Dionne Cole is a double major in Biological Sciences and Social Work who will graduate in May 2025.

Title of your project: Evaluating the Impact of Retriever Essentials on UMBC students  

How did you find the research opportunity?

My mentor is Dr. Laura Ting from the School of Social Work. The semester before I applied for the URA, I took a class called Social Work Research with Dr. Ting where I fell in love with the concept of research in a social sciences setting and grew in curiosity about its application. I expressed my interest of doing research to Dr. Ting and she placed the Undergraduate Research Award (URA) on my radar, however I did not have a specific research topic until my involvement with Retriever Essentials. At Retriever Essentials I learned about the prevalence of food insecurity on college campuses. I became invested in examining Retriever Essentials impact on combating food insecurity at UMBC and decided to focus my research on that.

What was the hardest part about your research? 

Prior to beginning research, I didn’t anticipate the variability in timeline for research. I thought I knew how much time it would take to get all the different steps done (such as proper training, getting all my materials together, IRB approval, etc…) but everything took longer than I expected. At first this was very frustrating for me due to my perfectionist tendencies, but thanks to my mentor and a friend in research, I have learned to embrace changes in my timeline and be flexible. In fact, I have found that things not going as planned gives me an opportunity to reassess and revaluate my methodology before I am too entrenched in the process.

What is the most rewarding part of your research, and how do you plan to disseminate it?

 With every qualitative interview I conduct where a student shares with me their personal experience with Retriever Essentials or an idea they have to improve the program, I get excited because I anticipate that their contributions are going to have a profound impact on the provision of Retriever Essentials services and food insecurity at UMBC. Oddly enough, I am eager to get to the end because I want to see the fruit of my labor and everyone’s contributions. The plan is not just to present the findings at URCAD and to Retriever Essentials leaders but also, as a joint project with a friend who is conducting similar research on food insecurity, but also to UMBC administration. Our hope is to create lasting change in eliminating food insecurity at UMBC.  

How does this research experience relate to your work in other classes?

Currently, I am taking a class called Medical Case Studies where I, along with my group members, integrate our knowledge of our respective disciplines to design and present our own novel case studies. Specifically, I am integrating my social work and public health knowledge surrounding the topic of food insecurity. Our case follows a middle-aged man who contracts a food borne illness due to living in a food desert. The end of the case uses the evaluative research I have conducted from Retriever Essentials to suggest sustainable practices and outlines the roles various levels of society can play in addressing food insecurity and eliminating food deserts.

What is your advice to other students about getting involved in research?  

I think a good approach to beginning research is finding a topic that you are interested in or passionate about and then exploring undiscovered aspects, knowledge gaps, or potential research benefits for those connected to the topic. In my opinion, this initial approach is beneficial because it will foster a genuine interest in your research, increasing your commitment to its success. It also gives you an opportunity to not reinvent the wheel and explore new areas of research which could have significant implications.

 Abstract:

Food insecurity is a socioeconomic condition of having limited or uncertain access to enough food. For college students, food insecurity can lead to poorer psychosocial and physical health, lower grade point average, and a higher dropout rate. UMBC’s Retrieval Essentials is a free food access program whose mission is to address college food insecurity by developing a comprehensive program of nutritional food resources for students who are experiencing food insecurity, such as a food pantry and the farmer’s market. Their hope is that by providing various food secure services, the academic retention and career success of UMBC students will improve. The research aims to understand the type and frequency of Retriever Essentials services being used by students and to learn how satisfied students are with the services, what additional needs students have, and any improvement that can be made to current services for these students. In hopes of enhancing the provision and planning of Retriever Essential services.

Check out the following links for more information on UMBC, CS3, and our host:

• The UMBC Center for the Social Sciences Scholarship
• The University of Maryland, Baltimore County
• Ian G. Anson, Ph.D.

Subscribe on Spotify, Apple, or Amazon!

Retrieving the Social Sciences is a production of the UMBC Center for Social Science Scholarship.  Our podcast host is Dr. Ian Anson, and our director is Dr. Eric Stokan. Our production intern is Jean Kim. Our theme music was composed and recorded by D’Juan Moreland (UMBC '24).  Special thanks to Amy Barnes and Myriam Ralston for production assistance.  Make sure to follow us on Twitter, Facebook, Instagram, and YouTube, where you can find full video recordings of recent UMBC events.

Meet Michael Brazda ’06, anthropology, M.A. ’08, applied sociology, and Ph.D. ’24, gerontology, an adjunct professor who is passionate about both asynchronous and synchronous online learning. Drawing from his experiences as a student and a working professional, he understands the flexibility needed while earning a degree. Now, he focuses on helping students who require that same level of flexibility to balance their education with work, family, and other life responsibilities. For Michael, the ability to access virtual learning is a game-changer for lifelong learning. Thanks for sharing your enthusiasm, Michael!

Q: Briefly introduce yourself.

A: I am an adjunct professor in various institutions across Maryland. I teach sociology at Mount St. Mary’s University and Frederick Community College and gerontology, sociology, and women’s studies at the University of Maryland Global Campus.

Q: What was your academic journey?

A: I graduated from UMBC’s doctoral gerontology program in December 2024. I took a long circuitous route to get here. In 1987, I earned my first bachelor’s degree in computer studies and went to work as a telecommunications technician and network administrator. Sixteen years later, I was laid off which led to a lot of soul-searching. I realized I didn’t like certain aspects of the tech industry and decided to explore other fields.

Q: What’s one essential thing you’d want another Retriever to know about you? 

A: I started at UMBC, earning a second bachelor’s degree in anthropology followed by a master’s degree in applied sociology. I took a two-year detour in the public policy doctoral program and finally found my home in gerontology. In part, because it provided a capstone to my life up to that point. I was always interested in the social sciences. Gerontology, being multidisciplinary, allowed me to tie together my interests in sociology and anthropology. 

Q: What do you love about your job?

A: I don’t like living in the past. I like encountering new things and understanding how and why people behave a certain way. Some of the music that I’ve learned to appreciate is because of the assignments I have given, like songs by Billie Eilish. We analyze their lyrics and relate them to sociological concepts. I have taught online at more than five universities and community colleges in the area because it allows me to work with and learn from a diverse group of students, which is something I really enjoy. Through this experience, I have become an advocate for lifelong learning.

Q: Why are you passionate about lifelong learning?

A: Lifelong learning comes more from the desire to learn new things and get involved in different areas that interest me. Online learning plays into this because it expands what’s available academically. With online learning, I’m not limited to what the colleges or universities in my area may offer. I can look at or get involved with academic programs around the country. When I returned to college in 2003, I could only access universities near my home, UMBC being one of those. Otherwise, I would have to drive to D.C., further into Baltimore, or Pennsylvania. Online learning helps students, who need more than a traditional institution offers, to have a holistic college experience. 

Online teaching became my modality of choice because it allows me to teach at a wider range of schools. Trying to make a living as an adjunct professor while traveling from campus to campus for classes eats up a lot of time. In contrast, the ability to teach online eliminates that overhead. It allows me to devote more time to teaching, learning, and developing my classes in new ways.

Q: Since you’ve been a part of the UMBC community, how have you found support of your WHY?

A: Although I’ve been teaching for many years, I’m always learning how to become a better educator for my students. While at UMBC, I took advantage of UMBC’s Graduate Students Association PROF-it: Professors in Training seminar. This program helped refine my teaching skills enabling me to better meet my students’ needs.

The UMBC community has supported me in ways that I reflect in my teaching today. The welcoming faculty, both in teaching and research, made me feel like a part of the team. As a student, this was particularly important—working with researchers who encouraged me to develop my ideas and explore topics of interest to me, while still allowing me to call the work my own. At the same time, they involved me in every aspect of the research process, helping me learn, expand, and grow as a researcher. Faculty in sociology, anthropology, and public health like Robert Rubenstein, emeritus professor,  Ann Frankowski, senior research scientist in the doctoral gerontology program; and J. Kevin Eckert, emeritus professor, among others, created a comfortable and supportive environment.

* * * * *

UMBC’s greatest strength is its people. When people meet Retrievers and hear about the passion they bring, the relationships they create, the ways they support each other, and the commitment they have to inclusive excellence, they truly get a sense of our community. That’s what “Meet a Retriever” is all about.

Learn more about UMBC’s Ph.D. in gerontology.

Deadline is today!

Original post:

Welcome to the Spring 2025 semester. Please consider nominating yourself for the position of Graduate Student Association Elections Committee Co-Chair!

Eligibility

The Elections Committee will be co-chaired by:

• [clarified] A current GSA Senator or Executive Council member.
• A graduate student who is not currently an officer of the GSA in a role of either the “officers of the cabinet,” or a position as “committee chair,” or “senator.”

Please note! You will be ineligible to run for any other positions in GSA in the spring 2025 elections if you chair or serve on this committee. This is an excellent opportunity for anyone planning to graduate in 2025 (since as a result you would be ineligible to run anyway).

Roles and Responsibilities

1. Oversight of Elections: The committee will oversee all aspects of the election process, from candidate registration to campaigning, voting, and the announcement of results.
2. Rule-Making: The committee will establish clear rules for elections, including eligibility requirements, campaign regulations, and voting procedures. These rules will be reviewed annually and made publicly available to all students.
3. Candidate Vetting: The committee will ensure that all candidates meet eligibility criteria and adhere to campaign guidelines.
4. Complaint Resolution: The committee will have the authority to receive, review, and resolve any complaints related to the election process. Decisions made by the committee in this regard will be final.
5. Publication of Results: The committee will be responsible for the transparent and timely publication of election results.

Once the Committee has completed these responsibilities (likely no later than April 2025), your service would end.

As a member of the GSA Executive Council, you would be in a position of service and support to the GSA. If you are elected, you will be expected to begin work immediately and to work for approximately 7 hours per week. You must be able to participate in online meetings every Monday from 12:30-2 PM and, once a month, on Friday from 12-2 PM. As part of this job, you will be responsible for collaborating with other members of the GSA Executive Council, attending important GSA events, and other duties as required. You will receive a stipend for your work.

Nomination Process
To nominate yourself, please submit your name, student ID number, photograph/headshot, brief biography (50-100 words), and statement as to your qualifications and interest in the role (100-300 words), by Monday, 3 Feb 2025. If you are qualified according to the Graduate School, you should participate in the election, which will take place during the GSA Special Senate meeting on 14 Feb 2025 from 1-2 PM EST (online). Depending on the number of applicants, you may be able to give a speech and/or answer questions before the vote that day.

Here is the link to self-nominate:
https://forms.gle/j3vhKPquX5DKHwoC9

You will need to be logged into your UMBC account (and you may need to log out of other Gmail accounts) to access it.

Please email me at gsapresident@umbc.edu if you have any questions.

Applications are due Friday, February 7^th. You will need one letter of recommendation, which must be received by the deadline.

I have confirmed that students graduating in May 2025 are also eligible.