Del Doughty, Ph.D.
Dean, College of Liberal Arts
For the past couple of weeks, I’ve been conducting an informal survey among the USI community. If I happen to find an occasion for small talk before a lunch or at a meeting, I’ll ask those around the table this question: “Which of the following tech products has had the biggest impact on your working life: the suite of Microsoft Office tools, the iPhone, YouTube (or more broadly any social media platform) or ChatGPT?”
For me, the answer is clear: Microsoft Office. I remember a time before Outlook. Everything seemed better then. Now, Microsoft Office is the air in which I live and move and has my being while at work; there’s no avoiding that fact. Most of my working day is, in fact, consumed by email. When I do manage to get away from the dual monitors on my desk, it’s often to attend a meeting where someone is likely to be sharing a PowerPoint, which has made presentations duller and less effective over the past couple of decades. And don’t get me started on Excel spreadsheets. Ugly! Clunky! I want no part of it and can imagine returning to former times before these infernal tools were foisted upon us. In fact, I often fantasize about it.
Most people my age tend to agree. When it comes to work, Microsoft has had the biggest impact.
With the iPhone, it’s a different conversation. No one wants to go back to a time without iPhones. That’s because iPhones are more than phones. We use them to text amusing memes or photos of our dinners to family and friends, listen to music and podcasts, check the weather, check the baseball scores, navigate our trips, make reservations and pay bills, etc. Of the four technologies, the iPhone has probably had the biggest impact on how we live our lives overall, but its impact on how we go about the business of teaching, learning, and conducting research is not that much.
When it comes to social media, the consensus seems to be that it has changed our working lives more than we tend to think. If you’re a teacher, you may occasionally post or show a YouTube video. That’s a convenience. But teachers have been using audio visual resources for well over a century now. It may have been more complicated in the past, but the showing of video material is nothing new in itself. The impact that YouTube and its social media cousins have had on campus life comes from the way the broader social context it has created. In 2026, we teach in an environment that is more polarized and therefore more perilous to navigate than anyone can remember and that is due, in large part, to the ways that we use social media.
Finally, there’s ChatGPT. If that’s your answer to my survey question, it probably means that you are a younger person. There’s a saying: if it already existed when you were born, it’s not technology. So, for many of our students, email and smart phones and suchlike things do not represent change or innovation. They were already here. But generative AI is new and therefore it is the change that has most impacted our traditional undergraduates.
I like asking this question of folks because I’m generally curious as to what they think and because it produces interesting conversations. But I also ask it as a way of measuring the impact AI is having on us. Many analysts and pundits claim AI is a revolutionary force in history and it will change everything. Maybe so. Most days, that’s how I tend to think about it. But there are also those who say while it may be revolutionary, generative AI is only the latest revolutionary thing coming from Silicon Valley and in a matter of a few years, ChatGPT will be as relevant as Netscape, AOL or MySpace. That’s a minority opinion, but it’s worth considering and keeps us from getting swept up in catastrophic thinking.
If you have a view on this topic and we haven’t chatted about it yet, please let me know what you think. I’d like to know!
What began as a routine study of a panel painting quickly transformed into a cross-disciplinary investigation blending art history, science and student-driven discovery.
“This artwork that we now recognize at St. Ursula was donated anonymously in 1969 and is considered the first object in the University Art Collection,” says Susan Sauls, Director of University Art Collection. “The donor presented Dr. David Rice with several paintings and asked that one be selected as an outright gift to the University. Rice noted in a letter to the donor that Hinton and Sclarenco based their selection on the educational value to the Arts and Humanities department as well as for its aesthetic value.”
It had already been observed that the panel painting, stored in the Lawrence Library in the Liberal Arts Building, was likely mislabeled and stylistically unusual. Though identified as St. Dorothea, key iconographic details suggested the figure was instead St. Ursula, and the work itself did not align neatly with typical Italian devotional paintings from around 1400. These questions made the piece an ideal focus for Dr. Sommer Hallquist’s special studies course, designed to introduce students to both traditional and technical methods in art history, allowing them to engage with an object that invited further investigation from the outset.
Through careful analysis, students began to challenge the painting’s identification. Key details, such as a protective cloak sheltering smaller figures and the presence of a banner, pointed instead to St. Ursula, a Christian martyr often depicted with the Eleven Thousand Virgins. The composition appeared to include St. Ursula alongside 10 of these figures, a symbolic subset of the Eleven Thousand Virgins, suggesting the painting had been misidentified for decades.
That revelation opened the door to a deeper and more complex question: When was this painting actually created?
Although appraisal reports from 1969 attributed the work to the Sienese School around 1400, stylistic inconsistencies raised doubts. To investigate further, USI students moved beyond traditional art historical methods and into the realm of technical art history.
Using a range of analytical approaches, including examination under raking light and ultraviolet light, the class searched for evidence of restoration or alteration. Their most significant step came through collaboration with the USI Department of Radiologic and Imaging Sciences.
On March 20, the painting was transported to the Health Professions Center, where radiology students and faculty took several X-rays of the panel. This process allowed the Art and Design students to look beneath the visible surface of the painting, searching for pentimenti, hidden changes made by the artist during the painting process.
Because many historical pigments contain metals such as lead, earlier compositions or adjustments can often be detected through X-radiography as bright white forms beneath the surface layer.
In this case, however, the results were surprising.
The X-rays revealed no clear evidence of overpainting or compositional changes. What is visible to the naked eye appears to reflect th
e artist’s original intent. This finding is significant, as it suggests the painting’s unusual iconographic features are not later additions, but part of the initial design.
As a result, the investigation has shifted direction. Rather than asking how the painting may have been altered over time, students are now considering whether the work itself could be a later creation produced in a 15th-century style.
The research is ongoing, and the next phase will take place off campus. On April 23, Hallquist and her students traveled with the painting to the Indianapolis Museum of Art at Newfields, where they consulted with professional conservators to further evaluate their findings.
“My students have made significant contributions to the study of this panel, both in examining the X-radiographs and UV images and in undertaking their own independent research on the work,” says Hallquist. “Lisa Ryan-Hutton is researching the painting style of the work to narrow down its time and place of creation, Amy Elsner is researching the frame to discover when it was made and joined with the current painting, Abbey Rodocker is developing a printed guide to imaging techniques in technical art history for future students and Baron Stevens is investigating the provenance of the artwork to find out how it made its way to Evansville from its place of creation.”
Beyond the questions surrounding the painting’s origin, the project highlights the value of interdisciplinary collaboration in student learning. By working alongside experts in radiologic and imaging sciences, students gained firsthand experience with scientific tools and methods not typically encountered in an art history classroom.
Radiology students and faculty, accustomed to scanning only human body parts, found the process of studying the ancient artwork an interesting experience and were just as amazed as the art students by the amount of detail uncovered on the X-rays.
"By using radiologic imaging techniques to support art historical research, our students were able to see how scientific tools can illuminate questions far beyond medicine,” said Dr. Joy Cook, Associate Professor and Chair of Radiologic and Imaging Sciences. "I am grateful for the opportunity to work with Dr. Hallquist and her students, and I hope experiences like this inspire students to seek out cross disciplinary partnerships throughout their academic and professional careers.”
This sentiment was echoed by Hallquist. “This kind of collaboration helps keep scholarly curiosity alive in our students,” she said. “And hopefully encourages them to reach out to people in other fields and learn from them.”
Hallquist’s special studies course was designed not only to study a single object, but to introduce students to the growing field of technical art history, where scientific analysis and humanistic inquiry intersect. For students interested in careers in conservation or museum work, the experience offers a valuable glimpse into the investigative processes behind the scenes.
These students gained a hands-on exploration of how we interpret the past, test assumptions and uncover new possibilities through collaboration.
And the mystery of the St. Ursula panel is far from over.
For USI alumnus Craig Fehrman, the journey from southern Indiana to published author wasn’t defined by a single decision, but by a series of experiences, relationships and opportunities; all of which began at the University of Southern Indiana.
With the release of his newest book, This Vast Enterprise: A New History of Lewis & Clark, Fehrman is once again reshaping how Americans understand their past. The critically praised work, years in the making, brings overlooked voices and new humanity to one of the nation’s most familiar stories; a timely achievement that offers a fitting moment to reflect on the people, experiences and education that helped launch Fehrman’s journey as a writer and historian.
That journey didn’t take shape all at once; it developed through a series of choices, influences and moments of discovery that gradually pointed him toward storytelling and historical inquiry. Long before publishing acclaimed works, Fehrman was a student learning to follow his interests and refine his voice.
Growing up in southern Indiana near Cincinnati, Ohio, Fehrman didn’t necessarily have a clear roadmap to becoming a writer, but he did have curiosity, a love of ideas and, eventually, the right people to help shape his path.
That path began at USI, where his friend, Dustin Sinclair’s, recommendation led him to campus and to a college experience that would prove transformative. The two friends became roommates, and years later, Sinclair stood beside Fehrman as the best man in his wedding.
At USI, Fehrman dove headfirst into campus life. He worked as a resident assistant, served as an editor for The Shield, contributed to student publications, assisted professors with research and participated in numerous student organizations. Somewhere in between, he even participated in an “insanely competitive” fantasy baseball league, one memorable enough that a professor allowed the group to hold its draft inside a classroom.
Academically, there were two introductory courses that changed everything. Inspired by the teaching of Chris Smith in English and David Jaquess in psychology, Fehrman discovered a passion for both disciplines. “Their teaching made ideas feel alive to me in a way nothing else ever had,” says Fehrman. He went on to double major in English and psychology, drawn in by professors who made ideas feel vivid, relevant and alive.
That sense of connection extended well beyond the classroom. Fehrman credits a long list of faculty members across both departments for shaping his experience and emphasizes that what truly set USI apart was its people; faculty, staff and fellow students alike.
After graduation, the transition to life beyond campus brought both excitement and uncertainty. Moving to new cities and navigating the “real world” came with challenges, and not every plan worked out. But persistence and a willingness to adapt eventually paid off.
Today, Fehrman channels those experiences into his work as a writer. His process is rooted in deep research, a skill he traces back to his time at USI (and fond memories of the then-new Rice Library). For his most recent book, he immersed himself in archival research, extensive reading and interviews, gathering material before shaping it into a compelling narrative. For him, storytelling is about precision; every detail must earn its place by making the story more engaging or more human.
When it comes to advice for current students, Fehrman keeps it simple: read. Whether it’s history, fiction or something entirely unexpected, he sees reading as an essential exercise for the mind, strengthening focus, critical thinking and creativity. Just as importantly, he encourages students to invest in relationships.
“The best thing about USI is the people,” he says, and that doesn’t stop at professors. He urges students to take advantage of the unique opportunity college provides to build meaningful, in-person connections. Join clubs, collaborate, spend time with others and step away from screens.
Because in the end, those are the moments that last.
For Lisa Ryan-Hutton, the path to pursuing art hasn’t been linear, but it’s been deeply meaningful. From a career in marketing research to rediscovering her creative passion later in life, her journey is a powerful example of resilience, reinvention and the courage to follow what inspires you.
Originally from the Chicago suburbs, Ryan-Hutton earned her undergraduate degree in sociology with a minor in fine arts, along with a master’s degree in applied statistics, from Louisiana State University. In 1984, she moved to the Evansville area with her husband and has called nearby Newburgh, Indiana, home since 1989.
After spending 30 years working as a product manager and designer in marketing research, Ryan-Hutton found herself ready for a change. Her initial goal was to pursue a master’s degree in art therapy, a field that wasn’t widely available when she first began her career. To prepare, she enrolled in courses at the University of Southern Indiana, drawn by its convenient location, affordable tuition and flexible evening classes.
Ryan-Hutton began taking prerequisite courses in psychology and art, including ceramics and sculpture. However, after the unexpected loss of her husband in 2012, her plans shifted. Balancing career, family and personal healing meant putting her academic goals on hold.
Nearly a decade later, Ryan-Hutton returned to her “bucket list,” this time with a renewed sense of purpose. She decided to pursue an undergraduate degree in art, focusing on painting and drawing. Now working toward her bachelor’s degree in fine arts with an emphasis in studio art, painting and ceramics, Ryan-Hutton says her time in USI’s Art Program has been transformative.
“Being at USI has fired up my creative soul, challenged my mind and renewed my sense of purpose,” she shares.
Ryan-Hutton is currently planning to graduate in 2027, though she’s also considering extending her studies to add minors in art history and psychology. Outside the classroom, she stays engaged with the arts community, visiting galleries, connecting with fellow artists and spending time with family between Chicago and Nashville.
Looking ahead, Ryan-Hutton is exploring a variety of possibilities, including pursuing a Master of Fine Arts, sitting for the LSAT or volunteering in schools and nonprofit arts programs. No matter the direction, she’s certain of one thing: she wants to continue learning and staying connected to the University community.
Her advice to current and prospective students reflects her own journey:
“Don’t limit yourself. Take risks, experiment, explore and discover, and don’t ever be afraid to fail. Do what you love and figure out a way to make it part of your life.”
When she’s not in the studio, Lisa has a few surprising stories to share; she’s scored a hole-in-one, lived through a tornado and can drive a manual car. She also once studied piano and owns a harp, which she hopes to learn to play someday.
Lisa is especially passionate about the strength of USI’s Art Program, crediting faculty members for their talent, knowledge and support. She hopes to see it continue to grow, perhaps even offering a Master of Fine Arts in the future.
Her journey is a reminder that it’s never too late to pursue something new, and that creativity can lead to unexpected and fulfilling paths.
June 1-5
8:30 a.m. - 2:30 p.m.
Who's ready for Summer Academy 2026?
The College of Liberal Arts will host the third annual Summer Academy Monday through Friday, June 1-5. The Academy will include classes in short film, podcasting, psychology, yoga, community change and many others to introduce high schoolers to the world of the liberal arts.
Pricing: $150
-$25 discount for USI employees (Applied to final payment. Code to be emailed.)
-$10 discount for referring a friend (Applied to final payment upon receipt of friends application/deposit)
Last chance to register! Deadline: Friday, May 15
Stella Ress, Associate Professor of History, presented her paper, "Little Girls, Big Impact: Broadway's Annie and Popular History," at the annual meeting of the Popular Culture Association in Atlanta in early April. The paper comes out of a larger research project where she argues that scholars should read Annie not only as a pop history product, but a public history one as it activated a generation of girls and inspired them to go on and preserve the history of themselves, their families, their communities and even the nation.
Erin R. Johnson, Assistant Professor of Sociology, was awarded the Carel B. Germain Fellowship from the Smith College Library to fund travel to do research in the College's Special Collections during the 2026-27 school year.
Also, her co-authored publication, "Salience and Context of Incarceration History Disclosure in Sexual and Reproductive Health Service Delivery," was recently accepted for publication in Social Science and Medicine: Qualitative Research in Health and will be published over the summer.
AL Holen, Professor of Ceramics, helped organize an Empty Bowls event at the National Council on Education for the Ceramic Arts (NCECA) conference this year.
Empty Bowls is a grassroots, international movement, originated in Michigan in 1990, to end hunger. It was founded by art teacher John Hartom who worked with students to create simple, ceramic bowls filled with soup and sold to raise money to help end hunger. Holen worked with Professor Bethany Benson of Juniata College to bring an Empty Bowls making event to this year's NCECA Conference.
Bowls were made and trimmed at the conference by over 6,000 potters from around the country. The unfired bowls were donated to Still Life Studios where they will be fired and glazed. Finally, the bowls will be the beginning of Still Life Studio's Empty Bowls fundraising campaign!
Due to great participation and feedback, Holen and Benson have been asked to continue this program for future NCECA conferences. The program will give back to the city that hosts the conference each year in the foreseeable future.
Dr. Urska Dobersek, Associate Professor of Psychology, is the recipient of the 2025-26 Florence L. Denmark Faculty Advisor Award!
This international award is the highest honor Psi Chi (the International Honor Society in Psychology) bestows on an advisor.
Dr. Mary (MT) Hallock Morris, Associate Professor of Political Science, recently completed a Master of Library and Information Sciences (MLIS) degree at the Indiana University Indianapolis with a specialization in Public Librarianship and Adult Services.
Dr. Thir Budhathoki, Assistant Professor of English, authored a chapter in the recently published book titled, A Methodology of Languaging Self: Autoethnographic Work in Diverse Literacy and Language Educational Studies, published by Routledge.
Dr. Rocco Gennaro's, Professor of Philosophy, most recent book titled, Dialogues on Minds, Machines, and AI, has been published by Routledge Press (2026).
Andrea Hoelscher, Instructor in Art, exhibited work in the "EmpowHER" exhibit at the SPACE Lounge Gallery in Indianapolis in March for Women's History Month. Hoelscher also has an exhibition "Lineage" at the Carlisle Arts Center in Carlisle, Pennsylvania, April 24 to May 30.
Virginia Poston, Instructor in Art History, will present a paper on British artist Eloise Harriet Stannard at the biennial joint conference International Nineteenth Century Studies Association (INCSA), Nineteenth Century Studies Association (NCSA), Interdisciplinary Nineteenth Century Studies (INCS) and the Smithsonian’s National Museum of American History in Washington, D.C., in July 2026.
Dr. Phil Todd, Teaching Assistant Professor of Journalism, presented two sessions at the annual College Media Association spring conference in New York City.
Todd, P. A. S. (2026, March 7). Copyediting from the cloud.
Todd, P. A. S. (2026, March 6). ‘WHO’ You Gonna Call? Triangulating diverse source types for better reporting and storytelling. Two sessions presented at “ProCon26,” the annual College Media Association’s Spring College Media Convention, Manhattan, NY.
JUNE:
June 1-5: Summer Academy
