From the Department Chair
By Raeann Hamon, PhD, CFLE
This year will be one we will not likely forget!
Later in this newsletter you will hear from three of our students about their experience of learning during COVID-19. In this column, I’d like to highlight some of the stressors that educators encountered this year. Then I will share a few of the lessons learned.
First, educators and students alike experienced intense emotions (feelings of failure, inadequacy, fatigue, upheaval, overwhelmingness). This year, I witnessed many faculty walking despondently down the hall after a class that didn’t go very well, heard lots of conversations about the challenges, and even found a faculty member on floor outside of their office crying. We encountered intense emotions and, along with them, many opportunities to listen carefully and respond empathically. After all, we went through this together.
The year has been exhausting, too. Fall semester was intense with no breaks, no time to catch up or take a breath. Spring was a bit better, but we still felt the same fatigue.
And then, there were crash courses in requisite technology--- teaching with mics and extra cameras, recording lessons, and zooming in students. Using the document camera became more complicated and the need to stand in a certain location in front of a small section of the chalk board so that the zooming students could see what was going on was restrictive.
Figuring out how to manage a variety of room configurations was also a challenge. Facilitating paired classrooms (students in two classrooms next to each other at the same time); rotating classrooms (half attend in person one day and the other half the next day/zooming in when not in class); or teaching in classrooms in various buildings around campus, not just the building in which your office resides built character on a daily basis. In this context, forgetting your mic in your office or leaving your keys in your classroom across campus or dragging your teaching materials from building to building became an ordeal. It was essential to arrive 15 minutes early to set up all the technology—after all, we needed to wipe our surfaces, load our PPT, set up our classroom space, open zoom, and make sure we had fresh batteries in the lavalier.
Major adaptations were required of lesson plans. With students in the classroom and students zooming in, many in-class activities had to be completely scrapped or re-envisioned, taking lots of additional preparation time. With social distance requirements and fully remote students, basic group work became a challenge and passing manipulatives or attendance sheets around the room was prohibitive.
And what about field experiences which are so important to students’ curricular and extracurricular experiences? All sorts of events were converted to virtual format. The Elder Mentor program that I facilitate for students in my Psychology of Aging course in the fall moved from face-to-face encounters with older adults for the duration of the semester to phone calls with an Elder Mentor during the semester, a mode of communication today’s students do not find particularly comfortable.
Then, exams needed to go online for the benefit of remote students, requiring two or more hours to load each exam in Canvas. Many of us struggled with concerns relative to security of questions as suddenly typical proctored exams are now open for taking at home and various locations, with possible access to notes, texts and the internet.
So, too, our own worry about contracting the virus was always in the back of our minds as faculty attended class each day and students went in and out of quarantine.
I’ve mentioned just a few of the stressors unique to this COVID year here at Messiah University. I’m sure you have many that you could add, as well! However, now I’d like to highlight a few personal revelations or lessons learned from the year.
First, our educators are dedicated, work hard, and adapt to make the most of every situation; they are committed to the best educational experiences possible.
Second, colleagues at Messiah are kind and supportive resources during times of stress. Many make themselves available to listen and respond empathically as we encounter intense feelings and serious disappointments.
Third, it’s important to try to maintain normality to the extent possible and resume normality as soon as possible. In the HDFS Department we have lots of traditions and regular departmental events and we tried to continue those possible. We needed some sense of normality. The promise of resumption of normality has the capacity to sustain us.
Fourth, with fully remote students, students going in and out of quarantine, and rotating in and out of the classroom, educators were required maintain open and flexible boundaries. Adaptability was key.
Fifth, it is OK for students to see faculty struggle. It allows them to develop empathy and even confidence in their own ability to step in when they are able to contribute to solutions to challenges.
Sixth, overall, Messiah University students are gracious and patient. Adaptability is an essential asset for life and current circumstances afford an opportunity to develop it.
Seventh, I, along with my students, hold a greater appreciation for the opportunity to learn in face-to-face contexts. We also recognize the value of being able to see and read people’s faces, make and maintain eye contact, sit close or assemble in groups, and hear each other’s speech (without muffling created by masks).
Eighth, course objectives are important, but the relationships that develop between students and faculty are critical for learning. Faculty and students work hard to foster those relationships which enhance learning.
FINALLY, we can always be assured of God’s presence with and love for us during times of struggle and challenge. We are blessed to work and learn in a context where we can openly share our dependence on God.
I want to encourage you to continue to reflect on what we learned from this year and how we can use it to be better colleagues, friends, and family members.
Now, I hope you enjoy this newsletter which offers some wonderful highlights from the year.
Beth Hockenberry Wins Prestigious Award
By Paul Johns, PhD, LMFT, CLFE
Beth Hockenberry, a Human Development and Family Science senior, won the Mary E. Brown Undergraduate Student Paper Award from the Association for Death Education and Counseling (ADEC) for a needs assessment she completed in her fall 2020 Strategies of Family Life Education course. Beth identified protective and risk factors in the literature for the purpose of developing a four-hour family life education program for individuals and couples who had experienced a miscarriage. She was invited to speak at ADEC’s annual conference in April about her needs assessment, and she presented a poster on her family life education program called “Miscarriage: A Loss to Remember” as well. Beth writes, “I enjoyed my experience in Strategies. As I worked through the stages of research, lesson creation, and program assembly I realized how important it is to address those who have experienced a miscarriage…My passion and heart for this population grew as I continued to create my program.” It was an absolute pleasure mentoring Beth through this process as I was able to witness her enthusiasm for helping this population and devotion to creating a high quality, empirically-based program.
Welcome Back Fall 2020 Picnic
Joan Hammond Teaches Fall Textile Construction Course
Family and Consumer Sciences students now take HDFS 236 Textile Construction to acquire a variety of skills to better prepare them to be successful FACS teachers including - care and use of sewing machines, tactics to help manage a lab based classroom and hands on practice constructing sewing projects appropriate for middle or high school students.
Family and Consumer Sciences Student Teaching Experience
By Lydia Marano
I am currently student teaching at Central Dauphin High School in Harrisburg with Mrs. Sasha Roble, who is also an adjunct professor in the Human Development and Family Science Department. I am currently teaching Family Dynamics for 10-12 graders and Foods & Nutrition with 12th graders only. In Family Dynamics I have been able to teach on various topics such as Abusive Relationships, Ending Relationships, Engagement, Marriage, and Divorce. In Foods & Nutrition, I have had the opportunity to teach on topics such as Nutrients (Macronutrients and Micronutrients), and Rehabbing Recipes. I have enjoyed every second and cannot wait to see what comes next! The best part about student teaching has not only been to be in a place where I feel at home but to have the opportunity to be able to make connections with my senior students. Having respect and rapport with them has always been my goal with students, and I feel that my students and I have been able to accomplish that goal. They bring so much joy to me every day, and they just have taken me in as a student teacher. I love having the opportunity to learn more about them and what their passions are and what their plan is for after they graduate from Central Dauphin High School. In talking with my students and hearing that some are going for Elementary Education, Political Science, and some students are even planning on going into the Services, making those connections and having the opportunity to have one on one talks with a majority of my students has been both fulfilling and been rewarding.
By Abby Fontana
My student teaching has been an amazing experience. I love waking up every day and stepping into my role as a teacher. At my placement, I am teaching a variety of courses: Culinary 1, Culinary 2, Independent Living, Interior Design, and Sewing/Fashion. The classes that I have taken at Messiah have been a huge help in teaching. My students love when I can give them examples of something I did at school. I utilized projects I did in Mrs. Hammond’s sewing class this past semester and took skills I learned in other HDFS classes to help build relationships with my students. I am so happy that I chose Messiah to earn my degree in Family and Consumer Sciences Education! I made many close friends in the HDFS program thanks to the close-knit community. Thank you to all my professors, the TEP office, and the HDFS program.
What's Cooking Tariah?
Tariah Rozier, a senior Family and Consumer Sciences major, initiated a cooking show this year. Tariah demonstrated how to make easy layer taco bake, pretzels, fruit arrangements, pumpkin chocolate chip muffins, and quesitos. It was great fun and it helped Tariah further develop her demonstration skills.
Congratulations to Victoria Anders... 2021 Class of 1964 Wittlinger Award.
By Raeann Hamon PhD, CFLE
The Class of 1964 Wittlinger Award seeks to honor students who demonstrate Dr. Carlton Wittlinger’s broad academic accomplishments, including his qualities of persistence and unselfish dedication, as they pursue and develop their own leadership skills. The award includes a $1,000 cash prize and a commemorative plaque. As a Smith Scholar Intern for Dr. Raeann Hamon, Victoria was nominated by Hamon. According to Dr. Hamon, Victoria “embodies the highest academic achievements.” She also possesses “strong character, integrity and leadership.” Congratulations Victoria!
An Elder Service Partner Story
By Malia Asthappan
This month Donna Zook, a very special member of my home church family, passed away. In addition to being a close family friend, Donna served as my elder service partner in the spring of 2002. An assignment in Dr. Hamon's Sociology of Aging class that year, the elder service partner project also included a series of interviews with our service partner. After asking pages of questions to Donna, I wrote up a 10-page history of her "Life of Service."
Even though I was close to Donna before working on this project with her, it was amazing what a bonding experience we shared as we served together. As a result, she asked me several years ago if I would sing at her funeral when the time came. So, at the beginning of April, when God called her home, I made the trip from my Naples, FL home back to my hometown of Mifflintown, PA. After singing in the service, I read an excerpt from the life history project to Donna's family at the fellowship meal. One of her nephews was so excited to know that I had written this. He asked to scan the paper so he could send copies to the family. Even though he knew about the events I had included, he learned details straight from Donna that would have been lost otherwise. My home church had also just opened a BIC history room in their building, inspired by Donna, so I asked him to give the paper copy to Cedar Grove BIC after he had scanned it.
Often we complete our assignments with little sense of purpose other than to get the grade we hope we earned. In this case, however, the elder service partnership impacted my life and was also a blessing to Donna Zook's family at her funeral services. I hope that we can all approach the work in front of us and complete it as unto the Lord, hoping that the results of our efforts can impact future generations.
Dr. Paul Johns Promoted to Associate Professor of Human Development and Family Science.
According to Dr. Raeann Hamon, Chair of the HDFS Department, said, “ We are thrilled for Dr. Johns!! He is among the most effective instructors I have known. His dedication to and care for his students, his deep knowledge of family science, his innovation and creativity in the classroom, his generous collegiality, and his commitment to the mission of Messiah University make him a highly prized faculty member.”
2021 Outstanding Alumni Award Recipient, Jason Lehman '04 (HDFS)
By Raeann Hamon
The faculty of the Human Development and Family Science (HDFS) Department selected Jason Lehman as the recipient for the 2021 Department of Human Development and Family Science Outstanding Alumni Award! The award, initiated in 2012, is designed to recognize HDFS alumni for distinguished contributions to the service of individuals and families. Award recipients are posted on our HDFS Department website: our alumni
We are proud to call Jason a graduate of our bachelor’s program in Human Development and Family Science (HDFS), and are pleased that he has since earned a master’s degree in School Counseling from Messiah College, as well. The HDFS faculty applauds his work at Bethany Christian Services where he served in multiple roles including Post Adoption Specialist and most recently as a Licensing and Recruitment Supervisor. It is heartwarming to realize the positive impact Jason makes on the lives of vulnerable children and families. We are also impressed by his attainment of the National Council on Family Relations’ Certified Family Life Educator designation. Relatedly, he has spoken into the profession by contributing to the field and publishing about his experience as a family life educator. For instance, he recently had an article published in the NCFR Network entitled “On the front line: My journey as a family life educator in child welfare.” These are laudable professional accomplishments!!
In addition, we can’t think of an alumni who is more willing to contribute to the continuing success of our students and Human Development and Family Science program. We have appreciated Jason’s eagerness to respond to any call for help whether it be teaching courses or serving as a guest speaker. For this, we are grateful. We also appreciate Jason’s love and commitment to his own family. Jason and his wife have seven children and one grandchild.
Dr. Robert Reyes Says Goodbye
By Kristin Butler '22 (FCS)
What was your experience like working in HDFS at Messiah?
“I found the experience to be very rewarding, particularly working with my colleagues in the department. Each department has its own culture. I think that Dr. Hamon, Dr. Johns, and Dr. Boyd-Soisson all work very hard in creating a culture that focuses on supporting students and celebrating them and participating in NCFR, etc. I really appreciate that as Christians we have something to contribute to the larger conversation regarding family scholarship in the country… because of that, working in the HDFS department at Messiah has been very rewarding and been a great experience. I don't think I could have asked for a better department to be a part of in regards to the way people connect to one another and in its contribution to the larger field of Family Science. Right now, I am on the board of directors of NCFR for the second time and I don't think that would have happened if there was not that culture where everyone is attending and participating in NCFR, and that is big! You are connecting with professors that you read about and also there are leading research universities across the country and here's Messiah University actively participating, and it is because of that culture. So again, it has been very rewarding and I'm thankful that I had that opportunity”.
What will you miss most?
“My relationship with my colleagues and the professors in the department has been a very good one, so I'll miss working with them and the work that we do. In terms of teaching at Messiah, one of the areas that I really enjoyed was anything that had to do with experiential learning and experiential projects. The fact that I could do a poverty simulation as part of Community Services or the fact that I could take students to Spain on a cross-cultural is a really meaningful thing; so not being able to go to Spain with students and not being able to do these simulations will be something that I will miss, but I'm thankful that I had that and that I was able to do it several times.”
What is your favorite memory from your time here at Messiah?
“Any of the teaching experiences where I was in experiential learning opportunities with students were really meaningful. Again, these cross-culturals overseas, particularly the last one was very good, we even had an opportunity to do service projects with colleagues that were there from NCFR…We were doing a service project in regards to urban agriculture and urban gardening, so that was pretty cool. That experience really encapsulates collaboration between different universities overseas, experiential learning, and social justice. Also the memory of going with students to NCFR because, sometimes as preparation for the conference, students come with us and we get to be with them during the conference, and usually we invite the students out for dinner one of the evenings and the department pays for it. The opportunity to have them at the conference and to see them present and to see them stepping up and doing that work has just been really neat to see as they develop. Before, in 1996-2007, I directed a program called “The Latino Partnership Program”. There's a lot of memories in terms of connecting with community leaders, trying to address the needs of the Latino population, and different meetings in the city or in the state. During those years, we also helped to develop what is now known as the Migrant Refugee Outreach Team in the Agape Center. Back then it was not connected with refugee service, but it was just migrant students. Working with the Lincoln Intermediary unit, they're primarily in Adams County to be able to have an overnight stay for students whose parents are migrant workers, and many of them were Latinos and they would come from either middle school in the fall and high school students in the spring. They would come and stay overnight with some of our students in the dorms, and learn about college, and we would have different talks with them, and do different activities than the staff of the Lincoln Intermediary Unit was there with us as well. Just to be able to do that, and even over the years to see one or two students actually come to Messiah have been really meaningful. One of them actually graduated from HDFS. Those have been some really important memories in terms of the work there at the college.
What is the most significant thing that teaching at Messiah has taught you?
“Teaching for me is not easy. It’s something that takes a lot of work. Research comes much easier as well as community engagement, community advocacy, community relationships, developing partnerships is something that comes easier to me. Being in a classroom with undergraduate students has been harder because I tend to make things more difficult. Maybe in the future I will end up working with graduate students and doctoral students, but I think that making things simpler has been a challenge. One of the things that I learned to improve in teaching is minimizing the number of points that you bring forward and then make sure you provide an emotional connection to those points for the students, either through the use of a video or some kind of activity that actually gets them invested in the issue or points you are trying to make. That has been more helpful and that is something that I am continuing to strive for. My default setting is lecturing because I like to lecture but I need to stop and do other things. So those have been the things that I have learned recently that have been important. Also, in teaching diversity courses, many students are not coming from diverse backgrounds so they don’t have a point of reference to understand what I’m trying to explain. At its core, it's experiential so it’s really hard to understand what something feels like when you haven't had that experience or met anybody with that experience. Understanding that some students may need that connection first in order to make that leap into the experience is really important and it’s not easy to do. I think the way that I try to do it is to figure out how similar issues of feeling left out, disadvantaged, confused, or misunderstood could be within their own context. In teaching we call that scaffolding where you just kind of build the different elements and making these transitions. That is something you learn with time. I think part of it is the lack of diversity. When you’re teaching and the students are not getting it and you’re trying to figure out why. And when the students are saying that there’s too much information, or it’s not interesting enough or engaging enough, I think part of it is trying to make your points more clear and to make that emotional connection.
What are your plans post-Messiah?
“At this point, I’m still open...In my heart, what I want to do is to move into administration and Higher Education, hopefully Christian Higher Education. Or move into issues of diversity affairs or working at the larger school level in terms of a college dean so that I could address some of the challenges that a college may be facing. For example, in regards to college access, students of color and affordability, how do we deal with the problem of increasing the price of higher education? Those kind of things people just get nervous about but I actually want to address it. I want to get into it and figure out what I’m going to do about it. Addressing the questions regarding the curriculum and how do we improve/modify the curriculum to meet the moment that seems to be addressing more issues related to diversity, systemic racism, racial inequality, global economy, etc. What would an education of undergraduate students look like in the generations to come with all this technology. I just want to be a part of that and I don’t know how I can do that being in a classroom. I need to be sitting around a table with people who are making decisions about what we’re going to do next and that’s higher education administration. I just want to give it a shot and I don’t think you can do that while you’re working full time.”
What is a piece of advice you would like to share with your students?
“It’s important for students to follow their passion and their dreams even though it may be difficult or challenging or even if it will not be financially rewarding. And in doing so, not to be afraid of taking risks. Life requires individuals to step up and take risks in order to fully become what they need to become. Was reminded of this quote by Nelson Mandela, ‘There is no passion to be found playing it small And setting for a life that is less And the one you are capable of living’. Ultimately we need to face our limitations and take a measure of courage, and we need to move forward. I don’t think you can do that unless you take risks.”
Dr. Boyd-Soisson-2021 Smith Outstanding Undergraduate Teaching Award Recipient
Dr. Erin Boyd-Soisson, Professor of Human Development and Family Science received the 2021 Smith Outstanding Undergraduate Teaching Award in the category for full professors. She was described by her students as follows:
“She has a clear passion for her teaching, and this is evidenced by her up-to-date knowledge of the material, her ongoing research, and her emphasis on hands-on learning.”
“She is a great professor! She is sure to go at the student's pace while, at the same time, challenging her students toward intellectual growth. She is very passionate about what she teaches and is very committed to student’s success. This is evident in her willingness to spend extra time with students discussing topics that are harder to comprehend. She teaches with so much humility and patience.”
According to Dr. Hamon, HDFS Chair:
“Dr. Boyd-Soisson is a creative, engaging and very knowledgeable professor. She enthusiastically and skillfully teaches our courses in Child Development; Infants, Toddlers and Families, Play and Development and Parenting. She is our resident expert in all things “child.” Her office is littered with (in an organized fashion, of course!) play dough, magic markers, crayons, puzzles, a huge doll house with lots of furniture, Legos, pipe cleaners, building blocks, bins of various other toys, and fetuses of various gestational ages. She uses these props to engage her students in the material she teaches. Since our offices are side-by-side, I am often privy to the creative energy Dr. Boyd-Soisson expends in developing and implementing experiential activities in her classes, each designed to meet specific educational objectives. She is a master teacher and I am thrilled to have her as part of the HDFS team.”
COVID-19 Campus Experience... Student Perspectives
By Blair Grove
The year 2020 will go down in history books as it brought many new and modified experiences. As the fall semester approached, the idea of college starting again brought a sense of hopeful normalcy to the hectic year. With that also came the pondering of just how different would college be during a pandemic. Messiah University is very fortunate to have the ability to continue classes on campus, but we all wondered just how would it look.
In my case as a sophomore HDFS major, I (Blair Grove) was blown away from the efforts that professors, campus, and even other students took towards making the most of this unique time. It’s different, but we have come together to work through it. My professors have been so understanding and accommodating. Not only are we facing difficulties, but they are too, and it has felt like we are in it together, students and professors alike! The HDFS department has been a home away from home during this year. I have felt the support from fellow classmates and professors alike. Outside of the classroom, living on campus has been modified and different from my freshman year. However, against the odds, I have made some of my closest friends during this Covid time. God has been watching out for me and made Himself evident through it all.
Kristen Butler, a sophomore FCS major, piped in to share her experience as a college student during Covid-19. The lack of physical touch and distance has been a great challenge and an adjustment from the college life she knew before. Regarding classes, Kristen says, “I am ecstatic that we have been able to remain in person for as long as we have, and I pray that we may continue to do so. Family and Consumer Science is a very hands on major, so classes such as Wearable Arts and Nutrition Labs are very difficult to do remotely. There are some students who are managing it, but it is definitely a challenge.” Kristen mentions how accommodating professors have been throughout this whole difficult season. This pandemic has also caused her to consider as a future educator what teaching will look like going forward and how different virtual learning is to classroom learning. Although Covid-19 has brought many difficulties and we cannot wait until it is over, Kristen acknowledges the resiliency people have gained from it all."
Abby Kropp, an upcoming HDFS December graduate, shares her thoughts of how Covid has affected the HDFS department. "For the HDFS department, being six feet apartments has drastically changed what we’re used to and been challenging. We often have small groups, constant interaction, and bouncing ideas off one another, but now we are making it work the best way we can even if it is six feet apart." She has seen professors go out of their way to make sure we get the most that we can. She marvels how last semester in the class Infants and Toddlers Dr. Boyd-Soisson brought each of the students their own play dough so they could use it throughout the semester. Abby explains, "All these things really add up and provide good consistencies. That’s one of the great things about HDFS. Even if we do have to stay six feet apart and have all these challenges, we can still be relational without actually being physically close to each other.”
The HDFS Effect Podcast Created by Dr. Paul Johns
The Messiah University Department of Human Development and Family Science (HDFS) takes an engaging and informative look at the effect HDFS has on individuals, families, and communities, including its impact on students themselves. The effect reaches further and deeper than you may have ever imagined! Have you experienced the HDFS effect? Listen to the HDFS Effect Podcast
Interested in helping current and future HDFS/FCS students?
- Become a mentor for a junior or senior.
- Provide us your job information, so that we might feature you in an alumni career profile on our alumni website.
- Visit one of our classes as a guest speaker.
- Offer constructive feedback on how we can improve the program.
- Contribute to our HDFS Department Student Professional Development Endowment Fund or the HDFS Department Student Scholarship Fund.
- Initiate an HDFS department-specific endowed scholarship fund.
- Pray for our ongoing work, so that we might offer the best educational experience possible and glorify God in the process.
Feel free to contact me about any of these items or other suggestions that you have at rhamon@messiah.edu or Facebook