Tracing the Roots of Food Insecurity in Durham

At the beginning of the COVID-19 pandemic, lockdowns and layoffs made it harder for some Durham families to put nutritious meals on the table. Knowing that access to high-quality food is one of many important social drivers of health, a group of Duke medical students expanded a program to deliver fresh produce to low-income households that were identified by local health providers.

Their program, Root Causes, was sorely needed, as food pantries also saw a spike in demand during the pandemic, serving more people than they had in years.

While programs like Root Causes expanded alongside federal programs like Special Supplemental Nutrition Program for Women, Infants and Children (WIC) and Supplemental Nutrition Assistance Program (SNAP) during the first few years of the pandemic, food insecurity in Durham has remained a critical issue.

In part, this is because the experiences of those who provide and receive food assistance have been understudied and there are critical information gaps between government programs, local organizations and the families they aim to serve.

Recognizing these disconnects, the Tracing the Roots of Nutrition Access, Implementation and Policy team, which includes faculty and students from medicine, public policy, sociology and theology, has spent the last two years untangling the network of programs aiming to increase food security and examining how their work affects Durham residents.

Examining How Residents Utilize Food Resources in Durham

To better understand the food landscape in Durham, the team works in two subteams. The first focused on unearthing the experiences of people receiving food from local organizations like Root Causes and the other focused on food access and policy impacts at the organizational level.

Doctoral student Noah Gibson (Sociology) and senior undergraduate Elaijah Lapay (Program II) lead the first subteam, which has been surveying program participants to examine how they describe their food needs; whether they are enrolled in government programs; whether they go to multiple food banks; and how they travel to food banks, and how far.

Gibson has a deep interest in food policy and is currently working on his dissertation research, which intersects with his work on the team. He feels that his involvement in the team has helped him gain on-the-ground experience that contextualizes the ideas in his dissertation and makes a difference in the lives of community residents.

“One of the really great things about this semester is the whole class has had the opportunity to talk to several different community members in Durham, from people working at the Duke Campus Farm, to leaders of food pantries, to those working in the healthcare system,” Gibson shared. 

Lapay, who volunteered with Root Causes and studied food insecurity on another Bass Connections team in the midst of the pandemic, noted the importance of cultural sensitivity and the necessity of having future policy be informed by the specific ways in which food-insecure people experience the network of resources in Durham.

“Part of what we are working to understand are the underlying challenges of developing trust and understanding with communities that have been historically marginalized with regard to food insecurity and food policy,” Lapay said.

Because the needs of marginalized groups are not as well understood, the standard questions in food security screenings by healthcare providers may contribute to missing or misrepresenting residents’ needs.

“All the current food security screening questions are centered around the ability to afford food,” Lapay noted. “But how does that change for cultural communities in which people regularly share food with one another? Does it mean that you are food insecure if you don’t know exactly where your food is going to come from, though you can rely on your community to provide that for you? Does this mean we need to think in terms of access instead of affordability?”

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Reexamining the underlying assumptions of the healthcare, food access and food policy communities is just one way this subteam is seeking to understand the populations that Tracing the Roots and similar organizations seek to support.

Tracing the Food Security Networks

The second subteam is investigating food policy and access at the organization level to better understand the ecosystem of food security groups in Durham. Through interviews and case study analysis team members are investigating how programs and organizations in Durham relate to each other (if at all); how well they understand local, state and federal policies and programs; whether they work to enroll participants in government programs; and what challenges they routinely face.

Subteam member Habibatou Koureichi (Public Policy ’25) noted, “Our team has found that there isn’t strong collaboration between food security organizations in Durham. They all tend to operate as separate entities.” This lack of communication between organizations can create roadblocks for knowledge and resources sharing, creating gaps that affect those who need food assistance.

This subteam is working to create materials for food-related organizations that facilitate connections and information sharing to make their programs stronger.

“Our goal is to make things easier and more concrete for nonprofit leaders,” Koureichi said. “We would like to create some type of report or network map of what organizations exist in Durham and how they work. We also want to provide recommendations on how they can utilize food policies like SNAP and WIC to expand outreach and education to their participants.”

Three Juniors Named Faculty Scholars

Three undergraduate students whose research shows their deep expertise on number theory, 19th century American history and analysis of poetry were honored with Faculty Scholar Awards, the highest honor bestowed by university faculty on undergraduates.

Presented through the Academic Council, the 2024 winners are Sarah Konrad, Arielle Stern and Marie-Hélène Tomé. The award was established to highlight students who are likely to pursue a scholarly career and already have established a record of research and independent study that has impressed their faculty mentors.

The three were selected by a faculty committee chaired by Sheryl Broverman, professor of the practice of biology. The committee received 27 strong nominations from departments across the undergraduate program.

“As always this is a very challenging process, as so many of our students are doing exceptional, original research,” Broverman said. “The three Faculty Scholar recipients all impressed the committee with their in-depth knowledge of a field and their ability to communicate it to non-experts in the field.  From explaining the world via math proofs or the human condition via poetry to the history of slaveholding by women, the committee was deeply impressed by Marie- Hélène, Arielle and Sarah.”

Sarah Konrad, Department of History

With an interest in both history and law, Sarah Konrad has already produced a collection of original research that explores how the law affects social, cultural and political aspects of public life. Like a good historian, she has written several complicated portraits of women in 19th century America, living with limited legal rights but still finding ways to exercise power, and affecting issues of race.

One large project was close to home. Working with history professors Thavolia Glymph and Robert Korstad as part of the Duke Institutional History Project, Konrad dove into the early days of Trinity College to explore the relationships between the wives of the college’s Board of Trustees and how they benefited from the institution of slavery.

Konrad found close family ties between the board wives and their husbands, “creating a familial connection that pervaded the bonds of the academic administration,” she said. These ties were strengthened by slavery, as the wives often brought enslaved people with them into the marriage, which grew the economic status of their husbands. The research will be included as a chapter in a forthcoming book from the institutional history project published by Duke University Press.

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In a second research project, under the supervision of professors Juliana Barr and Sarah Deutsch, Konrad explored stories of Cherokee women who owned enslaved people. She will complete this next year as her honors thesis.

“Sarah Konrad is an extraordinary scholar – an indefatigable researcher, creative both in how she ferrets out sources and how she makes sense of them, as well in the even more important area of how she comes up with and formulates a question,” said Sarah Deutsch, professor emerita of history. “Her excitement is contagious.”

Konrad says she hopes to continue this research following graduation in 2025 and will seek a joint J.D./Ph.D. degree. “With lifelong research efforts, I hope to contribute to historical and legal scholarship that bridges strict divisions of past and present to show how law has been formed by historical processes, and yet it can still be used as a tool of justice,” she said.

Arielle Stern – Department of English

To Arielle Stern, poetry is the place where the known and the unknown are placed together, where words “function to elucidate hidden and incomprehensible meanings, but do not erase the murkiness of the shadows that linger.”

That richness of meaning and language has long attracted Stern and has led to several research projects praised by Duke faculty members. In a graduate-level course on 20th century French theory, Stern considered historical memory in post-WWII poetry, particularly related to the Holocaust. The paper, which she was invited to present at a research symposium, explored ethical and literary questions of how to write about atrocity.

“Intrigued by the pervasiveness of absence in the aftermath of WWII, I was compelled to probe deeper into the question of how to portray extreme erasure, to both preserve memory and to acknowledge the gaps that constitute the difficulty of such a task,” she said.

An English and Romance Studies double major, Stern also has focused on Wallace Stevens and studying his rich poetry through the lens of Stevens’ interest in the French linguistic and philosophical traditions. A poet herself, this study has also benefited her own writings.

Stern will write a senior thesis exploring a number of modernist poets’ last books that dwell at the horizon of death – the horizon of unknowing – to understand a state defined by its distinct uncertainty. To draw on her interest in French thinkers, she will also look to French philosophers Jacques Derrida and Maurice Blanchot among others to guide the inquiry.

 “The first of Arielle’s numerous critical gifts is the quality of her alertness to the poem,” said Joseph Donahue, professor of the practice of English, who directed some of her study of Stevens. “She approaches the page with allegiance to her already deeply schooled sophistication, but, always first, she sees and hears for herself what is going on in the poem and finds her own way to imaginatively enter into the world the text proposes.

“She expertly moves into unfamiliar terrain and makes it her own, even when the terrain is most forbidding, and so her interest in the poetics of death, in the great tradition in world literature of poetry written at the threshold of the abyss, at the absolute limit of what can be known and felt. Where else would such a curious and capable imagination as that possessed by Arielle Stern be spending its time?”

Duke Experts Help North Carolina Communities Prepare for Severe Heat This Summer

With summer just around the corner, Duke University scholars have teamed up with North Carolina state agencies to provide counties with new tools for protecting residents and workers from heat-related health impacts.

Launched on Earth Day, the Heat Action Plan Toolkit features a heat action plan template that each of North Carolina’s 100 counties can customize to fit their unique needs and circumstances. The toolkit also includes outreach resources for communities, as well as recommended actions for health care staff and local leaders when extreme heat is in the forecast.

Over the past year, experts from the Heat Policy Innovation Hub at Duke’s Nicholas Institute for Energy, Environment & Sustainability have collaborated on the toolkit with three state agencies—the North Carolina Office of Recovery and Resiliency (NCORR), North Carolina State Climate Office and North Carolina Division of Public Health.

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Duke and agency experts worked together to design the plan template and resources with strong research underpinnings. They also engaged with people on the front lines in different regions of North Carolina to glean insights that shaped toolkit development.

Download the Toolkit

“North Carolina is a leader in creating a county-level heat action plan toolkit that is grounded in evidence, informed by community engagement and customizable for diverse geographic and social contexts,” said Ashley Ward, director of the Heat Policy Innovation Hub. “Providing concrete guidance to counties on how to plan, prepare and respond to extreme heat is critical to protect our communities, particularly those most vulnerable. I hope other states will follow North Carolina’s lead.”

The adaptability of the plan template relies on modeling created by Jordan Clark, senior policy associate at the Nicholas Institute, working closely with the State Climate Office. Clark used historical data for emergency department visits in the North Carolina Disease Event Tracking and Epidemiologic Collection Tool (NC DETECT) to develop regional thresholds for extreme heat. Those thresholds act as triggers for counties to initiate their heat action plans and for the North Carolina Climate and Health Team to issue alerts from its new Heat Health Alert System.

The work hasn’t stopped with the release of the toolkit. Clark and the hub’s partners are further refining the modeling with updated NC DETECT data, and they are incorporating seasonal variation into the thresholds.

The hub also played a key role in community engagement efforts. Representatives from each of the four lead organizations convened a workshop in July 2023 with state agency officials and local leaders from a climatologically and demographically diverse group of 10 counties. Participants helped the organizers better understand how counties would develop and deploy their plans and identified gaps in resources and knowledge.

Ahead of the toolkit’s release, Ward joined state and local experts for an introductory webinar on the health risks posed by extreme heat. Topics covered in the webinar included the state’s changing temperatures, evidence-based strategies for preventing heat-related illnesses, how communities are already preparing and how the state government can help.

“In North Carolina we’re extremely fortunate to have so many strong university and state efforts devoted to addressing our greatest climate challenges, like dangerous extreme heat,” said Kathie Dello, director of the North Carolina State Climate Office. “This partnership with Duke, the State Climate Office at NC State, and state agencies like NCORR and NCDHHS demonstrates our state’s strength in developing data-driven, solutions-oriented products to ensure that North Carolinians thrive in a changing climate.”

The Heat Policy Innovation Hub brings together scientists and communities to develop and deploy innovative policy solutions that reduce the impacts of extreme heat on human health and well-being. The toolkit is just one example of how the hub is partnering with federal, state and local agencies to plan and prepare for extreme heat.

Who’s Missing from our Treatment Courts – Increasing Access and Equity 

In 2023’s edition of Painting the Current Picture, the National Treatment Court Resource Center reported that across the United States, over 140,000 people were served by treatment courts in 2019 & 2020. From humble beginnings in the late 1980s to over 3500 hundred programs currently operating in every state in union is a testament to the success of the treatment court model, and the thousands of dedicated staff and organizations who make treatment court happen day in, day out. The treatment court model is one of the most well-researched, well-funded, and empirically backed justice interventions ever created. Participants who complete treatment court programs are less likely to commit new crimes, show significant reductions in the symptoms of substance use disorder, and higher level of recovery capital, compared to those who fail to complete the program, or those who get standard responses such as jail or probation.  

As we enter National Treatment Court Month, in this 35-year anniversary of the treatment court model, it is important to acknowledge how far we’ve come, how many people we’ve helped, and, how much more we still must do. One of the biggest challenges facing the legal system, including treatment courts, is who is the program working for? At the most basic level, courts serving 140,000 people a year is a significant accomplishment, but, given that there are an estimated 8 million jail admittances each year, and that of those in jail, an estimated 70% have either a substance use disorder (SUD) or mental illness. There seems to be a huge pool of potential treatment court participants being missed.  

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In addition, early scholarship suggested that treatment courts were failing to graduate Black and Latino participants at the same rates as their white counterparts, and while more recent data suggests that gap is narrowing, the fact remains that treatment courts are serving mostly white participants, in a legal system that disproportionately incarcerates and supervises Black and Brown individuals. Multiple recent studies have highlighted this disparity, generally, 70%+ of treatment court participants are white, compared to an average of about 40% of those in jails being white. Conversely, Black people make up almost 30% of the jail population, but less than 20% of the aggregate treatment court population. There are numerous reasons for this disparity, many outside the control of treatment court staff. Many decisions in the legal system also suffer from distributed responsibility, it’s rarely one decision that sets the course for an individual’s case processing, but many, small decisions by many different actors which cumulatively impact their experience, and racial disparities within the system. So how should treatment courts respond to these pre-existing disparities, and in compliance with the Adult Treatment Court Best Practice Standard (Standards) II, Equity and Inclusion, to ensure that their intake and eligibility policies and practices promote equity of access?  

At American University, we’ve been working with treatment courts on issues related to equity of access for decades, and we’ve found a few areas where courts can increase equity of access and ensure that courts are serving all eligible participants. Firstly, courts should ensure that they are setting their criteria using evidence, which the Standards require that treatment courts serve High Risk and High Need individuals, and that’s it. Too many courts we’ve worked layer subjective criteria on top of these evidence-based standards. Some refuse to accept those with previous or current violent charges. The limited evidence we have shows people with violent charges do just as well in treatment courts, and a growing body of evidence suggests that those who commit violent crimes are less likely to re-offend than those with drug, property, or public order convictions. Evidence also suggests that most of the disparities in jail admissions can be explained by those charged with violent crimes. For treatment courts, serving those with violent charges is likely to reduce disparities in access, and keep communities safe, while saving significant costs associated with incarceration.  

Treatment court should consider all the factors and not deny access to those who sell drugs. All the evidence we have suggests that almost all people who use drugs also sell some to support their habits. The decision to file a possession charge versus possession with intent to distribute, or other charges associated with drug sales, can derail someone’s access to treatment courts. Obviously, there is a significant difference between someone who is only selling for profit and who has no SUD (but they would likely not screen as High Need), and someone selling to support their habit, but blanket bans on those who sell or have sold drugs severely misrepresent the population of people who use, especially illicit, drugs.  

Finally, courts should avoid broad exclusions which may unintentionally harm Black, Indigenous, People of Color (BIPOC) participants, such as those without access to transportation, those without funds to pay program fees, those who have a “gang association” or those who “don’t seem motivated” etc. Part of the role of treatment court is to get people who have been struggling with addiction and its effect on their lives for a long time, back on their feet and re-integrated into their communities. For many, stopping using drugs is the primary need, and getting out of the gang, getting a job or financial security, access to a vehicle etc., are all goals that can be met after they stop using and start treatment.  

Treatment courts have been serving their communities effectively for 35 years, but to ensure we are reaching all those who are eligible for our services, we need to be sure we’re not excluding people based subjective, or worse, racially biased, character assessments or characteristics. Treatment courts exist to serve those who criminal behavior is driven by substance use and / or mental illness, and it’s important that we don’t add additional, unnecessary, barriers to access.  

Local Engagement: Young Life Capernaum

Azusa Pacific University students have engaged with the local community this year by working with disabled teens and young adults through the Young Life Capernaum program. It is one of the many year round Local Engagement opportunities offered by the Office of Service and Discipleship (OSD).

“Young Life Capernaum is a ministry designed for students ages 14 to 22 with disabilities,” said Joseph Hsieh, junior a kinesiology major and OSD Local Engagement intern. “We want to engage in mentorship and build relationships within the community.”

Every other Friday, APU volunteers and club members gather at the Church of the Open Door in Glendora for club meetings. They spend the night cultivating personal relationships and spreading the word of God. “This program is important because it gives members a home where they can be themselves and encounter the Lord,” freshman acting major Allie Chobanian said. Volunteers lead the club meetings which consist of social time, games, a sermon (known as club talk), small group time, and dinner. While each semester is tailored to the participants, the general curriculum is designed to introduce the concepts of Jesus, faith, sin, and resurrection.

“We try to provide a space that is made for members’ needs to engage in authentic relationships,” Hsieh said. “At this point in the semester, I am able to have genuine connections with them. When it’s my turn to give the club talk, I know who I’m talking to beyond a superficial relationship.”

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During weeks where the club doesn’t meet, APU volunteers gather for leadership meetings to plan the next week’s meeting. “We go over prayer requests, what’s going on in our lives, and we pray for each of the teens and young adults by name,” Chobanian said. Leader meetings help keep the program organized while also building community between APU students. “Our leaders are amazing at building each other up,” Hsieh said. “It’s really helpful to have people alongside you working towards the same goal.”

Outside of weekly meetings, volunteers engage with club members through contact work, going with them to run errands or drive them to and from the meetings. “Our goal is to walk alongside our kids and live life with them,” Hsieh said. Chobanian recalled a time when one of the club members invited the volunteers to her art show. “It meant a lot that we were all there to support her, so the contact work aspect is super meaningful,” she said.

Participating in this program has been extremely impactful on APU students’ lives as well. “Seeing the club members grow in their faith is amazing,” Hsieh said. “We get to see the smiles on the kids’ faces during and after meetings. They get so excited to learn about Jesus, and that is a big reminder of why this program is so important.” Chobanian had a similar experience.

“Seeing them grow in their beliefs by inviting their friends to meetings or telling others about the Lord is a testament to how powerful faith can be,” she said. “It has challenged me in a healthy way to grow in my own beliefs.”

Young Life Capernaum also hosts two overnight camps each year where APU volunteers and club members get together to learn about Jesus and Scripture. They play games, listen to sermons, have dedicated worship time, and talk in small groups. “In November, we went to winter camp, and it was a meaningful experience to witness the club members encountering the Lord and help them ask the challenging questions that come with being a disciple,” Chobanian said.

“When I got to APU, I was looking for a place to use my background in disability ministry, and Young Life Capernaum gave me a sense of home and belonging as a freshman,” Chobanian said. “I highly recommend other APU students to come volunteer because it is the most fun and welcoming club you could ever be a part of.” Hsieh also encouraged students to reach out to the OSD to sign up as a leader. “Our friends would be really excited to meet anyone that wants to give volunteering a try,” he said.

Faculty Feature: Tasha Bleistein Engages With Different Cultures as a TESOL Professor

For over a decade, Tasha Bleistein, MA ’03, PhD, lived in different parts of the world teaching students of various ages. While living abroad led her to discover how cultures relate and intertwine, envisioning the world like a beautiful tapestry, Bleistein continues to interact with new perspectives as a TESOL (teaching English to speakers of other languages) professor at Azusa Pacific University. She feels as if the entire world is in her classroom as she gets to know students from diverse backgrounds.

Bleistein grew up in a gorgeous, quaint town near Seattle called Gig Harbor. She studied secondary education social studies at Corban University, hoping to teach middle and high school students. She had always been drawn to learning people’s stories and how societies are all interconnected to one another. When she discovered an opportunity to teach in Tegucigalpa, Honduras, her enthusiasm for exploration came to life. Along with immersing herself in a warm, hospitable culture, Bleistein fell in love with teaching.

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In Honduras, Bleistein taught multiple subjects to students from 7th-11th grade at an international school. “The students came to class incredibly joyful every morning, ready to learn, and that truly made me love teaching,” Bleistein said. She recalled when each class she taught threw a surprise party for her birthday, totaling seven celebrations. The relational aspect of teaching is her favorite part of the job. Watching students grow into who they are called to be is something Bleistein cherishes. The biggest challenge she faced at the time was when Hurricane Mitch hit Honduras. School was out of session for weeks, but Bleistein looks back at the hardship as an experience that drew her closer to the community around her as many people volunteered through relief services. She co-led a youth ministry, which deepened her faith in Christ while watching others come closer to God.

Because of Bleistein’s interest in teaching English, she felt God calling her to explore other parts of the world to pursue her calling. She found APU’s MA in TESOL, and learned about a cooperative program that allowed her to teach in China at the same time. “Chinese culture, much like Honduran culture, is very warm and welcoming,” Bleistein said. Although she initially had trouble adjusting to the language, often speaking Spanish out of habit, Bleistein is grateful for how much she learned about perseverance. While teaching in Ningxia, a rural, autonomous region populated by a muslim minority group, the September 11 terrorist attacks happened. “China is where I grew the most and learned how to approach teaching those who think differently than I do.”

After nine years in China, Bleistein returned to the U.S. to teach English at community colleges.

“As a TESOL teacher, you get the whole world traveling to you. I got to hear from students representing multiple countries, and they all come together through a mutual immigrant experience,” Bleistein said.

She admires the students’ open mindedness, motivation, and appreciation for their cultures. “Oftentimes I think to myself, ‘I get paid to do this?’”

In 2008, Bleistein started teaching as an adjunct professor at APU through their field-based and online programs. A full time position opened in 2011, and Bleistein got it and has loved equipping TESOL students ever since. “TESOL is not the most common degree, so when I meet graduate students in the program I love hearing about their journeys and future goals,” she said. Bleistein describes her students as intelligent, dedicated, and caring. She hopes they cultivate their passion for teaching and continue to approach others with deep respect and understanding.

Bleistein’s passion for faithful instruction through her love for knowing others, uplifting cultures, and interest in each individual’s story makes her a professor who expands students’ worldview. Each interaction, like a new addition to a tapestry, increases Bleistein’s understanding that regardless of people’s differences, we are all children of God.

APU School of Nursing Partners With AUSD to Foster a Healthy Community

Azusa Pacific University’s School of Nursing (SON) partnered with Azusa Unified School District (AUSD) to host eight “Ask-a-Nurse” pop-up events throughout the 2023-2024 school year with the goal of bringing health education and resources to the families of Azusa while giving nursing students a chance to learn about careers in community health. These events have been sponsored by a grant from the Canyon City Foundation.

Rather than having a clinical building, the SON attended community events including open houses and fairs held at schools throughout AUSD including Paramount Elementary, Charles H. Lee Elementary, Murray Elementary, and Valleydale Elementary. “Our aim was to bring the wellness center to where people already are to give easier access than if they came to us,” said Diane Newman, grants administrator and director of the Neighborhood Wellness Center.

The Neighborhood Wellness Center was established for nursing students to serve during their community rotations. Members of the community receive health education, group exercise, weight management lessons, and blood pressure checks.

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Partnership events like these have allowed the SON to serve the community. The SON has also partnered with a vaccine clinic which allows them to administer vaccines at the events. In the fall semester they offered flu shots, and this semester they are offering Covid shots and vaccines necessary for school age children. Families can also receive physical and mental health clinic referrals as well as social service information.

“We’re focusing on prevention before treatment,” said Valerie Ver, a junior nursing major. “We communicate and explain to people how they can prevent getting to the point where acute care is needed. I’m learning how to engage in an effective way with community members.”

The pop-ups focused on accessibility for the community. “Easy access for families is essential,” said Paul Hernandez, Director of Student Support Services for AUSD. “Once people have this information, they can appropriately advocate for themselves.” When planning the events, Newman took into account that “people may lack transportation or experience a language barrier,” and the pop-ups helped remove these barriers while providing health services.

Opportunities to form personal connections within the community have been impactful for SON students.

“A big part of faith is serving others, and through these events I get to see from the perspective of community members,” Ver said. “The comfortable environment allows me to make valuable connections with the people I serve.”

The events have given AUSD nurses the chance to make connections with families as well. “Some parents don’t know what we do,” AUSD nurse Gema Bonaifacio said. “When they talk to us at the events, they are able to put names to faces and see that we are here for them and their children.”

Feedback from families attending the pop-up events has been overwhelmingly positive. APU and AUSD have hopes to grow their partnership in the future. “I would really like to see the continued growth of clinics that can provide help to our communities,” Hernandez said. “The information and accessibility the SON provides could be used for other information sessions as well.” Newman also expressed her gratitude for the opportunity to work with AUSD. “I’m really grateful for our partnership with AUSD and for allowing us to put these events together,” Newman said. “Our faculty look forward to continuing our community outreach and helping Azusa residents.”

Alumni Feature: Daniel Griffes ’09 Builds a Life He Loves Through Tiny Home Business

Daniel Griffes, ’09, never thought that his childhood pastime, working on carpentry projects with his mom, would lay the foundation for his future vocation as a tiny home builder. His father, a chiropractor, funded their remodeling endeavors, and by the time Griffes was in high school he knew how to solder pipes, and run electrical wires, with an overall grasp of how to build.

Growing up, Griffes considered missionary work to be the calling for his life. At 13-years-old he participated in a short term mission trip to Mexicali, Mexico, with Azusa Pacific University, an enriching experience that influenced future acts of service. Griffes attended community college before taking a gap year to live in Guatemala for six months. During that time he lived with a local pastor, studied Spanish, and lived in a rural area gaining experience in different kinds of missionary work, including serving at an orphanage and teaching English. After working at youth camps, he was certain that being a camp director was his calling because of his love for creating a positive impact in children’s lives.

While deciding where to earn a bachelor’s degree, Griffes was drawn back to APU because of its inviting community. His sister had also decided to start her freshman year at APU at the same time that Griffes transferred in.

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“Touring APU was awesome. We could tell that everyone we met loved being there,” he said.

Griffes chose to study sociology, which he thoroughly enjoyed because of the ways in which the class content stretched his mind, leading him to frequently reevaluate his worldview. “I grew so much as a sociology major as I started learning how to best love people who think differently than me.”

Looking back at his college days, Griffes fondly remembers working in the Center for Student Action (CSA) (Now the Office of Service and Discipleship). “I truly found my people there. Working together and going on mission trips was the highlight of my APU experience,” he said. “I’m a strong believer that you’ll find what you’re looking for.” Griffes also discovered fulfillment trying new things, since he had space in his schedule to take several electives. From ceramics to leadership classes, Griffes made the most of his time at APU by diving into each opportunity he could find.

After graduating, Griffes was the interim operations director in the CSA, and led numerous global engagement trips. Two years later, he embarked on an adventure with his siblings. They drove from California to Argentina, spending three months traveling throughout Central and South America. Griffes spent a few more years committed to missionary work. His personal journey took him in a different direction though, and he returned home to reconsider what he wanted to do with his career.

Griffes reentered construction work as a hobby, and became involved in a new church. He lived in a house with four friends across the street from his pastor. He also met his future wife, Olivia Rodriguez, who lived just down the block. Their young adults church group often held dinner parties and they spent time in the same circles. Griffes found out that Olivia graduated from APU in 2012 with a degree in nursing. They never met each other as students, but she lived in the same hall as Griffes’ sister. After dating for one year, Griffes proposed, and the couple got married in 2015.

Griffes’ started his business, Venture Tiny Homes, in 2020. Prior to launching his company he worked in construction, honing his skills as he remodeled kitchens and bathrooms. Griffes had earned a contractor’s license before the pandemic, and planned to teach high school shop classes. However, when his wife learned she was pregnant, Griffes decided he needed a career with more flexibility for fatherhood. Unsure of what the future looked like, a friend of Griffes asked if he could build a tiny home in his backyard. His friend had already created the design plans, so Griffes gathered some guys he knew and started building.

“After spending a few months on that first tiny home I knew this was exactly what I was made to do,” he said.

Since then, Griffes has hired four employees, who are as passionate about construction as he is. Throughout the past four years, they have worked together in backyards, a borrowed space, and are now working in their own warehouse in Camarillo. His company has built more than 10 tiny homes so far. “This is the first job where every Friday I’m excited to return to work on Monday,” Griffes said. He enjoys working in one place consistently, and is proud of the team he’s created. As a boss, Griffes uses what he learned as a sociology major to better understand where people are coming from, and applies organizational skills to develop plans for projects.

Something that sets Venture Tiny Homes apart from other companies is the aspect of customization. “We learn new things with each home because we like to include customers in the design process, to offer them something unique,” Griffes said. “We’re affordable and high quality for a tiny home business.” Griffes’ coworkers have grown in their skills, to the point where Griffes is able to do more of the design, marketing, and sales work, while the building process is in good hands.

As for his family, Griffes is now a father to three beautiful children: Sierra (age 3), Jet (age 2), and Everett (4 months old). “They are the absolute joy of my life. Being a dad is the best,” Griffes said.

Griffes’ roles as a father, husband, tiny home builder, and Christian come down to serving God by building a life he loves, one he’s excited to wake up to every day, and one that touches lives in unexpected ways. Reflecting on his life, Griffes shared that the most important thing he’s had to learn is that no matter what he does, God loves him. “I struggled for quite some time, feeling like a failure at times or like my missionary work was not enough. Over time I came to realize that God is okay with me just being myself,” he said. “Now I can confidently say that I’m valued. I’ll always strive to keep growing as a person, but I now have the assurance that I can be a tiny home builder for the rest of my life. I get to do what I love, and God loves me.”

APU Names Azusa Resident Vice Provost for Academic Effectiveness

Azusa Pacific University appoints Matt Elofson, PhD, as vice provost for academic effectiveness, as announced by Anita Fitzgerald Henck, PhD, provost and chief academic officer, effective July 1, 2024.

“Dr. Elofson’s 25 plus year investment in APU provides a breadth of expertise paired with strong analytical skills and a deep commitment to evaluation and assessment,” Henck said. “This uniquely prepares him to serve as the vice provost for academic effectiveness to shape the future academics of our university. Matt’s deep faith, strong administrative skills, and commitment to APU will strengthen the work of academic affairs.”

As the vice provost for academic effectiveness of APU, Elofson will lead and advocate for APU’s academic mission by overseeing the academic portfolio administration, University Libraries, the Office of Institutional Research, the Office of Faculty Evaluation, the Faculty Handbook, academic program review, curricular support and instructional design, and academic policies.

“I am delighted to have the opportunity to work with Provost Henck and the rest of the faculty and staff associated with the Office of the Provost at APU,” Elofson said. “I look forward to working together to cultivate an environment in which our university’s faculty, staff, and students flourish academically, professionally, and personally in the years to come.”

Elofson began working at APU as a full-time lecturer in the School of Theology in 1998. He later served as an adjunct faculty member, returning in 2008 as an assistant professor in the Department of Practical Theology, before earning the rank of professor in 2015. He has served as chair of the Department of Practical Theology since 2016, and as interim dean of the School of Theology since 2022. Among his service roles at APU, Elofson was a faculty senator (2008-15); on the Faculty Evaluation Council (2019-22), including as chair for two years; and on the Athletic Advisory Committee (2014-21). Since 2022, Elofson has been a senior participant or principal investigator on three Lilly Endowment grants totaling $3 million: “Synergistic Congregations: Building a Strong Community Together,” “Compelling Preaching Initiative,” and “Thriving in Ministry.”

Elofson earned his PhD in Theology at Fuller Seminary in 2007 where he previously earned an MA in Theology (Youth Ministry) in 1992 and a second MA in Theology (Biblical Studies and Theology) in 1999.Azusa Pacific University appoints Matt Elofson, PhD, as vice provost for academic effectiveness, as announced by Anita Fitzgerald Henck, PhD, provost and chief academic officer, effective July 1, 2024.

“Dr. Elofson’s 25 plus year investment in APU provides a breadth of expertise paired with strong analytical skills and a deep commitment to evaluation and assessment,” Henck said. “This uniquely prepares him to serve as the vice provost for academic effectiveness to shape the future academics of our university. Matt’s deep faith, strong administrative skills, and commitment to APU will strengthen the work of academic affairs.”

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As the vice provost for academic effectiveness of APU, Elofson will lead and advocate for APU’s academic mission by overseeing the academic portfolio administration, University Libraries, the Office of Institutional Research, the Office of Faculty Evaluation, the Faculty Handbook, academic program review, curricular support and instructional design, and academic policies.

“I am delighted to have the opportunity to work with Provost Henck and the rest of the faculty and staff associated with the Office of the Provost at APU,” Elofson said. “I look forward to working together to cultivate an environment in which our university’s faculty, staff, and students flourish academically, professionally, and personally in the years to come.”

Elofson began working at APU as a full-time lecturer in the School of Theology in 1998. He later served as an adjunct faculty member, returning in 2008 as an assistant professor in the Department of Practical Theology, before earning the rank of professor in 2015. He has served as chair of the Department of Practical Theology since 2016, and as interim dean of the School of Theology since 2022. Among his service roles at APU, Elofson was a faculty senator (2008-15); on the Faculty Evaluation Council (2019-22), including as chair for two years; and on the Athletic Advisory Committee (2014-21). Since 2022, Elofson has been a senior participant or principal investigator on three Lilly Endowment grants totaling $3 million: “Synergistic Congregations: Building a Strong Community Together,” “Compelling Preaching Initiative,” and “Thriving in Ministry.”

Elofson earned his PhD in Theology at Fuller Seminary in 2007 where he previously earned an MA in Theology (Youth Ministry) in 1992 and a second MA in Theology (Biblical Studies and Theology) in 1999.

BS in Applied Math Requirements

Students looking to complete a BS in applied mathematics must complete the required courses in the following areas:

  • Foundational courses
  • Core courses
  • Advanced courses
  • Upper level writing courses

For more information speak to a mathematics advisor or see the undergraduate handbook.


Foundational Course Requirement

The foundational requirement consists of four math courses, two courses is physics or two courses in computer science, and the basic computing requirement.

The following courses must be completed before acceptance into the major:

  • MATH 161: Calculus IA
  • MATH 162: Calculus IIA
  • MATH 164: Multidimensional Calculus
  • MATH 165: Linear Algebra with Differential Equations

In addition, students must complete two courses from exactly one of the following subsections:

  • PHYS 121, 122** or the honors equivalents PHYS 141, 142, 143
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        OR

  • CSC 171, 172

**Basic computing requirement: students not choosing the computer science track above must also complete the basic computing requirement by taking either CSC 161 or 171.

Equivalent classes also accepted when approved by the mathematics program advisor. Equivalent courses can be substituted for the above requirements:

  • MATH 171, 172, and 174 for the equivalent MATH 161, 162, and 164
  • MATH 173 for MATH 165
  • MATH 141-143 for MATH 161-162

AP courses can also be used to satisfy foundational requirements.

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Core Course Requirement — 5 courses

Students must complete the following courses:

  • MATH 235: Linear Algebra*
  • MATH 201: Introduction to Probability
  • MATH 265: Functions of a Real Variable I
  • MATH 280: Numerical Analysis

In addition, students must complete one of the following courses:

  • MATH 240: Introduction to Topology
  • MATH 282: Introduction to Complex Variables

An honors version of a course can always be substituted for the listed course.

* The requirement that MATH 235 be taken can also be satisfied by completing MATH 173. MATH 235 should be taken early in the student’s major program.

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Advanced Course Requirement

In addition to the core courses, students must complete four 4-credit advanced courses as follows:

  • Two advanced mathematics courses*
  • Two additional advanced courses with substantial mathematical content

* Any mathematics course numbered 200 or above (excluding courses applied to the core requirement) qualifies as an advanced mathematics course.