Her research question: What are the differences between how hearing people think they view the deaf community and how they actually view the deaf community?

Wheatley is one of nine senior psychology majors selected to present their findings at the Virginia Association for Psychological Science annual conference April 20-22, 2016, in Newport News, Virginia. All of the students are classmates in a two-semester applied psychology research course taught by Professor .

For most students, their projects have led not only to the desired academic goals, but also to personal revelation and clarity of professional goals.

Wheatley, for example, is also involved in an independent study in Deaf culture and community, and she has plans to continue the research in graduate school. And that friend who shared the feelings that were the impetus behind Wheatley’s research? Her future mother-in-law.

With curriculum change, students enter research process earlier

A strength of the at EMU is that all students have the opportunity to conduct individual research on a topic related to their unique interests, says department chair . “These original projects introduce every student to the ins and outs of scientific inquiry.”

Senior psychology majors at EMU enter the research course with a “broad background in the field of psychology,” having fulfilled prerequisites of general, developmental, social and cognitive psychology, as well as a course on interpersonal relationships among others, Koop said. They all have been introduced formally to the research process in the Cognitive Psychology class, where each student formulates a research proposal.

Many of those proposals then develop into the independent research project required in Psychology 472/473, Koop says.

New curriculum that begins next year will introduce the design and analysis portions of the research process earlier, an emphasis which will not only build critical skills but quickly immerses majors in the intellectual rigor of their discipline.

Topics move students deeper into field

In Psychology 472/473, students delve into the research process while designing, developing and implementing their own project. The individualized research projects is intended to create “more critical consumers of scientific results” and “strong candidates for graduate programs,” Koop said.

Most of the classmates expressed both a new appreciation for the “intricacies of research,” as one student put it, and also for the seriousness of the endeavor. “It takes such precaution to make even basic claims,” says Rachel Bowman, who designed an experiment on racial bias.

“When you read a research article, it often seems as though the researchers easily attained the results they are sharing with the world,” said Emily Myers, who has used the project to familiarize herself with attachment theory in preparation for a career in counseling. “In reality, conducting research takes an incredible amount of background research, planning, gaining feedback, working with others, etc.”

In developing her research about developmental trauma associated with foster care and adoption, Bethany Chupp realized her project called for something “along the lines of a doctoral thesis…a longitudinal study of adoptive families over the course of several years.” Setting that aside, she scaled down to the question of whether “changing the vocabulary used to discuss adoption changes participants’ attitudes toward adoption and foster care.”

The title of her project is “Adoption as Trauma: Viewing Adoption Through a Restorative Lens.”

“It takes baby steps to get to bigger goals,” she said. “I need to start a basic level of examining attitudes and language before applying that to concrete case studies.”

 Meeting and networking at conferences

Attending conferences is an important professional development opportunity for undergraduate students, Koop said. “You get to test ideas, receive feedback and meet future colleagues. It’s a great experience not only to witness scientists discussing their original work, but to contribute to this exchange of knowledge and develop professional communication skills.”

Other students selected to attend the conference include

• Brooke Lacock, Does Anticipation of Smartphone Notification Interfere with Working Memory Performance?
• Mackenzie Lapp, High and Low Information-Load Music: Implications for Reading Comprehension;
• Kathryn Phillips, Self-Affirmation While Test Taking;
• Sam Swartzendruber, The Effect of Caffeine Deprivation on Sleep Deprived College Students;
• Wesley Wilder, Seeking Clarity: Violent Video Games, Image Quality, and Aggression.

Witnessing a full-length performance, as ˛ÝÝ®ÉçÇř professor did in 1981 for the center’s 10-year anniversary, is “mind-blowing.”

“The complete work requires a marching band, rock band, symphonic orchestra, two choirs, a children’s choir, and a raft of soloists,” explains Nafziger. “And as you can imagine, you can’t just do this anywhere. Oh, and a ballet. There’s also a ballet … and the Alvin Ailey dancers.”

Lacking such an expansive stage, as well as a ballet and a marching band among other necessities, Nafziger and colleagues and are providing the next best opportunity. The works’ perennial themes of faith and doubt and the clash of tradition with modernity take center stage – albeit in an abridged version – at the university’s annual gala music concert Nov. 14, 7 p.m. in Lehman Auditorium.

Bernstein’s selections the highlight

Music lovers who regularly attend EMU’s annual gala concert, and those coming for the first time, will be delighted at this rare opportunity to hear “Concert Selections from Leonard Bernstein’s MASS” by , the only sanctioned, abridged version in the history of this major work.

“MASS” features the experience of “a celebrant observing a mass who finds himself in the midst of the noisy, discordant sounds of church culture,” Nafziger says. “His intention is to strip the noise away and find out what is at the core of the mass, which raises questions of faith and nonfaith, borrows all kinds of styles of music … and when it comes to that point in the mass when the wine and the bread are consecrated, he throws the chalice onto the floor, a most grievous sin in the Catholic religion. Out of that breakdown of his own faith, he finds a need to go on anyway and returns to the idea that to praise God properly, one needs to do it simply.”

Vocal soloists include sophomore Sarah Sutter, juniors Sam Swartzendruber and Jon Bishop, and seniors Guilio Garner and Heather Evans.

A musical showcase

While the Bernstein piece will be the highlight, other works are also in the evening’s program. The annual concert brings together the Chamber Singers, men’s and women’s choirs, Emulate, Chamber Orchestra, and the Wind Ensemble.

“The annual gala concert is an opportunity for the music department to showcase most of our ensembles and the large number of students who participate in our programs,” says Griffing, who conducts the orchestra. “We welcome the community to come out and help us celebrate and support the hard work of many while enjoying a wide variety of repertoire.”

The Wind Ensemble, directed by , will perform Gustav Holst’s “Suite for Winds.” The Chamber Orchestra will perform a portion of Ernest Bloch’s “Concerto Grosso” for strings and piano. Professor , baritone, will be featured in an aria from the Bach cantata “Ich habe henug.”

The concert is the primary fundraiser for the music scholarship fund. The suggested donation is $10 per person.

“It is richly comic and has dark undertones, which are rarely explored as fully as we are exploring in our production,” says , director and assistant professor, of his favorite Shakespearean work.

“ opens Wednesday, Nov. 19, at 7:30 p.m. in the Lee Eshleman Studio Theater and continues with nightly performances through Saturday, Nov. 22. Matinees are on Saturday, Nov. 22, and Sunday, Nov. 23 at 3 p.m.

The story revolves around Viola, played by Rachelle Kratz. After the shipwreck, she is rescued on the shores of Illyria, thinking that her twin brother Sebastian (Jeremiah Hines) is dead. She disguises herself as a young man named Cesario, and enters the service of Duke Orsino (Sam Swartzendruber). The Duke believes he is in love with a woman named Olivia (Clara Bush), who falls for Viola’s masculine persona. Love triangles, pranks, and hilarity ensue.

“The language of Shakespeare is passion put to pen,” says Poole. “It takes all of an actor’s physical and mental capacity to play it well.”

Baker, who plays Olivia’s gentlewoman Maria, reads not only lines but personality from the script. “My biggest challenge has been finding the pockets where Shakespeare is telling me secrets about the way I should deliver my lines,” she says. “My character never speaks in iambic pentameter, which means that she is rough around the edges with her speech.”

Her acting process involves taking the script and a backstory she creates, and filing that away. “I keep my brain clear and my body becomes the storyteller for my character,” Baker says.

Swartzendruber humorously describes the month-long experience of learning the Duke’s part, “squinting at a page and having no idea what you’re yelling about,” struggling to heed Poole’s instructions to behave naturally, “because nothing about the situation is anywhere close to natural.”

In the end, though, embodying that foreign character for an audience is what keeps Swartzendruber in the theater. “It’s one of the best feelings I’ve ever experienced,” he says.

Considering the complexities of the set, costumery and props, the technical crew working behind the scenes is multi-faceted. Assistant stage manager Mindy Esworthy calls herself a “jack of all trades during rehearsal.” On any given day, she’ll be taking notes or making props.

“Sometimes the writing [of Shakespeare] can be offputting, and people don’t see how truly creative it is,” says Esworthy. “I’m hoping that our interpretation of Twelfth Night will help show that creative side of the formal language.”

Creative interpretation is a driving force behind this production. An original score by local composer James E. (Jim) Clemens, who has collaborated with EMU musicians in the past, is a highlight, says Poole.

Swartendruber suggests that audience members familiarize themselves with the plot beforehand to better appreciate the show.

“Justin’s directing always twists things in different ways to kill any preconceived ideas people have about the way things are going to turn out,” he says.

Despite its complexity, playgoers should expect anything but stodginess in what Baker calls “the Moulin Rouge version of Twelfth Night.”

Tickets are available at the EMU Box Office in University Commons weekdays from 10:30 a.m. to 2:30 p.m. Costs are adult ($12), senior 65 + ($9), youth up to age 18 ($9), EMU student ($5), and EMU faculty/staff ($9). The Thursday evening performance is “pay what you will” for EMU faculty and staff to benefit the EMU theater scholarship fund.

Performances:

Wednesday, November 19, 7:30 p.m.
Thursday, November 20, 7:30 p.m.
Friday, November 21, 7:30 p.m.
Saturday, November 22, 3 p.m. and 8 p.m.
Sunday, November 23, 3 p.m.

Directed by , assistant professor of at EMU, Into the Woods will be performed in the Main Stage Theater at 7:30 p.m. on April 4, 5, 10, 11 and 12, plus a 3 p.m. matinee on Sunday, April 6. The show will run approximately three hours with intermission.

Information regarding age-appropriateness for EMU events is available through the  at 540-432-4360 or theater@emu.edu.

Into the Woods weaves together the main characters from fairy tales like Little Red Riding Hood, Jack and the Beanstalk, Rapunzel, Cinderella and others. The story revolves around a childless baker and his wife on a quest to begin a family, and their interaction with a witch who has placed a curse on them. In a departure from the standard plot line, the musical explores the consequences of these characters’ wishes.

“Into the Woods is a sprawling story filled to the brim with complex characters and dark magic,” said Poole. “The story provides ample opportunities to push the limits of our imaginations as we explore innovative ways to stage complex theatrical moments. I want audiences to leave the theater feeling that they have had a visceral, engaging experience that transcends what they have felt while watching a film or other mediated form of entertainment.”

Reserved tickets are $15 for adults ($17 at the door) and $12 for seniors, non-EMU students and EMU faculty/staff ($14 at the door) and $6 for EMU students. Tickets are available through EMU’s box office: 540-432-4582, . Group rates are available.

Cast:

Rachelle Kratz, stage manager

Dylan Bomgardner, assistant stage manager

Sierra Comer, assistant stage manager

Hailey Holcomb, assistant stage manager

Hattie Berg, assistant director

Chris Parks, dramaturg

Bethany Chupp (sophomore)

Shannon Dove

Heather Evans (junior)

Andrew French

Dorothy Hershey (first-year)

Jeremiah Hines (first-year)

Caitlin Holsapple (sophomore)

Heidi Jablonski (senior)

Holly Jensen (junior)

Elisha Keener (junior)

Eric King (senior)

Jaclyn Kratz (sophomore)

Katie Miller (senior)

Ezrionna Prioleau (first-year)

Emily Shenk (junior)

Sarah Sutter (first-year)

Sam Swartzendruber (sophomore)

Isaac Tice (senior)

Robert Weaver (first-year)

Phil Yoder (junior)

Rebekah York (sophomore)

In addition, two incoming students, Hannah Chappell-Dick, a senior at Bluffton High School in Bluffton, Ohio, and Charlie Good, a senior at Warwick High School in Lititz, Pa., were recognized as Yoder Scholars, the highest academic award an incoming student can receive.

“I’m very excited about the number and caliber of students who applied this year,” said Mark Sawin, program director and chair of history at EMU. “Hannah and Charlie are both wonderfully creative and curious people with wide-ranging interests and strong leadership abilities. I’m grateful they’ve decided to join us as next year’s Yoder Scholars.”

Honors student candidates are evaluated on academic performance, community and extra-curricular involvement, creativity, clarity of thought and leadership potential. In addition to being in the honors program, candidates submit a portfolio of their high school achievements, write a series of essays and meet with a member of the honors faculty for a one-on-one interview.

“The interaction with faculty mentors and each other in a variety of settings provides an opportunity for highly motivated scholars to develop as thinkers and wrestle with big questions,” says Sawin, a 2008-09 Fulbright Scholar at University of Zagreb in Croatia.

Chappell-Dick is an incoming biochemistry major while Good plans to major in chemistry.

The students accepted into the honors program are:

Alex Bender from Sarasota, Fla., Pine View School

Malachi Bontrager from Westbrookville, N.Y., Iowa Mennonite School

Rachel Bowman from Archbold, Ohio, Archbold High School

Kristoffer Broadley from Wichita, Kan., homeschooled

Anne Brothers from Rockville, Md., Montgomery Blair High School

Ashley Cox from Mountville, Pa., Hempfield High School

Melissa Cox from Mountville, Pa., Hempfield High School

Patty Danaher from South Chesterfield, Va., Matoaca High School

Isaac Driver from Harrisonburg, Va., Eastern Mennonite High School

Amy Feeser from Lancaster, Pa., Penn Manor High School

Rehana Franklin from Modesto, Calif., Modesto High School

Derek Harnish from Strasburg, Pa., Lampeter-Strasburg High School

Kate Harrold from Millersville, Pa., Penn Manor High School

Amanda Helfrich from Bradford, Ohio, Greenville Senior High School

Caitlin Holsapple from Harrisonburg, Va., Eastern Mennonite High School

Melissa Jantzi from Albany, Ore., Eastern Mennonite High School

Brianna Kauffman from Harleysville, Pa., Christopher Dock Mennonite High School

Andrea King from Lititz Pa., Warwick High School

Kari King from Harrisonburg, Va., Harrisonburg High School

Sierra Kiser from Stuarts Draft, Va., Stuarts Draft High School

Jaclyn Kratz from Telford, Pa., Christopher Dock Mennonite High School

Rachelle Kratz from Telford, Pa., Christopher Dock Mennonite High School

Brooke Lacock from Paradise, Pa., Pequea Valley High School

Olivia Mast from Lancaster, Pa., Lancaster Mennonite School

Katie Miller from San Antonio, Tex., Louis D. Brandeis High School

Maddie Miller from Wellman, Ia., Iowa Mennonite School

Elise Mitchell from Elkhart, Ind., Elkhart Central High School

Erin Nafziger from Archbold, Ohio, Archbold High School

Jolee Paden from Saint Joseph, Ill., St. Joseph-Ogden High School

Aaron Patterson from Midlothian, Va., homeschooled

Alicia Poplett from Plymouth, Minn., Wayzata Senior High School

Emilie Raber from Dalton, Ohio, Central Christian High School

Jesse Reist from Lancaster, Pa., JP McCaskey High School East

Jess Rheinheimer from Manheim, Pa., Lancaster Mennonite School

John David Satriale from Gap, Pa., Lancaster Mennonite School

Lauren Sauder from Smoketown, Pa., Lancaster Mennonite School

Michelle Sauder from Linville, Va., Eastern Mennonite High School

Carissa Sherer from Joy, Pa., Donegal High School

Kritika Shrestha from Germantown, Md., Clarksburg High School

Rachel Springer from Minier, Ill., Olympia High School

Seth Stauffer from Lebanon, Pa., Northern Lebanon Jr-Sr High School

Sarah Sutter from Urbana, Ill., University Laboratory High School

Kate Swartz from Spring City, Pa., Christopher Dock Mennonite High School

Sam Swartzendruber from Kalona, Ia., Iowa Mennonite School

Ryan Swartzendruber from Sellersville, Pa., Christopher Dock Mennonite High School

Stephanie Toth from Lake Milton, Ohio, Cardinal Mooney High School

Aaron Wile from Telford, Pa., Christopher Dock Mennonite High School

Alena Yoder from Elkhart, Ind., Bethany Christian High School

Kegan Yoder from Plaine City, Ohio, Jonathan Alder High School