Public Health News
Congratulations 2020 Falk Student Research Celebration Winners
The Falk Student Research Celebration is an annual event that takes place to highlight undergraduate and graduate student research projects Students submit posters for display and are judged by a committee of faculty, staff, and peers. Participants compete for educational funds to present their posters on a larger stage, to attend a conference to gain further insights into their respective fields, or for other educational endeavors. This year’s celebration took place virtually.
Undergraduate Winners
Sentiment Analysis and Video Assistance Referees (VAR) in Professional Soccer
Name: Dylan Blechner
Program/Major: Sport Analytics
Faculty Research Mentor: Rodney Paul
Insecticide Treated Nets and Insecticide Resistance on Malaria Prevention in sub-Saharan Africa
Name: Rachael Church and Dr. David Larsen
Program/Major: Biology Major with a Public Health Minor and Environment & Society Minor
Faculty Research Mentor: David Larsen
Examining Wealth Trends in Kombewa, Kenya
Name: Alizée McLorg, Dr. David Larsen, Dr. Andrea Shaw, Dr. Bhavneet Walia, Kennedy Omolo, and Peter Sifuna
Program/Major: Public Health
Faculty Research Mentor: David Larsen
Energy Availability in Female Collegiate Athletes: A Pilot Study
Name: Jessica Neidel and Dr. Jessica L. Garay
Program/Major: Nutrition Science
Faculty Research Mentor: Jessica L. Garay
Graduate Winners
The Role of Diet Quality and Micronutrient Content on Sleep Parameters in Children Aged 9-11
Name: Nicholas Marino and Dr. Margaret Voss
Program/Major: Nutrition Science
Faculty Research Mentor: Margaret Voss, Lynn Brann, and Brooks Gump
Father Involvement, Couple Relationship Quality, and Maternal Postpartum Depression: The Role of Ethnicity among Low-income Families
Name: Ying Zhang and Dr. Rachel Razza
Program/Major: Human Development and Family Science
Faculty Research Mentor: Rachel Razza
Public health professor shares insights on economic recovery
In a recently published op-ed by assistant professor of public health, Bhavneet Walia share insights on economic recovery in light of the coronavirus pandemic. “As we are doing our part and following public health guidelines to protect not only our families but also our neighbors and fellow world citizens at a global level, there is also a need to understand and do our part toward economic recovery. As we all fight this battle against a mostly unknown virus, we are wondering how and when the economic recovery will start.” Fortunately, Walia says, past economic struggles and challenging times have taught us lessons that can possibly bring us some relief. Professor Walia’s areas of specialization include health economics and health econometrics.
In our current health crisis, consumers are staying at home and not spending as much money as they normally do in a non-pandemic and expanding economy. Either they do not have a lot of money, or they are uncertain about their future financial situation and hence are saving at a higher rate. Producers are not producing at regular levels for two reasons: their shops are shut down, and consumers have gone into saving mode.
The government is still buying and selling, but at a slower rate in many respects because of the shutdown. The government is delivering policies that it hopes will make the economic recovery smoother and faster once the public health crisis slows down. The highest-impact policy as of now made by the government is the stimulus checks sent to a large swath of the population. When consumers are worried about their future financial situations, they save at a higher rate and do not spend money. Stimulus checks are a way for the government to encourage individuals to spend money in the economy without dipping into their savings.
If individuals spend their stimulus check to buy necessities and put money back into the economy, this will lead to more production and higher employment. Thus, the stimulus funds will promote economic recovery. However, if the beneficiaries of the stimulus money do not spend and instead save it, economic recovery will be slower.
Read the full commentary at Syracuse.com
Masking the Problem
Based on a Syracuse University Story by Rob Enslin originally published on May 8, 2020.
Dr. David Larsen, a professor in Falk College’s Department of Public Health, studies patterns of sickness and disease in human populations. He is particularly interested in the outbreak of a novel strain of coronavirus because of its personal relevance. “I’ve never worked on a disease system that directly impacts my community,” says Larsen, an expert in malaria research. “I see a lot of parallels between the response to COVID-19 in the United States and to malaria in Zambia.” Experts predict that until an effective vaccine is created and populations develop immunity to COVID-19, stopping or controlling the spread of the disease will be difficult.
Syracuse University’s Rob Enslin recently caught up with Larsen to discuss myths and misconceptions about public masking and why do-it-yourself masks are “better than nothing.”
What kinds of masks are used for COVID-19 protection?
There are three kinds: surgical masks, N95 respirators and cloth masks.
Surgical masks are disposable and loose-fitting, and should be discarded after use. They’re mostly fluid-resistant.
N95 respirators are oval-shaped and form a seal around your face. Because they’re tight-fitting, they filter out about 95 percent of all particles, including viruses and bacteria. It’s important to fit-test a respirator before using or reusing it.
Cloth masks are what most of us wear and should fit snugly against the side of the face. It’s important not to touch your nose, eyes or mouth after removing a cloth mask. It can be washed and reused many times.
The CDC considers surgical masks an “acceptable alternative” to N95 respirators. Do you agree?
It’s confusing, that’s for sure. Research indicates that surgical masks are less protective than N95 respirators. This may explain why front-line health care workers account for 11 percent of all COVID-19 infections. Shortages of N95s and other surgical masks affect the very people who need them most.
Initially, scientists thought COVID-19 was spread by large air droplets, making surgical masks viable. We now know that the virus can be spread by minuscule droplets that hang in the air for up to 16 hours. N95 respirators, if properly fitted, can block most of these air particles. Surgical masks cannot.
What are the public’s options?
I encourage people to make their own masks. They may not be perfect, but they’re better than nothing. I use a pre-quilted cotton fabric. T-shirts, bandanas and denim jeans also work.
There’s been a research breakthrough on the effectiveness of nylon material. Studies show that pantyhose, used in conjunction with a cloth mask, create a tight seal around the wearer’s face. An inner layer of nylon against the skin can match or exceed the filtering capacity of most surgical masks.
Are there any changes in masking guidelines?
The number one rule is to never touch the outside of your mask, only [touch] the straps or ear loops. If you wear glasses, make sure there’s a tight seal above the nose. Otherwise, they fog up.
Viral droplets are emitted from people coughing, sneezing or talking. These particles are very small, less than one-hundredth of a millimeter in size, but are quite resilient. Instead of dropping to the ground, they float or drift in the air before entering someone’s nose or mouth. Having a tight seal is imperative for protection against COVID-19.
Are you suggesting that we practice social distancing in addition to public masking?
I am. It’s not an either/or proposition.
One myth is that we don’t need social distancing if we’re wearing a mask. Masks may reduce transmission, but they’re not completely effective. That’s why we also practice social distancing and hand hygiene.
Many of us may walk through clouds of viral particles without even knowing. As a result, we might not be aware that we’re sick or carrying something. Public masking protects me from you. It shows me that you take my health—and the pandemic—seriously.
Congratulations Class of 2020
Congratulations and best wishes to the Class of 2020 from the students, faculty, staff, advisory boards, alumni and friends of Falk College! The courage and resiliency you have demonstrated in these challenging times prove you are prepared to respond to society’s greatest needs. Now more than ever, our world needs all you have to offer. We look forward to hearing about your achievements as our newest Falk alumni and eagerly await the future in-person celebration at Falk Convocation and Syracuse University Commencement.
The Dean’s video message to the Class of 2020 was recorded late last year when we were fully expecting our traditional campus celebrations to take place this spring. Since then, the global coronavirus pandemic has impacted all of us in many difficult ways. We recognize how hard this has been for all of our students, and particularly the Class of 2020. While we will celebrate with you at distance for now, we look forward to celebrating together in person when it is safe to do so.
Join the Syracuse University community for the Class of 2020 Virtual Degree Conferral.
Addiction Studies CAS prepares students for work in prevention, policy, and sustainable recovery
By Emma Henzes
Falk College offers a 12-credit Certificate of Advanced Study (CAS) in Addiction Studies that examines the intersectionality of substance use and addictive behaviors with emphasis on prevention, policy, and sustainable recovery. Combining addiction studies with competencies in mental health counseling and public focused graduate programs prepares students to address this complex social problem while enhancing their marketability for employment.
Laura K. Thompson, Ph.D., LPC, CAC 1 completed her CAS in Addiction Studies while working on her Ph.D. in Counseling and Counselor Education at Syracuse University. Thompson says addiction touches so many lives and that understanding human nature is critical for proper care. “The CAS in Addiction Studies does a great job of exposing students to information about the root causes of addiction and ways to work with those who are struggling,” Thompson says. “This knowledge has been imperative in my work as a mental health counselor.” She currently works at Regis University in Denver, Colorado as a staff counselor with a substance abuse specialty. Thompson teaches as an affiliate faculty member in the graduate program of Counseling at Regis and as an adjunct faculty member in the Department of Applied Psychology at New York University.
Addiction Studies coupled with Syracuse University graduate degree programs such as social work, marriage and family therapy, psychology, and mental health counseling provides valuable skills for clinical practice. Graduate students enrolled in programs such as public administration, public affairs, public health, education, human development and law will benefit from coursework emphasizing prevention or policy, taking knowledge and skills to the community and societal level, influencing change on a broader scale.
Bergen-Cico and Ijere note that pursuing a graduate degree and a CAS simultaneously can provide an employment advantage upon graduation. The Addiction Studies CAS is also available as a stand-alone certificate to provide professionals with advanced education or enhance a bachelor’s degree. Thompson shares that her Addiction Studies CAS helped her career significantly, providing her with a standout specialty area when applying for positions in University Counseling Centers nationwide.
Faculty who teach in the Addiction Studies CAS are actively engaged in diverse research areas such as; mindfulness-based prevention and recovery, drug policy, behavioral addictions, new psychoactive drugs, harm reduction, medical cannabis, and traumatic stress as a risk factor. Interested students have the opportunity to engage in faculty research or receive mentoring for their independent research interests. Thompson advises students to immerse themselves in their education experience. “Dig into the information and find ways to apply what you’re learning through internships or work experiences,” Thompson says. “As one of my professors used to say, ‘practice makes permanent!’” She continues to remain in contact with several of her professors at Falk. “They have served as mentors to me, and I am grateful for this.”
Falk’s Addiction Studies program also has longstanding collaborative relationships with leaders in global drug policy and the Council of Europe’s Pompidou Group to Combat Drug Abuse and Illicit Trafficking. This partnership brings together scientists and practitioners from across the globe to examine emerging trends and innovative drug policies rooted in public health. Students have opportunities to participate in annual international executive education training offered by the Pompidou Group’s Drug Policy Academy. Recently these trainings have been conducted in the Netherlands, Spain, Poland, Norway, and Italy.
All courses are approved by the New York State Office of Addiction Services and Supports (OASAS) for credentialing and continuing education. Completion of the certificate, with the inclusion of prevention science and ethics elective courses, meets the education training requirement for OASAS Credentialed Prevention Professional (CPP); and partially meets the requirements for Credentialed Alcohol and Substance Abuse Counselor (CASAC).
Learn more about the Certificate of Advanced Study (CAS) in Addiction Studies
Public Health helps to Develop COVID-19 Symptom Tracking App
From a SU News story by Alex Dunbar, originally published on April 28, 2020
Six students from the College of Engineering and Computer Science (ECS) saw a problem they could help solve. As hospitals and the health care system work to handle the influx of COVID-19 cases, many people who are diagnosed with the virus are advised to quarantine at home and monitor their own symptoms. Health care professionals check-in with patients at home to determine if their condition is improving or getting worse. For some patients, this leads to anxiety and uncertainty if they should be taken to a hospital or continue isolating at home.
Lane and Rubinstein have been supporting interdisciplinary student research in the Syracuse community for 15 years through Lane’s Community Action Research and Education (CARE) program. Lane is also a research professor at Upstate Medical University and saw the potential of where a symptom tracking app could go.
“This project opens so many possibilities,” says Lane.
Knowing what doctors and nurses wanted to know about patients was just one part of building questions for the symptom tracking app. The team reached out to two friends of Lindgren who had been diagnosed with COVID-19 and were taking calls from health care workers while quarantined at home.
“I called both of them and asked what questions people had been asking them,” says Lindgren. “They gave us the questions health care workers had been asking them about shortness of breath and other issues.”
The conversations with actual patients guided the project’s direction as it moved forward.
“It helped a lot with unique symptoms, things we didn’t think about,” says Lindgren. “They also said they would prefer to use a web app than take a phone call.”
Lane and Rubinstein were also helpful in finding how to formulate questions to patients so the app being developed could be more effective.
Learn more by reading the full story.
Human development, addictions studies are the base for Falk senior’s social work career
In her hometown of New Haven, Connecticut, senior Rachel Brennan ’20 was encouraged to join the Orange family when she heard alumni talk about their time at Syracuse University. The academic disciplines in Falk College convinced Brennan that Syracuse University was the place for her. “I remember sitting at an informational meeting about the College and thinking that I was interested in every single major offered,” she adds.
As a senior human development and family science major with a minor in addiction studies, Brennan’s time at Syracuse University has given her exciting experiences both far and near—from study abroad in Sydney, Australia at the University of New South Wales, to a summer internship at Yale University’s Program for Recovery and Community Health (PRCH).
Brennan, who plans to pursue a Master of Social Work degree and a career in social work, originally enrolled as a social work major. But she discovered a different path to graduate school. “After reading the courses offered in Human Development and Family Science (HDFS), I decided to switch my major. I believed the HDFS courses would give me a great foundation in understanding theory and practice when working with children and families that I could then apply to my social work graduate study and field placement,” explains Brennan.
Following her gut helped Brennan discover a passion for research, inspired by her coursework. “I was interested in researching the current opioid crisis after taking multiple courses focused on drug use,” she says. “I had gained a concrete understanding on the impact substances have on the brain through my rigorous courses, and I was drawn to learning more about the impact using opioids can have on an individual’s personal life and overall emotional wellbeing.”
As an intern in the PRCH, Brennan interviewed individuals recovering from opioid addictions. The study examined the effectiveness of different treatments for substance use disorders provided Connecticut Department of Mental Health. “The interview packet was extensive and asked personal questions about how their addiction took form, if they have co-occurring disorders, and if their substance use impacted relationships with their loved ones,” Brennan explains.
“Working hands-on with people struggling with substance use disorders was a powerful experience and I hope to continue researching the impact of addiction on children and families throughout my graduate studies and future career,” Brennan adds.
After graduation, Brennan plans to pursue a Master of Social Work following a clinical track. “I hope to work in out-patient mental health clinics while working towards my LCSW,” she says. “My end goal is to eventually have my own private therapy practice where I work with children and families impacted by addiction and other traumatic experiences.”
Public health senior studied abroad three times, worked with students in South Africa
By Emma Henzes ’20
Caitlin Mogan ’20 tailored her college experience to be colored with travel opportunities. Her three study abroad experiences included a semester abroad and two summer programs.
“It was out of the ordinary to study abroad three times, but it’s definitely doable,” Mogan says.
As a public health major, Mogan went to South Africa to fulfill her global health education experience credit. She previously had experiential learning from her classes and activities on the Syracuse University campus volunteering at St. Joseph’s hospital, working with refugee families with the Syracuse-area Catholic Youth Organization (CYO) and assistant teaching in an English as a Second Language course.
“The South Africa program was really great,” Mogan says. “It gave me a lot of leadership experience because we do a lot of experiential learning in public health.”
Falk students on the South Africa Immersion Trip participate in implementing a program benefitting local community groups in Makhanda, Eastern Cape of South Africa. Mogan loved this option because she personalized her experiential credit, mutually-designing a program with community experts. Her group chose to lead a drug awareness program due to the needs of the Makhanda community they were helping. She designed curriculum and educated Makhandan secondary students about drug issues their community faced.
Mogan’s time abroad in Makhanda provided insight into what she could potentially do in the future after graduation. After her rewarding experience teaching the South African students and seeing how they learned, Caitlin wants to work in an educational setting.
Mogan began her college experience at Syracuse’s campus in Madrid, Spain as a Discovery Program student. She then spent her summer going into her sophomore year at Syracuse’s Florence, Italy program. She loved the classes that the Florence campus offered, taking art history and photography classes.
“I have no idea what I want to do and the only way I’m going to figure it out is if I see everything I can see, so that’s why I want to go to as many places as I can,” she says. “That’s ultimately why I chose public health because of the experiential credit that allows you to try many different things.” Public health prepares students to pursue a wide range of careers that promote the health of communities all over the world, from clinical health and health care administration, to law and policy, to disaster prevention and response.
“I really like to see how other people live, the challenges other people face, and the successes they have because we can learn so much from that,” says Mogan.
Hands-On Learning Experiences for Students Create Positive Change in Community
By Emma Henzes ’20
The Community Health Promotion (HWT 221) course offers students the opportunity to take a hands-on role in community-based health promotion and illness prevention through service-learning. In Falk College’s Department of Public Health, service-learning is a primary curriculum focus, placing students in the community to apply the skills they’ve learned in class.
For the HWT 221 class taught by associate teaching professor and family nurse practitioner, Lisa Olson-Gugerty, her clinical experience offers insight into human and health behavior, the public’s general understanding of disease and healthcare as well as how the public uses the health care system. She provides students with an up-to-date perspective on policy changes and procedural changes because she is actually experiencing those changes at work.
Olson-Gugerty’s connections in the community help give her students opportunities to get hands-on experience in the public health field, ranging in different organizations such as the Red Cross, Hendrick’s Food Pantry and the Office of Energy and Sustainability Management on campus. Olson-Gugerty tells her students all activity, no matter how small or big can make a positive impact in a community.
“I want them to walk away with a sense of ability that they can make a change. That their individual actions within the community can make positive change. There are opportunities to make changes that they see as beneficial and that their one small observation can be translated into a community movement or approach, which is particular to this course. I want them to know that public health is dynamic, it’s important, it’s in their everyday life and without it, they wouldn’t be given the opportunities to live as well as we do right now.”
Paige Lord, a public health major, had the opportunity to work with the American Cancer Society: Relay for Life in Professor Olson-Gugerty’s HTW 221 course. Her group promoted and fundraised Relay for Life on the Syracuse University campus. Paige learned about different types of cancer, but more importantly, how many groups are affected by cancer and need aid. Paige says HTW 221 was one of her favorite classes because of Professor Olson-Gugerty’s passion for public health going beyond just the course material and relating it to students’ lives.
“One of my favorite things that Professor Olson did was how she would always share opportunities around campus to get involved in various clubs, organizations, and internships,” Lord says. “She would always encourage us to sign up for new clubs and find hobbies beyond our school work. She is always there for office hours and is one of the most supportive teachers I have had at Syracuse University. She makes me feel like I can accomplish anything if I put my mind to it.”
Professor Olson-Gugerty, known fondly as Professor OG, says she is constantly learning from her students: how they perceive the world, what influences their thoughts, how they think of public health, what they think makes them healthy and sick. She finds generational differences in word usage and approaches in healthcare that helps her stay current as a professor and nurse practitioner.
Public Health Runs in the Family
When Cate Willing has questions about public health issues, she can consult with any of her professors at Syracuse University, where she’s studying public health at Falk College and policy studies at the Maxwell School and the College of Arts and Sciences. But since her sophomore year on campus was cut short by the novel coronavirus pandemic, she’s been consulting with another knowledgeable source at her home in McLean, Virginia: Jayne O’Donnell, her mother. O’Donnell is the health care policy reporter for USA Today. She is also an author, TV contributor, freelance writer, and co-founder of the Urban Health Media Project, which trains high school students to report on health and social issues that are often overlooked in marginalized communities.
“It has all been surreal,” Willing says about the pandemic that forced Syracuse University to end on-campus classes, send students home and transition to online teaching and learning. “We were following the virus overseas and not feeling the direct impact on people and their lives, and then within a month we’re all home in isolation. I think my friends and I assumed that we would be out of school for three weeks or so and then return to finish the semester on campus.”
Technology allows life to remain manageable, both academically and socially. “Completing my classes online isn’t easier or more difficult, it’s just different,” Willing says. “None of my classes are conducted in Zoom. Instead, my professors have recorded their voices talking over PowerPoints. I prefer that because they are all stored for constant access through Blackboard. I’m keeping up with my friends from school, too. We text and FaceTime almost daily.”
An Informed Perspective
Being a public health major helped Willing readily grasp the significance of the pandemic. “I understood more about how viruses spread, and my classes have covered the travel warnings that are implemented in a pandemic, so I was able to decode those fairly well,” Willing says. “I think that my generation has shifted from kind of dismissing the virus to now following regulations and practicing social distancing rigorously. I was getting a lot of information from my mother, who was reporting on it, and that combined with my public health background made it seem more serious from the start.”
Willing imagines her future options as a public health professional. “If I were to play a role in combatting the pandemic, it would be to help those who are struggling through isolation and make a plan for when the social distancing is over,” she says. “How can we best acclimate to the world we will meet on the other side of this pandemic?”
Willing’s mother also believes that the major fallout from the pandemic will be from issues surrounding mental health. “My biggest fear is how it’s going to compound all the other public health problems I’ve been writing about, like mental illness, isolation, loneliness, addiction, child abuse and domestic violence,” O’Donnell says. “I moderated a webinar with NYU global health professors recently, and we talked about what an important field public health is right now. It’s going to be a growth field. Cate’s curriculum at Syracuse University is great, and I like the program’s strong focus on community solutions to public health issues.”
Expanding Learning Opportunities
In addition to mirroring her mother’s interest in public health, Willing also works hard to communicate public health issues to her community at Syracuse University. She’s found the perfect vehicle for that pursuit at Falk College. During their first semester at Syracuse University, many public health students take a Healthy You Practicum (PHP 227) under the direction of Falk professor of practice Luvenia Cowart. The one-credit class introduces them to Healthy You, a health news magazine published by the students themselves to promote healthier behaviors on campus and in the community. A partnership of the Falk College public health program and the Division of Student Affairs, the magazine embraces cross-campus collaboration by also serving students at other higher education institutions in Central New York. The students explore topics and develop skills in magazine writing, illustration, photography, and layout and design.
“I was editor-in-chief of my high school’s newspaper, so I reached out to Professor Cowart to express my interest,” Willing says. “I wrote for the magazine my freshman year, became copy editor and now I am student managing editor. I’ve been working with her in the classroom this year, teaching journalistic writing and conducting topic selection for the articles. As the magazine’s sole student editor, I meet with student writers to go over their articles and prepare them for publication.” Classroom instruction runs for six weeks and then transitions to online communication with the students, so there’s been little disruption during the pandemic. “Cate is an absolute perfect fit as a role model for students interested in exploring their health-writing abilities and developing leadership skills,” Cowart says.
Cowart believes that offering Willing the student managing editor position was one of her best administrative decisions ever. “A critical thinker, she is focused and well-rounded as she engages the student editorial board and faculty and staff campus collaborators. Her visionary perspective, creativity and initiative make an invaluable contribution to the planning, development and production processes of the newsmagazine,” Cowart says. “Cate was born to lead.”
Learn more about the public health program
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