The Official Newsletter of the Dedman College Ambassadors
Volume 1, Edition 2: March 5, 2010
In This Issue:
Brains at the Tate Series
p1
DCA Update
p1
Advice on Picking A Major
p2
Archaeology Class
p2
Professor Bios
p3
Does Your Major Influence
Your Career Choices?
p4
DCA Update: On Track for a Successful Spring Semester
T
he Dedman College
Ambassadors (DCA) is
off to a fantastic spring
semester, and will have a host
of events and opportunities
for students to get involved
after Spring Break.
Already this semester, the
DCA has been active in phil-
anthropic gestures, participat-
ing in biweekly tutoring and
mentoring at Buckner Inter-
national orphanage and in a
Habitat for Humanity build
event. The DCA also has
hosted a slew of meetings that
will continue for the rest of
the semester in order to create
Jill Bolte Taylor Fascinates Tate Lecture Crowd
H
ow To Get Your
Brain To Do What
You Want It To
Do” was the theme of neu-
roanatomist, Jill Bolte Taylor’s
speech at the Jones Day Lec-
ture in McFarlin Auditorium.
Speaking to over 1,000
people Tuesday night, Taylor
discussed her love of brains,
which began with her try-
ing to understand her older
brother’s schizophrenia.
“I became fascinated how
we could be in the same room
with the same stuff and have
the same experience but have
different explanations for
what happened,” Taylor said.
This fascination led to
postdoctoral fellowships at
Harvard and a position on
the Board of Directors of the
National Alliance on Mental
Illness.
“Brains, brains, brains. All I
more notoriety and invite stu-
dents, faculty, and staff into
its special mission of creating
a unified community for Ded-
man College.
To close out the spring, the
DCA will host a “Pick Your
Major” event on March 31 in
the Hughes-Trigg ballroom,
an Indiana Jones themed movie
night on April 9 in the Varsity, Nicholas is a sophomore Bio-
a “Network DC” alumni/stu-
dent social on April 21 in the
Hughes-Trigg pre-function
area, and a Study Break event
on May 3.
The DCA also has created
a softball team for interested
do is brains,” Taylor said.
It also has led to a deeper
knowledge about her body,
brain and its inner workings,
like our cells - all 50 trillion of
them.
“What a difference it makes
in my life. I am a life force
power of 50 trillion geniuses,”
Taylor said.
Her ability to connect and
interact with the audience and
receive a response would show
when she would ask questions
to provoke the audience.
“Did you ever stop and say
thank you? It’s the little things
that count!” Taylor said.
Taylor took this audience
participation and used it to
widen their horizons about
the brain. For example, Taylor
begain discussing the different
features of the hemispheres
and lobes of the brain.
“The left brain is always on
by Nicholas Burns
students and alumni who have
a Dedman Center member-
ship.
For further informa-
tion, students should contact
DCA@smu.edu, or look at the
DCA website, www.smu.edu/
Dedman/Students/Dedman-
CollegeAmbassadors.aspx.
logical Sciences
and French
major. He can
be reached for
comment at
rburns@smu.
edu.
by Anna Kiappes
the clock and you know what?
It’s always behind, which
causes urgency,” Taylor ex-
plained.
Taylor discussed the issue
of the 1970’s and its focus-
ing on the need to improve
the side of the brain that you
preferred. Based on today’s
findings, this is a thing of the
past.
“It’s one thing to have a
healthy half brain, but it’s a
good thing to have a healthy
whole brain,” Taylor said.
Taylor then dove into her
story about her stroke and
how she overcame it. It all
started when she was a late
teen and was diagnosed with
what her doctor thought were
migraines.
“For 20 years, I was having
small hemorrhages and it was
leading up to the big one,”
Taylor said.
Continued on page 4
Upcoming DCA Events
Here’s what’s happening with the DCA in
the next few months. Questions? Contact
us at DCA@smu.edu!
-General Member Meetings: 5-6PM on 3/16,
3/30, 4/13 in HT Atriums C&D; 4/27 in HT
Atriums A&B.
-Pick Your Major Event: 11AM to 1PM on
3/31, Hughes-Trigg Ballroom, to showcase
Dedman’s majors and minors.
-Indiana Jones Movie Night, 730PM-1230AM
in the Varsity.
-Network DC Alumni/Student Social and
neetworking opportunity, 4/21 in the HT Pre-
Function area.
-Study Break Night, 9-11PM 5/3, Location
TBA.
The Ded-Beat, March 2010 1
How To Pick Your Major
Essential Advice for Those of Us Who Are Still Undecided
by Dan Fernandez

W hat’s your major?” It’s among gram was not where I wanted to be.
the first few questions asked
finally felt comfortable declaring a B.S. in
I did, however, find my freshman Chemistry.
when you meet someone new chemistry course with Dr. Patty engag- I discovered my major by diving into
at college, whether you’re at AARO, Cor- ing and very challenging. Though I had things headfirst. Environmental Science
ral, or any other situation. In that one not yet learned how to study in college, was not for me, though I love hiking. Bi-
word answer, you know a little bit about I found the content fascinating. Because ology, I felt, was almost too broad of a
that person. Your major defines you, I’m pre-med, I also took BIOL 1402 dur- subject. I want to know the Chemistry
right? ing the second semester of my freshman behind how things work. I found some-
It’s pretty obvious that if you’re major- year. It focused more on the organ sys- thing that interests me, and I have de-
ing in something it interests and engages tems and whole organisms. When we got clared that I want to focus on that.

“
you, but that doesn’t necessar- to chemical processes in the body, Dr. O So if you’re struggling to pick a major,

”
ily dictate who you are as a per- don’t stress out about it.
son. For example, math majors
While picking a major may seem It will come to you. If you
are not just antisocial nerds like a life-altering decision, it’s think you’re interested in
with massive glasses and pock- really more of a declaration that something, talk to a profes-
et protectors; English majors do sor in the department or take
things other than play Scrabble you intend to study something that interests a class. See what the program
for fun; and economics majors you. That’s why it’s called “declaring.” has to offer. If you can see
do have to work hard in their yourself devoting the next
classes. While picking a major may seem would leave the specifics for higher level years of your life to studying that topic
like a life-altering decision, it’s really more bio courses. This did not satisfy me, and and being happy with that choice, it’s
of a declaration that you intend to study I began thinking about declaring Biology probably where you need to be. Don’t
something that interests you. That’s why or Biochemistry. It was clear I wanted forget to check out the Pick-Your-Major
it’s called “declaring.” to study something that related to medi- Fair on March 31. This will be your place
When I entered SMU my freshman cine, but precisely what eluded me was to jump in and get a taste of all of Ded-
year, I was a pre-med Environmental Sci- the specifics. man College’s 88-and-counting majors
ence major. I’m still pre-med, but I went I started organic chemistry last fall, and minors, so don’t miss it!
through three majors to finally settle on and things really started to click. I looked
one. During high school, I was given forward to class, even though it was an Dan is a sophomore
the chance to go hiking a couple times, 8 am (You read that right, I looked for- Chemistry major. He
and I absolutely loved it. I felt like it was ward to chemistry class before dawn). can be reached for
something I could study and easily enjoy. After a four hour study session before comment at dfernan-
However, the introductory environmen- our first test, I wanted to jump right back dez@smu.edu.
tal science program did not turn out to in. I found reading and studying to be
be what I had hoped. While engaging enjoyable, and would gladly forgo other
and challenging, I found that the pro- homework for chemistry. That’s when I

Unlocking the Secrets of Our Past: Consider Archaeology by Adrienne Glaze

H as watching Indiana Jones or

the Discovery Channel made
you wonder what archeology is?
The Science of Our Past: Introduction to
Archeology course tells you exactly what
archeology is and what archeologists do.
Archeology is more than just digging
up stuff. It is a method of recovering
the past and understanding why artifacts
were made and found the way they were.
Archeologists reconstruct the past and
make inferences about what they find.
People’s understanding and perception
of the past is constantly changing as time
goes on and as technology advances. Ac-
cording to the course syllabus, one of the
goals of the class is to “provide students
with the background information to
make their own opinions and decisions
regarding the preservation, destruction,
exploitation, or investigation of archeo-
logical sites and to think critically about
information concerning the past” con-
and find ancient artifacts, but they get to
analyze them in the lab to find out what
they are made of and what function they
served. Archeology may not be as excit-
ing as Indiana Jones makes it look, but
cerning ethics, politics, and cultural me- this class could be the beginning of an
dia. exciting journey and may end up being
Today, contemporary archeologists the adventure of a lifetime.
try to explain what they find rather than
just describe it. This way, artifacts and
sites have more meaning and substance Adrienne is a freshman.
to them rather that just a view of what She can be reached for
they look like. Also, archeology is not comment at aglaze@
just about the science of the past, but smu.edu.
also how people lived and what they did
and thought. Archeology is a great mix
of history and science. Not only do ar-
cheologists get to go to historical sites
The Ded-Beat, March 2010 2
 Get to Know Your Professors!
The writers of The Ded-Beat will profile a few professors, faculty, or students within each issue, looking to encompass the
best of what Dedman College has to offer! If you know someone who Dedman College should know too, email rburns@
smu.edu and nominate! Who knows, the next person we profile might be you!
What classes do you teach/are you going
to teach?
What attracted you to Dedman College at
SMU?
What do you do with your free time when
you’re not teaching? What about your
summers?
If you had to do something besides teach
and/or do research, what would you do
and why?
What are some of your pet peeves that
you wish your students would not engage
in?
Professor Bios compiled by
Howard He and Dan Fernandez.
Chemistry
Mr. Alan Humason
Mr. Alan Humason. During the regular year I teach
Organic Chem 3117 and 3118. During the summer I
teach Chem 3371.
I’d spent 18 years doing environmental testing. I
worked in 8 labs, 6 of which went out of business. I
got tired of my places of employment closing down.
I always was attracted to teaching, and I trained new
employees at my work place. So it was an opportunity
to satisfy my passion for teaching in a more stable
environment. When I first came to SMU in 1999, I
started with a bachelor’s degree. I started working
research work to get my master of science. I’d get up
at 4:30 am to come in and also on weekends to do
more work for 6 years to earn this degree.
I’ve got two children, Alana Rose 11, Aidan
Bartholomew, 5…I spend time with the boy as an
adventure guide in the YMCA. My two hobbies are
pool maintenance and home up-keep, both of which
are chemistry hobbies, really. In the past I’ve been an
avid cyclist, but right now I’m focused on raising my
children.
I had my stint with environmental testing, but I’ve also This is a tough question because I’ve never really
looked at clinical work. The things that stick with me thought of a career outside of the sciences. I have to
in the past are the clinical work and medical testing.
The one problem with clinical work is that most of
the employees work nights. Doctors collect samples
all day and then deliver them to the labs. Since the
results are needed in the morning, most of the work
is night work there, and I’m not a night person.
The other thing I’ve been intrigued with is forensic
chemistry.
You guys [students] have got a job to do. I’m just
there to help you do it. Most of the things that annoy
me don’t affect me, they more affect the students.
Chemistry
Dr. David Son
Professor David Son. I currently teach CHEM
1304 (General Chemistry II) and CHEM 3372/3118
(Organic Chemistry II). I also teach a graduate-
level one-hour course and I co-teach an advanced
inorganic synthesis laboratory course.
My answer is more related to what attracted me to
the department of chemistry. When I was applying
for a faculty position here, I liked the fact that despite
the relatively small departmental size, there was high
quality research taking place. Furthermore, I was
happy to see that undergraduates played a prominent
role in departmental research.
When you say “teaching”, I assume you mean
teaching AND research. Research is a large
component of my daily activities at SMU. I manage
a research group that varies in size from year to year.
Writing grant proposals and journal manuscripts
is a time-consuming aspect of my research
responsibilities. Additionally I serve on a number of
university committees. Most of my time away from
teaching and research is spent with my wife and two
young children. The summers are ideal for focusing
on research. I also usually teach CHEM 3372 during
the summer term.
say I really don’t know the answer to this one.
The main thing I find annoying is chatter in
the classroom. The continuous undertone of a
conversation is distracting. I also don’t like it when
students bring in laptops and end up surfing the web
or doing something similar. You may wonder how
I would know that students are doing this, but it’s
pretty obvious!
The Ded-Beat, March 2010 3
 Maybe Your Major DOESN’T Influence Your Career
by Nicholas Burns

T hough picking a major is quite im-

portant in terms of your future,
I would like students to consider
the idea that your major does NOT influ-
ence your career success. Consider this:
less than 45% of Biology majors who ap-
ply to medical school get in on the first
try. Anthropology and Philosophy ma-
jors, on the other hand, enjoy a near 60%
medical school acceptance rate, accord-
ing to a quick glance at statistics from
universities across the country found in
a casual Google search. An unscientific
methodology, certainly, but I’m willing to
bet there’s a trend there.
Taking these assumptions as fact, what
can we infer? I would hyothesize that
perhaps your undergraduate major needs
to be less about your future career and
more about your passions.
Now don’t get me wrong and drop Cell
Biology for Applied Ethics right now;
I’m a pre-med student majoring in Biol-
ogy, but I’ve also got a second major in
French, and hold unquenchable passion
for both subjects. I’m a tennis pro as well,
and if I could major in tennis instruction
or sports psychology, I probably would
think about a third major.
In my talks with advisors and doctors
in my preparation for medical school, the
one consistent thing I’ve heard is that
my undergraduate experience needs to
be rewarding and challenging - I need to
love the heck out of it and really learn
to think. If I don’t challenge my think-
ing in undergraduate school, how am I
supposed to be expected to function and
think differently about problems in a
graduate school? Schools want students
for what they bring to the table in terms
of new knowledge, not for their amazing
ability to rehash old knowledge. In other
words, these schools want discoverers,
not drones.
Be passionate about your degree and
have the guts to stick to it. Where most
students lose out is that they give in to
well-intended but misguided pressure
from parents and administrators. You
may think that you want to be a lawyer,
but will a Biology major get you any-
where? I think a lawyer with a Biology
background would understand how to
think objectively about problems, and
analyze and create feasible hypotheses;
therefore the Biology major would make
an excellent trial lawyer. See how easy it
is to connect?
Keep strong, SMU students, and don’t
let anyone tell you that your major won’t
get you anywhere. You’ve got four years,
so spend it doing what you want to do.
Nicholas is a sopho-
more Biological
Sciences and French
major. He can be
reached for comment
at rburns@smu.edu.

Jill Bolte Taylor Fascinates McFarlin With Brains

(cont. from page 1)
This “big one” is the hemorrhage that
caused her stroke in December of 1996.
She knew something was wrong when
she woke up that morning with a pound-
ing headache, but she decided to continue
with her normal routine.
“I looked down at my hands and they
looked like primitive claws,” Taylor de-
scribed.
When she reached her bathroom, it
seemed that her brain had shut down.
“My brain went totally silent. Imagine
what it would be like to lose 37 years of
emotional baggage,” Taylor joked.
After a few seconds her brain came
back “online” and she realized that she
was having a stroke. The neuroanatomist from her stroke experience.
in her thought about how cool it was. “I am neurocircuitry. I can pick and
“I thought to myself, ‘okay I’ll do this choose what circuits I want to run,” Tay-
stroke thing for a week or two and then lor concluded. “Ultimately, I’m in charge
I’ll go back to my regular routine’,” Tay- of my brain and recovery.”
lor said.
As Taylor was describing how she Anna is a sophomore
should have called someone when she Journalism major and
started having problems that morning, Italian minor. She can
and advising her audience to do so if be reached for com-
they find themselves in a similar predica- ment at akiappes@
ment, a voice called out for someone to smu.edu
call 911. It turns out that someone had
fainted while Taylor was speaking.
After the commotion settled down,
Taylor talked about what she had learned

Got a story idea for The Ded-Beat, or maybe you would like to
share some of your stories, prose, poetry, or work in our upcoming
“Student Spotlight” section? Email rburns@smu.edu with your
idea or contribution and we’ll feature it in the next issue! The next
edition will be out in early May 2010; space fills up fast, so don’t
wait to get your voice heard!
The Ded-Beat is the official newsletter of the Dedman College
Ambassadors. The views represented within are not necessarily those
of Dedman College nor of Southern Methodist University. All inquiries
regarding The Ded-Beat or any of its content may be directed to
Nicholas Burns, Vice President of Publications for the DCA and Editor-
in-Chief of The Ded-Beat, at rburns@smu.edu.

The Ded-Beat, March 2010 4