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Lynne Holden

<div>Degree: MD, School of Medicine, 1991</div><div>Occupation: Medical mentor</div><div>Location: Bronx, New York</div>

Lynne Holden, MED ´91, teaches school children about health and wellness.

Story by Kyle Bagenstose , SMC ´11

Photography by Ryan S. Brandenberg

For most of her medical career, Lynne Holden, MED ´91, focused on healing patients and sending them home from the hospital.

Now she tries to bring people into hospitals as founder and president of Mentoring in Medicine Inc., a Bronx‐based nonprofit organization that directs students of all ages toward careers in medicine.

“Our mission is to empower students to become health professionals,” Holden says. “We do that in an engaging way, entering the lives of students who are disadvantaged in some way.”

Elementary‐school children can participate in programs such as hip‐hop stage plays, which introduce them to health concepts from heart disease to job opportunities in healthcare. As students progress in their education, they can participate in rigorous course work through virtual summer camps that cover topics including advanced biology and research methods. College undergraduates can gain healthcare experience by performing community outreach.

I realized I wanted to be the feet on the street, trying to recruit students who have dreams but don't know how to realize them.

The ideas for such initiatives came from Holden´s own experience growing up in the Philadelphia neighborhood of Mount Airy, which lacked a support system for budding health professionals.

“I knew I wanted to become a physician as early as elementary school, but it wasn't easy to find mentors or programs to help me pursue my dream,” Holden says. “As an undergrad [at Howard University], I did summer sessions to enrich my learning, but there was no continuity. I´d go to on for six weeks, and that was the end of it.”

Holden´s passion for education took hold in 1994, after she joined the admissions committee of the Albert Einstein College of Medicine at Yeshiva University in New York City.

“I realized I wanted to be the feet on the street, trying to recruit students who have dreams but don't know how to realize them,” she says. “A lot of students don't have any role models or have low self‐confidence.”

Since its founding in 2006, Mentoring in Medicine has reached more than 25,000 students and has expanded to cities including Atlanta; Detroit; Oakland, Calif.; Philadelphia; and Washington, D.C. Holden is amazed consistently by the students´ transformations.

“I've had students say they were told they would never be a doctor,” she says. “And just a few years later, I have the honor of putting their white coats on them during their graduation ceremonies.”

I realized I wanted to be the feet on the street, trying to recruit students who have dreams but don't know how to realize them.
Abstract: 
Lynne Holden, MED ´91, creates brighter futures for children interested in medicine.
Quarter: 
Year: 
2014
Sub-heading: 
<div>Degree: MD, School of Medicine, 1991</div><div>Occupation: Medical mentor</div><div>Location: Bronx, New York</div>
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Through a Wider Lens

<p>Students are transformed by studying abroad in South Africa.</p>

Story by: 
Jeff Cronin and Tauheedah Shukriyyah Asad
An African sunset provides students with a backdrop during a service trip to Pretoria. Photo by Lezlie McCabe.

As Ian Watson, Class of 2015, prepared to study abroad in South Africa, he realized how little people knew about the country in which he would spend his summer.

“Do they have the internet there?” someone asked him. “Don’t get eaten by lions,” another warned. Those rampant misconceptions about that nation inspired him to document the everyday people of Johannesburg with his camera.

Watson was among 17 Temple students who participated in the School of Media and Communication’s South Africa Study Away program last summer. Traveling across the country, the photographers documented all aspects of South African life, including mass media, politics, culture and economics in a postapartheid climate. They also visited historical landmarks such as the Apartheid Museum and the Cullinan Diamond mine.

“It seemed to me that inhabitants of neighborhoods were still determined by skin tone and, consequently, wealth. But inside the doors of the Hare Krishna temples, all this was vastly different.”
-- Meaghan Pogue, Class of 2015

Photographers chose their own themes for their photos. For example, Meaghan Pogue, Class of 2015, used South Africa’s Hare Krishna temples as a way to showcase the postapartheid era. “It seemed to me that inhabitants of neighborhoods were still determined by skin tone and, consequently, wealth,” she says. “But inside the doors of the Hare Krishna temples, all this was vastly different.”

The students’ work was a part of the South Africa program’s social‐media coverage, which won a professional EPPY Award last fall from Editor & Publisher magazine. Here, Temple showcases some of the contemplative, compassionate photographs taken during that trip.

  • A 19‐year‐old boy who dropped out of high school is working to improve his life. Photos by Kelsey Dubinsky, Class of 2015.
  • A 19‐year‐old boy who dropped out of high school is working to improve his life. Photos by Kelsey Dubinsky, Class of 2015.
  • Ian Watson, Class of 2015, took the photos above and below. He says he wanted to focus his photography on documenting the lives of everyday people.
  • Students encounter native plants, impalas and more at Pilanesberg National Park, the fourth‐largest park in South Africa. Photos by Kayla Oatneal, Class of 2015.
  • Students encounter native plants, impalas and more at Pilanesberg National Park, the fourth‐largest park in South Africa. Photos by Kayla Oatneal, Class of 2015.
“It seemed to me that inhabitants of neighborhoods were still determined by skin tone and, consequently, wealth. But inside the doors of the Hare Krishna temples, all this was vastly different.”
Source: 
Meaghan Pogue, Class of 2015
Abstract: 
A photo essay depicts the transformations of photojournalism students studying in South Africa.
Quarter: 
Year: 
2014
Sub-heading: 
<p>Students are transformed by studying abroad in South Africa.</p>
Nutshell Content: 
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Game Changers

<p>Temple researchers explore how the body's bookmarks might prevent disease.</p>

Story by Elisa Ludwig, CLA ´99 

Illustration by Neil Webb

We know that smoking is bad for us and that we should watch our calories and get exercise. But what if we understood the ways in which unhealthful behavior could affect not only our own lives, but also the biochemical legacy we leave to our grandchildren? Could the toxins to which mothers are exposed before pregnancy make their children more susceptible to developing adult-onset diseases? And might the reverse also be true, that diseases could be prevented by eating well or taking supplements before or during pregnancy?

Researchers in the field of epigenetics are investigating exactly how human DNA is altered over time, both now and transgenerationally. In the School of Medicine´s Fels Institute for Cancer Research and Molecular Biology Director Jean‐Pierre Issa is working on several research projects that explore how our lifestyles affect epigenetics and how epigenetics affects our wellness.

In essence, epigenetics is the normal and natural process by which cells that contain the same DNA are differentiated. “Our body is made of one genetic code, one sequence of DNA,” Issa says. “But within that code are epigenetic marks—a series of tags that can differentiate what type of tissue that DNA will form. If you consider DNA the book of life, you can think of those tags as bookmarks.” The body has more than 200 tissue types, and an epigenetic tag helps the body compartmentalize the DNA and specifies “hair,” “eyes” or “skin.”

“There are no absolutes, but there are things we can do to prevent disease, and we're trying to learn more.”
-- Jean‐Pierre Issa, director, Fels Institute for Cancer Research and Molecular Biology

Unlike genetics, which involves changes in the DNA sequence, epigenetics is the change related to how genes are expressed. Issa says that some of those tags change DNA through a process called methylation. But they also can act on histones—proteins wrapped in DNA.

“[Epigenetic tags] can hide genes, serving as gatekeepers for the DNA, saying, ‘This one is good and you can use it to make RNA,’ or ‘Move along and don´t look here,’” Issa explains.

Together, those tags are known as the epigenome, and scientists have been mapping it, in the same way they have mapped the human genome, to create a comprehensive framework for epigenetics research. In addition to programming cells for various functions, epigenetic tags are responsible for certain diseases by turning a gene´s “switch” on or off. Their organization can be inherited or accumulated over time, either through simple aging or environmental exposures.

“Biochemical tags need to be reset constantly,” Issa says. “Every time a cell divides, and as it evolves and ages, the tags can potentially be affected.”

Some studies have shown that the food pregnant mice eat can lead to marked epigenetic changes in their offspring. And studies of mothers in Africa show that children born during times of the year when food availability ebbs or flows will have a corresponding epigenetic makeups.

Though we cannot change our DNA sequences, we might be able to control how our bodies turn “on” genes that promote health and turn “off” disease‐promoting genes. Issa says it takes more than casual behavior changes in either direction to make a difference. “Does that mean that eating a hamburger during pregnancy will negatively affect your child´s tags? No,” he says. “But it might if you´ve been eating one every day for years. We already know that exposures to certain substances such as arsenic, tobacco and BPA [a chemical used in making plastics] can alter DNA.”

AGING AND DNA

In the Fels Center, Issa is looking at DNA methylation across a number of studies. In one study, animals subjected to caloric restriction had far less methylation, and their tissues appeared more youthful than those with nonregulated caloric intakes.

Issa and his colleagues also examine chronic inflammation on an epigenetic level. They hypothesize that the regular use of aspirin could slow aging and prevent the onset of inflammatory bowel disease or chronic viral hepatitis because of the drug's effects on the epigenes.

Though his research is in progress, Issa theorizes that our lifestyles might not affect our epigenetic makeup directly but rather the rate of epigenetic change as we age. “I personally believe that exposures and diets and lifestyle choices can change the rate of accumulation of these events, and what could be considered a healthful lifestyle would slow down the process of tag degeneration,” he says.

Though the term itself was first coined in 1942, epigenetics became a serious field of inquiry in the 1970s, when researchers Arthur Riggs and Robin Holliday proposed that chemical modifications of DNA could influence gene expression. In the 1990s, epigenetics gained momentum as scientists began to better understand the mechanisms at work. Today, epigenetics is a dynamic discipline that has advanced genetics, genomics—the study of the genome, or the complete set of DNA within an organism´s cell—and molecular biology, extending beyond medicine to our understanding of human evolution.

Issa first became interested in the field about 25 years ago, when he was at Johns Hopkins University in Baltimore, and the field was fledgling. As a cancer physician and researcher, Issa was struck by the early hypotheses of scientists who found cancer patients´ tags abnormal compared to those in healthy patients.

“At the time, the general dogma was that cancer was caused by genetic damage to the DNA,” he says. “The researchers [at Johns Hopkins] were positing that it wasn't just genetic, but a reshuffling of the tags that was causing cancer cells to grow. That idea was very attractive to me as a new way to understand the disease, and I started working in a laboratory with an investigator who was promoting it.”

All tags degenerate with age, and those researchers came to the conclusion that since cancers such as myeloid leukemia (that of the bone marrow) are more prevalent among older patients, there was an epigenetic cause. (Prostate and cervical cancers are other examples of cancerous growths that can be incited epigenetically.)

Perhaps most importantly, Issa´s work has shown that epigenetic cancers can be reversed with specific therapies: A decade's worth of clinical study has contributed to the development of nontoxic alternatives to chemotherapy and radiation. Those drugs do not kill the cancer cells; they “replenish or rearrange” the epigenetic tags instead. They have served not only to help sick patients, but also as proof of concept that epigenetics is indeed at play in their diseases. Now Issa is working to develop new compounds that might have a similar effect, and he plans to do more clinical research around other epigenetically caused diseases, such as lung cancer.

POSSIBLE PREVENTION

In years to come, the study of epigenetics might affect the wider population, as research findings could empower individuals to make better decisions about their health and wellness. “There are no absolutes, but there are things we can do to prevent disease, and we're trying to learn more,” Issa says. “With the right lifestyle, people who are genetically predisposed to cancer, for example, might be able to avoid it or get a much milder form of it than they might have gotten otherwise.”

With many epigenetic studies in their earliest stages, Issa is careful not to overhype such connections. “There are still many question marks around our lifestyle choices, whether its diet or exercise,” he says. “It should be emphasized that, thus far, our ideas are speculative. However, we do know that ultimately these discoveries could have great implications for our health.”

“There are no absolutes, but there are things we can do to prevent disease, and we're trying to learn more.”
Source: 
Jean‐Pierre Issa, director, Fels Institute for Cancer Research and Molecular Biology
Abstract: 
Our lifestyles might inform our genetics, says one Temple researcher.
Quarter: 
Year: 
2014
Sub-heading: 
<p>Temple researchers explore how the body's bookmarks might prevent disease.</p>
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Rick Getts

<p>Degree: BS, civil engineering, College of Engineering, Class of 2015&nbsp;<br><span style="line-height: 1.538em;">Hometown: Huntingdon Valley, Pa.</span></p>

Photo by Joseph V. Labolito.

When it comes to housing, most college students worry about who their dorm mates might be or whether or not their landlords will allow pets. Rick Getts, Class of 2015, worried about things such as building a new foundation and repairing a destroyed roof.

For two years, Getts spent his holidays, nights, weekends and even his free time between classes rebuilding a house in the Fishtown section of Philadelphia. He purchased it with his father and his uncle and finished construction in 2013. His handiwork includes features such as concrete countertops and a multiple‐spray shower.

The only parts of the original property that remain are the first floor and some exterior brickwork—Getts, his father and his uncle rebuilt the rest.

WHAT MADE YOU DECIDE TO TAKE ON SUCH A LARGE PROJECT?

My father and my uncle own rental properties, and they discussed purchasing and rebuilding a house and having me rent it from them. When I was working on a construction project in Fishtown with my dad, we saw a house for sale that was really destroyed. Since we liked the area, my dad, my uncle and I bought it together.

HAD YOU BUILT ANYTHING ON THIS SCALE BEFORE?

When I was in fourth grade, a car ran into the side of our house. That led my father (who owns a construction company) to change the layout of the house to include an addition that I helped build. We also rebuilt my uncle´s house, so I´ve been around construction my whole life.

HOW DOES THAT BACKGROUND HELP WITH YOUR CIVIL ENGINEERING MAJOR?

Civil engineering includes things like roadway design, building bridges and structural issues—how long a beam should be and how much force and weight it can take. Having a background in construction helped me understand those concepts firsthand.

“Whatever you're thinking of doing, go for it.”

WHAT WAS THE MOST CHALLENGING PART OF CONSTRUCTION?

Rebuilding the foundation in the kitchen. We had to pour concrete, but there was nowhere to park a truck. So we had to come in the front door and go through the entire house with wheelbarrows of concrete.

WHAT IS YOUR FAVORITE PART OF THE HOUSE?

I like my kitchen. We were toying with the idea of putting in an island, and it wound up being an L‐shaped bar with concrete countertops. And the fireplace is back there, so it´s nice to sit by the fire and relax after class.

DO YOU HAVE ANY ADVICE FOR THOSE INTERESTED IN BUILDING THEIR OWN HOME?

It´s a lot easier to try things out when you're in the middle of home improvement rather than finish and say, “I want to change this,” or “I want to fix that.” Whatever you're thinking of doing, go for it.

“Whatever you're thinking of doing, go for it.”
Abstract: 
A student uses his engineering studies to build his own house.
Quarter: 
Year: 
2014
Sub-heading: 
<p>Degree: BS, civil engineering, College of Engineering, Class of 2015&nbsp;<br><span style="line-height: 1.538em;">Hometown: Huntingdon Valley, Pa.</span></p>
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Creative Class

<p>Graphic design is not just for 'Mad Men' anymore.</p>

Graduates of Tyler's Department of Graphic and Interactive Design have created work for MTV, the estate of Jimi Hendrix, Willams‐Sonoma and more.

One of the first professional graphic‐design projects Phil Yarnall, TYL ´90, created was a set of advertisements for HITS magazine. He was hired by Peter Corriston, TYL ´72, then the creative director of Chrysalis Records (and also the designer of iconic album covers such as Led Zeppelin´s Physical Graffiti and the Rolling Stones´ Some Girls). For his work, Yarnall says he was paid a shoe full of money—literally.

“They gave me $1,500 and I went to a bank and cashed that check, and then went limping down the street with this wad of cash jammed into my big, black cowboy boot,” he recalls. “But the whole time, I had this big grin on my face, and I was like, ‘Yeah, I can do this.’”

“This” refers to becoming a renowned graphic designer in the music industry. For the past 20 years, Yarnall has designed products for musical acts ranging from Janis Joplin to Connie Francis to the Velvet Underground. Those products include an AC/DC box set packaged in a working amplifier and a compilation of Hank Williams´ 1951 performances on the Mother's Best Flour radio show packaged in an antique radio that plays Williams´ introduction on that program.

In addition to all that, Yarnall also is the official graphic designer for the Jimi Hendrix estate, designing posters, books, album covers and box sets related to the guitarist´s work. After Hendrix´s family won the rights to his music in the late 1990s, they wanted to re‐release his entire catalog in a polished, high‐quality manner. (Yarnall says the previous owner of the Hendrix catalog had released some of the works, but they were of poor quality and released in a disorganized fashion.)

A representative of the family had seen some of Yarnall´s work for PolyGram Records, his first job after graduating from the Tyler School of Art. The family wanted Yarnall and his business partner at the time, Stan Stanski, TYL ´90, to work both on the re‐release of Hendrix´s music and the cover for the album Hendrix recorded just before his death in 1970.

“To have someone come and ask you to work on something iconic like that, you wonder, ‘Can I do this?’” Yarnall says. “We just jumped right in, and started this connection with the Hendrix family that´s lasted almost 20 years now.”

Yarnall´s story of success, and of being able to do what he loves, is one of many emerging from the Department of Graphic and Interactive Design in Tyler. Beyond the historically traditional ad‐agency jobs like those portrayed on Mad Men, these graduates have parlayed their degrees into interesting and quirky careers in movies, television, music and even food.

KITCHEN CONFIDENTIAL

The high‐end food retailer Williams‐ Sonoma is best known for its lines of gourmet food and its professional cookware, but

Solvita Marriott, TYL ´07, says the company´s attention to product packaging also sets it apart from its competitors.

“There´s a certain look [the company] has that customers expect,” says Marriott, a senior packaging designer for Williams‐ Sonoma.“The projects I work on are really aren't many companies that design the packaging so nicely.”

This past winter, Marriott worked on the packaging for a line of seasonings for that retailer—small glass jars with vintage‐looking labels and polished silver lids.

She also worked on a line of holiday candies and a collection of gourmet chocolate bars. Marriott designed the envelopes in which the bars are wrapped and labels and gift tags.

Though Marriott did not set out to design specifically for the culinary world, her work for Williams‐Sonoma is not her first foray into food‐packaging design. In a freelance capacity, she also has created brand identities for a restaurant and a startup company specializing in artisanal food, both in her home country of Latvia. Prior to joining Williams‐Sonoma, she designed labels, advertisements, store displays and promotional items for E. & J. Gallo Winery´s Apothic line of wines.

For that winemaker´s spring 2011 advertising campaign, Marriott designed two versions of an in‐store ad. One featured a bottle of Apothic´s white wine, backlit and surrounded by glowing white moths. In the second, a bottle of red wine was lit from above, a snake coiled around it.

“Traditionally, the design for wine is quite serious,” she says. “You have your images of grapes and cheeses, but Apothic is edgier. It’s geared toward younger people. I worked on different concepts for how to show the wine and how to combine images in an appealing display.”

LEADING IN LETTERING

Jessica Hische, TYL ´06, also has designed for the food industry. Her antique‐inspired, looped lettering has appeared in advertisements for Dove Chocolate, Special K cereal and Bertolli pasta. She has even created typefaces named after foods: Brioche, a modern take on a 19th‐century font, and Buttermilk, a bold cursive. Hische draws heavily on antique samples to create her typography—a technique she learned through Louise Fili, a New York‐based graphic designer whom Hische deems “a legend.”

“She´s pretty well‐known for having a vintage style,” Hische says. “I worked with her for more than two years, and during that time I was exposed to all different kinds of type. I had no idea lettering existed as an industry.”

Indeed, when Hische was a student at Tyler, typography was not at the forefront of her career goals. “I was totally into all the classes I took,” she says. “So when I was doing photography, I loved photography. When I took painting, I loved painting.” But when she finally took graphic design, she felt she had found her niche.

“It was freeing,” she explains. “Once my teachers saw my work and how hard I was working, they let me be more experimental. I always loved to draw, and I began to incorporate a lot of lettering into my designs. I ended up falling in love with drawing again.”

While Hische worked with Fili, she also worked to get her own business off the ground. During the day she worked for Fili and on freelance projects at night. “There´s no shame in having a day job while you're building a freelance career,” she says. “It can take a while to get paid for a job and diving in without a reserve can be stressful.”

Since embarking on a full‐time freelance career in 2009, Hische has become something of a design icon herself. In 2011, she was included in Forbes magazine´s “30 Under 30” list for art and design. One of her biggest projects thus far was titling Wes Anderson´s 2012 film,Moonrise Kingdom.

Hische worked directly with Anderson to create a modified version of Edwardian Script for the film's opening and closing credits and for promotional posters. “I was amazed at how involved in the process he was,” she says.

“I can answer those ‘why’ questions now. I couldn't when I was a freshman and a sophomore. That ability has always been really key to what I do.”
-- Evan Dennis, TYL '02
= “I can answer those ‘why’ questions now,” he continues. “I couldn't when I was a freshman and a sophomore. That ability has always been really key to what I do.”
 

HOLLYWOOD AND DESIGN

Not only do the titles and credits in movies need to be designed; so do the props actors use on camera. Erica Wernick, TYL ´08, had no idea that designers could be employed in that manner until she saw one listed in the credits of a film.

While an undergraduate theater major at Penn State, she thought such a position would be an ideal way to combine her love of both acting and art. “I started making flyers and posters for shows I would perform in,” she says.

Wernick transferred to Temple, and after graduating, she moved to Los Angeles to pursue a career as a Hollywood graphic designer. Within a few weeks of relocating, she got her first job, designing sets and props for the TV show Trust Me. Since then, she has done work for other TV series, including The Middle, Brothers & Sisters, The Office and Glee.

“Glee is fun,” she says. “The graphics are always quirky or different, and you never know what you'll be working on.” For that show, Wernick has designed certificates that hang in faculty members´ offices, posters that adorn the walls of the fictional high school in which the show is set and a concession‐stand sign for the school´s football stadium.

Though enjoyable, Wernick says that designing for a TV show can be hectic. “An episode films about every eight days,” she explains. “As soon as I get the script, I read through it to see what graphics are needed, and I start working as quickly as possible. I design something, and we print it up in just a few hours.”

Wernick—who last year designed and wrote LA Bound, a guidebook for moving to Los Angeles—also has designed for movies including The Five‐Year Engagement and The Goods: Live Hard, Sell Hard. For the latter, she designed a manual for a toy called the Hippity Hop. “I learned how to make books at Tyler,” she notes.

Her goal is to have people recognize her graphics from the shows and movies in which they appear. “I worked on a couple of episodes of Entourage, and a friend of mine designed the movie poster in that show for [main character] Vinnie Chase´s movie Aquaman,” she says, adding that she has since seen the poster in friends´ houses. “It´s cool to design things that stick with people.”

AN ICONIC MAKEOVER

Lance Rusoff, TYL ´96, is behind the redesign of one of the best‐known brands that sticks with people: MTV. In 2010, Rusoff—who is design director of off‐air creative—helped give the network a face‐lift. That included bolder fonts and cleaner, simpler graphic layouts. He also oversees design and branding for the network´s two biggest properties: the MTV Video Music Awards and the MTV Movie Awards.

“That has been one of the highlights of my career—updating such an iconic brand,” he says. “I´m proud of the MTV logo.” But he also admits it was a little intimidating. “We had to keep the essence of the brand and maintain what makes it unique,” he says.

As a part of his job, he does a little bit of everything. “I´m like a mad scientist when I work,” says Rusoff, who was nominated for a 2013 Daytime Emmy Award for his work as design director on the MTV series I´m Positive. “I'm all over the place. I like being connected to the work, picking the type settings, art‐directing the photo shoots—things like that.”

Rusoff says a background in graphic design lends itself to working in TV. “I love typography, I love photography, and I love art, and this job combines all those things,” he explains. “‘Graphic design´ doesn't only apply to print. Today, it´s all interactive—on your phone, your television, your computer. It´s everywhere you are.”

‘THE TYLER CONCEPT’

Since 2005, Evan Dennis, TYL ´02, has directed commercials, short films and music videos for clients including Mountain Dew, Guinness, Cartoon Network and Scion, and also for the university´s Temple Made campaign in 2012. (Also see: Temple, fall 2013, “Temple Made Originators,” p. 48.)

“In filmmaking, graphic design definitely comes into play,” Dennis says. “It´s very visual; you blend images with effects and music. I love how they all coalesce.”

One of Dennis´ favorite projects was N.Y. Adorned, a short film he directed for a New York‐based tattoo shop and piercing parlor. “It was only the second project I did that was live action,” he says. “But it was something I was passionate about. [Tattoo culture] is thriving in New York—there are a lot of artists and shops—and it had never been represented in this way. I was a young filmmaker who could offer an authentic take on the culture.”

Dennis—whose ultimate goal is to direct feature films—says that in all his work, he strives to create something that will evoke an emotional response from viewers. “It can't be anything forced or fake,” he says. That philosophy echoes what Phil Yarnall calls “the Tyler concept.” That is, Tyler faculty taught him that everything he makes needs a reason for being.

“If someone asks you why you did something, you should be able to tell them,” Yarnall says. For example, he once used octopus tentacles as the font for a poster he designed for the 2001 New York Underground Film Festival. “It´s underwater, it´s underground,” he explains. “The movies are weird and freaky; octopus tentacles are weird and freaky.

“I can answer those ‘why’ questions now,” he continues. “I couldn't when I was a freshman and a sophomore. That ability has always been really key to what I do.”

“I can answer those ‘why’ questions now. I couldn't when I was a freshman and a sophomore. That ability has always been really key to what I do.”
Source: 
Evan Dennis, TYL '02
Abstract: 
Owls transform the traditional meaning of graphic design.
Quarter: 
Year: 
2014
Sub-heading: 
<p>Graphic design is not just for 'Mad Men' anymore.</p>
News Article Thumbnail: 
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Penny Rafferty Hamilton

<div>Degree: Dental Hygiene Education, College Health Professions and Social Work, 1968</div><div>Occupation: High flyer</div><div>Location: Granby, Colo.&nbsp;</div>

Story by Theresa Medoff

As Penny the Pilot finished her talk at a daycare center, she was approached by a little girl. “Penny, can women fly airplanes?” the girl asked 

Penny the Pilot—a persona created by Penny Rafferty Hamilton, CHPSW '68, to teach children about aviation—smiled. “Well, what do you think? Are girls as smart as boys?” The girl nodded.

“Do you know of any women pilots?” The girl shook her head. Rafferty Hamilton handed her a book filled with stories about female pilots, and the girl scurried off to pore over the facts.

According to Women in Aviation International, only 6 percent of licensed pilots are women, and aviation is among the fields in which women have the lowest representation. Rafferty Hamilton has made it her mission to change that. “Isn't it amazing that so few women are pilots?” she wonders. “The airplane doesn't know the sex of the pilot.”

After graduating from Temple, Rafferty Hamilton worked in various fields. But it was when she began serving as navigation and radio controller for her husband, Bill, that she discovered her true passion was flying. She earned her own pilot's license at age 40.

Soon after she was certified, the couple set the still‐standing international speed record for their weight class, flying from Lincoln, Neb., to New Orleans at 179.92 miles per hour.

Rafferty Hamilton retired from flying in 2007, but her passion for it has not waned. She speaks about flight to audiences from schoolchildren to professional aviators. In 2008, she founded the Teaching Women to Fly research project, which identified barriers to women's success in aviation—including cost, lack of confidence, incompatibility with instructors, gender bias and the dearth of female mentors—and compiled a list of 101 strategies for overcoming those challenges.

The airplane doesn't know the sex of the pilot.

In addition, Rafferty Hamilton earned the National Association of State Aviation Officials 2012 National Aviation Journalist Award for her many articles about flight. She has three books in progress and is writing a chapter in The Absent Aviators, which will be released by Ashgate Publishing in 2014.

While the number of women pilots remains low, Rafferty Hamilton is encouraged by the prospect of growth. “The research and advocacy that I and others have done has encouraged more aviation organizations to reach out to women,” she says. “More scholarships have been started for female college students interested in aviation and women who want private pilot training. There's also more of a focus on mentoring now. I feel like I'm making a difference.”

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The airplane doesn't know the sex of the pilot.
Abstract: 
A record‐holding pilot teaches women about aviation.
Quarter: 
Year: 
2014
Sub-heading: 
<div>Degree: Dental Hygiene Education, College Health Professions and Social Work, 1968</div><div>Occupation: High flyer</div><div>Location: Granby, Colo.&nbsp;</div>
News Article Thumbnail: 
news_story

Highlights from recent stories about Temple in the media

Temple Today Email Information
Temple faculty and staff earning national media attention in June included Temple Law's Peter Spiro, who had opinion pieces published on the same day in the 'New York Times' and Al Jazeera America; and the scholars behind Temple Contemporary's 'Funeral For a Home" project, who were featured on NPR's 'All Things Considered.'
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The Body’s Magic Bullet

<p>Temple researchers explore how stem cells can cure degenerative diseases.</p>

Story by: 
Renee Cree, SMC ’12
The images of stem cells in this story depict adipose stem cells, which are derived from body fat. Here, they are magnified approximately 250 times. Image by Riccardo Cassiani‐Ingoni/Science Source

A lizard can regrow its own tail after it is lost due to injury. So can a starfish with its limb and a spider with its leg. Certain types of fish can regenerate whole fins. Even a planarian, or flatworm, can grow into another worm entirely if it is cut.

Humans are capable of regeneration, too—the liver can regrow to its original size (though not its original shape) after injury or disease. And skin is regenerating itself continuously throughout our lives.

But the human body also has an often-misunderstood weapon for regeneration in the bones, blood and brain: stem cells. Those cells can divide and self‐replicate over long periods of time, and give rise to new cells in affected areas. They have long been used to combat blood cancers, such as multiple myeloma. According to the Leukemia & Lymphoma Society, more than 17,000 blood‐cancer patients had had successful stem‐cell transplants in the U.S. by 2010.

Now researchers—particularly at Temple—are investigating how to steer stem cells toward other diseases that continue to stymie the medical community.

When a heart attack, or diseases such as Parkinson's or Alzheimer's, cause cells to die off, tissue becomes incapable of repairing itself.

“Degenerative diseases are the result of cells dying in whatever tissue is being affected,” says Steven Houser, MED ’78, chair of physiology in the School of Medicine. “How do you stop the death and replace those cells? It's very hard to replace them once they die.”

Houser, who directs the Cardiovascular Research Center at Temple, likens cell death to a dead patch of grass. If it is not repopulated with new seeds, only weeds will crop up. In the body, scar tissue is the weed.

Houser and other researchers at Temple seek to capitalize on the body's ability to repair itself, to see if supplementing cells in damaged areas can help foster new cell and tissue growth.

BRAIN MATTER

Ausim Azizi, chair of neurology in the School of Medicine, has been studying cell death in the brains of Parkinson's and Alzheimer's patients for more than 20 years. Current therapies simply treat the symptoms of those diseases, but Azizi is trying to find more effective treatments and, hopefully, a cure. He believes stem cells from a patient's own bone marrow might be the key.

“If a cell can be taken from you and manipulated to do some sort of therapeutic intervention, then you're not destroying anything.”
-- Nora Jones, CLA ’01, ’02, director of bioethics education, Center for Bioethics, Urban Health and Policy

Though both embryonic and adult stem cells can be used for stem‐cell therapies and research, adult cells can vary in their levels of malleability. Bone‐marrow stem cells are a bit more flexible, or pluripotent—they can be manipulated to take on the characteristics of other types of cells more easily.

Azizi's research has shown that when bone‐marrow stem cells are implanted in the brain, some will adapt to the environment around them and take on the properties of neural cells. It was discovered recently that those cells release reparative and pro‐growth chemicals. “Those chemicals can make the damaged tissue grow and repair wounds a bit faster,” he explains.

Bone‐marrow cells were shown to be effective in wound care and healing more than 150 years ago, but the area was largely unexplored until the 1980s.

“People looked back and said, ‘This is a really good source of repair material,’” Azizi says. “So now, they're used largely in bone and cartilage repair—knee injuries, rotator‐cuff injuries.” He adds that chemicals from those cells also have been shown to decrease inflammation in the brain after strokes. So Azizi and his team are working with a stem‐cell therapy company and researchers at the University of Pittsburgh to see whether or not infusing those cells directly into stroke‐damaged areas of the brain will improve its function.

“They're kind of like construction workers,” Azizi says of bone‐marrow stem cells. “They're recruited from far away and come in to help out.”

HEART HEALING

Houser also studies stem cells taken from bones, to determine their effectiveness in healing cardiac tissue damaged by heart attacks. Those cells, called cortical bone‐derived stem cells (CBSCs), are even more primitive than bone‐marrow cells—meaning they might have the ability to make multiple types of cardiac tissue.

In preclinical trials, Houser and his team found some promising initial results. When the CBSCs were injected into damaged cardiac tissue, they effectively grew new blood vessels and new cardiac muscle cells, and improved the overall function of the heart.

Time is a big factor when it comes to repairing the heart after an attack. Unfortunately, extracting cells, growing them and injecting them back into a patient can take too much time, Houser says. To that end, he and his team are testing the CBSCs as allogeneic cells—meaning they can be injected from one host into another. “[The cell] will die eventually,” Houser says, “but while it's in [the body], it does good things,” such as promoting cell growth.

In another experiment in the Cardiovascular Research Center, Adjunct Assistant Professor Jon George is involved in a clinical trial examining the effectiveness of bone‐marrow cells on patients with ischemic heart disease—also known as coronary artery disease—for whom traditional therapies, such as stenting or bypass surgery, will not work.

“The idea is that those people don't have enough blood flow to the heart to allow it to work right,” Houser says of George's research. “So they would take bone marrow, isolate the cells of interest and inject them back into the heart.”

Houser operates under the theory that when cardiac cells die after a heart attack, the remaining ones must work much harder to keep the heart beating, impeding their regrowth. In order to reduce the chance of another heart attack, Houser says cell therapies can help reduce the workload.

“Data show that if you put a patient in end‐stage heart failure on a medical‐assist device so that a machine is pumping blood instead of the heart, the heart‐muscle cells get better on their own,” Houser says.

“You don't have to do anything to them. All you have to do is reduce their workload for a period of time, and they remodel themselves almost to the way they were before they had to work so hard.”

Though many stem cells can be therapeutic, some are dangerous. Learn how Temple researchers are treating some of the body's most harmful stem cells.

REGENERATE DEBATE

Though stem‐cell therapeutics show much promise for challenging and degenerative illnesses, they also are controversial. At the center of that debate are embryonic stem cells. Azizi says those are drawn from cells that have divided for eight days after eggs have been fertilized.

In 1995, the Dickey‐Wicker Amendment prohibited federal funding of research that resulted in the destruction of an embryo. And in 2001, the Bush administration placed further restrictions on that kind of research, limiting the number of embryonic stem‐cell lines that could be studied.

“It was an ideological position, stemming from the basis that life begins at conception,” says Nora Jones, CLA '01, '02, director of bioethics education at the Center for Bioethics, Urban Health and Policy in the School of Medicine. “The controversy was that it was equated to murder; you couldn't do any research that could destroy a human life.”

Additionally, according to the National Institutes of Health (NIH), some critics posit that the donation or distribution of embryonic stem cells might be conducted for profit. Despite the overturning of the Bush administration's policy in 2009, restrictions on embryonic stem‐cell lines remain. A set of research guidelines was put in place by NIH, and the ability to use embryonic stem cells varies from state to state.

Jones says that adult‐derived stem cells bypass this controversy completely. “If a cell can be taken from you and manipulated to do some sort of therapeutic intervention, then you're not destroying anything.”

Even so, Jones adds, new concerns are being raised in bioethical literature, regarding what she refers to as the “social‐justice issue.” For example, if a patient from the largely African‐American community surrounding Temple donates bone marrow—from which researchers can obtain stem cells—will that community benefit from the results of that contribution?

The newest way to harvest stem cells might put such debates to rest. Azizi highlights the importance of induced pluripotent cells. “You can take any cells that are dividing—like a piece of a skin cell—grow them in a culture dish and genetically modify them to become stem cells,” Azizi says. “During the division, those genes turn the cells into a stem cell.” But the induced cells come with a host of problems similar to other transplants, including whether or not a patient´s immune system will accept the foreign cells or kill them off.

Still, as research using stem cells continues to evolve, Jones notes that an ongoing dialogue is needed between scientists and the rest of society to address those ethical issues.

“There's a lot of research happening out there, and it's happening quickly,” she says. “As science develops, people need to have an understanding of where it's going. If we can think about what we need societally and how it can be regulated effectively some of those concerns might be alleviated.”

“If a cell can be taken from you and manipulated to do some sort of therapeutic intervention, then you're not destroying anything.”
Source: 
Nora Jones, CLA ’01, ’02, director of bioethics education, Center for Bioethics, Urban Health and Policy
Abstract: 
Stem cells might offer the miracle cure researchers seek.
Quarter: 
Year: 
2014
Sub-heading: 
<p>Temple researchers explore how stem cells can cure degenerative diseases.</p>
News Article Thumbnail: 
magazine_feature

Life Support

<p>Nursing students work to improve the health of homeless women.</p>

Story by: 
Renee Cree, SMC '12
Maria Tieng, Class of 2014, talks to two children living at a center for homless women.
Photography By: 
Ryan S. Brandenberg

Richard Glover, SSW ’81, stands in the middle of a brightly painted common room in a North Philadelphia facility* for approximately 185 homeless women and children and holds court during a weekly community meeting. About 20 women, some with children, are seated in a circle in the room, which also is crammed with tables and chairs arranged for breakfast. The walls are adorned with nutritional posters, and an illustration of First Lady Michelle Obama encourages residents to “Eat smart!”

The women look tired—a combination of the meeting's early start time and getting little sleep the night before.

Glover, the director of this location for the past three years, holds weekly meetings to inform residents of operational issues, such as mealtimes and food allotment; allow them to voice their concerns, such as problems with heating or plumbing in their rooms; and to provide the women with financial, legal and educational resources to help them get out of the shelter and into their own homes.

Glover starts the meetings in the same way each week, by addressing each woman in the circle individually. “Tell me your name, how you're feeling and what your goal is for today.”

The women are generally soft‐spoken, and most respond with “I'm okay,” “I'm fine,” “I could be better.” Some of the women say their goal is to get more sleep. Others have more specific objectives in mind: “I need to enroll my son in daycare,” or “I need to call Social Security and get some things straightened out with my check.”

The group of women includes Temple nursing students, outfitted in maroon shirts and khaki pants, who come to the site once a week each semester. They educate the women on all manners of health issues: weight management, healthful eating, birth control. The visits, which are part of the students´ clinical curriculum, are designed to help them better understand North Philadelphia´s public‐health issues. Today, they focus on stress management.

“How many of you feel tired at the end of the day?” asks Maria Tieng, Class of 2014. Several hands go up. “Angry?” More hands. “Under pressure?” Even more hands. “Those are all results of stress,” Tieng explains. The students launch a discussion about what stress is and how it can affect one's health and well‐being. A debate ensues over the definitions of good and bad stress.

“There's nothing good about stress!” Alice** exclaims. “I don't like that terminology. You can't just say something’s good when it affects you badly.”

“I think what the students are saying is that stress can be either good or bad,” explains Terri Kelly, clinical instructor for community health and liaison between Temple and the center. “It depends on how you let it affect you.”

That steers the discussion toward stress‐management techniques, and the students lead the women in a meditation exercise. Kerri Lewis, Class of 2016, plays relaxing music while Tieng instructs the residents to close their eyes and directs them on how to breathe. For five minutes, the women look tranquil and at peace. Traces of worry vanish from their faces.

“So, how do you feel?” Tieng asks the group after the exercise.

“That meditation stuff was off the hook,” Alice says. “I don´t usually get to stop after running all over and looking after him”—she looks at her son—“to just take a minute.”

“It's helped me see that there is so much more to nursing.”
-- Maria Tieng, Class of 2014

‘WE'RE NOT LAZY’

Temple's nursing students have been visiting this particular facility for three years. In addition to providing the residents with health education, they also conduct blood‐pressure screenings, take BMI (body mass index) measurements and assist with childcare.

The Department of Nursing requires its students to participate in a clinical component, through which students regularly visit various sites, such as schools, clinics and shelters. Those visits enable students to acclimate to working in real‐life settings long before graduation and apply what they have learned in the classroom in a meaningful way.

"Having nursing students here is a mutually beneficial arrangement,” Glover says.

“The residents love having them here, they talk about a number of health issues, and the students have the opportunity to learn from the residents.”

One thing the students have learned is that the women who live there are not so different from the nursing students themselves. Some are college educated, and many are around the same ages as the students.

“I was surprised at how similar I am to many of the women,” says Lewis, a sophomore. “I haven't suffered some of the hardships these women have, but I was surprised to see that they have opinions, thoughts and experiences similar to mine.”

One resident, Jane, was enrolled in the Community College of Philadelphia and held several jobs before a series of factors, including health issues, unemployment and a bad family situation, forced her onto the street with two small children.

“We're not lazy; we're not uneducated,” Jane says. “Homelessness can happen to anyone.”

“When the public thinks of ‘the homeless,’ many picture a bag lady or a drunk lying in the street,” Glover says. “Those situations are extremely rare.” Instead, he notes, the women in his shelter are victims of myriad circumstances working against them, including abject poverty.

According to the Pew Charitable Trusts' 2013 State of the City report, 28 percent of the population of Philadelphia lives below poverty level, ranking the city third highest in rates of poverty behind Detroit and Cleveland. In the neighborhood that houses Glover's site, that rate is 53 percent.

Further, Glover estimates that about 70 percent of his residents are victims of some type of domestic abuse, whether it be physical, verbal, emotional or financial. Those numbers echo a national trend: According to the National Network to End Domestic Violence, approximately 63 percent of homeless women have experienced some form of domestic violence in their adult lives.

All those factors contribute to a vicious cycle of homelessness, Glover adds. By providing health education and treatment, and financial and legal counseling, “we do our best to stop that cycle.”

CIRCLE OF LOVE

After the day's presentation on stress management, the last of the fall semester, the nursing students gather with Kelly in a separate room, for what she calls “the circle of love”—a meeting Kelly holds at the end of each visit so students can express their feelings about the day, and Kelly can provide feedback on the students' performance.

“Students do a variation of this in all their clinical settings,” she explains. “In nursing, debriefing is an essential part of the communication process.”

During today´s discussion, Alice's comments about good and bad stress are a hot topic.

“That was a little rough,” Tieng says.“ I wasn't expecting such pushback.”

“Alice is very smart and well‐read,” Kelly responds. “She likes to challenge and ask questions. I thought you guys did a great job with your teaching, by asking so many questions.”

Kelly has worked with nursing students at this center for almost two years.

“Prevention is their focus,” Kelly says.

“The students take the things they learn in a clinical setting and implement them in the community.”

For example, if a patient is diagnosed with high blood pressure, his or her healthcare provider can advise the patient to get more exercise by walking or taking his or her children to the park. But the clinician might have no idea whether the patient's neighborhood is safe or conducive to walking. Kelly says that having the students work at the shelter can help them become more aware of the needs of the community they will serve one day.

“Being here changes the idea of a nurse from someone just doling out medication and treating patients to someone who educates them and prevents health problems from occurring,” says Megan Nardi, Class of 2014. As a part of their clinical requirements, both she and Tieng had rotated through clinics and schools previously, but were unsure what role they would be able to play at a center for homeless women.

“I feel impactful at the shelter,” Tieng says. “It´s hard for these women to find out information about their health, but we can be resources for that. We talk about stress management, healthful eating, relationships, anything. It's helped me see that there is so much more to nursing.”

As the students continue their discussion with Kelly, both Alice and Jane also make appearances in the circle of love. Residents sometimes join in these meetings to talk and share their feelings—their own form of decompression.

Alice talks more about her objection to the term “good stress” and discusses her frustrations in being unable to find a job. Tieng suggests having someone review Alice's résumé. “He or she could tell you what works for employers and what doesn't,” she notes.

Jane talks briefly about starting classes to become a certified nursing assistant and her hope of getting her degree in nursing. Kelly and the students share their excitement for her and their encouragement. Bolstered by their words, Jane brightens before saying goodbye to the students as they complete the semester.

“Goodbye, my nurses, I'm gonna be there with y'all soon,” Jane says with a grin. “R.N.—hello!”

*In the interest of the residents' safety, the name and location of this facility have been withheld.

**The names of residents have been changed.

“It's helped me see that there is so much more to nursing.”
Source: 
Maria Tieng, Class of 2014
Abstract: 
Nursing students change the lives of homeless women and children.
Quarter: 
Year: 
2014
Sub-heading: 
<p>Nursing students work to improve the health of homeless women.</p>
News Article Thumbnail: 
magazine_feature

Education from the Inside Out

<p>A program born at Temple and held in correctional facilities shifts perceptions of crime and punishment.</p>

The Inside‐Out Prison Exchange Program in the Department of Criminal Justice began at Temple in 1997 and is now an international teaching model. Each fall, once per week, Temple students and their “inside” counterparts at the Pennsylvania State Correctional Institution at Graterford. The students discuss crime, social justice, recidivism and more.
Photography By: 
Ryan S. Brandenberg

The students file through a metal detector. They submit IDs, sign a ledger, have their hands stamped and receive plastic bracelets. Past a handful of prison guards in the security area, they stroll down a long hallway. Other corridors housing prison cells flank its sides. Those incarcerated linger in the corridor and glance occasionally at the students, but these visitors are regulars. Each Tuesday night at the Pennsylvania State Correctional Institution at Graterford, students arrive for class.

Temple students have been taking classes in such facilities for more than 16 years, ever since Department of Criminal Justice Instructor Lori Pompa took her class to visit the State Correctional Institution at Dallas, Pa., in 1995. Following a panel discussion there, she met Paul, a man serving a life sentence. Inspired by the discussion, Paul envisioned an environment where the incarcerated could share ideas with students on a weekly basis. Within two years, Pompa had launched the Inside‐Out Prison Exchange Program as a class in the Department of Criminal Justice at Temple. She has been holding classes at Graterford since 2002. (Paul was transferred to Graterford by that time and remains involved in the program.)

Since those beginnings, Inside‐Out has become an international educational model, with 480 teachers from more than 200 colleges and universities in 38 states, three Canadian provinces, Australia, Denmark and the U.K. trained as program instructors. Pompa estimates that approximately 18,000 students have taken the class.

Through Inside‐Out´s flagship program at Temple, between 15 and 18 “inside” students—the imprisoned—and the same number of “outside” students—the undergraduates—meet once a week behind Graterford´s imposing walls. They only know each other´s first names. Outside students do not know the nature of their inside counterparts´ convictions.

They sit in a circle in alternating seats: one inside student, one outside student and so on. Facilitated by Pompa, the classmates discuss crime, social justice, recidivism (repeated incarceration) and more.

There is no clock in our classroom. I don't wear my watch, because I like to think that time stops during our 2 1/2 hours together.
-- Yadi, psychology major, Class of 2014

Inside‐Out has taught me a lot in a very short period of time. If one in 100 people is incarcerated, it affects a great deal of us, either directly or through the imprisonment of loved ones. Since that is the case, I want people to understand the realities of incarceration and its minimal effect on crime prevention.

Inside‐Out not only underscores the realities of criminal‐justice issues for outside students; it gives inside students opportunities for academic rigor. Additionally, it explodes stereotypes surrounding prisoners and college students alike, challenges concepts of race and class privilege, and personalizes experiences both penal and academic.

Over the course of a month during the fall semester, three students in the Class of 2014 wrote for Temple about their experiences at Graterford.

WEEK 1

Matthew: The first day of Inside‐Out is much like the first day of school. It´s not unusual to be anxious, wondering how the teacher is going to be, how the workload for the class will pan out and who your fellow classmates will be. The one obvious difference is that in Inside‐Out, half the class is incarcerated. At first, thinking that I would be spending one night per week in a prison was a little intimidating.

Getting through security was an ordeal in itself, but once we were in, there was no turning back. Walking down the long hallway to the back of the prison, past the cell‐blocks, I observed the incarcerated men and the guards, and I realized we were entering their home.

Turning the corner into the classroom quelled my anxiety. I saw about 15 men sitting at their desks, smiling. Everyone wanted to talk with us, meet us—and they wanted us to get to know them, as well. Though the Graterford uniform is an obvious reminder of who they are in that setting, it no longer felt as if we were in a prison.

Eric: During the introductory exercise, I felt a combination of timidity, mild anxiety and fear. The outside students sat in an inner circle facing a rotating outer circle of inside students, and we were asked various questions to get to know one another.

I was cautious in what I said to my first partner in the exercise; I did not want to offend him or say anything demeaning. I was not afraid of the man sitting across from me—I was more concerned with how I would come off to him. However, I realized quickly how ridiculous my hesitation was, and my self‐created awkwardness disappeared. The excitement and spirit of the inside students made the introductions more comfortable and easy‐going than I would have expected.

Yadi: There is no clock in our classroom. I don't wear my watch, because I like to think that time stops during our 2 1/2 hours together. We have to be told multiple times to bring our discussions to an end, because we always have more to discuss.

WEEK 2

Matthew: I've gotten comfortable with my classmates fairly quickly—there is too much honesty being thrown around for anything less. The way the class is conducted promotes dialogue: We sit in a big circle and our instructor facilitates discussions. We often break into small groups, but generally we come back to the large circle at the end and reflect on the subject. Whether the topic is the correctional system, law enforcement, punishment or rehabilitation, many opinions are shared.

It gets to the point where we kind of forget that it´s a class. Yes, there are assigned readings and papers, but the subjects of our discussions actually matter. I don't mean to downplay other academic subjects, I only mean that there is value in discussing issues that are real and affect the lives of others. When we create a space in which everyone can be honest with each other, it´s hard not to look at things differently.

Yadi: We spent most of the class in silence. We were asked to think about how we feel when we witness someone being harmed, when we harm someone and when we are harmed.

Themes such as hurt, unworthiness and regret kept coming up—not only as descriptions of how we felt when we were harmed, but also of when we harmed or witnessed someone else causing harm. Both “victim” and “perpetrator” felt the same kinds of things. People who commit crimes are still human and subject to human feelings.

Lori also asked us what we lose both as those who are hurt and those who cause hurt. Then, themes such as self‐worth, innocence and dignity surfaced.

In the grand scheme of things, we are all victims. Because of that, it is important that we all receive help after being harmed. And, it is equally important that the person who committed the crime receive help, so that he or she will not want to commit another crime. To act as though only one part of the equation is affected is an injustice. We are all hurt by hurt.

WEEK 3

Yadi: Inside‐Out has taught me a lot in a very short period of time. If one in 100 people is incarcerated, it affects a great deal of us, either directly or through the imprisonment of loved ones. Since that is the case, I want people to understand the realities of incarceration and its minimal effect on crime prevention.

Statistically speaking, 95 percent of people in prison will re‐enter society. One of the biggest problems we've addressed has been that successful re‐entry is damn near impossible. Often, government assistance is unavailable to ex‐cons, which leaves them unable to find help with food and shelter.

An inside student named Ron did some research and discovered some places that help the formerly imprisoned with food and clothes, but many incarcerated people are unaware of them. If they have help, they are less likely to resort to crime as a means of support. The recidivism rate is such that two in three ex‐cons will reoffend and return to jail. It is easy to say those numbers speak to their own failures, but I'd say they speak to society´s failure to help them become productive citizens.

WEEK 4

Matthew: We've covered a lot of material in the time we've spent together in class. We've discussed the institution of prison, and crime and the myths and realities that come with it. We've analyzed the criminal‐justice system from almost every angle. We've compared and contrasted punishment and rehabilitation. We've connected victimization and restorative justice. Currently, we're exploring issues associated with re‐entry into society. I think that last conversation is what really matters. The ultimate goal of incarcerated individuals is to get out and stay out if their sentences don't hold them for life. But even then, many of the so‐called “lifers” take strides to improve their situations through productive activities.

I think the toughest part about imprisonment is holding on to your identity. People often find it easy to strip away one´s identity and replace it with the label of “criminal.” Meeting my classmates and having meaningful interactions with them has shown me the resilience that exists within us all.

Everyone has slipups, even horrible ones, but does that give anyone the right to remind us constantly of our faults? I´m sure each of us would wind up behind bars if laws against jaywalking, underage drinking and littering were enforced as strongly as laws against other crimes are. The reality is, we can all learn from our mistakes. The problem comes when we forbid others the right to recover from their faults.

I think one of the best things about the Inside‐Out Prison Exchange is that ignorance is essentially eliminated in the outside participants, such as myself. The program teaches us not only to improve the ways we think about ourselves but also to improve the ways we think about others, regardless of sex, race or religion, or their choices and the ensuing predicaments.

I am extremely grateful for having had this opportunity—knowing that I could be a part of something meaningful in a world where things don't always make sense.

 

THE EXCHANGE

An inside student named Malik shares his perspective on the Inside‐Out Prison Exchange Program, a class in the Department of Criminal Justice that has become an international educational model.

I took this class because I wanted to challenge myself with something new. I didn't know what the class was about, but the words “criminal justice” stuck out to me.

When I received my papers back and saw that my grades were good, it made me want to continue having the opportunity to learn in a school setting. I truly wish the class had been five days per week, because I always counted the days until I went back.

The things I learned—why crime happens, rehabilitation, punishment and more—have made me want to be a part of the solution. I have to be proactive in making a successful re‐entry into my community.

Experience is the only way a person can have an effective understanding of what really takes place behind prison walls. The outside students didn´t make me feel different from them, and I applaud each and every one of them for their unbiased, open‐minded way of being. I did not feel incarcerated in class—I felt like I was free. I´m going to be sure to gather information so that when I am released I can enroll in the Community College of Philadelphia.

There is no clock in our classroom. I don't wear my watch, because I like to think that time stops during our 2 1/2 hours together.
Source: 
Yadi, psychology major, Class of 2014
Abstract: 
A Temple program gives students real-world insight into social justice.
Quarter: 
Year: 
2014
Sub-heading: 
<p>A program born at Temple and held in correctional facilities shifts perceptions of crime and punishment.</p>
News Article Thumbnail: 

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