Miguel L. Arce, MSW, professor of social work, and Walter J. Mullin, PhD, professor of social work, co-authored the following articles in El Sol Latino (Amherst, Mass.): “Presidential candidates in 2019: Their positions on poverty” (March 2019), “Creating PROMISE for children” (April 2019), “There is no room here?” (May 2019), “Too little food, too much month” (June 2019), “Investing in the future for the common good” (July 2019), “Springfield’s Gray House: Caring people can change the world” (August 2019), “A community development leader to celebrate during Hispanic Heritage Month” (September 2019), “The political candidates speak about poverty: What’s there and what’s missing?” (October 2019), “Understanding development and poverty alleviation” (November 2019), “It’s coming on Christmas and people are hungry” (December 2019), “How the legal system cripples people in poverty” (January 2020), “Who really benefits from food stamps” (February 2020), and “The census counts” (March 2020). After six years and writing more than 60 guest opinions in El Sol Latino, Arce and Mullin submitted their final editorial comment on poverty in April 2020, titled “The war on poverty continues: The series on poverty ends.”
Joseph J. Berger, PhD, professor of biology, authored the book Science and Spirituality: An Introduction for students, secular people & the generally curious, published by Onus Books in December 2019. Berger provides a short introduction to humanism that is aimed at students, young people, and those seeking to understand a world without God, as well as to those who believe in a science-based, naturalistic world view.
Julia Chevan, PhD, professor of physical therapy, co-authored “Developing core education principles for rehabilitation professionals in response to the opioid crisis: An example from physical therapy education” in Disability and Rehabilitation in November 2019. Her co-author was Amy Heath, assistant professor of physical therapy at Western Michigan University. The pair describe how educators in one state developed a set of core principles for the education of Doctor of Physical Therapy students in response to the opioid crisis. In the article, they present these principles as a model for educators globally.
Lara R. Curtis, PhD, adjunct faculty member in the Department of Literature, Writing, and Journalism, authored the book Writing Resistance and the Question of Gender: Charlotte Delbo, Noor Inayat Khan, and Germaine Tillion, published by Palgrave Macmillan in November 2019. This book presents the first comparative study of the works of Charlotte Delbo, Noor Inayat Khan, and Germaine Tillion in relation to their vigorous struggles against Nazi aggression during World War II and the Holocaust.
Katherine Dugan, PhD, assistant professor of religion, wrote the chapter “iPrayer: Catholic Prayer Apps and Twenty-first Century Catholic Subjectivities” in The Anthropological Study of Religious and Religion-Themed Mobile Apps, edited by Jacqueline Fewkes, Palgrave Macmillan (2019).
Nina Esaki, PhD, assistant professor of social work, published “Trauma-responsive organizational cultures: How safe and supported do employees feel?” in Human Service Organizations: Management, Leadership & Governance in December 2019.
Sally M. Hage, PhD, associate professor of psychology, co-published “Investigating the role of doctoral training clinics in the academic preparation of counseling psychologists” in Training and Education in Professional Psychology in June 2019.
Chris Hakala, PhD, director of the Center for Excellence in Teaching, Learning, and Scholarship and professor of psychology, authored “The classroom as practice” for The Exchange in November 2019.
Brooke Hallowell, PhD, dean of the School of Health Sciences, authored the chapter “Strategically Promoting Access to Speech-Language Pathology and Audiology Services” in the book, Professional issues in speech-language pathology and audiology, 5th Edition, from Plural Publishing, Inc. In the chapter, Hallowell discusses the factors that impede access despite a dire and growing need for speech-language pathology and audiology services. She also discusses strategic means of enhancing access by optimizing reimbursement for clinical services, finding alternative ways to fund clinical services, pursuing legislative channels to enhance access, engaging in advocacy, using care extenders, taking advantage of technology, educating the public, and modifying service providing.
Stephanie R. Logan, EdD, associate professor of education and Department of Education chair, co-authored the chapter “Queering the curriculum: An exploratory study of teachers’ perceptions on integrating LGBTQ+-Inclusive curriculum” in the book Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy. Her co-author was Kyle S. Garron, 2018 graduate of the Springfield College working teachers program, and teacher at Minnechaug Regional High School in Wilbraham, Mass.
Kristen Ouellette, PhD, assistant professor of applied exercise science, co-authored “Physical activity patterns among individuals before and soon after bariatric surgery” in Obesity Surgery in October 2019.
Walter J. Mullin, PhD, professor of social work, presented two community trainings for DARE Family Services: “Mental health overview” (October 2019) and “Parenting foster children towards being secure and competent” (March 2020). DARE Family Services is a foster care agency based in West Springfield, Mass.
Paul Thifault, PhD, associate professor of English, composed a critical bibliography on the life and work of Washington Irving for Short Story Criticism (Volume 272) published in December 2019. Thifault also co-edited Resources for American Literary Study (Volume 41.2), a peer-reviewed journal of archival discovery and bibliographical analysis, published December 2019. His editorial assistant was English major Anthony Valentino, Class of 2020.