Ignorance and Wisdom-books and flowers

Campus Theme: Ignorance and Wisdom presentations this month

The 11th year of SOU’s Campus Theme continues with a pair of presentations this month, beginning at 7 p.m. on Wednesday, Feb. 20, with “To not know: Is It Ignorance or Wisdom?” by Fred Grewe, chaplain at Providence Medford Medical Center.

The talk, which is free and open to the public, will be in Room 319 of the Stevenson Union. It will be followed on Thursday, Feb. 28, by “Wisdom and Compassion: Awakening Human Capacities to Build Resilient Communities,” by Paul Condon, an assistant professor of psychology at SOU. That presentation will be at 7 p.m. in Room 323 of the Stevenson Union.

Both events are part of SOU’s campus theme for the 2018-19 academic year, “Ignorance and Wisdom.” This year’s campus theme presentations all explore those two concepts and their relationships.

The university adopts a theme each year for a series of lectures and discussions. Last year’s was “Truth,” and the previous year was “Shapes of Curiosity.” The series, presented by SOU’s Arts and Humanities Council, creates opportunities for students, faculty, staff and community members to engage in intellectually stimulating conversations.

In this week’s talk, “To Not Know,” Grewe will explore the teachings of various religious thinkers – Christian, Buddhist, Taoist and Jewish – and what each has contributed to the understanding of what constitutes both wisdom and ignorance. A promotional flyer for the event cites the words of the late Supreme Court Justice Potter Stewart, when asked in a pornography case to define the threshold for obscenity: “I know it when I see it.”

Grewe has served as chaplain for the Providence Hospice in Medford since 2012, and served previously as a hospice chaplain at Asante Ashland Community Hospital and at St. Louis University Hospital in Missouri. He has published several articles and books about dying and the clergy’s role in end-of-life preparations.

The Feb. 28 presentation, “Wisdom and Compassion,” will look at the conflict and divisiveness that increasingly characterizes today’s political world. The talk will draw on Buddhist philosophy and cognitive science, and suggest that a fundamental problem is the mind’s tendency to portray others in limited ways that deny their full humanity.

Condon will explore a potential solution: current research on addressing relational and societal challenges through meditation and the human capacities for wisdom and compassion.

Condon’s research lab at SOU examines the social and relational processes that contribute to mental and physical wellness – particularly, through compassion and meditation.

SOU faculty members are asked to encourage their students to attend and participate in the Campus Theme presentations.

Friday Science Seminar-Paddock-Alzheimer's

Friday Science Seminar: SOU alumna and faculty member on Alzheimer’s

Brie Paddock, an SOU alumna and assistant professor in the university’s Biology Department, will discuss the role of metals in Alzheimer’s disease during a Friday Science Seminar on Friday, Feb. 22.

Paddock’s lecture will be in the Science Building Auditorium (Room 151) from 3:30 to 5 p.m. The lecture is free and refreshments will be provided by SOU’s STEM Division.

Alzheimer’s Disease afflicts 5.3 million Americans, has few current treatments and no known cure. The progressive, neuro-degenerative disease involves multiple factors – including genetic and environmental – and is characterized by abnormal plaque deposits and “tangles” in the brain, which disrupt communication between synapses  and lead to losses in memory function.

Paddock’s talk will focus on current research on the amyloid hypothesis of Alzheimer’s, including the role of metals in the disease’s progression.  A small percentage of cases are caused by a single gene, including rare mutations in Amyloid Precursor Protein and associated proteins.

Paddock joined SOU’s Biology Department in 2018, and teaches courses in animal physiology and principles of biology. Her background also includes molecular biology, immunohistochemistry and human physiology.

Her research centers on synaptic function using the fruit fly (Drosophila) model. Paddock helped develop a fruit fly model of Alzheimer’s disease, and uses the model to test the role of oxidative stress and environmental factors in the disease’s development, particularly in memory function and synaptic structure.

Her previous work included a determination of the molecular mechanism of calcium-dependent exocytosis at the synapse, a key event in cell-to-cell communication in the nervous system.

SOU’s Friday Science Seminar program offers presentations each week on topics ranging from biology to computer science to chemistry.

Ruggerio-oviedo-study abroad

FACULTY SPOTLIGHT: Alena Ruggerio’s study abroad adventure in Spain

Through a recent study abroad program, 18 Southern Oregon University students and one professor set out to explore and experience the richness of Northern Spain’s culture.

Communication professor Alena Ruggerio organized and led the students on a three-month study abroad excursion to Oviedo, Spain. Ruggerio says the time she spent with her 18 “tesoros” (her treasures) was truly life-changing for her.

Ruggerio teaches courses in public speaking, argumentation and critical thinking, persuasion and other courses in rhetoric. She has received multiple honors and awards, including being voted “Most Warm and Welcoming Professor” by the Associated Students of SOU, and being a recipient of the AHA International Outstanding Visiting Faculty of the Year Award.

How do you believe study abroad experiences benefit students?
I think it’s one of the most important experiences that a student could have. Let’s start with how it enhances your coursework; it was amazing to be able to study something in the classroom and then be able to walk outside, and there’s the thing we’re talking about. We were watching movies in the rhetorical criticism class that were shot in Oviedo and everybody went “Oh my word! We were there! We lived there, right there!” So it brings learning alive in a way that you just can’t do while at a regular college campus.

Benefit number two, obviously, is that it helps you to be more marketable professionally. Because today you aren’t just competing against other college graduates in the United States, you’re competing against everyone across the globe. International study proves that you have an international perspective, and that you can engage in intercultural communication. The kind of person who has the courage, the tenacity and the open-mindedness to succeed in a study abroad program is the kind of person that employers want to hire. So it’s a really nice way to enhance your portfolio when you’re going out on the job market. 

And then the most important, as far as I am concerned, is that study abroad makes you a different person. You are not the same person when you come home as when you left and part of it is you see the world differently. You see your own culture differently, you see your own self differently and you come back with so many more personal connections.

During this study abroad experience, what was your favorite course to teach? Why?
I refuse to choose between the two courses because they were both great, but in different ways. One course I taught was called “Asturian Environmental Persuasion.” Asturias was the name of the region in north-central Spain that we were in, and they’re famous for their wildlife preservation and national forests. So wildlife protection and eco-tourism are big deals in this area. In that class, we studied those issues, and then I brought to the students my knowledge about persuasion strategies and theories. Then each student or group of students created an original persuasion campaign for their term project, where they created original artifacts of persuasion on behalf of a client to try to help them meet their persuasion goals. 

I also taught “Spain in Words and Images,” and basically, that was a Spain-themed version of my rhetorical criticism class. So I taught eight different critical lenses that they could use to analyze examples of public communication. Public communication could run the whole gamut from speeches, to stories, to poems, to songs, to advertisements and billboards, to websites, to social media posts, to architecture, to sculpture, to any kind of example of public communication. And then it was the students’ job every week ‒ and this was my favorite assignment of the entire term ‒ every week I would ask the students to go find some of those examples of public communication that had something to do with Spain and then they would present those to the class. So not only did we learn about how to analyze those examples of communication through these rhetorical criticism lenses, but we also learned a lot about Spain.

What advice do you have for a student who’s interested in studying abroad?
There are all kinds of study abroad opportunities happening all the time, and so my advice to a student would be, do some soul-searching and brainstorming to figure out: “What kind of things do I want to learn? Do I want to take language classes? Do I want to take classes in my major? Do I want to take more general-education university-studies classes? Do I want to have an internship experience? Do I want to have a homestay experience with a family? Do I want to live on a college campus in a dorm? How long do I want to be gone?”

There are study abroad opportunities that are as short as a week or two. So you could do a really short study abroad opportunity, or you could do something that’s a month or two over the summer, or you could do something that’s just a term (like what we did for three months), or you could do something for a year. So figure out how long you want to be gone and then have some idea about what part of the world you might be interested in. Think not just about the location where you will be living, but also where that location puts you in proximity to having additional explorations. And once you’ve thought a little bit about that, my advice would be to go to the Office of International Programs in the SU, and find out what your options are.

I read that you had the chance to visit cathedrals, museums and ancient places in Northern Spain. Were there any locations you weren’t able to visit that you were hoping to?
The travel writer Rick Steves has some really good wisdom about this. He says, “whenever you travel you have to travel with a mindset that someday you will be back in this place.” So that you can do the things that you didn’t get to do, and see the things that you didn’t get to see, because you can’t possibly put pressure on yourself to do and see everything, it’s impossible.

On the hill above Oviedo, on top of Monte Naranco, there’s this enormous statue called “al Sagrado Corazón de Jesús,” sacred heart of Jesus, and it looks over the city. We could see this statue from the university, we could see the statue from my apartment, and the hike up the mountain to get there is beautiful. The view down the mountain from the statue is really beautiful, so most all the students went on this hike up the mountain. I didn’t go, and I really, really wish I had. Unfortunately, I was planning to go up with two students finals week and it was raining. So I didn’t get up Monte Naranco and I really would’ve liked to have done that.

What did you personally gain from this study abroad trip?
My relationship with those 18 students means everything to me. This study abroad opportunity created an environment that is like nothing I have ever experienced teaching at a university in the States. Because it starts with the classroom interaction, and I got to have all 18 of them in both of my classes, which was wonderful because we always had a kind of everyday group meeting together. So we got to all learn the same things together, we had a common base of understanding of where we were at and what we were doing. I’m traveling with them on all of these group excursions, I’m going on all of these tours with them, I’m sitting in on their Spanish class and their Intercultural class. So between them coming to me, and me coming to them, we are each other’s world, basically, for three months. 

I feel like I got to know them in a way that I never get the privilege of getting to know students at SOU. I am certain that every student at SOU is equally as special as these 18, but these are the 18 that I got to know, and the 18 that chose this program are very, very special. And so, long after we come home back to the States, they will still be my tesoros, they are still my treasures, they are still and always will be special to me. That is the most important thing I got out of this trip.

Those interested in venturing into the unknown through a study abroad program may take Ruggerio’s advice and speak to an advisor in the SOU’s Office of International Programs. There are many opportunities waiting for those interested in travel, and SOU offers various forms of support as students explore their options.

Story by SOU student writer Sophie Passerini, @SophiePasserini

Shelee Juarez grant writing SOU

SOU student’s grant writing project bears fruit for preschoolers

SOU English major Shelee Juarez was paired up with the Jackson County Library Foundation when she needed a project last spring for her Grant Writing and Workplace Literacy Class (ENG 329).

The result, several months later, was a $9,000 grant for the JCLF to buy giveaway books for preschoolers in full-time child care – and an invaluable professional experience for Juarez.

It was Juarez’s first grant writing work, and she said that “being thrown into the deep end gave me a better learning experience.”

Juarez first met in May of 2018 with Amy Drake, the JCLF’s executive director. They discussed the foundation’s various programs, and which of those had needs, then zeroed in on the JCLF’s Outreach to Childcare Program. The program is a free service that delivers books to full-time child care sites for preschool children.

Over the course of the summer, Juarez was involved in nearly every aspect of a grant application to the Umpqua Bank Charitable Foundation. Her main role was to answer all of the application questions with information she had gathered either from Drake or the JCLF website.

Everything she wrote was sent for review to Drake, who either approved or revised the material. Juarez also helped write a cover letter and to answer questions including how many clients were served, their economic status and the program description.

With the deadline approaching near the end of September, Juarez created an account with the Umpqua Bank Charitable Foundation for the JCLF’s application materials. Everything she had worked on was transferred into the application system for Drake to submit.

Juarez also said that it was incredibly gratifying to hear from Drake last fall that the JCLF had received $9,000 because of her work.

She plans to use her new knowledge with future employers, either by doing more grant writing or applying the skills to technical writing.

Juarez is set to graduate in March with a bachelor’s degree in English, with a concentration in technical writing and a minor in creative writing. She is a freelance book reviewer and already does work with major publishers and public relations firms.

She is married to her high-school sweetheart and has an 8-year-old son.

Story by Bryn Mosier, SOU Marketing and Communications intern

environmental education-SOU

Master’s of environmental education at SOU: 50 years in

(Ashland, Ore.) — “Eventful” pretty well sums up the 1968-69 academic year: The decision was made at Yale University to admit female students. USC running back O.J. Simpson won the Heisman trophy. A music festival called Woodstock would be held during the summer. And Southern Oregon University launched its Master of Science in Environmental Education program – an ahead-of-its-time curriculum that would adapt, evolve and prepare hundreds for outdoors- and sustainability-related careers over the next 50 years.

“The program is committed to creating environmental leaders, and focused on staying modest in size to be able to present the highest quality,” said SOU professor Stewart Janes, one of the program’s current coordinators. “Our goal is to become more well-known, in an effort to be the go-to for environmental education in Oregon.”

SOU’s program has been unique in the state since its beginning – designed during the 1960s by biology professor Irene Hollenbeck to prepare elementary teachers to operate outdoor schools. Hollenbeck was an outdoor school pioneer, establishing the state’s first in 1957, and her curriculum at SOU (at the time, Southern Oregon College) was initially called the Master of Science in Outdoor Education program.

A lack of funding and support for outdoor schools in the 1980s put the program at a crossroads: it could either dissolve or be redesigned. Its then-directors, biology professors Ron Lamb and Don Mitchell, broadened it to serve additional purposes as the Master of Science in Environmental Education program beginning in 1990.

The program has produced about 300 degrees, and spawned careers with agencies including the U.S. Geological Survey, the Houston Zoo, the nonprofit Wimberley Valley Watershed Association in Texas and the Florida Fish and Wildlife Commission.

One notable member of the program’s 1985 cohort is Linda Hilligoss, who went on to create a nonprofit organization, teach elementary and middle school, and serve as the education coordinator at Crater Lake National Park’s Science and Learning Center. She returned to SOU as science education coordinator, and has served for the past 12 years as co-coordinator of the master’s in environmental education program with Janes.

“The accomplishments of all of our graduates are exemplified in the varied leadership roles they step into across the country,” said Janes, an environmental education professor.

The program focused in part on natural history and education as it transitioned during the early 1990s from its outdoor school roots toward its current emphasis on environmental education. A partnership between environmental education – at the time, part of the Biology Department – and the SOU School of Education had developed by the mid-2000s, enabling students in the department to take education courses. SOU also partnered with the nonprofit Siskiyou Field Institute to operate the Deer Creek Center – a field station near Selma with yurts and meeting facilities.

The partnership with SFI allowed SOU’s environmental education master’s students to present eight weeks of educational programs at the field station each fall. That served as underpinnings for the Fall in the Field capstone project, which remains a central element of the master’s degree program.

Fall in the Field has benefited from collaborations with the federal Bureau of Land Management, the Friends of the Cascade-Siskiyou National Monument, the Ashland Food Co-op and the Rogue Valley Audubon Society. SOU’s environmental education master’s students are now in their eighth year of an arrangement with the BLM to provide educational programing at the national monument.

Students in the 1 ½-year master’s degree program learn to create, market, manage and assess the effectiveness of their educational offerings. Their tasks range from curriculum development to arranging for on-location porta-potties.

The master’s program includes various other ongoing projects, including the offer of “Natural Science Kits” for loan to K-12 educators in Jackson, Josephine and Klamath counties. The kits have been available for more than 25 years, to provide teachers a no-cost opportunity bring the ecology of the Klamath-Siskiyou bioregion into local classrooms with curriculum developed by SOU’s environmental education students.

The SOU master’s program is the first in the Western U.S. and sixth overall to be accredited by the North American Association of Environmental Education. Representatives of the SOU program now serve in leadership roles to help other universities achieve accreditation and align with NAAEE standards.

The program is as vital and popular as ever as it passes its 50th anniversary, helping students address issues – both locally and globally – such as climate change and loss of biodiversity.

“Humans are the stewards of our planet, and as environmental educators it is our duty to increase awareness for the need for mindful stewardship while encouraging action,” said Crystal Nichols, a graduate assistant in the program.



Student set to complete turnaround after transfer to SOU

(Ashland, Ore.) — Southern Oregon University accounting student Mary Jane Feetham is on track to graduate next June and then take an exam to become a certified public accountant – the final step in a personal turnaround from near-homelessness and reliance on public assistance.

Feetham recognized that something had to change five years ago when she ended a relationship due to domestic violence and sought shelter at the Dunn House, a refuge operated by the Community Works nonprofit organization in Medford.

The first step was the hardest – she had to live without her three young children for two months while researching options and finding a safe place to live.

The second step was to find and accept help. An Oregon Department of Human Services caseworker helped her line up resources to pay a deposit, rent a place to live and qualify for food stamps. The Rogue Educational Achievement (REACH) project – another DHS program – helped her identify career goals, enroll at Rogue Community College, secure a travel voucher so she could afford the commute from Butte Falls and find day care for her children, who ranged in age from 2 months to 8 years.

“There are resources out there, but so many people don’t even know they have an opportunity,” Feetham said. “Generational poverty is pounded into people. These nonprofits (can) become their support.”

Feethan finished her associate degree at RCC and transferred to SOU, but continued to face obstacles – financial and otherwise – while commuting from Butte Falls for classes that began at 8:30 a.m. She collected cans for money, found free items on Craigslist and even learned on YouTube how to repair her car when it wouldn’t start.

But her turnaround was on track, and she was grateful for her education and the guidance she had received. She became involved in her community as a way of giving back, and that led to her participation in the 2017 Jackson County Community Needs Assessment. She wrote a report that identified unmet needs and gaps in community services, and the report is still being used by nonprofit organizations and city governments to determine where efforts should be focused.

“She is inspirational and proof that where there is a will, there’s a way,” said Joan McBee, an SOU business professor and department chair.

Feetham is now a board member for the Butte Falls Community School Partnership and president of the Butte Falls Active Club. She received aid from the U.S. Department of Health & Human Services’ Temporary Assistance for Needy Families program, and used some of that money to complete certifications through Oregon State University for grant-writing and nonprofit management. She landed a full-time grant-writing position with ACCESS, which serves low-income, disabled and senior populations in southern Oregon.

“I could write at home and earn a living while going to school,” Feetham said. “Eventually, I had to devote more time to school.”

Feetham – who has received a Ford Family Scholarship and 10 other grants or scholarships during her time at SOU – is now just a couple terms away from graduating, and is nearing her goal of working in the region and remaining involved in her local communities. She is serving as an intern with an accounting firm in the area and proudly points out that she is “breaking the mold of welfare recipients.”


About Southern Oregon University
Southern Oregon University is a medium-sized campus that provides comprehensive educational opportunities with a strong focus on student success and intellectual creativity. Located in vibrant Ashland, Oregon, SOU remains committed to diversity and inclusion for all students on its environmentally sustainable campus. Connected learning programs taught by a host of exceptional faculty provide quality, innovative experiences for students. Visit sou.edu.


SOU’s student-produced “Jeffersonian” news magazine to air on public television

(Ashland, Ore.) — It’s a show with the feel of “Oregon Field Guide” and the personality of Charles Kuralt’s “On the Road” segments of the late 20th century. It features in-depth reporting and richly colorful subjects. And each segment of “The Jeffersonian” is conceived and produced by students at Southern Oregon University.

“Life on the Margins” – the sixth roughly-annual episode of SOU’s student-generated news magazine – will premier this month on Southern Oregon Public Television. The show, with one segment about two veterans who have suffered traumatic injuries and another about an artistic couple who are aging together, will air on SOPTV at 9 p.m. on Monday, Jan. 14, and at 11:30 p.m. on Monday, Jan. 21. It will also be shown in a pair of overnight slots – at 2 a.m. on Wednesday, Jan. 16, and at 4:30 a.m. on Wednesday, Jan. 23.

The new “Jeffersonian” episode will also be screened in a free, public event at 6:30 p.m. on Jan. 14 at Meese Auditorium in the SOU Art Building. The student producers and subjects of their films will offer a Q&A session following the screening.

“The Jeffersonian” is a project of SOU’s Department of Communication and the university’s Digital Media Center, in collaboration with SOPTV. It’s described by the station as a “program that captures the multi-faceted blend of people, places and activities that comprise the unique vibe of life in the northern Siskiyou Mountains and Rogue River Valley of Oregon and California.”

Its first episode – “Harvest,” about the region’s food culture and wine industry – was introduced in May 2013 and was followed by episodes on trails, filmmaking, marijuana and local mysteries.

“The episodes have been almost entirely student-produced, delivered by student teams in SOU courses, with a little post-production help from SOPTV and audio production vendors in the community,” said Erik Palmer, a faculty member and chair of SOU’s Communication Department.

“We’ve averaged about one episode of the program per year, and hope to continue the partnership as long as students keep bringing their A-game to the craft of television production and storytelling,” he said.

Students in SOU digital media courses last spring produced and submitted five short documentaries to be considered for the “Life on the Margins” episode of “The Jeffersonian.” Two were selected, and finished over the summer.

The first story included in the new episode is “Remembrance,” about two Purple Heart recipients – one who served in Vietnam and the other who served in Afghanistan. It was produced and edited by student Nathan Comer, while Teresa Spalding served as executive producer and other work on the project was done by Nick Garrett-Powell and Cam Pierce.

The second story, “Here, We Are,” is about a Talent couple whose creativity and love for each other help them through the challenges of aging. Student Nicole Gullixson, who narrated the “Life on the Margins” episode, also served editor of the second segment and helped with photography. Samae Chlebowski was the director and cinematographer, and Jade Martin served as production assistant.

“The amount of work by students varies by episode, but on this episode the shorts were researched, reported and produced by students, and the host is a student,” said Christopher Lucas, a digital cinema instructor at SOU. “SOPTV’s staff assembled the final program with SOU’s supervision.”



Help change students’ lives; become an ASPIRE mentor

(Salem, Ore.) – The Office of Student Access and Completion at Oregon’s Higher Education Coordinating commission is encouraging community members statewide to sign up as ASPIRE volunteer mentors at OregonStudentAid.gov/ASPIRE to help students find pathways to success.

ASPIRE is the state’s mentoring program to help students access education and training beyond high school. The program matches trained and supportive adult volunteer mentors with middle and high school students, to  help plan for their future career and education goals. ASPIRE volunteering opportunities are available at 157 schools or sites throughout the state, and no prior experience is needed. Training, tools and resources are provided.

“This is probably the most direct way to make a difference in a young person’s life,” said Adrienne Simmons, ASPIRE mentor at Ashland High School.

Students who participate in ASPIRE gain support in planning for their lives after high school, receive help in applying for training and college programs, and get assistance in applying for scholarships and financial aid. Students at ASPIRE sites are more likely to graduate on time, and enroll in colleges at higher rates. ASPIRE students are also more likely to receive financial aid through scholarships and grants.

The unique roles ASPIRE mentors play in the lives of students were reflected in exit surveys of recently mentored students.

“My mentor guided me through every step to college,” one student said. “Without her help, I would not be attending college.”

Another student said his mentor guided him “through the ins and outs of how to approach a new job.”

The ASPIRE program’s call for volunteers is part of National Mentoring Month, a campaign held each January that focuses attention on the need for mentors and how partners can work together to increase youth mentoring.

Oregonians with the time and willingness to become ASPIRE volunteer mentors in their communities can learn more, find an ASPIRE site in their area, or sign up at OregonStudentAid.gov/ASPIRE.

SOU-scary story winners

Winners announced in SOU English Program’s scary story contest

How many words does it take to send shivers down a reader’s spine? For SOU student Peter Doolin and other entrants in the English Program’s “13-Word Scary Story Contest,” a baker’s dozen was plenty.

“In the mirror, a set of eyes stare back that aren’t my own,” Doolin wrote in his winning entry.

His eerie and concise prose won him a $50 gift card to Barnes and Noble, while runner-up Emily Negus – also an SOU student – pocketed a $25 gift card for her 13-word, futuristic tome:

Human beings evolved to the point where they no longer needed one another.”

All SOU students, faculty and staff were invited to enter the English Program’s trick-or-treat-themed “13-Word Scary Story Contest” last month. Professor Alma Rosa Alvarez, the program’s chair, said there were many entries and contestants enjoyed the assignment.

“One participant mentioned how she took our contest rules and shared them with family members,” she said. “All of her family members wrote 13-word scary stories – even the folks that had been less-connected in the family.”

All submissions were stripped of identifying features and given to the English faculty for blind judging. Doolin’s winning entry received votes from all faculty members, and Negus’ runner-up submission attracted votes from all but one.

“Our list of honorable mentions are folks that also received several votes,” Alvarez said. “We really liked the energy and positive response.”

The honorable mentions:

“Grey skies. Cool wind. Empty street. Door’s open. Odd. I didn’t do that.”
Emily Perry, SOU student

“Porch lights gleam off her yellow snarl. She cackles, winks, handing me chocolate.”
Reilly Nycum, SOU student 

“The water’s rising. I can’t dislodge my foot.  I tried to yell but….”
Moneeka Settles, Innovation & Leadership Program coordinator

“Blood splattered on the cedar clock and the right hand never moved again.”
Emily Negus, student

“Heavily-canopied, black-night country road. No moon. No flashlight.
“Mom, you scared?”

Tatiana Bredikin, Office of Student Life

“It’s scary outside.
“It’s Halloween
“Bats hanging down from branches,
“Whispering your name.”
– Everly Carter, 4-year-old daughter of faculty member

The English Program has hosted literary contests since 2016, when one of its faculty members read an article about public literary displays. Another school, to get students excited about words, solicited six-word stories that were written in various locations with paint that is visible only after interacting with water. Students and townspeople were amazed by the magical display of words that emerged on the first rainy day.

SOU’s English Program tried its own contest of six-word stories about autumn, and now hosts a contest each fall. It also hosts a poetry contest each spring, with the writer of the winning entry invited to be a featured reader in the program’s annual poetry-reading event.

The English Program’s mission – which it promotes through its writing contests – is to encourage a love of words, language and literature (regardless of how many words it takes).


SOU alumna to offer Friday Science Seminar on zebrafish study

SOU alumna and doctoral candidate Sarah Stednitz will offer a lecture from 3:30 to 5 p.m. on Friday that examines the social interactions of zebrafish and their implications on autism research and other deficits in humans’ social behavior.

The Friday Science Seminar event will be in the Science Building Auditorium (Room 151). The lecture is free and refreshments will be provided by SOU’s STEM Division.

Originally from Morro Bay, California, Stednitz was the recipient of the Ruhl Learning Fellowship and graduated from SOU in 2011. She earned her master’s degree at Humboldt State University and is currently pursuing her doctorate at the University of Oregon.

Stednitz’s findings could be instrumental in furthering research on schizophrenia and autism spectrum disorders. She has been studying how zebrafish behave in various social situations. The much-researched fish are genetically modifiable and show elaborate social patterns both in the laboratory and in the wild.

Zebrafish use each other to copy motions, and use other socially active fish to begin social orienting. Stednitz’s work shows that a non-engaged fish will not trigger social interactions with a normal fish. The mutated genes in the zebrafish may be similar to mutated genes in humans, which could mean the fish are essentially autistic.

Stednitz’s research is far from complete, however. Multiple questions still need to be answered about similarities and differences in the brains of zebrafish and humans.

“We leveraged modern neuroscience tools to address these questions, providing a foundation to understand how social cognition may be disrupted across species,” Stednitz said.

SOU’s Friday Science Seminar program offers presentations each week on topics ranging from biology to computer science to chemistry.

Story by Bryn Mosier, SOU Marketing and Communications intern