Distinguished Lecturer: Green Spaces are Essential to Good Health



The use of green spaces such as parks and trails has increased through the ebbs and flows of COVID-19 (Stock image)

Research has shown that leisure time physical activity in outdoor spaces has more positive health benefits than physical activity done indoors. Fully one-third of the U.S. population, however, has no access to green spaces, nor to the associated health benefits.

These were among the findings shared during the 2022 AHS Distinguished Lecturer presentation given by Dr. Ingrid Schneider, professor and eminent scholar of recreation and tourism in the Department of Forest Resources at the University of Minnesota.

Leisure time physical activity increases the immune response to viral respiratory infections. Dr. Schneider cited a study of 60,000 South Africans which found that those who exercised more had fewer hospitalizations with COVID, fewer intensive care admissions, less frequently required ventilators, and less frequently died.

“Nearly a decade ago, the America Public Health Association prioritized access to green spaces, emphasizing the need for safe, walkable communities and green spaces to promote an active lifestyle across the lifespan,” she said.

While the use of green spaces such as parks and trails has increased through the ebbs and flows of COVID-19, the ongoing pandemic also served to accentuate and compound issues of inequality.

“Communities of lower socioeconomic status and minority communities have less access to green spaces and tend to have lower quality parks,” Dr. Schneider said. “People of color are overrepresented in neighborhoods with lack of access to green space and live further from safe green space.”

The COVID pandemic has heightened awareness that racism is a public health threat. Prior to the pandemic, local officials viewed parks and recreation spending as discretionary. Those calling for green space have never been louder, more diverse, or more perfectly positioned, Dr. Schneider said.

“Collective planning and policy can amplify those voices for green spaces as critical infrastructure and contributors to health and well-being,” she said. “We can’t wait another decade, we can’t wait another year, we really can’t wait another day to address the inequities in systemic health.”

The severity of COVID’s impact on black communities was a predictable result of structural and social reality. Cities cannot be fixed, Dr. Schneider said, if we don’t insist on dismantling racial, economic, and environmental inequities.

“Green space is an essential part of healthy, resilient, and vibrant communities,” she said. “Given the evidence of the health benefits of green space, withholding access to them for a third of U.S. residents is simply unacceptable and unjust.”

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu

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Student Profile: Ariel Freehill



Ariel Freehill

What kept you busy outside of your coursework?

I love doing projects, so I spent a lot of time doing those. I was able to even refurbish a 100-year-old round dining room table, and I love how it turned out. I also enjoyed having lazy days with my husband and my dog when I wasn’t working on coursework.

What inspired you to pursue a MHA degree?

I started my undergraduate college career thinking I wanted to be a doctor, then I switched to being a nurse. I even took a CNA course through Parkland College, and I realized that the clinical side of healthcare was just not for me. I knew I wanted to have a career in healthcare, so that led me to getting my Bachelors in Community Health. Once I was done with that, I knew I wanted to have the ability to hold a leadership position in healthcare someday, which ultimately led me to purse a MHA degree.

Why did you choose Illinois for your MHA?

My choice to go to Illinois for college started when I was super young. That’s why I pursued my undergraduate degree at Illinois, and I loved the university so much that I decided to stay two more years to complete the MHA program.

What advice do you have for current students OR prospective students?

Enjoy your time as a student and take advantage of all of the opportunities the program and university have to offer. I know all too well what it’s like to feel like you’re behind, like you should be onto the next step of life already. BUT once your time as a student is over, you have to enter the scary world of adulting so take full advantage of the life as a student while you can as everything will work itself out, and you’ll be grateful for all of the experiences you received during your time at Illinois.

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Chittenden Symposium is truly a family affair



KCH Dept. Head Kim Graber, left, with Bill Chittenden and Wendy Rogers, right (Photo by Michelle Hassell)

The theme of the 2022 Chittenden Symposium is Human Factors for Health Technology. But the heart of the event is really a love story.

The Chittenden Symposium, which returns in 2022 after a five-year hiatus, is a collaboration of the Dept. of Kinesiology and Community Health (College of Applied Health Sciences) and The Department of Industrial and Enterprise Systems Engineering (The Grainger College of Engineering).

The symposium is the vision of William and Carol Chittenden, who long supported research combining engineering technology and health, including aging and later-year quality of life issues. For the Chittendens, their support of the University of Illinois is borne of their experiences on campus. William, a member of the College of Engineering Hall of Fame, graduated from the College of Engineering in 1951. During his time on the Urbana-Champaign campus, he met Carol, a Kinesiology major. It was the beginning of a lifetime of love that spanned more than 65 years.

“I think they just felt that the university added so much to their lives that they wanted to give back, pay it forward,” said Bill Chittenden III, William and Carol’s son. “And that’s how (their support of Illinois) got started.

The idea to support KCH and ISE made perfect sense, Bill said, given his father’s engineering expertise and his mother’s kinesiology studies.

“I think it started, really, as my dad supporting the engineering college,” he said. “And then my mom, given her degree, wanted to help her college. And then at some point they thought they could make a bigger impact by combining their resources to develop and support the interdisciplinary work between those colleges.

“As far as Health Sciences goes, my mom was truly fascinated with the human body. Her detailed knowledge of human anatomy, which she learned at Illinois, was often a topic of conversation. I think that was the impetus for focusing on Applied Health Sciences.”

Bill said the symposium serves another purpose: providing an opportunity for students and faculty to further develop and utilize their communication skills.

“It had a lot to do with my dad’s belief in the importance of strong communication skills. He was an excellent writer and speaker, which are strengths not always found in technical fields,” Bill said. “It was important to him that engineers and people with other technical backgrounds be good writers and speakers, so they are able to communicate technical subjects and ideas effectively to a wider audience. The interdisciplinary feature of the symposium is designed to encourage people to hear different perspectives.

Those different perspectives will be on full display in this year’s symposium. It is headlined by keynote speaker Emily Patterson, a professor at The Ohio State University. Dr. Patterson’s topic is “Enhancing innovation by incorporating human factors engineering into allied health research.”

Four faculty members will make presentations, with two each from KCH and ISE.

  • Abigail Wooldridge, ISE: Designing digital health technology to support care transitions in hospitals
  • Manuel Hernandez, KCH: Advances in Wearable Technology for Fall Prevention
  • Avinash Gupta, ISE: Role of Human Computer Interaction in the Design of eXtended Reality (XR) based Training Environments in the Healthcare Domain
  • Ken Wilund (KCH): Technology Applications for Promoting Behavior Change in Hemodialysis Patients

A discussion will follow the presentations, and then attendees will have the opportunity to tour the McKechnie Family LIFE Home, which Bill Chittenden said he was eager to see. Directed by Dr. Wendy Rogers, a professor in the Department of Kinesiology and Community Health, the McKechnie Family LIFE Home includes a simulation of a two-bedroom home with garage where research and development will take place, and meeting and office space to support the research activities.

For the Chittendens, the symposium is only one of the opportunities they’ve created through their more than 30 years of support for the University. They created the Carol Chittenden Scholarship, awarded annually to an undergraduate student in the Kinesiology and Community Health Department; and the William Chittenden Fellowship, awarded annually to a graduate student in Industrial and Enterprise Systems Engineering. They also sponsor an award for best graduate thesis relating Engineering and Applied Health Sciences.

Now, they are hoping this event becomes a source of inspiration for participants that lead to solutions to problems. “The goal is primarily to inspire participants, get people together to exchange ideas, see what others are working on, and make connections in the field. You get people thinking about how they can make a difference and get new ideas on ways to do that. Technology is moving so fast. And I think the goal of the symposium and the financial support is really to get technology and the benefits it brings moving even faster.”

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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AHS Announces 2022 Award Recipients



Our College of Applied Health Sciences college awards.

The College of Applied Health Sciences has awarded eleven faculty, staff, and students college awards for excellence. Three individuals received campus-level awards. All recipients will be honored at the Spring College Meeting in May.

AHS Excellence in Undergraduate Teaching Award: Faculty
Campus Award for Excellence in Undergraduate Teaching
Associate Professor Andiara Schwingel, Department of Kinesiology and Community Health
Since joining KCH as a visiting scholar in 2008, Dr. Schwingel has taught more than 40 courses and appears regularly on the List of Teachers Ranked as Excellent. She founded START, Student Aging Researchers in Training, which places undergraduates in labs across the college, and has mentored more than 30 START scholars in the Aging and Diversity Lab. She is the current Associate Head for Undergraduate Studies in Community Health. She also received this award in 2018, and in 2013 was awarded the Phyllis J. Hill Award for Exemplary Mentoring in the Edmund J. James Scholar Program.

AHS Excellence in Undergraduate Teaching Award: Teaching Assistant
Allyson Box, Ph.D. student, Department of Kinesiology and Community Health
Allyson is a Graduate Research Assistant in Dr. Steve Petruzzello’s Exercise Psychophysiology Lab and a Teaching Assistant for his undergraduate class on the social and psychological aspects of physical activity. She has been named to the List of Teachers Ranked as Excellent every semester since the fall of 2017. Students described Allyson as “approachable,” “passionate,” “an exemplary teacher,” and “an exceptional communicator.” One said, “She encourages us to share our ideas and asks us thought-provoking questions, which has allowed me to gain confidence and develop my critical thinking skills.”

AHS Excellence in Online & Distance Teaching
Professor Monika Stodolska, Department of Recreation, Sport and Tourism
Dr. Stodolska played an instrumental role in developing and implementing RST’s online master’s program in 2012. She created the first RST course offered online, Theories and Concepts of Leisure, which she recently revised by developing new content and engagement activities that foster meaningful student interaction, and recording more than 40 video lectures. The AHS e-Learning team regularly shares her lectures with other faculty as outstanding examples of online content. She also converted the campus-based undergraduate course on diversity in recreation, sport, and tourism into an online course that enrolled more than 450 students in the fall of 2021.

AHS Excellence in Graduate and Professional Teaching Award
Campus Award for Excellence in Graduate and Professional Teaching
Associate Professor Toni Liechty, Department of Recreation, Sport and Tourism
Dr. Liechty has taught courses for both the on-campus and online master’s degree programs in RST, and developed a course on legal aspects of RST that she has taught in both programs. She also teaches classes for the doctoral program. Dr. Liechty is deeply committed to diversity and takes steps not only to ensure that all students in her classes are able to make meaningful contributions, but also to make all of her students aware of the value of the diversity of perspectives. She often adjusts course syllabi to accommodate students’ various research interests.

AHS Excellence in Graduate Student Mentoring Award
Associate Professor Raksha Mudar, Department of Speech and Hearing Science
Dr. Mudar has guided the work of three Ph.D. students and several M.A. students in the Aging and Neurocognition Lab. All three Ph.D. students published research papers under her mentorship. Her two current doctoral students have received highly competitive 2021-2022 national scholarships from the American Speech-Language-Hearing Foundation. One also received a prestigious Dissertation Completion Fellowship from the University of Illinois Urbana-Champaign Graduate College. As the Director of Graduate Studies in SHS, Dr. Mudar ensures that more than 100 graduate students meet program milestones and provides support to faculty for graduate mentoring and advising.

Phyllis J. Hill James Scholar Award for Exemplary Mentoring
Professor Steven Petruzzello, Department of Kinesiology and Community Health
Dr. Petruzzello also received this award in 2018. Since that time, he has mentored almost 40 additional students enrolled in the James Scholar Program. He works with each student to help them identify their area of research interest and how best to pursue it, guides them through relevant literature reviews, and provides them with regular feedback as they complete their projects. Students describe him as enthusiastic, caring, and passionate. He has been called “one of the most impactful faculty members that I have worked with” and students greatly appreciate his commitment to their success and well-being.

Campus Award for Excellence in Undergraduate Advising
Amy O’Neill, Department of Kinesiology and Community Health
Since joining KCH as an Academic Advisor for kinesiology in 2003, Amy has shepherded thousands of undergraduate students through their studies. In addition to her one-on-one advising duties, she teaches the introductory kinesiology course to new first-year and transfer students. She developed a kinesiology advising website to share important resources with students and sends out a weekly email message to make them aware of opportunities for involvement in the department, college, and campus. She also has played significant roles on departmental, college, and campus committees related to student registration, honors and awards, and scholarships.

AHS Academic Professional Staff Excellence Award
Ann Fredricksen, Division of Disability Resources and Educational Services
After starting with DRES captioning videos in 2008, Ann has become the Coordinator of DRES’s Accessible Media Services. She oversees the captioning of videos, trains and manages student workers, develops captioning and audio description standards for the campus, and creates and administers educational outreach activities related to captioning and accessibility. Since the COVID pandemic began in late March 2020, she has been responsible for the captioning of more than 1000 hours of video material. She has created Math and Science Captioning Standards and Best Practices for STEM fields and co-developed an online captioning certification course.

AHS Custom Class Staff Excellence Award
Heidi Krahling, Center on Health, Aging, and Disability
Heidi has been providing outstanding support to faculty, staff, and students before and during the grant submission process as CHAD’s Grant Specialist since 2018. She brings her commitment to the advancement of science, keen eye for detail, and dedication to submitting grants error free and on time to bear on each proposal, and played a critical role in the college’s success in receiving its greatest amount of external research funding ever in 2020, more than $18 million. Grant seekers appreciate that Heidi’s skills enable them to focus on the scientific content of their proposals.

AHS Staff Excellence Awards
Sally Marshall, Dean’s Office
Sally brings strong organizational, communication, and multitasking skills to her work as the Office Administrator in the AHS Dean’s Office. She has provided support to the Senior Assistant Dean for Undergraduate Recruitment, Advising, and Enrichment, and is the primary support person for the Associate Dean for Academic Affairs. She assists with planning major events such as Ph.D. Recruitment Day and the AHS Distinguished Lecturer Series, serves as the liaison between the Associate Dean and departmental directors of undergraduate and graduate studies, and supports the Associate Dean in his role as Interim Director of the Chez Veterans Center.

Kathy Saathoff, Office of Advancement
As the Office Administrator, Kathy supports the Assistant Dean for Advancement, two Major Gift Officers, and the Associate Director for External Engagement. She manages the execution of the critical gift acknowledgement process, handles multiple requests for research and reports, plans donor visits, and helps to complete donor fund agreements. Advancement personnel across campus regard Kathy as a friendly resource with deep institutional knowledge, developed during both her current position and her previous position with the University of Illinois Foundation. Colleagues describe her as “an exceptional teammate” who is always able to see the big picture.

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Alumni Spotlight—Megan Gaseor



Q: Why did you pick AHS?

A: Applied Health Sciences, and specifically Recreation, Sport and Tourism, has talented professors, an industry-focused curriculum, and allowed for hands-on experiences outside of the classroom which ultimately provided a unique opportunity to best position me for a career in sports.

Q: Which professors had the most impact on you?

A: Dr. (Ryan) Gower’s passion for this industry was evident in some of my first RST classes, and made me want to find a career where I felt that same passion. Dr. (Michael) Raycraft was and continues to be an advocate for all of his students, especially to ensure their success within in the sports industry. My goal is to bring a piece of that to those I manage.

Q: What course did you most enjoy?

A: RST 410: Strategic Thinking in Recreation, Sport and Tourism.

Q: Did you enter AHS knowing your career path, or did AHS help you decide?

A: I was interested in a career within sports-related business operations, but I didn’t have a definitive focus in mind. The classes and opportunities within RST allowed for me to explore a handful of different avenues, ultimately leading to events and operations.

Q: Did your AHS experience lead to your current job?

A: Definitely. My RST 485 internship at a large scale event production company turned into a full-time position after graduation. After four years at that role, the opportunity presented itself at the Chicago Cubs, and I made the transition over professional sports (while still focusing on events). AHS provided me with the foundation to obtain that initial internship, and continue to grow in my career.

Q: What is your current job?

A: I am the Assistant Director of Special Events at the Chicago Cubs. I focus on the strategy, development and operations of the Cubs’ Special Event business including Wrigley Field concerts, non-baseball sports, and other large scale events.

Q: What was your favorite on-campus experience?

A: I truly appreciated my time within my sorority and value the friendships I gained there (many of whom are AHS Alumni). Then again, you can’t beat an Illinois football night game or Illinois basketball beating No. 1 Indiana at Assembly Hall in 2013.

Q: What would you say to recommend AHS to a prospective student?

A: AHS provides the opportunity to take learning outside of the classroom, with classes and opportunities that lend themselves to what you’ll experience after graduation. In addition, the network and relationships that you build within the AHS community will stay with you well beyond your years at Illinois. I could not have asked for a better experience.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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A Few Minutes With … Rachel Hoopsick



Transcript

VINCE LARA: Hi, and welcome to another edition of A Few Minutes With, the podcast that showcases Illinois’ College of Applied Health Sciences. I’m Vince Lara and today I’m speaking with KCH Assistant Professor Rachel Hoopsick about her research inspiration, dealing with the pandemic, and her current projects.

Rachel, so commonly when I do these interviews, I ask people what inspired them to choose their path. And so I’d like to start off with that. How did you decide you wanted to be a teacher? Did you always want to teach and go down this line?

RACHEL HOOPSICK: Oh, gosh. Yes and no. So I was always interested in health and health care. But I think that the idea of being a University professor was completely out of the realm of possibilities for me as far as what I would be doing when I grew up. So I was the first person in my family to go to college. So I didn’t grow up with role models around me in this type of a career. So as a young child, my dad worked in a factory that manufactured vehicle engines, and my mom worked in an administrative support role at a chemical manufacturing plant. So as a first-gen student, I ended up finding myself working as a tutor a lot. And partly, it was out of interest in teaching, but it was mostly out of necessity to support myself. So once I finished my master’s degree in public health, a colleague of mine took a chance on me and hired me as an adjunct instructor to teach health courses. And I continued to adjunct while earning my PhD. And here I am nine years later with a wealth of different teaching experiences that I have wholeheartedly enjoyed. And I eventually became a health education specialist and also briefly worked as a health educator in a program that served pregnant women with substance use disorders. So collectively, all of those experiences made me realize that I enjoyed all of the different aspects of public health, including research, practice, and teaching.

VINCE LARA: Now, why did you pick your line of research? I’m always interested in that. Was there something in your past, was there something in your history that made you decide, this is what I want to study, and this is what I want to look at?

RACHEL HOOPSICK: Sure. So I grew up in a fairly low-income neighborhood in New York State that was just absolutely decimated by the opioid overdose crisis. And those communities were just riddled with social and environmental justice problems. And looking back, that’s probably how I ended up in public health and researching substance use in mental health specifically.

Most of the research on substance use and mental health tends to focus on individual-level risk factors, so meaning the characteristics or attributes of the person that put them at risk for problematic substance use or poor mental health. But we don’t live in bubbles. People don’t live in bubbles. So in my research, I try to consider other factors, so how our relationships with other people affect our health, the communities that we live in and the resources and social norms within those communities, policy-level factors and how that shapes our outcomes, including the war on drugs, and organizational-level factors. So what are the practices, programs, and policies in workplaces that affect our risk and resilience to psychiatric problems? And I think to that end, my work has focused primarily on populations with high-stress occupations and life circumstances.

So military-connected families obviously deal with a lot of stress. And serving in the military is a stressful occupation. As a PhD student, I was fortunate enough to be able to start working on my mentors cohort study that followed military-connected families over time, focusing on their mental health and substance use across the lifespan. And that experience really solidified for me my interest in working with populations with high-stress occupations, because I think that there are a lot of practical things that we could and should be doing in workplaces to protect the health and well-being of workers beyond just addressing hazards to physical health.

VINCE LARA: I gotcha. Now, you said you’re from Upstate New York. You’re from Buffalo, if I can say that. So why the University of Illinois? You lived in a cold place. You came to another cold place. So you weren’t looking for a lifestyle change, necessarily. But what about UIUC drew you here?

RACHEL HOOPSICK: I will say this– that we do get much more snow in Buffalo, so this is actually a step up in climate for me. So this is great. All joking aside, the University of Illinois, and I think the Department of Kinesiology and Community Health in particular, made it really easy for me to know that I was accepting the right position when I was looking for a faculty position in public health. So I interviewed for multiple positions across the country and was really struck by U of I and how different they were from most of those other institutions, and particularly with respect to both diversity and the role of public health within those institutions.

So now, when you think about the time that we’re living in, we’re really going through a reckoning with the legacy of systemic inequity, racial injustice amidst a global pandemic. So it was really imperative for me to be a part of an institution that shares my values. And in my interactions with faculty, staff, and students in the College of Applied Health Sciences, it became really apparent to me that by accepting a position in kinesiology and community health, I would be stepping into a role where kindness and compassion are valued and public health is paramount. So I absolutely love the U of I community.

VINCE LARA: That’s great. Speaking of COVID and speaking of– yeah, I mean you–

RACHEL HOOPSICK: How could we not go there?

VINCE LARA: Exactly you almost cannot bring it up, right? So as an epidemiologist what has surprised you most about COVID and how people have dealt with it?

RACHEL HOOPSICK: I have many thoughts about COVID as an epidemiologist. So I think the most surprising thing about this pandemic is the way in which we, collectively as a country, are continuing to rely on a vaccine-only approach to the pandemic, which places the burden on the individual to protect themselves when there are a lot of other non-pharmaceutical interventions that we could also be leveraging in addition to vaccines. So in essence, we’re attempting to solve a collective public health crisis with individual-level measures only. And I think that strategy was a bit doomed from the start. So I’ll preface this by saying that my perspective here is shaped not only by my experience and training as an epidemiologist, but also as a parent of an immunocompromised child with complex medical needs who’s too young to be vaccinated. So from my perspective, we have many other tools in our public health toolkit to address this pandemic and do a better job at protecting our most vulnerable community members, but they’re severely underutilized, including mask mandates– although we’re fortunate here in the state of Illinois to have a state mask mandate, that is certainly not the case across the country. We could be leveraging vaccine mandates, expanding access to free masks and testing, and also thinking about socioeconomic measures like a temporary paid shutdown, hazard pay for frontline workers, temporary moratoriums on evictions and student loans. I think the list goes on and on. There are many other things that we could be doing to address issues around the pandemic that we’re not leveraging at least at this point. So I think what’s most surprising is not anything related to the virus itself. It’s doing exactly what viruses do. But for me, I think the surprising piece is more how our elected officials have chosen to address the problem, prioritizing economic factors over human factors.

VINCE LARA: Interesting. Speaking of that, speaking of our elected officials– so recently, there have been reports that the Biden administration has thought about at least advising a way for us to live with COVID rather than eradicating it. It doesn’t appear the virus is going anywhere. So are you of the opinion that we have to deal with living with COVID for probably years?

RACHEL HOOPSICK: So I think that, yes, we’re going to have to continue to deal with COVID-19 for an extended period of time. But I also really dislike the framing of this being the, quote unquote, “new normal.” So I don’t think that, as a society, that we should be normalizing our hospitals being overflowed and being stretched beyond their functional capacity. We shouldn’t be normalizing poor access F to testing and quality masks. And we certainly shouldn’t be normalizing mass death to the tune of thousands of people per day dying from coronavirus.

So learning to live with the virus, I think, requires you to ignore all of these things that collectively are very traumatic. We are nowhere near reaching a level of endemicity or– that is, COVID-19 is not an endemic state or at being at an ongoing low level. We are very much in a surge right now. And it’s actually the worst point of the pandemic so far as far as cases per day.

So I think instead of learning to live with things the way that they are, we also need to be thinking about implementing policies that shape a better normal from where we are right now. A lot of the folks shaping policy that frames the acceptance of this ongoing mass infection, disability, and death are also the same folks who have the luxury of being fully vaccinated, having easy access to masks and testing, and who are able to safely work from home.

We need to demand a public health response that considers some of our most vulnerable people in our communities, so thinking about front-line workers who are working in unsafe conditions, thinking about disabled and immunocompromised people, and also thinking about our children, most of whom are not fully vaccinated. So I think that in this framing of the pandemic, we need to be lifting up the voices of those people instead of normalizing the pandemic itself.

VINCE LARA: I think there’s been a big question about how to reach the people who are vaccine-hesitant, let’s say, who are maybe subject to misinformation or just don’t have the ability to get the information they need. And I’m wondering how– and I’m sure you get questions, given what you do, about vaccines. How do you reach those people, and what do you tell them?

RACHEL HOOPSICK: Sure. Number one, I would say that if you are waiting for the science before you get vaccinated, we have it. It’s here. More than 9 billion doses of the COVID-19 vaccines have been administered globally, and it is the best individual action that you can take to protect yourself against severe illness, hospitalization, and death. But unfortunately, many people do remain unvaccinated, including all children under age five who are currently ineligible for COVID-19 vaccination at this point. So those trials are still ongoing.

But I do want to point out that throughout the pandemic, not all of the people who are unvaccinated are truly vaccine-hesitant. So we’ve had some real problems with vaccine equity and reaching populations in underserved communities, particularly when you think about front-line workers who might be unable to take time off of work to receive a vaccine or who are unable to get time off of work to rest after the vaccine. So we know that many people feel a little under the weather after their first or second dose or even the booster. And more importantly, many of the people who are working in front-line jobs also can’t afford to take unpaid time off of work to either get the vaccine or recover from it.

So there’s a lot more that we can do to reach these populations. And there are a number of different policies that we could put into place to make vaccination less burdensome. And on a global level, we have even worse issues related to vaccine distribution. Much of the Global South remains unvaccinated or only partially vaccinated. So here we have a real need to address patent issues around the manufacturing of the vaccines to create better vaccine equity on a global level, which will be absolutely critical to eventually, hopefully, ending the pandemic and the ongoing new variants of concern. We have to think about this issue on a global scale.

VINCE LARA: Illinois is an R1 university, as you know. And so the projects that you’re working on are always top of mind for researchers. So what projects are you currently working on that you’re excited about? I’m sure you’re all excited about all of them, but–

RACHEL HOOPSICK: Yeah. So I’ll briefly tell you about– there are three major projects that I’m working on at the moment, two of which I carried over with me from the university at Buffalo. So right now, I’m currently a co-investigator on a study called Operation SAFETY, which stands for Soldiers And Families Excelling Through the Years. So this is a longitudinal study of the health and well-being of US Army Reserve and National Guard soldiers and their partners. And that study is primarily focused on substance-related outcomes and is funded by the National Institute on Drug Abuse.

A second study that I’m a co-investigator on is a longitudinal study that compares the outcomes of people who use opioids, who are participating in the nation’s first opioid intervention court, to people who are participating in a traditional drug treatment court program. So when you think about drug treatment court programs, oftentimes they can be seen as coercive. And there are some punitive measures that are involved. So for example, in traditional drug treatment court, if an individual who uses opioids tests positive for opioids during the course of their participation in that program, the judge may sanction them and send them to jail.

So in Buffalo, New York, they have implemented an opioid intervention court which takes a little bit more of a public health approach to addressing the opioid overdose crisis in that region. So the court system there recognized that traditional drug treatment court was not working because they had so many court participants who would die, fatally overdose between their visits with the court judge. So they implemented a new program that puts rapid access to evidence-based treatment at the forefront and really gets rid of those punitive measures like sending someone to jail for continuing to use that substance. So that’s the second project that I’m working on from the University of Buffalo. Something brand new that I’m working on here at the University of Illinois with some lovely undergraduate research assistants from our department here in Kinesiology and Community Health is a pilot study focused on health care worker stress. So working in the health care industry was, I think, a stressful occupation even prior to the COVID-19 pandemic. But now it is just– the stress working in the health care industry has exponentially increased.

So our team is working on a pilot study that will examine the social and environmental influences on substance use, mental health, and suicidality of people who are working in health care settings, particularly as it relates to all of those workplace policies, programs, and practices that are implemented or not implemented during the ongoing COVID-19 pandemic. A bit of what we know about health care workers already with respect to substance use and mental health has really focused on physicians.

So we know that burnout is really high among physicians, and physicians are at risk for suicide and addiction and other psychiatric problems. But I would also argue that physicians are also in a very high-wage occupation. They have much more social capital, more resources and support and autonomy over their positions than many other people who are also working in health care settings.

So through this pilot study, I’m hoping to gather data from a range of health care occupations, including those low-wage health care occupations, so thinking about perhaps certified nurses’ aides, LPNs, dietary staff, housekeeping and maintenance staff. So these are other people who are also collectively experiencing this very stressful pandemic working in a high-risk, high-stress occupation but who don’t have as many systems and support in place, perhaps, as physicians might. So this is my next new, exciting project. And I have a really great team of folks who are working with me to make this happen.

VINCE LARA: That’s great, Rachel. Thanks so much for taking the time to talk with us today.

RACHEL HOOPSICK: It was wonderful. Thanks for chatting with me as well, Vince.

VINCE LARA: My thanks to Rachel Hoopsick. For more podcasts on Illinois College of Applied Health Sciences, search A Few Minutes With on iTunes, Spotify, iHeartRadio, radio.com, and other places you get your podcast fix. Thanks for listening, and see you next time.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Alumni Spotlight—Megan-Brette Hamilton



Q: Why did you pick SHS?

A: I remember writing my personal statement in 2011 and, as you do, you write the first part as a general statement and then address a specific school for the latter part. As I was writing the latter part of my personal statement for University of Illinois, I realized how much the school aligned with what I was looking for; reputation, professors, university campus setting. It helped that my aunt, someone who had been in the field for decades before me, encouraged me to choose UIUC, and that both of my parents earned degrees from UIUC. Finally, I got advice from a professor at another university to choose my program according to the person I was going to work with for four plus years. And then I found (former SHS Associate Dept. Head) Laura DeThorne. I emailed her, she and I had a phone conversation and I became excited about the work she was doing in her lab and the idea of learning from her. After that, I was convinced I needed to go to AHS/SHS. From day 1, Dr. DeThorne was a strong advocate for me and as a result I received the Graduate College Distinguished Fellowship Award. To be honest, not having to pay for school, that also helped me make my decision.

Q: Which professors had the most impact on you?

A: As I mentioned before, Dr. DeThorne was an advocate for me from day 1. She wasn’t just my advisor, she was someone who valued my clinical background and my prior experience. We eventually formed a very strong friendship and collegial relationship, and we still collaborate. I also was impacted by Dr. Julie Hengst. Not only was she a committee member of mine for 2 of my projects, but because she also had an extensive clinical career before academia, she was able to speak to me in a way that disarmed me about leaving a job where I was a master clinician to re-learning how to be a student. Dr. Robin L. Jarrett was also someone who has had a huge impact on me. I worked in her lab in a different department across campus. In order for me to be the kind of researcher I am today, I needed to learn other ways of doing research from her perspective. The field of CSD often uses quantitative methods and is predominantly White. Working with Dr. Jarrett helped me to learn about qualitative methods from a sociological perspective and understand academia from someone like me, a Black woman, who also was a full professor. Finally, working with Dr. Cynthia Johnson made a long-lasting impact on me. She was a constant source of encouragement as a growing researcher and I learned first-hand from her about how our field and academia had changed throughout the years.

Q: What course did you most enjoy?

A: You have to remember that I earned a degree that allowed/encouraged me to explore classes in other departments. The way I look at my journey at that stage of my life was to take what I knew about my field in the 17 years I’d been in it and then add to it other content areas to enhance the impact I wanted to have on the field of CSD. All that to say, Language, Identity, and the Politics of Schooling taught by Dr. Anne Haas Dyson in the College of Education was a course I really enjoyed. I loved this course because it brought together all of the areas I was passionate about, language, culture, education, and communication. It was a class that wasn’t afraid to talk about race and class and dialects. And it used qualitative methods:) It reminded me why I decided to return to school at the ripe old age of 34, lol.

Q: Did you enter AHS knowing your career path, or did AHS help you decide?

A: As I mentioned earlier, I entered into the PhD program at age 34, after having had a first career as a practicing speech-language pathologist. I entered the program knowing that I was going to have three outcomes; 1) I was going to learn about some amazing content areas that I’d never been privy to, 2) I was going to learn how to do research, and 3) I was going to earn my doctorate. After that, I wasn’t sure what I’d do. I think being in the program prepared me well for my next steps even though I wasn’t sure what they’d be exactly. I ended up going into academia and constantly call myself “the accidental professor,” lol. I also didn’t know where my research focus would end up when I first started. I originally entered the program to study language processing differences with a concentration in cognitive neuroscience and ended up studying cultural-linguistic diversity with a focus on African American English. To be honest, being in the program helped me see a gap in our field that I could fill, so that’s what I’ve been working on ever since.

Q: Did your AHS experience lead to your current job?

A: Yes. I earned a doctorate from a research-intensive university in a department where I was taught how to do research and provided opportunities to teach and supervise. The skills I acquired in the program, including opportunities across departments and disciplines, allowed me to confidently apply for a tenure-track assistant professor position; which is my current job.

Q: What was your favorite on-campus experience?

A: As a daily enjoyment, I really loved working with my PhD classmates. We were from all different backgrounds and studied so many different areas of communication. We learned so much from each other about life and our field. As a one-time kind of experience, I have to say that it was when I ended up working with a wonderful group of doctoral students from the College of Education and being awarded an internal grant. We used it to put on a 2-day workshop aimed at reimagining education for youth in and beyond the classroom. We brought in Drs. Geneva Smitherman, Ana Celia Zentella, H. Samy Alim, and David E. Kirkland. I loved being around all of those intellectual minds and inserting my communication sciences and disorders perspectives into their conversations of education and language.

Q: What does AHS mean to you?

A: I saw AHS as a place that provided me with opportunities to connect with a variety of people and to grow as a researcher and educator. As I said earlier, I originally entered the program to study language processing differences and ended up studying cultural-linguistic diversity. The beauty is that AHS was a place that allowed me to do either. As a result, I was able to become a researcher with a strong interdisciplinary focus who impacts clinical practice within the field of speech-language pathology and beyond.

Dr. Megan-Brette Hamilton is an assistant professor at Auburn University and an ASHA certified speech-language pathologist (SLP)/communication specialist. Prior to academia, Dr. Hamilton worked as an SLP for 10 years in New York City, the largest school district in the U.S., where most of her caseload consisted of African American and Hispanic children. Currently, her research focuses on the classroom/educational and clinical experiences of speakers of other dialects of English, with a particular focus on African American English-speaking children and adults. Her passion lies in exploring the intersection of culture, language/dialect, communication, and literacy. Dr. Hamilton’s work also focuses on the cultural-linguistic competence and perspectives of professionals and students working with culturally-linguistically diverse populations. Through her work, she engages with such professionals by educating them on the importance of recognizing and validating language variations, culture, and identity; thereby raising one’s cultural-linguistic competence. Dr. Hamilton is the host of the Honeybee Connection podcast, author of Successful Strategies for Classroom Communication, and owner of www.meganbrettehamilton.com where she blogs and provides resources. 

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Alumni Spotlight—Marilyn Adibu



Q: Why did you pick AHS?

A: I chose AHS because it provided me with the academic and professional knowledge and skills to pursue my career opportunities.

Q: Which professors had the most impact on you?

A: The professors who had the most impact on me were Dr. (Susan) Farner and Dr. (Reggie) Alston (my advisor).

Q: What course did you most enjoy?

A: I enjoyed my Health Administration, Rural Health (Special Topics), Introduction to Medical Ethics, Health Services Financing, and Community Health Organizations.

Q: Did you enter AHS knowing your career path, or did AHS help you decide?

A: AHS helped me decide. I also joined a program called I-LEAP.

Q: What was your favorite on-campus experience?

A: One of my favorite on-campus experiences was going to sports games (wrestling, volleyball, hockey, etc) as well as attending the AHS Alumni Speaker Series.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Alumni Spotlight—Jamaal Rahman



Q: Why did you pick AHS?

A: I chose AHS because the program looked great! I loved the size of the program and it was very relevant to my career path which is chiropractic.

Q: Which professors had the most impact on you?

A: I would say Dr. (Marni) Boppart was one of my favorite professors at U of I period and Amy O’Neill was the best advisor that I’ve ever had. She was so great in my journey in the college.

Q: What course did you most enjoy?

A: That seems like forever ago, but I loved all of Professor Boppart’s classes and most labs!

Q: Did you enter AHS knowing your career path, or did AHS help you decide?

A: I knew that I wanted to be a chiropractor and decided on kinesiology as my major later due to the above reasons.

Q: Did your AHS experience lead to your current job?

A: My AHS experience gave me more of a thirst for knowledge. To this day I still continue to be a student of how the body works, moves and heals so that I can help every patient who steps in my clinic.

Q: What was your favorite on-campus experience?

A: I loved being around my peers all day. Labs were great! Who wouldn’t love working out for class! I still remember doing the VO2 test in class. Great memories.

Q: What does AHS mean to you?

A: AHS was the start of my career and helped further establish my passion for my field and bettering musculoskeletal help for my patients. Thank you, U of I and AHS!

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Alumni Spotlight—Sarah Beth Reno



Q: Why did you pick AHS?

A: I started my freshman year at U of I as a journalism major. But when I found out there was a major specifically for recreation, I immediately applied to transfer over. Growing up in a small town in Illinois, I always watched “The Love Boat” growing up. My dream was to leave small town and cold weather and work on a cruise ship. I really wanted my career to be fun. And I figured this was the path to get there.

Q: Why did you pick RST?

A: At the time, it was called Leisure Studies, so it took some courage to tell my friends and family this was my choice. And, when I went to visit someone at the college to talk about career opportunities, she informed me that “only magicians and comedians” work on ships. According to her, my career focus should be with the Chicago Park District. I’m sure she thought I was crazy when I asked her what that was (remember, I was from a VERY small town). Despite my lack of understanding, they let me in. I forged ahead, with the hope that a door would open for me somehow.

Q: Which professors had the most impact on you?

A: I had one professor that I will remember forever, and I lost track of him over the years (I know that’s a crazy thing to say in 2021). His name was Michael Phelan, and he made me and my fellow students feel we could do anything. We sat in his office for hours before and after class and talked about everything in life. He always told me that taking opportunities naturally leads to other opportunities. So, even if the job was not perfect—open the door and walk through it. That door will get you to another room (with another door or window) that may just be the opening to the perfect career. It was great advice. He also encouraged me to take an internship with the National Recreation and Park Association for a broader perspective. He was an amazing teacher, husband and father, and I will always remember his kindness and inspiration.

Q: What course did you most enjoy?

A: I’m too old to remember specific courses, but I enjoy all my courses because my professors were so much fun. Everyone was demanding but accessible, which I really valued. I always felt I found my home at AHS. I was no longer “lost” at a big university. This was a place I felt I could be myself and be appreciated for what I contributed.

Q: Did you enter AHS knowing your career path, or did AHS help you decide?

A: I was able to secure a job within the cruise industry through AHS. A recent graduate, Sally Evans, worked at Norwegian Cruise Line. She returned to interview students to work as youth staff onboard during high-season holidays. I secured a job as a teen coordinator onboard during my college breaks and continued within the industry ever since.

Q: Did your AHS experience lead to your current job?

A: The program Sally set up for us was an inspiration for me as my career progressed. When I arrived at Carnival Cruise Line’s Entertainment department, I worked with my team to set up an internship program for recreation students across the country. It was a big success, and many of the students secured full-time jobs within the entertainment department after graduation. I actually returned a few years ago to speak to AHS students about this opportunity. The students were so impressive and far more well-rounded than I ever was at that age. They knew what they wanted and were going for it.

Q: What does AHS mean to you?

A: Looking back to my college career, there were two, distinct benefits to being part of AHS:

1. The camaraderie everyone had with each other. The atmosphere was like working on board a cruise ship. Everyone was so different, but we all had the same “zest” for life. We all supported each other 100 percent—whether it be for a personal reason or to help with a class project. We were in it together.

2. The staff’s focus on true learning and improving yourself for a better future. I recall taking business and marketing classes where students were so competitive and hyper-focused on their grade-point average—people would calculate their grades at the end of each test. I was always perplexed by these hard-driving business majors, who thought I was crazy for majoring in Leisure Studies. In AHS, it truly was about the love of learning, doing your best and developing skills to forge your path in life. The professors taught us so much more than just the facts. I’m so grateful for their guidance.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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