a museum curator. After testing the waters as a curator at Oak Hill and the Martha Berry Museum, she learned that it wasn’t where her passion really lies. Thanks to connections she developed at Berry, Beth Anne started working behind the scenes for the student-run multimedia website Viking Fusion, and began to find her passion.
Berry alumnus James Padgett (2018 grad) is working as a nuclear engineer with Newport News Shipbuilding, a division of Huntington Ingalls Industries. Last year, James graduated with two degrees from two schools. How? He was a member of Berry’s Dual-Degree Engineering program, which allows students to acquire both a meaningful liberal arts education and a world-class technical education.
Dr. Morales recently presented her research “Testing the Effect of a Resident-Focused Hand Hygiene Intervention in a Long-Term Care Facility: A Mixed Methods Feasibility Study” at the Healthcare Infection Transmission Systems in Nashville, Tenn.
Clinical Assistant Professor of Nursing Cindy Johnson, Assistant Professor of Nursing Rebecca Logan, and Instructional Design and Technology Librarian Jeremy Worsham recently presented at the 14th Annual Southeastern Nurse Educator Symposium in Wrightsville Beach, N.C. Their presentation was titled “The Sandbox: Learning Space Development to Enhance Active Learning in Nursing education.”
Dr. Johnson, Dr. Logan, and Mr. Worsham presented the history of the creation of a Sandbox classroom area in the library. This inter-professional project discussed the importance of a learning space to promote active learning which allows educators to use a variety of teaching pedagogies to increase student engagement and improve learning outcomes. The presentation described the many ways the Sandbox is used by multi-disciplines on campus and how the nursing department has specifically used the classroom in their curriculum.
The Department of History and the Evans School of Fine Arts, Humanities, and Social Sciences recently hosted a speaker and held a roundtable on World War I and the armistice signed 100 years ago that ended the war. Harvard University Professor of History Erez Manela gave a presentation to a packed room in Evans Auditorium on Nov. 7, on “The Great War: A Global Perspective”. Manela joined University of West Georgia history professor Aimee Genell and Berry history professors Larry Marvin and Christy Snider in a roundtable discussion of the war and its aftermath.
Dr. Snider is Associate Professor of History and an expert on 20th Century U.S. history and peace activism. She is the author of numerous essays on women, peace movements, transnational activism, and international relations, and she has a manuscript in preparation on U.S. women delegates to international political conferences.
Dr. Marvin is Professor of History where he teaches courses on history and historiography, including a military history course that spans from the pre-classical age to the 20th century. He is the author of “The Occitan War: A Military and Political History of the Albigensian Crusade”, which came out with Cambridge University Press, and which just appeared in a Polish translation last year.
Dr. Huggins recently published an article “N.T. Wright and the Historical Adam,” for The Bulletin of Ecclesial Theology. He also published a book review of “The End is Not Yet: Standing Firm in Apocalyptic Times”, by John W. de Gruchy, for the Stellenbosch Theological Journal.
Dr. Hirano and student Victoria Millard recently presented a poster “Student, Teacher, and Textbook Approaches to ESL Pronunciation” at the Georgia Teachers of English to Speakers of Other Languages annual conference in Atlanta.
Also, Dr. Hirano recently co-authored “Recurrent Topics in English Language Teachers’ Written Teaching Philosophy Statements” in the TESL Canada Journal.
Dr. Stanard recently returned to Belgium for a brief research visit. His subject: the colonial era’s effects on Belgium after 1960, the year the Belgian Congo gained its independence. One question guiding his research is the meaning of pro-colonial monuments in Belgium, including one such sculpture dedicated to local colonial “pioneers” that still stands today in Ixelles, a commune of Brussels. Not unlike Confederate monuments in the U.S., these monuments in Belgium have come in for mounting criticism in recent years.
Dr. Stanard also recently published two essays on the historiography of European overseas imperialism, both through international collaborations. The first of these new publications is “‘Il passato (coloniale) non è affatto morto, anzi non è nemmeno passato’: la storia dell’imperialismo, la decolonizzazione e le culture europee dopo il 1945,” a translation of one of Stanard’s recent essays, which was rendered into Italian by Guido Mattia Gallerani. It appeared in a special issue of _Scritture Migranti: Rivista di Scambi Interculturali_ titled “Europa/Europe,” published by Mucchi Editore out of Modena, Italy. Stanard also published “Post-1945 Colonial Historiography and the New Imperial History,” in _The Colonial Past in History Textbooks: Historical and Social Psychological Perspectives_, an edited collection put together by Karel Van Nieuwenhuyse of KU Leuven (Belgium) and Joaquim Pirès Valentim of University of Coimbra (Portugal).
Dr. Johnson recently presented at the International Association of Clinical Simulation and Nursing conference in Toronto, Canada. The title of her presentation was “The effect of deliberate practice and high-fidelity simulation on psychomotor skill retention in pre-licensure nursing education: A mixed methods study.”
Dr. Johnson and Dr. Katie Morales, Clinical Assistant Professor of Nursing, were appointed to the American Heart Association Greater Southeast Regional Emergency Cardiovascular Care Education Subcommittee.
Dr. Clement has published her 14th book, “What Successful Teachers Do”, by Rowman and Littlefield Education, Lanham, MD. Additionally, Dr. Clement taught two graduate courses at Living Rock Teacher Training Institute in Beijing, China, last summer. The courses were assessment and supervision, both for teachers and principals. Each class included Dr. Clement’s workshops on creating mentoring programs and mentoring of faculty. Her 2011 book, “The Mentor Program Kit”, was a text for both courses.