2012

Fall 2013 Madison Research Fellowship:

Animal Welfare

Applications due Monday, Sept 9

Take your Professor to Lunch/Coffee (TPLC) provides faculty who teach large classes with the opportunity to connect with their students outside of the classroom. Registration closes when 50 requests are received.

Teaching Analysis Polls (TAPS) provide faculty with feedback on what helps and hinders student learning.  Conducted by faculty for faculty, TAPS are held between weeks 5-9 of the semester. Registration closes when 80 requests are received.

Intergroup Dialogue (IGD) is a nationally recognized, evidence-based program that brings together small groups of individuals with different social identities to share their experiences and gain deeper understanding of each other. At JMU, Intergroup Dialogues are among an array of programs and efforts emerging from President Alger’s ongoing focus on enhancing diversity initiatives and strengthening JMU's culture of inclusivity.

Work closely and thoughtfully with a small group of faculty to engage in meaningful, in-depth dialogue about gender.

Rose Library connects people and ideas in a student-centric, one-stop shopping experience

By Jan Gillis ('07)

Originally known as the East Campus Library, JMU's Rose Library was designed and built with a new model of library service in mind. Construction on the library was completed in 2008. In 2012 the JMU Board of Visitors approved a resolution changing its name to the Rose Library in honor of Dr. and Mrs. Linwood Rose. The following article from the Spring 2009 Madison magazine has been edited to reflect the library's name change.

“Libraries of the past were designed for individuals to come, conduct research and gather information sources, which would be taken elsewhere to create a finished product,” says Ralph Alberico, dean of libraries and educational technologies. “This library is built on the philosophy known as the ‘learning commons.’”

No longer is the library simply a repository for ideas.

In the Rose Library spaces were created to allow users to experience the life cycle of information use, from the inception of an idea, to creating a search-and-retrieval plan, to actually obtaining the information. Its facilities provide students with technological tools as well as special amenities such as whiteboards and group study rooms to create their finished product.

The library reflects a commonspace business model, providing many services in one place one-stop shopping. “The old model was much more to fragment services,” says Alberico. “If you needed help with your research you went to one place, if you needed help with using media or technology you went to another place, if you needed to check out a book you went to still another place, and so forth.”

The physical features of the library are a striking combination that embraces natural wonder and advanced technology. Visitors are greeted with beautiful panoramic views, bathed in gracious natural light, and enjoy an open, inviting learning space.

“It’s our desire that this building creates an environment where learning and discovery take place,” says Alberico. To accomplish that goal the design created spaces that were flexible in their use and enabled group interactions since much of student learning is done in a group setting.

Serpentine work station configurations and furniture choices offer an unspoken but pronounced invitation to sit down, get comfortable and interact — with ideas and other students. Not only can students do research in the library, they can check out a laptop or use specialized software to create multimedia content.

Students can take their work from idea to finished product in a very comfortable and inviting space. Individuals can interact and do their research in a variety of habitats, settings and group configurations.

The library’s approach to learning met with immediate success. Student library assistant and computer science major, Kurt Dowswell (’10) says, “The first thing I heard from my peers was just how great the building was. They would come in for the first time and be shocked by how nice it was.”

One feature of the library that has been extremely successful has been the wealth of group study room availability. Each of the 45 group study rooms has a whiteboard, and patrons can check out dry erase markers and erasers. Nine study rooms with large flat-panel monitors are available by reservation. Patrons can check out a laptop cord, plug their computers into these monitors and display their desktop. Students are able to collaborate on documents that are projected up on a screen, allowing all members of a group to interact and provide feedback.

Students work, study and research in different ways, and the Rose Library accommodates them all. “There are night owl spaces and daytime spaces, group spaces, individual spaces, quiet spaces, noisy spaces, spaces where there is very little technology and spaces that are quite technology rich,” says Alberico.

Cory Rutledge (’11), computer information systems major and student library assistant, says the design reflects the ways students learn today. “This library accommodates everyone’s study needs. It has both structured and unstructured seating and study areas. Students can sit at a study carrel, or they can lounge on a couch or big chair.”

The learning commons approach also guided the creation of the library’s tiered service model. “Our approach to service is characterized by peer-to-peer interactions.” says Alberico, “We hire a tremendous amount of students in the library.” The students are put through a rigorous training program. “We train them to not only help their peers, other students, but we train them to recognize when they are approaching the limits of their knowledge and to make referrals appropriately up the chain to increasingly more knowledgeable people,” he says. Trained staff members at the desk are able to provide further assistance. Librarians are the third tier of service for patrons who have in depth reference question that requires the expertise of a subject expert.

The model works well. Rutledge says, “There is one desk you go to for assistance, and we are well trained to answer the usual questions about locating resources and technology.”

There’s a side benefit to the “peer to peer” education. “I think students are maybe a little more willing to approach another student than they might be to seek assistance from an adult,” says Alberico.

The Rose Library reflects a recognizable and cherished Madison attribute — collaboration. People work together across disciplines, contributing different perspectives on things, using different kinds of information, bringing different technology to bear, to solve real problems and advance the state of knowledge in meaningful ways.

“At JMU, people tend to work together, students are encouraged to work together in groups and soft skills are a real important part of the curriculum,” says Alberico. “One of the core ideas behind the creation of this library is people collaborating and working together on common goals. I think you can walk around and see that happening.”

“We hope this building will inspire people to connect to ideas — that people will discover ideas in the books on the shelves and by using online collections, but also by interacting with other people — students to faculty and students to one another,” says Alberico.

Opening Staff Address
Wilson Hall Auditorium
August 16, 2013

President Alger praised the university staff for their contributions to the sense of community and family at James Madison University.

Good morning, everyone. We are thrilled to have all of you here. I hope you're ready because the academic year is quickly approaching. I hope you got a sense from the video we just watched of some of the things that you all know are true about this university—particularly the sense of community and family here at James Madison University. We care about each other and we try to help everyone succeed at JMU. I think the video really captured the personal side of the university as well as the educational process.

I think you all know that I'm now starting my second year at JMU with all of you. I want to emphasize that we do want you to work hard, but we also want you to have fun here. That's part of the magic at JMU. There was an event not too long ago where people had the opportunity to write three words on a streamer that described their JMU experience. After a year here, I wanted to share this as one of my sentiments: "JMU is home." And that's how we want it to feel for all of you—like home.

I've discovered more and more this past year, both through the listening tour and my own travels, about the growing national and international reputation of James Madison University. We have an increasing presence around the country and around the world. We made trips this summer to three of our study abroad programs in Spain, Italy and London. We had the opportunity to see JMU in action overseas and the impact our Study Abroad programs have on our students. We also visited one of our programs in Los Angeles where some of our students are studying film and media. We had a chance to witness what tremendous opportunities we provide all around the country and the world. I know all of you are a part of creating that educational environment both on campus and off campus for our students.

This is an institution that is about changing lives, as I think all of you know. Now that I am reflecting on the listening tour from this past year, we have to continue deciding where to go from here as a university. Why Madison? What makes this a special place to learn, to live and to work? We turned a page after this year as we started to get more and more tremendous answers from everybody to that question. We now have a lot of those answers, but it doesn't mean we're going to stop listening.

I can tell you that the No. 1 theme on the listening tours that came through loud and clear, both on campus and off campus, was the importance of personal relationships. Over and over again people talked about the personal touch, the spirit of teamwork and collaboration. Students talked about faculty and staff members who'd made a difference in their lives. Years later they remember and are thankful for all of your work. People and relationships are hallmarks here at JMU. Another theme that I heard repeatedly from alumni was the genuine hospitality here on campus. Students learn better in an environment where they feel valued, respected and known. That spirit of hospitality—that "opening doors" policy I know all of you are a part of--is really an important part of who we are, and it doesn't exist at every other university. I've been to a lot of other campuses where if you say hello to somebody on the sidewalk whom you've never met, they look for their wallet and wonder, "what do they want?" That is not the case here at JMU.

One of the times I was most impressed with your hospitality was during Madison Week in March. It was a tremendous team effort across the entire university. We had a lot of events, and many of you participated and prepared for those events across the university and in the community. We heard from guests from all around the country about how impressed they were with all of you and the effort you put in.

The listening tour has helped to set us up for this year as well as the next big stage of our planning—the strategic planning process that is going to take us forward from 2014 to 2020. Many of you know that the Madison Future Commission has been hard at work to help us think about all different aspects of life at the university and how we can plan for these next six years and beyond. The Madison Future Commission is helping us build on the momentum we have and to dream big for our future. They've been incredibly enthusiastic. They have had a lot of great ideas and they'll be bringing their report to the Board of Visitors this fall. We hope and expect that the plan will be adopted and that it will be in place for 2014 to 2020 and beyond. The listening tour feedback has been shared with the Madison Future Commission so that all of the great ideas you've submitted during the year are being shared with that group and helping us with our planning. I hope you'll see evidence of that as we go forward. It is an exciting time.

Our mission as a university, which is the basis for the rest of the strategic plan, has not changed. The mission statement says that we're a community committed to preparing students to be educated and enlightened citizens who lead productive and meaningful lives. Those are important words. "Citizens," implying that you have responsibilities beyond yourself, that you're part of a larger community, and that it's not just about you, but about all of us. It implies that we are all interconnected, and that's really what our mission is about and what we want to help our students realize as they are here. The working draft of our vision is for us to be the national model for what I call the "Engaged University." I consider this to be the opposite of an isolated, ivory tower. What does that mean? It means that we're engaged with ideas in the classroom, but also engaged with the world outside the classroom. It means that we take those ideas and knowledge and apply them to real world problems and challenges. That is a core part of what we do as an educational institution. We want people to use their education to make a difference in the world and to understand that it's a great privilege and a great responsibility to have such an education.

It starts with a great liberal arts background, which is why we have General Education. As I've traveled this past year on the listening tour, I've heard time and time again from alumni who have said, "Back when I was taking General Education classes, I wasn't so sure about them. Why did I have to take a course over here or over there that wasn't in my major?" But they then realized how those critical thinking skills, those communication skills, and the ability to see things from different perspectives were so valuable later in their lives and throughout their careers. Employers also tell us that those are key skills and attributes they're looking for in their employees. The liberal arts foundation is a key part of what we do and it's important that we recognize its continuing importance in the 21st century. At a time when everybody is so concerned about that first job, we are also trying to prepare people for a lifetime of learning. That is what a liberal arts core is all about.

Engaged learning also has many other elements to it. When we think about engagement with people and the world around us, it includes things like undergraduate research and creative performances. Teamwork, leadership and interpersonal skills are taught both in the classroom and outside of it through student organizations and other forms of involvement. Internships are also a very important part of what we offer. Intergenerational collaborations, through which students can interact and learn from alumni, are very valuable and something that we want to encourage more of. There is also service-learning, as well as international and travel experiences of all kinds. I hope that all of us will have chances to not just participate in the JMU Experience on campus, but to see the impact that we're having all around the country and the world. These are all elements of what it means to be an Engaged University—engaged with ideas, but also engaged with the world. Another thing I repeatedly heard on the listening tour is that JMU is an interesting place. We don't just talk about preparation for careers, but we talk a lot about public service, as well as community and civic engagement. Our students, faculty and staff take them very seriously. I've been working with our colleagues at Montpelier to strengthen the relationship between our university and our namesake's life and ideas. I also visited with the National Constitution Center in Philadelphia this summer to talk about our relationship with them. I wanted to think about, "What does it mean to be an engaged citizen in the 21st Century? What are our rights and what are our responsibilities that we have in a community as engaged citizens?" You are going to hear more about that idea of public service and citizenship as we go forward.

I got a real taste of our sense of community service when I witnessed lots of you in action all around the city, the county and the region this past year. For example, we had the Big Event in April, which I know many of you participated in. Over 700 people engaged in 42 local service projects. We also had a day of service during Madison Week and lots of other occasions throughout the year. I know that a lot of you are volunteering your time to make the community a better place and that is important. We want our community to understand that James Madison University wants to be a good neighbor, a good partner, and part of the solution to the challenges that we face all around us. I want to thank all of you who participate in community service. And for those of you who'd like to participate more, talk to almost anybody in this room and they can give you ideas of how to get involved in the community.

As we think about citizenship and our roles as citizens going forward, another exciting thing we're unveiling is the "Madison Collaborative: Ethical Reasoning in Action." This initiative encourages us as an institution to talk about ethical reasoning in students' professional, personal, and civic lives. We're going to jumpstart it at JMU's upcoming 1787 Orientation by unveiling this new initiative to all of our new first year and transfer students. But, I hope it's also something that all of us can participate in, so be thinking about how you can get involved in that conversation.

I am also pleased to officially announce the leadership for this exciting new initiative. After a competitive national search, Dr. Bill Hawk has been selected as the chair. Dr. Lori Pyle will be assisting him as the associate chair. I want to thank both individuals for their leadership. We are very excited to have them here. We know it's going to be a busy time, but I believe this idea of thinking about ethics and ethical reasoning is going to be a real signature for the university as we go forward.

We have over 4,000 incoming freshmen who will be participating in their orientation with us very soon. The part of their orientation that will be focused on ethical reasoning is named "It's Complicated." When you see that phrase around campus, whether on t-shirts or other places, you will recognize the phrase in relation to our Ethical Reasoning in Action initiative—that it's complicated to think about ethics and ethical reasoning, but that it's important for our students to have those skills. Thank you to all of you who volunteered to be facilitators for those sessions. We had over 150 volunteers for 130 slots, so that's a terrific reflection of your teamwork and your commitment to this institution. That initiative, by the way, came out of our 10-year SACS review, which is the accreditation review that the university goes through every 10 years. We had a site visit this past spring and the visiting team gushed about JMU. They had zero recommendations as part of the process by the time they were finished, which is extremely unusual for one of these visits. We were thrilled with the outcome. It reflected a lot of hard work across the university and it shows the quality of education that we provide.

I also want to talk a little bit about compensation, the budget and enrollment as we go forward. I think all of you know that one of our big challenges when I first came into office last year was addressing compensation issues. And believe me, I was very excited in June to hit that send button as soon as we got final board approval to get across-the-board salary increases for the first time since 2007. That was a very exciting moment for us. We were very grateful that we had support in Richmond, that people understood our message, and that the budget folks here at JMU worked really hard to push those increases. Not to mention that these were on top of the bonuses that we had also already had in the past eighteen months. We made some significant progress. And while we know there's much more work to be done, we wanted to send the message that we value our people as our top and most important resource. I hope people have felt that this message rang loud and clear and that it will continue to be the message as we work on these issues.

Compensation is still a top priority in our six-year plan that we'll be presenting later this month to the State Council on Higher Education for Virginia. We'll continue to talk to legislators about this topic and the need to invest in their people in higher education. I believe it's the best investment our state can make for its future. I also want to acknowledge the Compensation Task Force; we had a lot faculty and staff who helped us to look at these issues and came up with a lot of good recommendations—not just about salaries, but a much broader set of issues to be thinking about when we think about your life here at work. We're going to be appointing a Compensation Advisory Committee to continue this work as was recommended to us. And, more importantly, to take a comprehensive look at how we can be a great place to work. We want to focus on work-life balance issues as well, where we can be a real leader. I hope some of you enjoyed the summer work hours this summer. It was something of an experiment, but we'd heard from a lot of people that they thought it would be possible. We will be surveying the staff after the end of this summer because we do want to get your feedback on that. If you have any ideas for tweaks or what we can do to improve, we would like to hear from you. Thank you for your participation and for your flexibility in that regard.

We also want to continue working on issues such as professional development and training. You should know that JMU is a real leader in that regard—investing in its people in terms of training and professional development. I am so impressed with the leadership programs we have here, like the IMPACT3 program, for example, in which many of you have participated. It's a real strength for us and one that I want to continue as we go forward. I want to make sure we can celebrate the accomplishments of our people and recognize each other in various ways. If you have thoughts about that, I would love to hear them. I know the EAC would like to hear them as well.

Speaking of the budget, I have some good news to report on the fundraising front. Let me just share a couple of numbers with you. The number of alumni donors over this past year went up by almost 10 percent in one year. In terms of the annual giving—and this is a phenomenal number—we had a 59 percent increase in the amount of new commitments, which was just shy of 13 million dollars. Now, no pressure, but I think a 59 percent increase would be good every year. I do want to especially acknowledge all of you who participated in the Employee Giving Campaign. It speaks volumes about the kind of place this is that so many of you would participate in this campaign, particularly in tough economic times, and we fully recognize how hard it is with all the challenges that we face. I know we can get that number even higher as we go forward. We are, by the way, making plans for a next comprehensive campaign that will coordinate with our strategic planning. You'll be hearing more about that as we go forward. We are not going to rest on our laurels by any means; we know we have a lot of work to do to develop a culture of philanthropy, and to convey that achieving our hopes and dreams requires a lot of resources.

Here is another quick update in terms of this coming year. I wanted to share information with you regarding the incoming freshman class and our fall enrollment. We expect to have a record enrollment again this year—slightly over twenty thousand. The incoming freshman class alone represents 29 states and the District of Columbia. They come from 30 different countries. In terms of the top female names in our incoming class, the No. 1 female name is variations of Sarah, No. 2 is Emily and No. 3 is variations of Catherine. Now, on the male side of the equation, No. 1 is... anyone care to guess? It's John or Jonathan. I'd like to think that's not just a coincidence! No. 2 is Matthew and No. 3 is Ryan. The majors they are interested in are notable as well: No. 1 is Biology; No. 2 is nursing; No. 3 is health sciences; No. 4 is marketing; No. 5 is IDLS. Then we have management, psychology, accounting, finance and No. 10 is media arts and design. This may give you a sense of how things are changing at the university. It's a very different list than you might have seen 20 or 30 years ago.

On the academic side, we have many highlights. The new 2012-2013 Annual Accomplishments Report has just been completed, and I hope you'll all take a look at that. The state has top jobs legislation, as you've probably heard about, to prepare students for the 21st century. Here at JMU we've been very responsive to the state's needs. Over the last five years, we've increased the number of STEM (science, technology, engineering, and math) graduates by 65 percent and the number of health graduates by 33 percent. Those are big numbers that show we are preparing students for the economy of the 21st century. You may also know that Student Affairs has been hard at work all summer preparing for our incoming students. We have a program that is recognized all across the country as one of the very best with tremendous leadership from Dr. Warner and his colleagues. Residence Life has now implemented online room and roommate selection. They've created a Res Life app for iTunes and Android that allows students and families to have a virtual 3-D tour of their residence hall. So be on the lookout for the latest and greatest from Student Affairs.

Now, just a couple quick words about facilities and construction updates. Renovations are continuing at Montpelier and Madison Hall. These buildings will have more than 250,000 square feet of space and will serve as a leading center for student health and success as well as behavioral studies programs, among other things. We are excited about the reuse of that old hospital facility. Duke Hall, as you all know, is being renovated at the corner of Grace and Main streets. That's on schedule for substantial completion late this year and that renovation and addition will include sorely needed space for the visual and fine arts. We are excited to have Duke Hall right across from the Forbes Center. You may have noticed, speaking of the Forbes Center, that a median has gone up. We are always trying to increase safety here. We have seen a lot of people crossing the street in the wrong place and creating issues for traffic. So, please don't climb over that fence, but go around and through the tunnel.

We also have a housing project on Grace Street coming up that will house 500 students. It is slated to open in August of 2014, so be on the lookout for that additional residential space. In addition, we're bringing together several community-based programs that will be located in the Ice House, a building in downtown Harrisonburg, to underscore our relationship with our community. That building is still under renovation and we'll have more announcements about that as we get a little bit later into the fall.

UREC will be experiencing some changes as well. Listen to these numbers: UREC's daily visits have increased nearly 100 percent since 1996 and sports club participation has increased by 200 percent. Last year alone, UREC recorded 550,298 visits. So our facilities need to reflect this increased usage. We want to encourage health and wellness education, which is a big challenge in our society. UREC plays an important role in that, so renovations are currently in the design stage to accommodate more visits. University Park, which opened last year, has been very well used already. University Park is another part of the equation, so work will continue there over the coming year. The Convocation Center will also undergo changes in the near future. We don't have a timetable just yet, but we know that the building is approaching the end of its useful life and is going to have to be replaced. In the meantime, our teams had a pretty good year and we're hoping for more this coming year in basketball and other sports.

As we close, I hope you remember that this is a family; this is your JMU family and we're all a part of it. As you think about this coming year, I hope you can reflect on the fact that our people are the most important resource we have. It's all about you. You're the ones that are making a profound difference in the lives of our students and of your colleagues around you. What I urge all of the incoming students and their families to do is what I also want to urge all of us to do as we go forward. Dream big about our hopes and possibilities for this coming year. We dream big. Let's dream big together and have a great year. Thank you all so much for coming.

President Alger delivered keynote remarks at the JMU Alumni Association's annual legacy picnic.

President Jonathan Alger delivered keynote remarks at the JMU Alumni Association's annual legacy picnic on Aug. 21.

More than 300 freshmen students, alumni and parents attended the lunch, which recognizes legacy students (parent or grandparent graduated from JMU) and scholarship recipients. Alger was joined by JMU Alumni Association President Jamie Jones Miller ('99) and JMU Student Alumni Association President Pratt Templeton ('14).

"Intergenerational learning is such an important part of the JMU experience," Alger said. "And you are wonderful examples of that intergenerational connection, because you've been living it all your lives."

Alger led students and their alumni parents in a pinning ceremony, symbolic of JMU traditions passing from one generation to the next. He also encouraged students to join the newly-created Student Alumni Association and begin "a lifetime of involvement in the university."

Miller, who provided welcoming remarks, touched on her own freshman move-in experience and recognized legacy scholarship winners. In 2013 the alumni association awarded more than $67,000 to 63 students. She and Templeton cited numerous ways students and alumni shape JMU's culture, though their involvement, advocacy and giving.

"Alumni and students hold the key to the university's future," Miller said.

Student-athletes compete in the top level of JMU academics

By Meaghan MacDonald ('13)

Embracing the highest values of sportsmanship and competition has benefits that extend far beyond the playing field. JMU student-athletes are supported in maintaining a balance between academic scholarship and varsity team demands.

JMU faculty members encourage student-athletes to balance competition with respect, victory with honor and contest with scholarship, and to channel the character-building power of athletics performance into a force for positive change.

JMU President Jonathan R. Alger says that during his "Why Madison?" Presidential Listening Tour many student-athletes told him that they chose JMU because of the academic program. "It is reassuring how much Madison student-athletes truly want to excel as students—in academics and organizations outside of their sport—despite the challenges of a rigorous athletics schedule," Alger says. "Their priorities are in the right place and align with the JMU philosophy that intercollegiate athletics are integrated into the overall educational mission."

A number of JMU's varsity athletes are taking their academic winning spirit to the next level as members of the JMU Honors Program. To maintain status in the JMU Honors Program, a student must maintain a 3.25 GPA and take at least one honors-level course each semester.

Rising sophomore Camilla Czulada ('16) of Sinking Spring, Pa., talked to Madison magazine about the challenges and joys of being an honors student-athlete.

"I didn't apply the first semester because I didn't know a lot about the Honors Program when I was recruited," she says. "I was accepted before my second semester and for me, this was a great way to get involved. ... I had already developed good study habits and time-management skills before I added honors courses to my academic workload."

While Czulada acknowledges the challenges of making a commitment to both academics and sports on such a demanding level, she's proud of her accomplishments. "Although I sacrifice a lot to be able to succeed both in the classroom and in the pool, I wouldn't take back a minute of it. Everything has been so worth it because I know how hard I had to work to get where I am. I have also proven to myself that I can attain my goals if I work hard.

Posted November 2011

By Tyler McAvoy (’12)

Kenneth Rutherford brings the reality of civilian casualties and disablement caused by landmines to the front of international attention.

International aid work
Kenneth Rutherford, professor of political science and the director of the Center for International Stabilization and Recovery at JMU has dedicated his life to the eradication and banning of landmines. His entrance to this line of work wasn’t an easy one. Before his accident, Rutherford was an international aid worker. He is a rare sort of person, one who spoke a tribal language from West Africa, had an MBA and worked in the Peace Corps and several other high profile organizations.

Often working alone, armed only with a radio, Rutherford traversed some of the most violent parts of the world.

“Everyday was game day for me,” Rutherford says.

Specializing in making sure a country could rebuild itself after a peace treaty was signed, Rutherford spent much of his time working on both sides of a conflict, living in some of the worst conditions one could imagine.

“Someone threw a hand grenade into my office once. I almost got stoned to death. I have had guns pointed in my face,” Rutherford says.

Somalia's conflict zone
It wasn’t until he took a job in Somalia in 1993 that everything changed.

Working with the International Rescue Committee in Somalia, Rutherford was looking at new ways to boost the economy, hopefully developing stability and eventually, peace. The war was brutal, and though there was some hope that the sides could come to a peace treaty, violence broke out nearly everyday.

“I’ve been in some conflict zones before, and this was a bad one,” Rutherford says.

Traveling with members of the IRC and some local businessmen, Rutherford was on his way to examine local lime production facilities when his vehicle hit a landmine. The explosion ripped through the vehicle. The engine bay and front passenger seat where Rutherford was sitting were shredded to bits by the blast.

“I looked down at my feet and saw a foot lying on the floorboard,” Rutherford wrote in an account of the incident released in 2002, “I wondered if it was my foot of or Duale’s [his Somali colleague]. It was mine.”

His legs not responding, Rutherford escaped the wreckage, desperately crawling for his radio.

“I’ve run over a landmine. I’m bleeding. I’m O-positive. Send for an airplane,” he recalls saying into the handset.

First responders could do little more than tie tourniquets to quell the bleeding, and the Somali hospital wasn’t equipped to handle his level of injuries. Injured internally, he coughed up blood. His feet were mangled; his right foot was completely separated from his leg, and the skin on his left was gone, exposing bone.

He was transferred to Nairobi, where his right leg was amputated, then Geneva, then Denver, Colo. In 12 days he had endured to five hospitals in four different countries, undergoing seven operations.

Now a bilateral amputee after losing his left leg to complications from the blast in 1997, Rutherford wants one of the focuses of the organization to be victim assistance.

"Most Victims Are Not So Lucky"
Rutherford, who once boldly went where few would dare to go, now found himself facing a new challenge: disablement.

“As I struggled to save my remaining leg and recover, I discovered an overpowering wave of support for both myself and my family that humbled me, and I realized that most victims are not so lucky,” wrote Rutherford.

Rutherford began lobbying and advocating on the behalf of victims of landmines around the world, speaking at the UN, Royal Geographic Society and at conventions in Geneva.

His work in bringing the reality of civilian casualties and disablement caused by landmines to the front of international attention has yielded results. The International Convention to Ban Landmines, a network of organizations that campaigned for the Mine Ban Treaty, won the Nobel Peace Prize in 1997 for their advocacy. Rutherford, one of the most prominent supporters for the Mine Ban Treaty, made sure that language for the care of victims of landmines made it into the treaty.

Since 2010, Rutherford has been the director of JMU's Center for International Stabilization and Recovery, an international information hub in the mine removal network.

Read more about Rutherford and JMU's Center for International Stabilization and Recovery.

Posted November 2011
By Tyler McAvoy (’12)

Buried, forgotten and devastating
Buried inches under the ground, landmines kill or maim scores of civilians each year, a painful reminder of conflicts that happened years, sometimes decades, earlier.

“In 2009 more than 70 countries and territories hosted landmines on their soil, while 58 countries had landmine casualities,” says Kenneth Rutherford, professor of political science and the director of the Center of International Stabilization and Recovery at JMU. “Fifty of these countries have been at peace for more than a decade.”

Rutherford, a victim of a 1993 landmine accident in Somalia, has dedicated his life to the eradication and banning of landmines around the world, ensuring that the victims of landmines get rehabilitation and support.

WWI Landmines Still Active
“It’s a long term problem. Belgium and French farmers are still threatened from World War I landmines,” says Rutherford. “We'll be talking about [landmines] in Libya five years from now.

A landmine remains dormant until a victim, often times a civilian, detonates it, usually unaware they’ve tripped the landmine until it’s too late. Often forgotten by the army that planted them, 110 million landmines are still active around the world, Rutherford estimates, posing a threat to roads, villages and farmland.

Though armies are supposed to keep records of where the landmines are buried, many do not, and devices are lost due to soil erosion, flooding and inaccurate record keeping. Even when the whereabouts of a landmine is known, removing them is rarely an easy task, requiring millions in funding for training and equipment — besides the obvious risk the explosives pose.

Developing countries often can’t support their own landmine removal program, relying heavily on outside support.

“Egypt is the most heavily landmine infested area in the world because of the battles between Britain and Germany in El Alamein in World War II. The Egyptian government doesn’t want to remove them because they believe it’s a problem between the Germans and the British, not their problem. They just don’t have the financial resources to do it,” Rutherford says.

Though there have been international treaties banning the use and production of landmines, such as the Mine Ban Treaty signed by 157 countries in 1997, landmines are still being used.

“The usual suspects didn’t sign the treaty,” says Rutherford. “Columbia, which wasn’t even on the top 10 most infested list 15 years ago is now on the list because of the drug wars.”

“A victims advocate”
After the blast that left him a bilateral amputee, Rutherford began lobbying and advocating on the behalf of victims of landmines around the world, speaking at the U.N., Royal Geographic Society and at conventions in Geneva.

Bringing the reality of civilian casualties and disablement caused by landmines to the front of international attention, he established the Landmine Survivors Network (now the closed Survivor Corps) with another survivor. It was the first organization founded by survivors for survivors of landmines.

But it wasn’t enough.

“We believed that we were poster kids for the [Mine Ban] Treaty, and that as soon as political and media spotlight shifted from landmines, we would be forgotten,” says Rutherford.

With the new focus on victims of landmines, Rutherford was invited to speak at a London event with Diana, Princess of Wales. At the event, Rutherford approached Princess Diana to help garner longer lasting support.

“She was drawn to people with disabilities and really became our champion. In the world’s rush to ban the landmines, she always made sure that everyone remembered the victims of landmines too.”

With the leverage of Princess Diana, Rutherford helped put language into the Mine Ban Treaty in 1997 that specifically asked for special aid for victims of landmines. This was the first time this had ever happened in a treaty.

“I guess I have a missionary zeal to me,” says Rutherford. “It drives my wife crazy because she can't find a bitter bone in my body even when we are confronted with challenging circumstances.”

The International Convention to Ban Landmines, a network of organizations that campaigned for the Mine Ban Treaty, won the Nobel Peace Prize in 1997 for their advocacy. Rutherford, one of the most prominent supporters for the Mine Ban Treaty, made sure that language for the care of victims of landmines made it into the treaty.

“Some of the words in the Mine Ban Treaty are straight from the lips of survivors around the world,” Rutherford says.

Since 2010, Rutherford has been the director of JMU's Center for International Stabilization and Recovery.

“No other university in the world has an organization like CISR. That“s what drew me here [to JMU]. Most everyone working with disabilities in post-conflict areas focuses on prosthetics and arms, but I like to focus on education, which is one of the reasons I accepted the job. The upside is huge here, in terms of bringing JMU skills and programs overseas to empowering war victims, conflict survivors and their families and communities,” Rutherford says.

JMU provides the talent
The organization, headquartered at JMU, produces the annual magazine To Walk The Earth in Safety and the tri-annual Journal of ERW [Explosive Remnants of War] and Mine Action, is an international information hub in the mine removal network. While CISR is managed by JMU staff and relies on the JMU facilities, students and professors, its funding relies on external grants and other outside funding, such as private individuals, to remain active.

CISR also hosts the Manager’s Training Course, providing the latest training on mine removal and landmine victim assistance every May, inviting mine removal experts from across the globe to partake in the month long course. Many of these experts become managers of mine removal programs in their home country, advocates for victims’ rights, and teach others what they’ve learned.

“We’re tapping into individuals who has been introduced to CISR and JMU and use these people as surrogates to help develop the constitutions in their countries by including the rights and dignity for people with disabilities,” Rutherford says.

CISR often works directly with JMU professors too, taking them overseas to use their skills to help others. Still traveling across the globe, CISR is making plans to take a group of professors from JMU to Iraq to plan different ways to stimulate the economy and provide support for expanding the private sector and diversify away from an overreliance on oil.

“We did not have to go outside of JMU to get great talent,” Rutherford says. “Our niches are mine action management training, survivor assistance programs and mine risk-education, utilizing people with disabilities. No one does it better.”

Results, and the work ahead
Rutherford’s work has gotten results too. Since the signing of the Mine Ban Treaty in 1997, millions of landmines around the world have been removed and destroyed. Production of landmines is now a fraction of what it used to be. Victim assistance is more widely available, high tech artificial limbs are more common in some of the most dangerous parts of the world, more and more weapons control and peace treaties include positive economic and social rights language for victims of the conflict.

There’s still much work to do. Rutherford won’t be satisfied until all landmines have finally be found and eradicated, and all landmine victims get adequate care and are socially and economically reintegrated back into society.

“My goal is that indiscriminate weapons are banned and alleviate the negative effects of violence on individuals and communities as they transition to post-conflict, politically stable societies. When peace treaties are signed and troops go back to the barracks, the land is at peace,” Rutherford says. “There's a shortage of time, and so much left to do.”

Academic Year Welcome 2013

Dear JMU family,

Happy (Academic) New Year!  I hope you enjoyed a refreshing summer.  I want to welcome you to the new academic year and share an update on activities and developments on campus as we prepare for classes to begin.  There are so many good things to share.

JMU Family by the Numbers: Students: 20,200.  Faculty: 1775 (103 new faculty members join us this year). Staff: 1257.

Annual Accomplishments:  A highlight list of accomplishments from the past academic year has been completed and is online. Visit http://www.jmu.edu/jmureports/accomplishments.shtml. This report reflects the efforts of everyone on campus and is an impressive list.

Strategic Planning:  The Madison Future Commission sub-committees continued their good work over the summer.  The Board of Visitors participated in the process as well.  The commission is now preparing the plan for final consideration and approval at the October BOV meeting.  This tremendous effort will help us chart our course and our priorities for years to come, and we look forward to sharing it with you soon.

Compensation Task Force:  Addressing compensation issues at JMU continues to be a top priority.  The Compensation Task Force completed its report and formulated a set of recommendations that were thoroughly reviewed by the Senior Leadership Team.  In June, we were pleased to announce well-deserved salary increases for all full-time faculty and staff.  The JMU budget office team worked hard to supplement the raises provided by the commonwealth.  We will continue to address compensation issues by taking action on recommendations made by the task force, such as developing a multi-year phased approach to salary improvements and the appointment of a Compensation Advisory Committee that will review compensation matters and proposals and provide advice to the Senior Leadership Team.  The task force recommended further review on a number of topics and benefits for employees.  Our goal is to look broadly at all aspects of compensation and work-life balance to make JMU the best possible place to work.

Summer Schedule:  In response to suggestions from staff members, we experimented with a modified summer work schedule to help extend the summer weekends.  Human Resources is currently conducting a survey to get your feedback on the summer schedule.  The feedback will help us decide whether to follow the modified schedule again next summer.

New Business Dean:  Dr. Mary Gowan has arrived on campus and begun her tenure as Dean of the College of Business.  Mary has met with nearly every faculty member in the college and has an ambitious schedule to meet alumni and other University supporters in the months ahead.

Madison Collaborative:  I am pleased to announce the leadership team for the Madison Collaborative:  Ethical Reasoning in Action.  Dr. William Hawk will serve as Chair of the program, and Dr. Lori Pyle has been named the Associate Chair.  Several faculty members piloted Madison Collaborative modules in courses last spring, and the Summer Springboard Orientation Sessions introduced incoming students to the program.  Yesterday we launched “It’s Complicated”, the kickoff collaborative activity for all new first-year students. Early reports are that is was a major success.  Special thanks if you were one of the 170 volunteers who participated in delivering this signature program.

Diversity Task Force:  The Diversity Task Force submitted their report to the Senior Leadership Team early this summer.  Findings and recommendations will be presented to the Senior Leadership Team in early September.  We will continue to build upon the welcoming and inclusive community at JMU for diversity in its broadest aspects.

Development Update:  Fiscal year 2013 ended on a strong note, with a total of $12,945,776 contributed, representing an impressive 59% increase over FY2012. The number of alumni donors in FY 2013 increased 10% over FY 2012 for a total of 8,508.  We are also delighted to announce that we have hired Marts & Lundy as consultants to help us prepare for the upcoming comprehensive campaign.  We are grateful to everyone who is helping develop a culture of philanthropy throughout the University community, including all of our generous faculty and staff donors, who participated at a record 40 percent in last year’s employee giving campaign! Thank you for giving back. 

4VA:  We continue to work with Cisco and our partner institutions (UVA, Virginia Tech, and George Mason) on the 4VA collaborative project, which has allowed us to take advantage of new technology to develop joint courses and research projects (some of which are now garnering additional grant support from outside agencies).  We congratulate the faculty members and students involved in projects that have received grants through the program.  I will be chairing the 4VA collaborative project this year and hope that these efforts will continue to expand.

National Constitution Center:  On June 20, I had a terrific introductory and brainstorming meeting at the National Constitution Center in Philadelphia with new CEO, Jeff Rosen, and the Chief Operating Officer, Vince Stango.  We discussed a variety of possible joint programs and initiatives, and are establishing a working relationship to explore further options.  This initiative and our increasingly closer ties to Montpelier will help us to raise student and public awareness of James Madison’s legacy.

International and Domestic Study Programs:  I was recently able to visit our Study Abroad programs in Salamanca (Spain), Florence, and London, and to meet and interact with students, faculty members, staff, community leaders, and our international university partners.  These programs are very well organized and operated, and the students repeatedly noted how these experiences have had a transformative impact on their lives.  We also had a memorable alumni event in London, where we met with some remarkable individuals who are eager to engage with JMU on a global level.  We are creating an international alumni chapter that will help us enhance the study abroad experience and strengthen ties with alumni who live and work abroad. Finally, I had the chance to visit the innovative JMU in Los Angeles program under the leadership of the School of Media Arts and Design and to hold an alumni event in that city.  We hope to continue to strengthen and support these programs that provide opportunities for students to engage with the world off campus.  Also, don’t forget that International Week is September 23-27. See http://www.jmu.edu/international/iweek/

Forbes Center Season:  We hope you can come to events at the Forbes Center for the Performing Arts this year (see the schedule at http://www.jmu.edu/forbescenter/index.shtml) The Forbes Center is one of the great jewels of the University and the Shenandoah Valley, and is a showcase for our superb performing arts programs.

Fall Sports:  The schedule of fall sports events can be found at http://www.jmusports.com/. We hope you can join us to cheer on the Dukes.

Facilities and Construction Updates

• Duke Hall:  Renovation and expansion of this academic facility for the visual and fine arts is on schedule for substantial completion in late 2013.
• Student Success Center (old hospital):  Renovations continue.  These buildings (more than 250,000 square feet) will be a leading-edge center for student health and success.
• College of Health and Behavioral Studies:  Plans for this facility are currently in the design stage and construction is slated to begin in fall of 2014.Grace Street Housing Project:  Site work has begun on a residential apartment building that will house 500 students and the facility is slated to open in August 2015.
• Main Street Median:  For safety reasons, a median has been added in front of the Forbes Center and Anthony Seeger Hall to help traffic and encourage pedestrians to use the South Main crosswalks or the tunnel underneath Main Street.
• Ice House:  Renovations are underway in this downtown building which will house several community-based programs.  More details will be available as plans are finalized.
• Recreational/Health and Wellness Facilities:  An expansion of the UREC building is in the design stage, as the current facility is operating at full capacity.  The facility is used not just for recreation, but is also a significant center for health and wellness education.  Daily visits have increased nearly 100% since 1996; sports club participation has increased by 200%.  Last year alone, UREC recorded 550,298 visits!  University Park has also been well used already, with construction to start soon on an event parking deck, steam lines, and a field hockey facility.
• Convocation Center:  Plans are being considered for an updated facility, but no final decisions have been made in terms of the plans or timeline.

Other Special Events:  As we develop the schedule for the academic year, I wanted to bring to your attention a few of the many special events that might be of interest, as noted below.

• September 16: Dominion Lecture Series, 7-8 pm (reception following) at HHS2301—“Debunking the Myth:  The Hierarchy of Oppression” presented by Rev. Irene Monroe, a graduate of Harvard Divinity School, Huffington Post columnist, public theologian, LGBT activist and motivational speaker
• September 17:  Guest lecture for Constitution Day at JMU by Professor A.E. Dick Howard, University of Virginia School of Law (recipient of an honorary JMU degree)October 16:  Campus presentation by Carol Geary Schneider, President of the Association of American Colleges and Universities (the leading national organization devoted to liberal arts education)
• November 28:  Marching Royal Dukes will participate in the Macy’s Thanksgiving Day Parade in NYC
• January 20:  The Dr. Martin Luther King celebration speaker will be Dr. Steve Perry, Founder of Capital Preparatory School, Best Selling Author of "Man Up", and an Education Contributor on CNNFebruary 16:  JMU School of Music concert at National Presbyterian Church (Washington, DC)

These accomplishments and plans for the future are propelling JMU toward our vision of being a national model of the engaged university.  Let me express our great thanks to everyone for their teamwork, contributions, and collegiality.

As you can see, it has been a busy and productive summer, and we have big plans for the upcoming year.  I look forward to a new year of learning and growing together.

With all best regards,

Jon Alger

President

Student-athletes compete in the top level of JMU academics

By Meaghan MacDonald ('13)

Embracing the highest values of sportsmanship and competition has benefits that extend far beyond the playing field. JMU student-athletes are supported in maintaining a balance between academic scholarship and varsity team demands.

JMU faculty members encourage student-athletes to balance competition with respect, victory with honor and contest with scholarship, and to channel the character-building power of athletics performance into a force for positive change.

JMU President Jonathan R. Alger says that during his "Why Madison?" Presidential Listening Tour many student-athletes told him that they chose JMU because of the academic program. "It is reassuring how much Madison student-athletes truly want to excel as students—in academics and organizations outside of their sport—despite the challenges of a rigorous athletics schedule," Alger says. "Their priorities are in the right place and align with the JMU philosophy that intercollegiate athletics are integrated into the overall educational mission."

A number of JMU's varsity athletes are taking their academic winning spirit to the next level as members of the JMU Honors Program. To maintain status in the JMU Honors Program, a student must maintain a 3.25 GPA and take at least one honors-level course each semester.

Rising sophomore Sierra Hahn-Ventrell ('15) of Chevy Chase, Md., told Madison magazine that the Honors Program influenced her decision to chose JMU. "My parents and I decided I had to be in the Honors Program to challenge myself academically. Without the JMU's Honors Program I may have chosen a different school," she says.

While there are both challenges and joys in being an honors student-athlete, Hahn-Ventrell is staying focused. "It will be such an accomplishment to compete in a varsity sport and complete the Honors Program," she says "I will be very proud of my accomplishments once I've completed my four years."

Student-athletes compete in the top level of JMU academics

By Meaghan MacDonald ('13)

Embracing the highest values of sportsmanship and competition has benefits that extend far beyond the playing field. JMU student-athletes are supported in maintaining a balance between academic scholarship and varsity team demands.

JMU faculty members encourage student-athletes to balance competition with respect, victory with honor and contest with scholarship, and to channel the character-building power of athletics performance into a force for positive change.

JMU President Jonathan R. Alger says that during his "Why Madison?" Presidential Listening Tour many student-athletes told him that they chose JMU because of the academic program. "It is reassuring how much Madison student-athletes truly want to excel as students—in academics and organizations outside of their sport—despite the challenges of a rigorous athletics schedule," Alger says. "Their priorities are in the right place and align with the JMU philosophy that intercollegiate athletics are integrated into the overall educational mission."

A number of JMU's varsity athletes are taking their academic winning spirit to the next level as members of the JMU Honors Program. To maintain status in the JMU Honors Program, a student must maintain a 3.25 GPA and take at least one honors-level course each semester.

Rising junior Shannon Rano ('15) of Branchburg, N.J., answered a few questions for Madison magazine about the challenges and joys of being an honors student-athlete.

Madison: What made you want to join the JMU Honors Program?

Rano: I always put my academics first, even before soccer. I have worked hard throughout my life to achieve my academic status. Because I wanted to maintain my scholastic reputation, I applied for the Honors Program. I knew it could be more demanding playing a sport and being a member of the Honors Program, but I have always been one to embrace challenges rather than avoid them. Although I knew it might at times be a challenge to balance the Honors Program and soccer, I know I can handle the extra work. I did not hesitate to apply.

Madison: How nervous were you coming to JMU knowing that you were going to play a varsity sport and be an honors student-athlete?

Rano: I was a little nervous. I knew it would be challenging at times, but because I have dealt with those challenges of balancing academics and soccer in high school I had a pretty good idea of how to do it in college. I am able to keep myself motivated to do well in school all the time and that motivation helps me balance my time. So, even though I was a little nervous about my newfound independence—along with the high-level classes—I was prepared to work hard to succeed.

Madison: Since you have made the Honors Program commitment, what are you most proud of?

Rano: I am extremely proud of myself for all that I have achieved so far in soccer and academics. With each grade I receive, an intrinsic sense of pride and satisfaction washes over me because I know the extra efforts I exert. Even if I am exhausted from my busy schedule, I know my efforts are not in vain. They help me get what I am striving for—excelling grades and an excellent education. On the soccer field, I give 100 percent at all times because it feels good to contribute to the success of the team. Overall, it makes me feel worthy to be excelling in the two most important aspects of my life.

Student-athletes compete in the top level of JMU academics

By Meaghan MacDonald ('13)

Embracing the highest values of sportsmanship and competition has benefits that extend far beyond the playing field. JMU student-athletes are supported in maintaining a balance between academic scholarship and varsity team demands.

JMU faculty members encourage student-athletes to balance competition with respect, victory with honor and contest with scholarship, and to channel the character-building power of athletics performance into a force for positive change.

JMU President Jonathan R. Alger says that during his "Why Madison?" Presidential Listening Tour many student-athletes told him that they chose JMU because of the academic program. "It is reassuring how much Madison student-athletes truly want to excel as students—in academics and organizations outside of their sport—despite the challenges of a rigorous athletics schedule," Alger says. "Their priorities are in the right place and align with the JMU philosophy that intercollegiate athletics are integrated into the overall educational mission."

A number of JMU's varsity athletes are taking their academic winning spirit to the next level as members of the JMU Honors Program. To maintain status in the JMU Honors Program, a student must maintain a 3.25 GPA and take at least one honors-level course each semester.

Rising sophomore Jacqueline Crawford ('16) of Roanoke, Va., answered a few questions for Madison magazine about the challenges and joys of being an honors student-athlete.

When asked what she is most proud of since her commitment to the Honors Program, Crawford says, "I am very proud of myself for completing my first year, but I know that this year was most likely the easiest in comparison to the next few. Now I have to prepare myself for the work ahead of me."

The commitment is not without challenges. "Maintaining the balance among sports, academics and my social life can be pretty difficult," she says, "but I try to get ahead with my schoolwork on the weekends so that I am not too stressed about it during the week."

Student-athletes compete in the top level of JMU academics

By Meaghan MacDonald ('13)

Embracing the highest values of sportsmanship and competition has benefits that extend far beyond the playing field. JMU student-athletes are supported in maintaining a balance between academic scholarship and varsity team demands.

JMU faculty members encourage student-athletes to balance competition with respect, victory with honor and contest with scholarship, and to channel the character-building power of athletics performance into a force for positive change.

JMU President Jonathan R. Alger says that during his "Why Madison?" Presidential Listening Tour many student-athletes told him that they chose JMU because of the academic program. "It is reassuring how much Madison student-athletes truly want to excel as students—in academics and organizations outside of their sport—despite the challenges of a rigorous athletics schedule," Alger says. "Their priorities are in the right place and align with the JMU philosophy that intercollegiate athletics are integrated into the overall educational mission."

A number of JMU's varsity athletes are taking their academic winning spirit to the next level as members of the JMU Honors Program. To maintain status in the JMU Honors Program, a student must maintain a 3.25 GPA and take at least one honors-level course each semester.

Rising sophomore Camilla Czulada ('16) of Sinking Spring, Pa., talked to Madison magazine about the challenges and joys of being an honors student-athlete.

"I didn't apply the first semester because I didn't know a lot about the Honors Program when I was recruited," she says. "I was accepted before my second semester and for me, this was a great way to get involved. ... I had already developed good study habits and time-management skills before I added honors courses to my academic workload."

While Czulada acknowledges the challenges of making a commitment to both academics and sports on such a demanding level, she's proud of her accomplishments. "Although I sacrifice a lot to be able to succeed both in the classroom and in the pool, I wouldn't take back a minute of it. Everything has been so worth it because I know how hard I had to work to get where I am. I have also proven to myself that I can attain my goals if I work hard.

From Oktoberfest to Gluehwein—my Study Abroad year in Germany taught me to live like I've never lived before

By Morgan Robinson ('13)

Morgan Robinson ('13) studied in Germany during the Junior Year Abroad and now lives and works in Italy.

"There are two things children should get from their parents: Roots and wings"—Johann Wolfgang von Goethe

After spending a year abroad I can truly attest to the Johann Wolfgang von Goethe quote above. And, my parents have done a great job applying it. A year abroad will no doubt change a person. You will learn to spread your wings and embrace the endless opportunities presented. As you learn to live in a foreign city, you will recognize your roots at home. I spent just shy of a full year living in Munich, Germany. I say living rather than studying because a Study Abroad experience is so much more than actual studying; it's living like you've never lived before.

Learn about yourself
Living abroad will absolutely leave you asking yourself 'is this real life?' Hopping on planes to exotic locations for weekend trips, taking advantage of the incredibly rich culture—$10 world-class operas, yes please!—and connecting with people from all over the world never gets old. But it's not all glam. As Americans we are used to a pretty cushy lifestyle; foreign bureaucracy can be quite stressful. There is culture shock, and a bit of homesickness is bound to happen. You are pretty much independent—you pay your own bills, make your own plans, deal with consequences on your own. You learn a whole lot about yourself and learn some serious real-world, relevant lessons.

I went to Germany through the JMU Junior Year in Munich Program, and my trip was funded by the merit-based German Academic Exchange Service Scholarship, Deutscher Akademischer Austausch Dienst. I lived in student apartments in the city and studied German, French and Norwegian at Ludwig-Maximilians-Universitaet. I quickly fell in love with Munich and all of Bavaria.

Experiences exceed expectations
I experienced the organized chaos that is Oktoberfest and loved every minute of the Christmas Markets —I don't know what I'll do without Gluehwein! And the majestic castles and landscape of the region never ceased to amaze me. I love the language and found the Bavarian dialect oddly charming. My class schedule allowed for a great deal of traveling; I made it to 11 countries throughout the year and became quite a savvy traveler. I learned from experience the right and wrong ways to pack a suitcase, how to book tickets and that it is a good idea to always bring a Lonely Planet book to get the most out of a trip. I had an incredible year. It far exceeded any expectations.

In my experience, it was the year in Munich that really taught me the incredible value of home. I went to Europe with the mindset that I could possibly live there full-time. The inner-Euro girl in me came out big time, and I found myself wondering if I'd like to live in the cities I visited. More often than not that answer was yes. After that initial excitement of the first months in Europe faded, I began to realize that expat status would be really difficult. I am not necessarily a homebody, but there is no way I could ever get used to the idea of starting a family 3,000 miles away from my home in Virginia. And, of course, I'd miss living in the good old U.S.A. Being away for so long made me realize everything I had to appreciate at home and how important family is. I think this was probably the most valuable lesson I learned.

Follow your dreams
I absolutely advise every JMU student to spend time abroad. It arms you with experience that gives you a real can-do attitude. Study Abroad challenges you to follow your dreams and to get the most out of life. I was a little worried about what I might miss at home over the year, but the things I got to do and the priceless life lessons I learned made it worth it.

I graduated in May with a degree in Modern Foreign Languages, concentrating in German and French. I originally planned on attending graduate school to study literature, but I changed plans. During my last semester, I learned Italian and decided to put it to use studying Italian cuisine. I am currently in San Vito Lo Capo, Sicily, working as an intern for a chef. I plan to move to Florence soon to learn more!

Follow the Sicilian culinary adventures of Morgan Robinson ('13) on her food blog at twoburnersandaminifridge.com.

Devin Buennemeyer ('16), physics major, Hamilton, Va.

By Rachel Dawson ('13)

Like other Dingledine Scholars, Buennemeyer makes community service part of her regular routine.

To call freshman physics major Devin Buennemeyer ('16) self-motivated is an understatement. On a pre-med track, Buennemeyer's physics concentration is biophysics, and she is a minoring in mathematics. Buennemeyer is one of five Class of 2016 full-ride Dingledine Scholars. "This scholarship has made my dreams become real," she says.

Academic rigor and community service
Dingledine Scholarships are awarded based on academic achievement and leadership, and recipients are required to complete extra hours of community service. Dingledine Scholars meet regularly for peer support and networking, and according to Buennemeyer, strive to be involved and give back to the community. "Everyone is such a different person, but we all want to change the world," she says.

Buennemeyer plans to attend medical school after graduating from JMU and work in rehabilitation or physical medicine. She dreams to establish a hospital in a developing nation.

Even though JMU is helping her reach her dreams, ironically Buennemeyer wasn't sure that JMU was the right fit. After attending the JMU Admissions program CHOICES, Buennemeyer chose JMU she says, "Because I thought the people here could become my friends and everyone here would be invested in my success."

Professors teach problem solving
The JMU physics department is small, and the one-on-one faculty time has given Buennemeyer the opportunity to work closely with professors and upperclassmen. And, she has formed a tight-knit community among fellow students. "Professors teach us to be problem-solvers," Buennemeyer says. "In physics, getting the right answer is one thing, but if you don't understand how you got that answer, you won't be able to duplicate it." William Chris Hughes is one of Buennemeyer's physics professors and her adviser. "He's an amazing teacher," Buennemeyer says. "If I don't understand something, he'll explain it in 18 different ways until I get it. He seems really invested in each and every student's success."

Hughes appreciates the personal investment in Buennemeyer as well. "Devin is an impressive young woman who is very focused yet not overbearing," he says. "In some cases, a student with her drive and achievement can be high maintenance in that they expect to be treated differently than the students for whom the material takes more effort. Devin seems to be very within herself and self-motivated toward her achievements."

Freshman research sets foundation
During spring semester Buennemeyer completed research on protein aggregation with biochemistry professor Gina MacDonald Handal and eight students. Buennemeyer was one of two freshmen on the research team.

"In my opinion the best way to learn science and develop critical thinking skills is to do science," Handal says. "Having students perform research is the ultimate method of teaching and learning science."

While Handal supervises and coaches her students, they are doing the hands-on research, documenting results, writing papers and getting their work published.

"Devin is an absolutely outstanding student," Handal says. "She is careful, insightful, creative, enthusiastic and hard working. I look forward to working with her over the next few years."

A constant self-motivator, Buennemeyer took one of her physics classes to the next level this semester—making it an honors course. She wrote a 10-page paper on battery storage and energy efficient alternatives to meet the honors requirements.

"Honors courses take what you learn in class and your homework to a new level because you must apply your knowledge," Buennemeyer explains.

One-on-one faculty time gives JMU students the opportunity to work closely with professors. Above, Buennemeyer confers with professor Shanil Virani.

Graduates find success
Physics professor Shanil Virani is pleased that JMU physics majors find success after JMU—in the workplace and in graduate schools and medical schools. "Our students graduate with very good critical-thinking skills and problem-solving abilities. They collaborate with faculty in the lab helping us make advances in our understanding of the universe," Virani says. "That is physics. Not being afraid of problems, not being afraid of numbers, not being afraid of trying different ideas and seeing what works, and sometimes just as importantly, what does not."

Buennemeyer says physics is a hard major, but it's rewarding. "It's the problem-solving techniques and the passion everyone has for what they're learning and teaching that encourages me to pursue my dreams," she says. "I see the professors pursuing their dreams and doing what they love and it shines through in the classroom and outside the classroom."

Want to learn more about the Madison Experience? Reserve your spot at an Open House.

Why is Madison important to you? Why did you choose to attend, teach or work at JMU? Why are you committed to JMU? Why do you volunteer your time or invest your resources in the university? How might we improve? Why is Madison uniquely suited to address the most pressing challenges of our society and our world? In short, why Madison?

As many of you know, this past semester, I met thousands of JMU students, parents, alumni, faculty and staff members, and friends of the university during the “Why Madison?” Presidential Listening Tour. As we work together to elevate JMU even further — from the regional to the national stage— it’s important for all of us to know the answers to “Why Madison?

No matter how committed to learning a community might be, without engagement there is no cultivation of human interconnectedness.

So far on this tour I have met with the JMU Faculty Emeriti Association; staff from University Studies and the College of Arts and Letters, Centennial Scholars and their families; staff and students from the Center for Multicultural Student Services and the Office of Academic Programs; the Honors Council Advisory Board, alumni at numerous cities across the country and students on campus.

It has been most gratifying during the 33 stops of this tour to learn that nearly everyone wants to be engaged. In fact, engagement has emerged as the predominant theme in what I am hearing. No matter how committed to learning a community might be, without engagement there is no cultivation of human interconnectedness. Madison community members are engaged with ideas and with the world.

I also met with faculty and staff members from the Office of International Programs. They say our Study Abroad program encourages us to explore what it means to be engaged citizens. International experiences help us think about our roles as engaged citizens of the world and make us consciously explore the diverse meanings, opportunities and obligations of citizenship. Given that our university is named for the Father of the U.S. Constitution, I want us to be very intentional about exploring those themes from many perspectives, and specifically what it means to be a democracy in the world today. International education will be a vital part of that.

When I meet our outstanding faculty members they tell me it is important to build lasting relationships with students. Faculty emeriti say one of the greatest strengths of JMU has been that professors get to know students as individuals and people. In the classroom, as mentors of research and also through advising, these relationships are a result of time and effort invested by the faculty.

When we talk about JMU — as a hybrid combining elements of the small liberal arts college and the research-intensive university, we must think about that critical balance — in teaching and research, faculty workload and work/life — not by trying just to emulate what another university is doing, but making JMU the best JMU we can be.

Learn how alumni, professors and students are answering the question “Why Madison?” And, learn how the “Why Madison?” Listening Tour sparked Alice Julias (’65) to action. Then it’s your turn to join in the conversation, connect to Madison, read more of my reflections and help us shape the future of our beloved Madison. Share your answers to the question “Why Madison?” at www.jmu.edu/whymadison.

By JMU President Jonathan R. Alger

Just as the new academic year is about to begin, the vice presidents have reported in on the myriad achievements and successes of the previous academic year—the first under the leadership of President Jonathan R. Alger.

The annual executive summary, 2012-2013 Accomplishments, lists the key accomplishments of the year in important categories such as academics, access, diversity, funding, facilities and more.

"These achievements are impressive and just the thing to help propel us into the new academic year," Alger said. "They reflect the intellect, dedication and compassion of Madison's outstanding faculty and staff. I have said all year that our people are our most important asset. This report illustrates that point once again. Each of these bullet points reflects the hard work of many people, all for the benefit of our students.

"I urge everyone to read the report and become familiar with the activities of their colleagues across campus," the president added. "I think you will be surprised to learn just how much is going on here."

Among the highlights this year are the establishment of two new colleges, the College of Integrated Science and Engineering and the College of Health and Behavioral Studies; the establishment of the Voice and Swallowing Clinic with Rockingham Memorial Hospital; an increase to seven total Residential Learning Communities and five faculty members-in-residence in residence halls; the launch of the Semester in Scotland program; and the implementation of the teacher licensure program in theater and dance, which makes JMU the only university in the commonwealth to offer licensure in all performing arts disciplines (music, art, theater and dance).

"JMU is so productive that the JMU vice presidents assemble this 30,000-foot view for the president," says Brian Charette, director of university planning. "This 37-page report condenses, categorizes and focuses the many achievements of the university and offers the opportunity for the president and others to understand the great value JMU provides, year in and year out."

"For me, the most impressive aspect of the annual accomplishments report is that it makes it clear that JMU people love what they do," Charette says. "I think a lot of folks outside our community will think, 'I had no idea JMU did all that!'"

To learn more, download a copy of the 2012-2013 Accomplishments.

George Dippold ('13), theater major, Richmond, Va.

By Janet Smith ('81)

Dippold says his Madison Experience taught him "trust, patience and honesty."

"'All the world's a stage, and all the men and women merely players' applies to the universality of theatrical experiences as much as it applies to the universality of human experiences," says theater major George Dippold. The May 2013 graduate from Richmond, Va., also says his immersion in the world of theater—as it is taught at JMU—prepared him for the role of citizen more than just teaching him the skills to work as an actor.

An experience in 'plurality'
"Part of the theater and dance program's mission is preparing students for the demanding, dangerous and exhilarating theater industry within a liberal arts setting. In theory it makes sense, and in practice it is an extremely effective academic environment to work in," Dippold adds. "Part of what makes the merging of the economic and creative sides of theater so engaging and worthwhile is the surprising plurality of jobs involved in making theater."

In his four years at JMU, Dippold was an actor, director, assistant director, experimental theater deviser/collaborator, technical director, scene shop assistant, publicity manager, co-publicity manager, graphic designer, costume shop stitcher, electrics shop hand, stagehand, house manager, make-up artist, co-playwright and producer/stage manager.

'What makes the merging of the economic and creative sides of theater so engaging and worthwhile is the surprising plurality of jobs involved in making theater.'

Training collaborative professionals
JMU's Studio Theatre offers complementing courses that train artists in many areas ranging from sound design to movement for the actor. These course experiences draw the very best from students engaging in intense practical training. With the guidance of a faculty adviser, students produce an entire season of shows and gain experience in all areas of producing a play. Add the major's liberal arts-influenced practicum system of at least 35 hours of work in at least four of the available areas—scenery, lighting, costumes, management or performance—and it is clear that JMU theater students are rigorously prepared to be collaborative and well-rounded in their professional endeavors.

JMU students produce an entire season of shows and gain experience in all areas of producing a play.

Dippold recalls one of his junior-year experiences in Studio Theatre as a "gut-wrenchingly terrifying" learning experience. Two weeks before opening night, he was forced to step up from acting coach and assistant to the director into the role of director of a show lagging far behind schedule. Looking back on the experience, Dippold says he made mistakes in guiding the process and caused a sense of betrayal among the team. But he made discoveries through the painful experience. "I've learned that so much of theater and humanity boils down to trust, patience and honesty, no matter what the situation," Dippold says.

From the stage to everyday life
"In the end, the liberal arts program fits perfectly within the world of theater, especially in light of getting one's hands dirty intertwining audiences, themes and roles on the stages of theaters and of those in our everyday lives. Beyond that, however, it plants the seeds for the act of becoming a more fully aware, well-rounded human being as an artist who is in awe of his or her surroundings and lives to share with the world."

Dippold is currently in South Carolina working at Charleston Stage as a member of the resident acting company. He is acting, teaching workshops in local schools and helping in a variety of technical jobs to help prepare for the upcoming season—just what his JMU citizenship experience prepared him to do.

Want to learn more about the Madison Experience? Reserve your spot at an Open House.

Strength and conditioning products invented at JMU get glowing reviews at trade show
By Eric Gorton ('86,'09 M)

Strength and Conditioning Coach Joe Baroch is using a Bruzer Board designed by Collegiate Strength Innovations, a company started to market products designed by JMU students and coaches. — Photo by Griffin Harrington

Products invented by coaches at James Madison University received glowing reviews this spring at a trade show for strength and conditioning coaches.

The three products are being marketed by a JMU startup company, Collegiate Strength Innovations. The company launched earlier this year and is operating with a business plan developed by JMU undergraduates who took a venture creation course in the College of Business.

Companies and coaches who attended the Collegiate Strength & Conditioning Coaches Association show in Kansas City "really liked that this was coming from coaches at a university," said Mary Lou Bourne, director of technology transfer at JMU. She said customers who stopped by the CSI booth at the show also liked that coaches and students were involved in starting the company. "The feedback all around, from how we're doing it to what we're doing was really good," she said.

Bourne said 27 colleges and three companies filled out pre-order forms for the products, which have patents pending. All three products are designed to improve safety, effectiveness and efficiency in strength and conditioning workouts. The products are:

• Bruzer Board, an exercise attachment for barbells that offers weight lifters a varying range of motion within their exercise. It is a self-correcting work out tool that enhances lifters' performance and allows certain rehabilitation athletes to continue exercising.
• Power Heel, a shoe attachment that can transform any style shoe into Olympic weightlifting shoes by elevating the heel and providing substantial traction and support.
• Band Sleeve, a removable cover that protects resistance bands from wear and tear and also protects athletes if a band were to break during their workout.

James Madison Innovations, Inc., a nonprofit corporation established in 2009 to transfer intellectual property produced at JMU into the commercial sector, provided startup funding and management for CSI, Bourne said. In addition to the business plan, JMU students and recent graduates have been involved in creating the company's website and marketing the company.

Friendship Industries of Harrisonburg, a United Way agency that provides employment and training opportunities for persons with disabilities, is manufacturing Bruzer Board. Other Virginia manufacturers are producing Power Heel and Band Sleeve, Bourne said.

Bourne said the next step for CSI is finding an entrepreneur who is interested in growing and running the business. "Some CEO is really going to have a lot of fun with this," she said.

By Eric Gorton ('86,'09 M)

James Madison University is seeking support for an innovative micro-incubator program to launch viable startup companies with products invented by JMU faculty, staff and students.

The program is administered by the Office of Technology Transfer and the Center for Entrepreneurship. James Madison Innovations, Inc., will use the new fund to seed startup companies. JMI is a nonprofit corporation established in 2009 to transfer intellectual property produced at JMU into the commercial sector.

The fund has an initial goal of $500,000, said Mary Lou Bourne, JMU's director of technology transfer and executive director of JMI. Contributions to the JMI Startup Fund are made as gifts to the university through the JMU Foundation and are tax-deductible.

JMI has already provided seed money, marketing and management support to launch a company this year, Collegiate Strength Innovations. CSI has three products invented by JMU strength and conditioning coaches and a business plan created by students in a venture creation class. Students and recent graduates also helped create the company website and other marketing materials.

JMI is launching the startups to build their value and prove their marketability before shopping them to other companies or entrepreneurs who can grow the companies.

Donations to the startup fund can be made online.

Phi Beta Kappa nod is the capstone of my cherished Madison Experience

By Eden Parks ('11)
From Fall 2011 Madison

Summa cum laude 2011 graduate Eden Parks says that her Phi Beta Kappa induction was the capstone of an already cherished Madison Experience.

Every so often, the college experiences that create the most personal exasperation can transform into sources of delight.

My Madison Experience had its shares of ups and downs. I have berated myself for choosing an overly full schedule to ensure I could take an extra class with a favorite professor. The same professor would share precious moments after class and offer encouragement, advice or hard-won praise. Sometimes I would exhaust myself by working into the early hours of the morning at Carrier Library. My reward—an exam sporting a better-than-expected grade. I'd walk across the Quad grimacing at the fact that, once again, I changed a correct response on a test to the wrong answer and recognized my misstep as soon as I turned in my paper. I gained the valuable lesson of not taking everything quite so seriously.

There are also the Madison memories that are completely wonderful from start to finish: Becoming friends with people who have similar goals is high on that list. The most significant of my memorable Madison events occurred unexpectedly in my senior year when I received recognition from the Phi Beta Kappa Society, the nation's oldest and most prestigious academic honor society. I was excited and gratified by this honor. There is a certain level of pride knowing that the years of effort I put into studying did not go unnoticed or unappreciated.

Induction banquet honors alumna and inductee Constance N. Wilson
As a member of the 2011 initiates into the Xi of Virginia JMU Phi Beta Kappa chapter, I attended an induction banquet for student inductees on March 18. It was a privilege to be in the company of JMU alumna and inductee Constance N. Wilson, M.D., a pioneer in medical research and founder of Endacea Inc., an emerging biopharmaceutical company. Wilson spoke eloquently about her gratitude for the gift of insight and the importance and rewards of using intellectual abilities for the benefit of others.

The 2011 inductees were read the words of Charles Evans Hughes, the 11th Chief Justice of the United States Supreme Court; and those, too, have stayed in my mind: "The particular interest of Phi Beta Kappa is in liberal education. Whatever debate there may be as to its exact definition, it means the development by careful training of the capacity to appreciate what has been done and thought, the ability to make worthwhile appraisals of achievements, doctrines, theories, proposals. It is liberal because it emancipates. It signifies freedom from the tyranny of ignorance and, from what is worse, the dominion of folly. Learning is not its aim, so much as intelligence served by learning ... At this time, when the world stands in need of every influence, which favors intellectual discipline and achievement, the service of Phi Beta Kappa is of heightened value. It holds aloft the old banner of scholarship; to the students who have turned aside from easier paths and, by their talent and fidelity, have proved themselves to be worthy, it gives the fitting recognition of a special distinction."

JMU's involved professors encourage scholarship
The weighty notion that a liberal education emancipates individuals defines my Madison Experience. Knowledge acquired is so much more than facts and figures. My studies as an English major have led me to develop a great deal as an individual. The exposure to different ideologies, cultures and worldviews has helped me to discern aspects of myself I would not have considered otherwise. This self-realization has been one of the greatest driving forces and the greatest benefit of my college education. Intellectual development has a tangible nature. Looking back on my freshman-year essays—which seemed very clever at the time—I shudder at my inexperience. Now, I look at the world I am entering and realize that, yes, the human family does need freedom from "folly" on so many levels. I know that it is incumbent on each of us to contribute to a better future.

Finally, I am humbled by the knowledge that the interest, aid and appreciation I received from my professors was not because of a Phi Beta Kappa status. From day one of classes, I saw JMU professors making a real investment in their students. It was obvious they were in class because they loved to teach. From courses on the Gothic Novel to 17th-Century British Poetry, from Excursions in German Literature to Dante, from Creative Writing to the History of the English Language, my professors made each and every session a wonderful journey into the realm of scholarship.

Beyond the honor of now belonging to a prestigious few, I can say that I have come to value those intellectual experiences as my Madison legacy. For me, and I imagine for my fellow inductees, Phi Beta Kappa's acknowledgement is the capstone on an already cherished college experience.

About the Author Eden Parks ('11) earned her bachelor's degree in English summa cum laude. She won the 2011 JMU Department of English Award for Excellence in the Study of Creative Writing - Fiction. She also participated in and wrote original poetry for the Edith J. Carrier Arboretum's National Poetry Month program, Poet-Tree reading. Parks was a technology assistant at JMU's Carrier Library, and she plans to attend graduate school at the University of Maryland to earn a master's in library science.

Breeze editors pose for photo during their working visit at the "Philadelphia Inquirer."

When Jeff Gammage was a news editor at The Breeze, he relished the times he got to interact with professionals.

There was Frosty Landon, then the top editor at the Roanoke Times, who critiqued the student paper and mentored students during several days in 1982. And there was famed Washington Post Watergate reporter Bob Woodward, whom Breeze students met during a convention in Miami.

Now, 31 years after he became an alumni, Gammage ('82) is a Pulitzer-winning pro, and students who wouldn't be born for a decade after he graduated are the ones reaping rewards from his mentoring.

Their most recent interaction: a three-day stay in Philadelphia for four Breeze editors who witnessed daily life at the Philadelphia Inquirer, where Gammage is a reporter.

The three days were all about the news, giving students the chance to interact with reporters working on stories about the U.S. Open (which was being held right outside the city) and developments in a building collapse that killed six people. Students also observed the newspaper's morning and afternoon planning meetings, where lively discussions ensued about how best to get U.S. Open news on the web site and on mobile devices, relevant issues in today's rapidly changing media landscape.

Top editor Bill Marimow, himself a Pulitzer winner several times over, spent about 90 minutes with the students on the first day, relaying lessons from his decades at media organizations such as The Baltimore Sun and NPR. And social media director Dan Rubin spent an hour showing the young journalists how Twitter and Facebook are changing the way newspapers tell stories.

Breeze sports editor Wayne Epps Jr., a sophomore, went on the field trip of his budding career the second day of the trip when Inquirer sports reporter Mike Jensen let Epps trail along while covering Tiger Woods at the U.S. Open. That had Epps finding his way from downtown Philly to nearby Merion via train, a logistical challenge that proved worthwhile. "It was great getting a first-hand view of how a major newspaper is run," Epps said. "This trip was an invaluable opportunity."

While Epps was on the golf course, Breeze photo editor Lauren Gordon was with Inquirer photographer Tom Gralish, himself a Pulitzer winner, as he photographed Flag Day festivities near Independence Hall and a firefighter's portrait for a feature story. And Breeze news editor Liz Dsurney was with Sue Snyder for a University of Pennsylvania board of trustees meeting, something she says was valuable as she covers JMU's board of visitors and other higher-ed issues.

The final day of the trip had students brunching and networking at the Gammage home with four of Gammage's friends from various media ventures.

It all happened because Gammage believes in the value of real-world experiences for students, particularly in journalism. He credits his own interactions with pros and the real-world experiences he had at The Breeze with launching his professional newspaper career. Before the June trip, Gammage had already spent three days at JMU in the fall, holding mentoring sessions with editors, teaching a few School of Media Arts and Design classes and holding a public address about his Pulitzer-winning work on violence in Philadelphia city schools.

After spending time in Harrisonburg, he thought it'd be good to have the students join him in the city he covers. The June trip was the result.

Gammage noted that JMU welcomes alumni involvement with current students. "It's really exciting to have young people here learning about potential careers and meeting professionals in the field," he says.

Breeze editor Sean Cassidy, a junior, said the trip was an inspiring way to prepare for the coming academic year, when he and the staff he leads will publish 55 newspaper editions, almost 10 special sections, a quarterly lifestyles magazine and a website.

"Connecting with Jeff Gammage has been really rewarding for us," he said.

Real-world experiences like these of our "Breeze" editors are just one way that JMU offers students big-school opportunities with a small-school feel. Schedule a campus visit and learn more.

By Katie Curry '13

On Saturday, April 13, about 700 student volunteers and an estimated 114 alumni in nine different locations participated in a day of community service for the third annual Big Event. They totaled more than 300 hours of community service. The Student Government Association and Student Greater Madison started the event in 2011 as a way for JMU students to demonstrate their appreciation for the surrounding communities.

Participants visited 43 different locations around Harrisonburg and Rockingham County. Volunteers arrived early at the Quad for check-in and were welcomed by President Jonathan Alger and Mark Warner, Vice President of Student Affairs and University Planning.

President Alger asked everyone to remember the words of Dr. Martin Luther King Jr.:

"The most important question you can ask yourself in life is 'What are you doing for others?'"

One contingent of students cleaned the entire third floor of the Explore More Discovery Museum and moved items out of the second floor so that the interactive children's museum could expand its exhibits. About 15 volunteers helped move furniture and clean the concrete floor in preparation for remodeling.

"It's a huge project and we definitely couldn't do this without a big group like this," said Mari Kyle, Volunteer Coordinator at the museum in downtown Harrisonburg.

The spirit of giving back was strong in Harrisonburg, and also around the country. Alumni in Philadelphia and Rhode Island did trash pickups (about 500 pounds) to clear neighborhoods. Dukes in Dallas/Fort Worth packaged 7,675 meals for needy families. Another 50 volunteers are expected at service events in Los Angeles, South Africa, San Francisco, Virginia Beach and Washington, D.C. on April 27. All totaled, upward of 150 alumni will devote almost 450 hours of community service as part of the Big Event.

"Alumni are standing with us," said President Alger.  "The JMU family is together in celebrating this event and giving back."

An IDEA grant brings cultural awareness and understanding to a unique hands-on learning experience for JMU students.

Each year at JMU, creative and multidisciplinary ideas to enhance diversity come to fruition thanks to the Innovative Diversity Efforts Award (IDEA) Grants program.
 
A grant is often a launch pad. Bringing an innovative diversity effort to completion involves a lot of behind-the-scenes work and cross-disciplinary collaboration. One example: Aderonke Adesanya, Assistant Professor of Art History in the School of Art, Design and Art History, applied for, and won, an IDEA grant.

Eager to give others the opportunity to explore the diverse traditions found in Africa, she proposed that her ARTH 491 Exhibition Seminar course would culminate in an exhibition entitled Dress and Identity in African Cultures.

The $4,000 the grant awarded was a good start, but more funding was needed.

Adesanya requested support from the College of Visual and Performing Arts, the Office of International Programs, the University Studies, and the Center for Faculty Innovation. These units and her department contributed, and enough money was finally raised to fund the exhibit.

Then it became a question of what resources were readily available for such a project and what needed to be acquired.

Adesanya had to take into account what JMU had available and what needed to be brought in. She took numerous trips to request items from donors—not just the display pieces for the exhibit, but also other relevant props. She also made purchases including textiles and mannequins. Loans came from an African textiles collector in Washington, D.C., and generous donations of textiles and paraphernalia came from a Nigerian family in Austin, Texas.

It all came together. The exhibition provided valuable hands-on experience for JMU students and an enhanced understanding of diversity, not only for the students involved in the project, but also for exhibit visitors.

Another great idea to enhance cross-cultural understanding and diversity becomes reality, thanks to JMU's IDEA Grants.

A professor's vision and JMU's Innovative Diversity Efforts Award program come together and provide students with real-world experience and a window into cultural diversity
By Kelley Freund ('07)

JMU students shared an eye-opening view into cultural diversity and hands-on gallery and museum experience as they worked on the exhibition.

Aderonke Adesanya, Assistant Professor of Art History in the School of Art, Design and Art History, was eager to share her knowledge about, and give others the opportunity to explore, the diverse traditions found in Africa. In particular, she wanted to share ideas about African dress and culture¿she just needed the resources to bring her idea to life.

That's where JMU's Innovative Diversity Efforts Award program entered the picture. IDEA grants provide funds to students, faculty and staff members who want to enrich the diversity of JMU. Adesanya's idea? To have her ARTH 491 Exhibition Seminar course culminate in an exhibition entitled Dress and Identity in African Cultures. Adesanya applied for, and won, an IDEA grant. "This grant was the launch pad," says Adesanya. "It was pivotal to what we did."

The focus of the exhibit seminar class was very important to Adesanya. She wanted students and visitors to the exhibit to see firsthand how diverse traditions are reflected in African dress and culture. There are major regional differences in Africa's dress traditions just as there are diverse cultures on the continent. There are also similarities. Students learned what constitutes dress in Africa, how dress embodies identity and the types of identities signified by African dress. For instance, dress is used as a reflection of religion, sexuality and leadership as well as other ideas.

The students' task in the class exercises led to an integrated approach incorporating discussions, digital story telling, writing assignments and creating an exhibition as the concluding event of the class. "We surveyed the continent taking samples from all four compass points," says Adesanya. "We conducted in- and out-of-class exercises that ensured that students carried out research on some of the traditions in the survey. These culminated in their essays featured in the exhibition catalog."

Staying true to the hands-on nature of academic experience at JMU, Adesanya assigned roles for the different aspects of the exhibition so that the students would have ownership of the project. Everyone became responsible for something in the program. There were roles such as exhibition floor manager, mannequin manager, and publicity manager. Other students coordinated exhibition labels. The students also designed the T-shirts they wore for the exhibition opening.

"This department has a tradition of allowing students to really participate in projects going on in the school," says Adesanya. The programs and activities involved in preparing the Dress and Identity in African Cultures exhibition even got support from people who were not enrolled in the class. For instance, a senior graphic design student created the catalog to go along with the exhibit.

"We really used our own resources," says Adesanya. "Faculty in the school were also involved and supportive. I have such high regard for and a sense of gratitude toward my colleagues."

Career preparation was one reward of the students' experience. As they participated in the numerous components necessary to create such an exhibit, they received valuable gallery and museum experience. "This was such a good preparation," says Adesanya, "especially for those who wish to explore museum studies and pursue career tracks in museums. The whole exercise from the exhibition seminar to the final exhibition was intensive for both the students and me. It was so much hard work; however, at the end of the day; the success achieved was worth all the trouble. We sweated, and then we smiled."

But there was another reward¿Adesanya feels the experience was very insightful for her students. "They saw people (not only Africans) and identities as onions that you keep peeling to reveal yet another layer," says Adesanya in her introduction to the exhibit's catalog. "By their individual studies and group collaborations, they have acquired new skills, taken great strides in increasing their awareness of and care for other cultures, and have promoted the diversity culture of JMU ... At JMU there is a growing effort to nurture diversity. We are open to diverse cultures and ideas and we welcome students of different cultures. JMU has that spirit of multiculturalism."

By Kelley Freund ('07)

It's no secret that many college students are not happy with their physical appearance. The norm is to get together and talk about what imperfections exist and how it would be better to lose weight, go on a diet, or look like a celebrity. But…what if instead of bonding over self-criticism, we created a JMU culture of bonding over self-love?

February is designated as Eating Disorders Awareness month through the National Eating Disorders Association. This year multiple groups on campus are collaborating to promote awareness and self-acceptance. The University Health Center's Student Wellness and Outreach coordinates university-wide health programs and initiatives on a variety of health and wellness topics.

Last year, SWO created a campaign for body image called Absolute Value. Students were filmed for a video and photographed wearing as much or little clothing as they preferred with a piece of poster board in front of them; on the poster board was written how that student valued herself or himself, outside of appearance. For example, one student wrote, "I measure myself based on personal progress." Another wrote, "I weigh myself by the choices I make."

Ron and Sally George lost their daughter Leslie, a JMU student and member of the Tri-Sigma sorority, to an eating disorder in 2000. Her battle with an eating disorder has been the catalyst for awareness and prevention of eating disorders at JMU. Her parents founded the Leslie George Memorial Fund for Eating Disorder Awareness, which has been essential for efforts to educate others about body image acceptance and eating disorders prevention.

Cali Allen is a member of Peers Reaching Others through Motion, or PROmotion, a peer education group that promotes self-esteem and a healthy lifestyle through physical and educational activities. "The students in PROmotion are all employees of UREC working in fitness or group fitness and we want our participants working out for the 'right' reasons ... to maintain health, increase strength, etc." says Allen.

PROmotion is a firm believer in the mission of the Absolute Value Campaign. "A campaign like that is highly important in today's society as the media and culture influence perceptions of many young men and women [in terms of] how they should look," says Allen. "They teach people they must look a certain way and be 'skinny' when in reality everyone looks different and has their own amazing features, inside and out."

Allen believes Absolute Value is such a powerful campaign because the messages and expressions people portray in the video make it easier for other students to relate to. "They see real people who are not photo-shopped and people that are comfortable with themselves. When someone accepts and is comfortable with how they look and feel, that happiness can be seen from the outside as well. The videos are powerful in themselves because the messages they send are not complex, but they focus on non-physical attributes, which people tend to forget about at times.  It brought smiles to people's faces when they came up with their expression on how they valued themselves in a non-physical way," says Allen.

Allen hopes campaigns like Absolute Value will increase confidence among young adults across college campuses. She hopes that individuals with unhealthy behaviors and perceptions about their bodies will see the groups and campaigns like the ones at JMU and start to change their behaviors and attitudes about themselves.

For students who are experiencing problems with eating and exercise, there is help at JMU. HOPE, Help Overcoming Problems with Eating & Exercise, is a collaborative team involving the University Health Center, Counseling and Student Development Center, UREC, and Sports Medicine. Contact a member of the HOPE team for help. More information can be found at www.jmu.edu/healthctr/eatingdisorder.

Absolute Value: http://yourabsolutevalue.org/
Student Wellness and Outreach: http://www.jmu.edu/healthctr/swo/

J.P. Kril ('13), business major, Radnor, Pa.

Rachel Dawson ('13)

Goldman Sachs VP Alpha Kiflu ('05), center, mentored Goldman Sachs analyst Justin Quaglia ('11), right, who offered up his sofa for the summer to Barclays intern (and now newest hire), J.P. Kril ('13).

As May 2013 graduate J.P. Kril settles into his chair at a desk at Barclays, a Wall Street investment firm, he knows he is ready to give back and become a part of an alumni network that helped him reach his dream job.

A finance major from Radnor, Pa., Kril graduated as president of JMU's Madison Investment Fund and had a Wall Street job waiting for him after graduation. He is confident, well-spoken and passionate about finance.

Yet, the odds were not always in his favor.

Kril transferred to JMU from Elon after his first year of college, losing valuable class credits when he did.

His family faced adversity and became financially unable to support the college educations of both Kril and his younger sister. Determined, Kril refused to let financial challenges end his education. He pursued help from those around him.

Kril shared his story with his JMU professors and was eventually connected to the financial aid office. He received a Madison Forever Scholarship, reserved for students with rare and difficult circumstances like his. The Madison Forever Scholarship program allowed Kril to remain at JMU, yet he didn't rely on financial aid alone. He also worked 25 to 40 hours a week at a local retail store.

The pressure of his circumstances and his work load affected his G.P.A., and Kril realized that test taking wasn't his strongest suit. He studied harder and reached out to faculty members and immersed himself in working with peers in the student-led Madison Investment Fund.

Student leaders in the fund manage a portion of JMU's endowment in the stock market, according to Kril. Students can climb the ranks of Madison Investment Fund and learn from peers as they work as junior analysts to senior analysts, to associate portfolio managers to portfolio managers, and then potentially to the management team led by the president of MIF.

"I really enjoyed being a part of MIF because it was something that encouraged thinking outside of the box," Kril says. When Kril transferred to JMU, Justin Quaglia ('11) served as president of the Madison Investment Fund. Kril connected with Quaglia instantly and told him his story. Kril knew he had the skills and drive to excel, even though on paper he didn't have the high G.P.A. required of MIF members.

"I wouldn't be in MIF if it wasn't for Justin," says Kril. "It's basically a microcosm of how my success has been replicated. I do have the intellectual capacity to succeed, but it was student peers, professors and alumni who pushed me through and gave me opportunities and opened doors for me."

Kril was accepted into MIF, and worked his way up through the ranks to become the president after three years as a member. Quaglia, now an analyst at Wall Street's Goldman Sachs Group, became Kril's mentor.

With the help of both Quaglia and finance professor Elias Semaan, Kril also has connected with numerous alumni across the country.

Madison Investment Fund adviser Elias Semaan is "like a father figure to the organization" says Kril.

Quaglia connected Kril with one of his own mentors, Alpha Kiphul ('04), a former Madison Investment Fund president, who helped Kril make it through the rounds of interviews to land a summer internship at Barclays. Quaglia knew of Kril's financial situation, so he opened his home to him for the summer.

"I was representing JMU, and I had to make sure I wasn't going to embarrass any JMU people, especially the people who referred me," Kril says. "After the internship, I ended up getting a job offer. It's unique because they created it for me. It's not very common for an undergrad to go into wealth or investment management or portfolio management. What they're doing for me is making this huge special case."

His hard work has paid off, and he is the first to give credit back to the alumni and professors who helped him on his successful path.

"When I first met J.P., I remember seeing a true passion deep within him and all I needed to do was give him a bat and teach him how to swing," Quaglia says. "I know J.P. will further the 'pay it forward mentality.'"

Kril compares the Madison Investment Fund to what Barclays is on Wall Street. "MIF is small but it's growing, and it's growing fast like the JMU alumni base on Wall Street."

Madison Investment Fund adviser Elias Semaan has been a valuable resource according to Kril. "He's the glue that holds everything together. He's the one providing guidance, he's the one saying 'look, you still have to do this.' He is the first one to congratulate you and applaud your success, and he is the first one to point out flaws and areas to improve. He's almost like a father figure to the organization."

As Kril settles into his position at Barclays he says he wants to "pay it forward." I want to continue the legacy of Madison Investment Fund alumni being mentors to JMU students and emulate the many alumni and professors who helped me reach my dream."

Would you like to learn more about the Madison Experience? Schedule a campus visit.

Tara McGrath ('14), social work major, Westminster, Md.

Jan Gillis ('07)

Tara McGrath ('14), social work major

Is it possible, despite the recurring news of a bleak job market, for undergraduates to happily anticipate their graduation from college?

JMU social work major Tara McGrath ('14) answers the question with an unequivocal "yes." What's the source of her positivity? "I know that I will be well prepared because of the knowledge and skills that I have gained from the JMU Department of Social Work."

She came to Madison with a desire to pursue social work and a dream to "have a positive impact on other people's lives," she says. "I chose JMU because of its strong academic atmosphere."

And, she hasn't been disappointed.

McGrath of Westminster, Md., says JMU social work professors are committed to developing graduates who will succeed in their field. "Professors focus on teaching students to apply what they learn in class through group work, projects, practice case studies and role-play," she says. "Our small class sizes allow students and teachers to become actively involved in the learning process."

What is not part of the process? "Professors do not tell you how to solve problems step by step," says McGrath. Instead, the emphasis is placed on seeing problems in their context. "As social workers we do not just give answers to clients. We facilitate them through their problem and where to go from there." A key element of the training for JMU students is learning to solve problems the right way. "The person-in-environment, or PIE, perspective is emphasized," says McGrath. "This perspective focuses not only on the problem but also on all the internal/external factors that contribute to the problem."

Students are required to take what they've learned out into the real world and complete more than 400 hours of volunteer service in a community setting. She became confident in her ability to work through problems with clients during hands-on experience working with teens at the Boys and Girls Club. "I worked very closely with one individual who was going through many different things. I could not simply stop, go review my notes, and see how I could help. I had to think on the spot and wisely."

'Each one of my experiences with the professors in the department has been positive.'

Working in such settings is crucial in developing skill and confidence needed for a successful career. "As a social worker, you can never be sure of what is going to occur, or who is going to walk into your office," says McGrath.

She appreciates the support that professors provide for their students. "Each one of my experiences with the professors in the department has been positive," she says. "Dr. Nancy Poe is just one example. She has always made herself available to answer questions that I have about the department and has helped me through some personal decisions and events that affected school and my future career. Dr. Poe has provided me with lots of support and encouragement."

McGrath, who also serves as president of the JMU chapter of the National Society of Leadership and Success, is ready for her future. "I am so excited to start my career," she says.

Would you like to learn more about the Madison Experience? Schedule a campus visit.

Dr. Anca Constantin and junior physics major Emil Christensen (top photo) review megamaser data captured by radio telescopes. They compare data from galaxies where water megamasers have been found to galaxies where they hope to find more of them.

Scientists are on the verge of unlocking answers to two of astronomy's biggest questions and a JMU researcher is right in the middle of it.

Dr. Anca Constantin, an assistant professor of physics and astronomy, recently received a $10,000 grant from the Jeffress Memorial Trust to continue working on her part of the project¿finding water megamasers suitable for measuring distances from earth to the galaxies they reside in and for measuring the mass of their galaxy's supermassive black hole.

"For the whole history of astronomy, we wanted to get estimates of these," said Constantin, who has received several other grants for the research and who is part of the National Radio Astronomy Observatory's Megamaser Cosmology Project.

"We do have some other methods for weighing supermassive black holes, but this method gives us the most accurate estimate on how massive they are," Constantin said. As for measuring distances to galaxies in the outer reaches of the universe, certain megamasers¿those located near the supermassive black hole in the center of their galaxies and whose water molecules produce the emissions¿provide the most accurate distances ever. "We know many things about how the universe looks geometrically, but it's not going to be as accurate as the distance given by this information," she said. "It's a direct method."

An astrophysical maser is similar to a laser, which stands for light amplification by stimulated emission of radiation. The difference is that maser emissions are typically in the microwave portion of the electromagnetic spectrum while laser emissions are in the visible light portion of the spectrum. Dr. James Braatz, who leads the Megamaser Cosmology Project, described masers as the radio-frequency equivalent of lasers.

Because megamaser emissions are not visible to optical telescopes, they are observed through radio telescopes such as the Green Bank Telescope, the world's largest fully steerable radio telescope, located just two hours southwest of Harrisonburg in Green Bank, W.Va. Finding the right kind of megamaser to make the measurements is a challenge, especially since there are hundreds of billions of galaxies in the universe. That's where Constantin comes in, with her research identifying properties of galaxies that host megamasers.

"There seems to be a Goldilocks region for a bunch of properties, like the rate of accretion of matter onto that supermassive black hole has to be in a certain narrow range, the density of the material in the nuclear region needs to be in a certain narrow range, the galaxy can't be too big or too small, the star population can't be too old or too young," she said.

Added Emil Christensen, a junior physics major who is assisting Constantin with the research and with a paper they are writing about the research, "We try to find out what makes them tick, why they are there."

Water megamasers that are formed in disk-like configurations are like "holy grails of astronomy," Constantin said. "If it's in a disk, we can actually map the rotation of the disk. It's actually a very simple mathematical model that any planet would follow in its orbit around its sun," she explained. "So you fix mathematically those positions and velocities of those masers and you can obtain the most accurate measurements of how massive the thing in the middle is, and that is the mass of the supermassive black hole."

And if the disk is face-on, simple geometry can be used to measure the distance to the galaxy, she said.

Megamasers are relatively new to astronomers, having been discovered about 50 years ago, and water megamaser disks have been rare finds. So far, only about eight megamaser disks with the right properties for making the measurements have been discovered. More are needed to improve the accuracy of the results so knowing where to look is vitally important. "We just don't have the time, the money to point these radio dishes toward all of these galaxies," Constantin said. "We're just never going to find them. We need to be more efficient in our search."

The way to do that, she said, is by comparing the properties of the galaxies where they have been found to the properties of galaxies known to contain maser emissions. So far, there are about 150 galaxies with detected maser emissions and about 40 of those seem to show promise for having the right properties.

"It's not easy," Constantin said, explaining that researchers have to mine the data captured by the telescopes to find what they're looking for. "It's a lot of work, but it's amazing when you find something."

"It's very incremental," Christensen said of his search through various databases and literature. "We learn a little bit of the puzzle, a very little bit. But it is important. And if somehow we get something that really can narrow it down, we find a lot of them, then statistically, a certain fraction of them are going to be useful."

And that information could be very useful to answer another burning question in astronomy¿how do galaxies form? "What's the relationship between the galaxy and the black hole in the center? It's like a chicken or the egg question, what came first, the black hole or the galaxy?" Constantin said. "There are some hints that they co-evolved."

By Eric Gorton ('86,'09), JMU Public Affairs

Related Links:

• Anca Constantin profile

Posted March 4, 2013

Dr. Anca Constantin shares some time in the lab with physics major Emil Christensen.

For every question she answers, at least one more question arises, and that's one of the reasons Dr. Anca Constantin is passionate about being an astrophysicist.

"I am never bored and I learn continuously," said Constantin, a native of Romania who was born with a fondness and aptitude for mathematics. "Every time we get an answer, there are at least a few new doors that we need to open, new questions to ask, new research projects to tackle."

Constantin took an interest in physics during high school when she realized the role mathematics played in the science. "I have always enjoyed solving math problems and by the time I realized that I can get a deeper understanding, or even a slight grasp, of how things work by putting 'the system' into an equation, I was hooked," she said.

Her interest in astrophysics developed as a graduate student at Ohio University. "I think it's hard to neglect the awe of astronomy, but the real involvement with the science of it came when I learned that I could actually use all the quantum mechanics that I loved to decipher the properties of light coming from matter swirling around a supermassive black hole."

As for teaching, Constantin enjoys watching students practice what they have learned and she says she's at her best when her students ask questions. "I love it when they go on and apply what I discussed with them in class or in the lab to increasingly complex situations."

Before joining JMU in 2009, Constantin held research positions at Drexel University and at the Harvard-Smithsonian Center for Astrophysics.  She has been an observer at the Kitt Peak National Observatory and Multiple Mirror Telescope Observatory, both in Arizona, and is actively working with data from the Hubble and Chandra space telescopes.

Posted March 4, 2013

By Tyler McAvoy (’12)

It may be a surprise to many students that there are still places in the world where electricity is a luxury, but in Kenya, this is just the case.

A nation in east Africa, Kenya is constantly burdened by an ever-increasing demand for electricity. As the population grows and more Kenyans are using computers, cell phones and other electronics, the nation’s electric utilities are strained beyond capacity. The frequent blackouts sometimes last hours.

Kenya relies on hydroelectric dams to provide the majority of its power. Yet, when the dry season hits and the rivers run too low to power the dams’ generators, much of Kenya’s most populated areas experience brownouts or electricity rationing. In a place like Nairobi, this can be devastating to a fragile economy. Those who can afford to do so rely on back-up generators, and most of these are powered by polluting diesel fuel. For others, kerosene, charcoal and firewood light the night.

Electricity for the most needy

JMU engineering and math major Leah Haling (’12) says that rural areas are not tied to the electrical grid so brownouts are less of a problem, but there is still a need for electricity. Haling traveled to Kenya this past summer as part of JMU’s Kenya Field School. She joined other students and professors and studied appropriate technology, including energy sources. In an elective course, students also studied the science and applications of solar and other renewable technologies to help bring electricity to the most needy.

Haling says she expected some culture shock but was surprised. ”Kenyans are the nicest people in the world,“ she says.

Many of the places Haling visited didn’t have access to large-scale electrical utilities. Instead, many people wake up with the sunrise and end the day with the sunset. Some use kerosene for lanterns, vehicle batteries for radios and firewood for cooking. The lack of electricity affects all aspects of life. Children read or complete homework by the light of a kerosene lamp. Cooking over an open fire requires time and money for wood. Those who have cell phones have to walk miles to a place to charge them, and then pay to do so.

There are numerous solutions for this problem, but the large-scale answers are incredibly expensive. With 50 percent of the population under the international poverty line, the income isn’t there for the government to electrify all rural areas. Private investors are wary of the unseen costs of building another hydroelectric dam, and stand-alone generators are incredibly expensive.

Solar energy part of the solution

According to Haling, new sustainable energy ideas from within Kenya may provide the answers rural communities need. ”Solar energy is a fantastic thing; all you do is put a solar panel on a house, and it will provide electricity without any change to the house at all,“ she says.

Solar power is the key to getting certain energy needs met, adds Haling, though solar energy doesn’t provide a huge amount of electricity. Haling still believes that little changes are key to getting some forms of energy to everyone who needs it.

One of the projects undertaken during the field school was the introduction of solar lanterns into rural households. These lanterns, which can also be used to charge cell phones, provide bright and consistent lighting, displace the need for costly kerosene, and also eliminate emissions from burning kerosene inside the house — a significant health concern. ”They were just blown away by it and how it could change their lifestyle,“ says Haling.

Engineering students Emilio Jimenez (’13) and Gail Moruza (’13) joined Haling in the 2011 Kenya Field School. Led by integrated science and technology professors Jennifer Coffman and Wayne Teel, and engineering professor Keith Holland, the Study Abroad trip offered 34 students from across the United States the opportunity to work and learn in the ecologically and culturally diverse country of Kenya.

”We did a lot of volunteering and brought books and school supplies,“ says Haling. ”We got to know the families and taught them about the U.S. and our culture.“ The trip also offered Haling a steppingstone to a career. ”After taking this trip I got hooked. I want to go back and help people who don't have as much as others. My main interest is getting energy to people who don't have it.“

Learn more at JMU Engineering.

It's not just a slogan. It is Madison — a living, evolving university where change is the status quo. Equipped with the power that knowledge gives, JMU students, faculty and alumni work toward a brighter future in nearly every sector of global society. We expand the world's knowledge through innovative and cutting-edge research, widely available to our undergraduates. We explore new worlds through global-centric perspectives and study abroad programs. We devise new ways to generate prosperity. We help those struggling with disease, poverty, handicaps or lack of opportunity through science, education and service.

With the mentoring of faculty whose first love is teaching, we help students fulfill their destinies. JMU offers each student a future of significance — not an education of mere prestige, but an extraordinary education of exceptional scholarship, inventive thinking, unparalleled attention to the world community, a university-wide enthusiasm for teaching, and a commitment to student success.

And our alumni continue to demonstrate the unrestrained liberty of individuals to use their acquired knowledge to transform the world.

John Hinshaw ('92), executive vice president of technology and operations at Hewlett-Packard, shares some of his experiences and lessons with students in the CIS program in the College of Business.As a senior in the Computer Information Systems program in the College of Business in 1992, John Hinshaw was the first James Madison University student to bring a notebook computer to class. An internship with the American embassy in London the previous year had led to a consulting job, and Hinshaw kept in touch with his mates across the pond using the portable device, which was equipped with a 2,400-baud modem.

A lot has changed since then. Today’s computers can connect people around the world via the Internet in real time. JMU and the College of Business have risen to national prominence. And Hinshaw, currently executive vice president of technology and operations at Hewlett-Packard, is one of Silicon Valley’s most sought-after executives.

“Twenty-one years ago, I was sitting where you are,” Hinshaw told students in Dr. Thomas Dillon’s Enterprise Architecture class during a return visit to campus April 19 to share some of his experiences and lessons with future business leaders.

The CIS program at JMU “groomed me very well for the opportunities I’ve had,” Hinshaw said, adding, “The combination of the business degree and the CIS curriculum here is exactly what you need to be successful in the marketplace.”

Hinshaw’s climb on the corporate ladder has followed consumers’ appetite for newer, faster technologies. Following a stint with Accenture as a consultant, Hinshaw joined Bell Atlantic Corp. — later Verizon Corp. — and in 1997 was named senior vice president and chief information officer at Verizon Wireless, where he helped transform the company into a telecommunications giant.

“I thought I would retire with Verizon,” Hinshaw said, but in early 2007 a headhunter contacted him with a dream job opportunity. Boeing Co. in Chicago was looking for a new CIO to modernize its information architecture. Having grown up in Norfolk, Va., watching fighter jets and other planes manufactured by Boeing, “that was a company I could get excited about,” he said.

Among his many projects at Boeing, Hinshaw built the information architecture to support the 787 Dreamliner. “It’s a terrific plane,” he told students. “I hope you get to fly in it someday.” In 2009, Hinshaw was named CIO of the Year by the Executives’ Club of Chicago and named to Crain’s “40 Under 40” list. He then moved to Northern Virginia to lead Boeing’s new $3 billion Information Solutions unit, which sold security and IT solutions to clients including satellite providers and the federal government.

By late 2011, Hinshaw’s stock as an executive was sky-high, and Meg Whitman, president and CEO of Hewlett-Packard, tapped him to lead yet another corporate redesign. HP, already a global technology leader with $120 billion in annual sales and 330,000 employees in 170 countries, wanted to operate faster and stay on the leading edge of innovation. For Hinshaw, the position of executive vice president of technology and operations was the perfect fit for his education and experience. “I often believe you have to have the right person in the right job at the right time with the right attitude,” he said. “That’s what I look for when I hire people.”

These days Hinshaw is focused on cloud computing solutions and tackling the big three of information management challenges: mobility, security and big data. “The [micro]chips that are being developed today that sit in your smartphones and tablets are equivalent to some of the technology that was used to run the entire university computer system when I was a student here,” he said.

HP recently launched its Moonshot system, the first significant change in computer architecture since the development of the x86 server in 1989. Moonshot is a new generation of software-based web servers that run on 90 percent less computing power, in a smaller space, at less than half the cost of traditional mainframes. “Right now I’m running all of HP.com on the equivalent of 12 60-watt light bulbs,” he said.

Hinshaw took questions from CIS students on a range of topics, from advice on when to make a career move to effective leadership to the future of IT. He also toured the campus and had lunch with the JMU Honors Program Executive Advisory Council.

“Being back here reminds me of how well JMU and the College of Business prepared me for the challenges in my career,” he said. “I was energized talking with the students. I wish I could do it more often, and I will do it more often. It’s neat to get their ideas and what they’re thinking about.” 

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By Jim Heffernan (’96), JMU Public Affairs

April 23, 2013

Inside the former Graves Electric building annex on West Grace Street, assistant professor of kinesiology Dr. Tom Moran counts backward from five and shakes a tambourine, stopping a group of preschoolers in their tracks. “Hands on your head. Touch your ears if you can hear me,” he tells them.

Moran then instructs each child to take a seat in one of the hula-hoops around a circle on the concrete floor. Some youngsters cling nervously to their parents, but others race to an open spot where a smiling student mentor is waiting for them.

When everyone is settled, Moran continues. “Now when I say ‘go,’ I want you to run and find a green noodle piece and bring it back to your circle,” he says. “Ready, MUSTARD!” A few kids make a move toward the pile before realizing they’ve been tricked. “Ah, did I say ‘go?’” Moran asks. “What did I say? I said ‘mustard.’ Okay, ready, GO!”

Builders and Bulldozers explores through movement
And so begins a recent session of Builders and Bulldozers, a group program offered by James Madison University’s Occupational Therapy Clinical Education Services (OTCES) in conjunction with the department of kinesiology. The weekly session for children ages 2 to 5 promotes sensory exploration through movement. Participants engage in various activities such as pushing a mat along the floor to “bulldoze” shapes, completing an obstacle course and making crafts.

The atmosphere is open and encouraging, and each child is paired with a JMU kinesiology student or a pre-occupational therapy student to ensure their safety and to maximize attention to their individual needs.

OTCES group programs like Builders and Bulldozers are designed to address specific needs that aren’t fully being met by other community programs. The clinic offers group programs for children of all ages, from a baby dance class to a sensory preschool group to a “Health Gardens, Healthy Girls!” curriculum that focuses on building self-esteem in adolescent girls.

Individual services offered by OTCES include one-on-one evaluations, interventions and consultations. In addition, the clinic uses Interactive Metronome training, which combines auditory guidance software with exercises to improve a child’s attention and focus, motor coordination, language processing and self-regulation.

Filling a need for pediatric services in the Valley
OTCES grew out of a project that Elizabeth Richardson and two other OT graduate students worked on through the Venture Creations Class within the College of Business. Richardson, a JMU alumna, faculty member in the Master of Occupational Therapy program and licensed occupational therapist, practiced in private homes in the area for four years. During that time, she recognized the need for pediatric services in the central Shenandoah Valley. “Families were traveling as far as Charlottesville and Winchester,” she says.

“She was excited about transitioning this concept from a plan on paper to reality,” recalls Dr. Jeffrey Loveland, coordinator of the graduate occupational therapy program at JMU. With the help of Dr. Sharon Lovell, interim dean of the College of Health and Behavioral Studies, Richardson secured seed funding for OTCES. In addition, JMU’s Institute for Innovation in Health and Human Services provides clinical support.

OTCES celebrated its two-year anniversary in November 2012 and continues to grow and add creative new programs. Its staff members — Richardson, clinic supervisor Julie Patrick Bonham and occupational therapist Cindy Colwell — are all JMU graduates.

Occupational therapy is concerned with things that “occupy” one’s time — everyday activities such as self-care skills (feeding, bathing, dressing), fine motor skills (hand skills and dexterity), coordination, sensory integration and social skills. Since a child’s primary occupation is play, it is often through play that occupational therapists help children develop and learn, Richardson says.

“We use play as a means and an end,” says Richardson. “Lots of times the children don’t even realize that they’re working on something because they’re having fun.”

Children and their families come to OTCES by word of mouth and via referral from area physicians, K-12 schools and other clinics at JMU. Although autism and cerebral palsy are common disorders that may require pediatric occupational therapy, sometimes the diagnosis is less obvious, Richardson says. Increasingly, the clinic is serving children with severe anxiety and sensory integration issues. “We focus on their strengths and develop those skills they’re less comfortable with,” she says.

Ellen Blosser of Harrisonburg is watching her son Tyler, 2, play in the Sensory-Motor Gym, which features snuggle swings, a colored ball pit and a crawl tunnel. “He’s very attached to me,” Blosser says. “The more familiar he is with his mentor, the more comfortable he’ll be and the more he’ll flourish.” Although Tyler is new to Builders and Bulldozers, he has been talking about the program at home, Blosser says, and he looks forward to the sessions. “He enjoys sitting down and learning things. And he’s starting to grow. The more verbal children are, the more they can stand up for themselves and communicate their feelings.”

Heather Benin’s son Max, 2, is beaming with pride after finishing the bulldozer session. “When they were pushing the mat, you could tell that he wanted to hold on to me but he couldn’t resist [participating],” the Bridgewater resident says. “He loves playing games and he loves following directions.”

As its name implies, OTCES also provides a clinical setting in which students in the health sciences can complete internships, practica and fieldwork as well as conduct research and assessment.

For kinesiology students and pre-occupational therapy students, the Builders and Bulldozers collaboration underscores the importance of helping children of all abilities achieve a “sensory diet where they’re calm, they’re focused and they’re in tune with what their body is doing,” Moran says.

Colwell, who also serves as the clinic’s volunteer coordinator, is excited to help OTCES provide a valuable service to the community. “We want to reach out, we want to make a difference and make ourselves known and to have other people come and join us.” 

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By Jim Heffernan ('96), JMU Public Affairs

April 8, 2013

Participants in mtvU's "The Backstory" become central characters in the storyline, answering a scripted text message or Facebook chat from a friend about someone they know and suspect may be in trouble.  COURTESY IMAGE

You may have encountered them online — personal ads offering sex, money for school, or free rent in exchange for housekeeping duties. But what you may not know is that behind many of these provocative posts are horrifying tales of oppression, intimidation and abuse.

Human trafficking is one of the fastest-growing criminal enterprises in the world. Incidents were reported in all 50 states in the U.S. last year, according to the National Human Trafficking Resource Center. Victims include children induced into the sex trade, adults who are coerced into performing commercial sex acts, domestic workers held against their will and farmhands forced to labor for little or no pay.

In the spring of 2012, four students in James Madison University’s School of Media Arts and Design set out to harness the power of digital storytelling to combat human trafficking. The project, which originated in SMAD instructor Paige Normand’s Writing for New Media class, caught the eye of MTV’s college-oriented network, mtvU, which was sponsoring a nationwide contest to develop tools to raise awareness of the issue and inspire young people to take action.

Normand said the campaign was perfectly suited to the course, which is required within SMAD’s concentration in converged media — the delivery of content via multiple formats including text, images, audio, video and interactive websites.

“I had designed the course so that it would culminate with a concept design that the students would produce,” she said. When Normand received an email blast from mtvU about a month into the semester, she encouraged her students to take part.

Seniors Kristen Hotz and Danielle McLean and juniors Jasmine Jones and Liz Ramirez expressed an interest in working together on the project. They researched human trafficking and safe harbor laws, created a narrative based on a female survivor’s testimony for mtvU’s “Against Our Will Campaign,” and developed an interactive web module to help tell the victim’s story.

“We’d been studying innovative ways to spread awareness and create interactive campaigns, so that was a good basis for us to brainstorm ideas,” McLean said.

“When we started, I didn’t know much about human trafficking,” Hotz said. “Then we started researching it and it made me realize, wow, this is a real issue and it’s not just going on in other countries. It’s happening here.”

The students’ concept design involved a series of interactive videos that must be unlocked to uncover the victim’s backstory. Users become central characters in the storyline, answering a scripted text message or Facebook chat from a friend about someone they know and suspect may be in trouble. As the story unfolds, participants are given the option to connect to their own Facebook accounts to see a more personalized storyline and to share the backstory with their friends via social media.

“We wanted people to connect with the issue on an emotional level because this is serious and it’s personal and it’s going on in our backyards,” Jones said.

The group also wanted to help dispel some of the myths surrounding human trafficking. “People think it only happens through being abducted,” Ramirez said. “We found out through our research that it can also be psychological coercion, and we thought that was important to get out there.”

The interactive piece was important, the students said, not only because it fit mtvU’s target audience, but also because it underscores the reality of human trafficking.

“It’s easy when you hear the statistics to become numb to that and not be able to relate to it,” McLean said. “The interactive element makes it a lot more real for people and easier to empathize and put yourself in that position.”

Last summer, the students learned that their concept design had been selected as a finalist. Then, in late August, word came that the network had chosen it for development.

MtvU’s “The Backstory,” which launched in late January as part of National Slavery and Human Trafficking Awareness Month, includes six videos in two different packages and adds the power of interpretive dance to the storytelling, with performances by the troupe Ailey II and narration by rapper Talib Kweli. Those viewers who are moved by the experience are provided with simple steps to take action, including rallying for laws that support the rights of trafficking survivors.

The JMU students were not involved in the production, but they say they were pleased with the results. “We didn’t have the tools, obviously, to make it what it is [now],” McLean said. “I think it’s better in a lot of ways that we could have imagined.”

Still, Normand said the students’ mark on the project is evident. In fact, the venture was so successful that Normand has restructured the Writing for New Media course to include more of a focus on ways students can use media to make an impact on their communities and the world.

For their contribution to “The Backstory,” the students received $10,000. The group is considering donating a portion of the money to anti-human trafficking organizations.

McLean said the experience has led her to want to pursue a career in advocacy, while Ramirez, who is also majoring in sociology, plans to do her honors thesis on human trafficking. 

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By James Heffernan ('96), JMU Public Affairs

Feb. 26, 2013

Dr. Richard West, professor emeritus of graduate psychology, and his research partner, Dr. Keith Stanovich, have spent more than 15 years studying rationality and how people, even very bright people, sometimes make poor decisions.

Pop quiz:

A bat and a ball cost $1.10. The bat costs $1 more than the ball. How much does the ball cost?

Many people will answer quickly and confidently: 10 cents. But that’s wrong. If the ball costs 10 cents, the bat would then have to cost $1.10, for total of $1.20. The correct answer is 5 cents (and $1.05 for the bat).

Question 2:

In a lake, there is a patch of lily pads. Every day, the patch doubles in size. If it takes 48 days for the patch to cover the entire lake, how long would it take for the patch to cover half of it?

Twenty-four days, you say? Nope. The correct answer is 47 days. (On the 48th day, the patch would double in size to cover all of the lake.)

If you missed both questions, don’t feel bad. The vast majority of us, it turns out, are cognitive misers, employing mental shortcuts that sometimes lead to incorrect conclusions or even foolish decisions. Rather than carefully evaluating the information presented, we skip to the solution that requires the least mental effort.

“For most of us, really hard thinking is something we like to avoid as much as possible. And yet a lot of rational thinking profits from this type of information processing,” says Dr. Richard F. West, professor emeritus of graduate psychology at James Madison University.

West and his longtime research partner, Dr. Keith E. Stanovich, recently received a $1 million grant to develop an assessment of rational thinking. The funding from the John Templeton Foundation runs through 2015.

“We’ve been working toward a test of rational thinking for over 15 years now, but it has been a piecemeal effort and something we have had to juggle along with other projects in research and teaching and consulting activities,” said Stanovich, a professor at the University of Toronto. “We have already collected an enormous amount of data relevant to the project, but much of this data has been lying unanalyzed. Now we will have time to go back and work and look into data sets that we have been collecting for about a decade now.”

West and Stanovich’s career-defining collaboration began as idle conversation between fellow graduate students at the University of Michigan.

“We were making some important contributions at the time to the field of reading,” West recalls, “but we found we were spending more and more of our free time engaging in this sort of nerdy gossip, which centered around questions of rationality and how people, even very bright people, would sometimes make poor decisions.”

Human cognition is characterized by two types of processing. Type 1, whether innate or acquired through extensive practice, is autonomous — looking both ways before crossing the street, for example — and can be executed at the same time as other higher levels of processing. Type 2 requires conscious mental effort. Although either type of processing may underlie decisions that are rational, many of the most important individual differences in rational thinking involve problems with Type 2 processing. 

Traditional philosophy equates rational thinking with logic, but most cognitive scientists consider rational thinking in terms of how well our beliefs map onto the real world and whether our decisions help us fulfill our goals — in essence, “what is true” and “what to do,” respectively. “If you think in a way that brings you closer to a true understanding of the world and helps you get what you want, that’s rational,” West says.

We are all compelled to engage in rational thinking every day, whether deciding which foods to eat, where to invest our money or how to deal with a difficult client.

Yet humans are often highly susceptible to cognitive illusions and thinking biases that can hinder good judgment and decision-making, West says. These biases have been linked to everything from Ponzi schemes to medical error.

In addition to being cognitive misers, many people simply lack the knowledge and strategies needed to think rationally in certain situations — what psychologists have termed “mindware gaps.” Others, when choosing between two similar options, tend to rely on the personal testimony of an individual or small group over a larger sample that may include extensive research and expert opinion. Still others allow their emotions or prior knowledge of a subject to cloud their judgment.

We may assume that intelligence and rationality go hand in hand. But even smart people do foolish things. According to Stanovich, author of the 2009 book “What Intelligence Tests Miss,” IQ tests are very good at measuring certain mental faculties, but they often fall short in their assessment of an individual’s ability to think rationally or override cognitive biases. In fact, numerous studies by West and Stanovich have shown that so-called intelligent people may be no less susceptible to many of these pitfalls than those with lower IQs.

West believes that humans need to be good rational thinkers to be able to navigate an increasingly complex world. Granted, our culture has developed tools, such as statistics and probability, to help govern decision-making. But most people are not natural statisticians, he says.

And that’s where a rational thinking test like the one West and Stanovich are working on can help.

“If you’re going to train people to become more rational thinkers, you’re going to need ways to assess whether your efforts are successful,” West says. “Our hope is to point these things out to people and help them make better decisions.” 

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By James Heffernan ('96), JMU Public Affairs

Feb. 11, 2013

Christine Bolander is working with the Zion Project in Northern Uganda this summer.

Posted August 2012

Graduate student Christine Bolander says Madison's occupational therapy program fulfills her professional and spiritual goals
By Kelley Freund (’07)

Currently in JMU's occupational therapy master's program, Christine Bolander is passionate about her career choice.

A global perspective on rehabilitation
Bolander and best friend Brooke Helsabeck, both alums of JMU's Huber Residential Learning Community, are working together on their research thesis which focuses on current rehabilitative methods used with human sex trafficking survivors. Last winter the two attended a conference and learned that of the estimated 27 million slaves in the world today, 80 percent are sex slaves.

At first the girls thought the data for their research was going to be gathered solely from electronic surveys sent out on the Internet. But then two amazing opportunities were presented to them. While Helsabeck is working with LightForce International in San Juan, Costa Rica, Bolander is spending nine weeks this summer interning with the Zion Project in Gulu, Uganda, an organization founded by JMU alum  Sarita Hartz ('02) Hendricksen.

Each morning and afternoon Bolander works with Congolese refugee women who were forced into prostitution, brothels and the sex industry due to poverty and lack of other options. Bolander says that through the Zion Project these women are given counseling, mentorship and a new occupation of bead making. In the evenings Bolander works with 17 girls with similar pasts, ages 6-15.

"These girls and women have experienced pasts of desperation and darkness," says Bolander, "but now you don't see the blank, emotionless stares or the raging anger towards the world and every person encountered. You see smiles, you see singing and dancing, you see joy and most importantly you see hope. Their lives are still effected by their pasts, I can see that every day, but they are healing and they have dreams they are fighting for."

Bolander's dream is to do exactly what she is spending the summer in Uganda doing — to become an occupational therapist in a developing country, offering healing and rehabilitation to those with disabilities or traumatic backgrounds. "My desire is to use OT in conjunction with ministry," says Bolander. "I believe that in order for us to experience fullness in life, we have to consider not only our physical, emotional and mental health, but also our spiritual well-being."

Lessons learned at JMU and the Huber Residential Learning Community
Bolander says JMU and the Huber Residential Learning Community opened up opportunities for her to further explore occupational therapy and her role as a healthcare provider in today's society.

She knew what she wanted to do with her life, but it wasn't until a meeting with HRLC Coordinator Dr. Sharon Babcock that her outlook on occupational therapy changed. "Through our discussion I learned a valuable lesson that has served me in my academics, as well as in my therapeutic interactions," says Bolander. "Healing is not simply a donation; healing is mutual. In this relationship the therapist and the patient both have something to give and take. This has framed the way I view occupational therapy. OT is not simply a service, but an interaction."

But perhaps the most important lesson she learned was not about OT or health, but about life in general. "JMU is known for valuing service," says Bolander. "But I believe that it goes beyond that. JMU values people. We encourage relationships, we encourage growth, and as stated in our mission statement we encourage conducting a meaningful life. What I have learned from my years at JMU and through my experience with the Huber Residential Learning Community is that a meaningful life is rooted in giving. It's finding what strengths and gifts we each have and sharing them with others. I have been blessed to have access to areas of the world where there are needs for the knowledge occupational therapists possess, and I have been deeply enriched by these interactions."