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Question: How does the method of nicotine consumption impact dependence and the health outcomes of young adults

Feinauer, Brookelynn

Garvey, Emma

Engels, Aubrey

Shaw, Michele

Gonzaga University 
The Repository of Gonzaga University 
NURS 404/406 Research & Info Management Nursing Student Scholarship 
Fall 2024 
Unpacking Nicotine Consumption: The Impact on Young Adults 
Brookelynn Feinauer 
Emma Garvey 
Aubrey Engels 
Michele Shaw 
Follow this and additional works at: https://repository.gonzaga.edu/nursing404_406 
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Unpacking Nicotine Consumption: The Impact on Young Adults 
Brookelynn Feinauer, Emma Garvey, Aubrey Engels, Dr. Michele Shaw: Gonzaga University 
Background: 
- Nicotine consumption, 
particularly among young people, 
has shifted dramatically with the
rise of e-cigarettes and other
vaping devices
- Although e-cigarettes were
initially marketed as a safer
alternative to smoking and a
potential tool for harm reduction, 
they have introduced a new
generation to nicotine addiction
Question: 
How does the method of nicotine 
consumption impact dependance 
and the health outcomes of 
young adults? 
EBP Intervention: 
Electronic app available to all 
Includes: 
telehealth/counseling 
● Available 24
hours a day 
Tracking cravings 
● When?
● Why?
● Social or
anxiety?
Sleep tracking 
Education 
● Why it's bad
● Resources
for quitting
Simulation 
Motivational tips 
● One per day
EBP Implementation: 
- Work with schools across the
country to schedule all school rallys
- First half of the rally would be
providing education to the students
on the harms nicotine can have
(physical and mental health)
- Students scan a QR code that 
would take them to app store where
they will download it
- Second part of the rally we would
teach them about the app & have
some do the simulation
- Have pediatrician offices to put out 
fliers or QR codes with information
on the app
Expected Outcomes: 
-  Increased Awareness: Students
develop a stronger understanding of 
the risks associated with nicotine use
- Informed Decision-Making:
Improved self-reported confidence in
identifying triggers and avoiding
vaping, with knowledge gained
-Increased cessation rates:
With increased awareness and better 
informed decision making we would 
expect to see an increase in 
cessation rates 
ReferencesRefer nces


English

Unpacking Nicotine Consumption: The Impact on Young Adults

Dr. McFarland is co-founder of McFarland Consulting where she is engaged in a number of projects serving higher education at the margins, and teaching graduate courses for Georgetown University. She served as the first International Director (President) for Jesuit Worldwide Learning (JWL) Higher Education at the Margins from 2010 to 2016. Prior to that she was Dean of the School of Professional Studies at Gonzaga University in Spokane, WA, and she has held a number of leadership positions in higher education including department chair, chair of faculty senate, and full professor

Ferch, Shann Ray

International Journal of Servant-Leadership 
Volume 18 Article 14 
12-25-2024 
Interview with Co-founder Mary McFarland 
Shann Ray Ferch 
ijsl@zagmail.gonzaga.edu 
Follow this and additional works at: https://repository.gonzaga.edu/ijsl 
 Part of the Leadership Studies Commons 
Recommended Citation 
Ferch, Shann Ray (2024) "Interview with Co-founder Mary McFarland," International Journal of Servant-
Leadership: Vol. 18, Article 14. 
DOI: 10.33972/ijsl.407 
Available at: https://repository.gonzaga.edu/ijsl/vol18/iss1/14 
This Servant-Leadership Essays Theory and Science is brought to you for free and open access by the Journals at 
The Repository of Gonzaga University. It has been accepted for inclusion in International Journal of Servant-
Leadership by an authorized editor of The Repository of Gonzaga University. For more information, please contact 
wawrzyniak@gonzaga.edu. 
 
 
 
 
259 
 
INTERVIEW WITH CO-FOUNDER MARY 
MCFARLAND 
—MARY MCFARLAND 
—INTERVIEWED BY SHANN RAY FERCH 
 
r. McFarland is co-founder of McFarland Consulting where 
she is engaged in a number of projects serving higher 
education at the margins, and teaching graduate courses for 
Georgetown University. She served as the first International Director 
(President) for Jesuit Worldwide Learning (JWL) Higher Education 
at the Margins from 2010 to 2016. Prior to that she was Dean of the 
School of Professional Studies at Gonzaga University in Spokane, 
WA, and she has held a number of leadership positions in higher 
education including department chair, chair of faculty senate, and 
full professor. 
As a co-founder of JWL, Dr. McFarland worked with a 
dedicated team to develop a model for higher education at the 
margins that was sustainable, scalable, and transferrable. She worked 
with refugees and others at the margins in Africa, Asia, and the 
Middle East where she and her colleagues established global 
partnerships with universities and corporations. The reach of JWL 
has been made possible through the students and graduates, the Jesuit 
higher education network, a global faculty team, and university 
partnerships around the world. 
Dr. McFarland received an honorary doctorate from Regis 
D 
The International Journal of Servant-Leadership, 2024, vol, 18, issue 1, 259-265
 
 
 
260 
University in 2017. She has served on a number of corporate and 
non-profit Boards and has been a Fellow with the Robert Wood 
Johnson Foundation. Dr. McFarland has given numerous 
international presentations on the importance of tertiary education at 
the margins. She remains a tireless advocate for the right of those at 
the margins to access higher education. 
What wisdom have you gained from your sisters and brothers in the 
world of those on the margins? 
So much. One example, JWL serves students from all religions 
and those who have no religion. In every course students come from 
many religious beliefs. At the end of the World Religions course, the 
professor asked students to reflect on a key take-away from the 
course. A Muslim man wrote how much he appreciated learning 
about the religions of his classmates (e.g. Buddhists, Hindus, 
Christians). He shared that being born in Somalia meant he was born 
into Islam – he reflected that there was no way he was going to be 
Christian born in Somalia. He ended with the simple, powerful 
insight . . . ‘Maybe we stop killing each other because of where we 
were born’. Amen. 
What freedom can be claimed while one is a refugee or on the 
margins for years? 
Freedom is different from our US democracy-based view. JWL 
students teach us in many ways that freedom to think, to read what 
we want (not what a government allows or bans . . . United States 
beware) is freedom of spirit, is freedom to trust the intellectual 
journey . . . they teach us education is freedom. Without education it 
is very easy for people to become oppressed. In Chad, an elder (a 
refugee from Darfur) told me “if we had been educated people, they 
could not have caught us unaware.” 
 
 
 
261 
In your experience on the margins who name a person who has held 
the personal and collective autonomy and community building to rise 
above circumstance, pain, and trauma. How did they do so, and 
why? 
There are so many examples, instead of a name I’ll share a story 
that represents the sacrifice many of our students and their 
families/communities make in order for someone to pursue 
education: 
A young woman and her brother were two of six children - two 
siblings were murdered by rebels before the family fled and began 
life as refugees. The sister and brother wanted to go to school so 
desperately that every day they begged their parents to go to 
school. Finally the family, now living in a refugee camp where 
JWL was offered, took a vote to see if all family members were 
willing to sacrifice so the two could pursue studies with JWL. The 
sacrifice? The family would need to sell two days of rice rations to 
cover the lost income (of about two dollars a day) that would be 
given up so the brother and sister could study instead of work. The 
vote was yes. On the two evenings without food for dinner, instead 
of setting the table with plates, the table was set with books and 
notes from school, and the family would ask ‘tell us what you 
learned today!’, ‘read to us’, and the discussion would begin. 
Following graduation from JWL’s Diploma program offered 
through Regis University, the young woman went on to become a 
teacher in one of the primary schools in the camp. Seeing that 
families were not sending their daughter to school, she started to 
visit families after school to share how important it was for their 
girls to go to school, she invited parents to come too. The 
enrollment for girls increased by over 50% during her time at the 
school. 
 
 
 
262 
[Note: JWL does not charge tuition – costs for JWL are covered 
by donations/grants/key generous donors, but time students need for 
study decreases time they can work for a dollar or two a day – that 
loss of income is significant for the family]. 
Tell me of your experience of forgiveness within your vocation, this 
work you are doing, and your personal life? 
For me forgiveness is a work in progress . . . I hope to achieve it 
fully someday because in those moments when it occurs, the sense of 
peace is quite beautiful. 
What is the nature of healthiness or wholeness within your closest 
community and friendships, across all borders? 
What a great question. My family, my husband Tom, our kids 
and their families, Mike and Debbie, Maddie and Callan, Mindy and 
Daniel . . . they are my heart and my kindest and my hardest 
teachers. Whether the times are full of joy or challenges they are the 
direction I strive for, and they are the nature of healthiness and 
wholeness I go for in my life. My sisters and brothers and their 
families sit right in the front row of my mind, and along with dear 
friends they too are a key part of this flourishing life. The gift of 
years of learning have been/are filled with beautiful diverse friends, 
colleagues, students and ‘consequential strangers.’ This wholeness 
feels like thriving should feel – it is spiritual, physical, and mindful, 
it transcends agreement or disagreement, and it brings me great hope 
for the world. 
What does it mean to serve the highest priority needs of others in 
your work? 
Since working as a hospice nurse many years ago, I learned that 
giving and serving others is reciprocal. What does this mean? For me 
it means giving is nourishing and rewarding, but receiving takes 
 
 
 
263 
great humility – to accept giving requires pure authenticity, a 
dropping of the guard. For example, the comfort measures I could 
give to those near death paled in what they gave me . . . specifically, 
the deep lessons to attend to in life. Lessons that only those about to 
leave this beautiful world have a deep insight into. These incredible 
courageous people changed my life. I found the same with JWL – 
students who had been denied education have a palpable hunger to 
learn. That hunger is figurative and literal. The students, and 
graduates understand at a cellular level that education is THE key to 
ending wars, to stop hurting the earth – it is key to living a full life. 
The JWL students taught me how spoiled we are in the US to have 
higher education available in every State . . . we need to learn from 
JWL students the true costs of limiting access to higher education, or 
even more atrocious actively discouraging people from higher 
education as some politicians are doing. 
Having lived a life devoted to working on the margins what is the 
nature of God, Emmanuel, God with us, in your impression? 
In 2011 with JWL (then JC:HEM) we started a learning center in 
Aleppo, Syria, and I was moved by the people, their spirit, the music 
and festive lights in the thousands of taxi’s and mini-buses 
converging with each other without lanes in the streets. The Syrian 
war had not yet reached Aleppo and the Iraqi and Palestinian refugee 
students were resilient and doing their best with life. Many of their 
children were attending classes in another part of the building. The 
kids were beautiful, smart, and scared. The Iraqi children had 
drawings from past memories before they fled Iraq, like rainbows 
with exploding tanks and fire dropping from the sky – things 
children (and adults) should never have to see. After the days with 
the students and learning facilitators in Aleppo, a small group of us 
travelled to Damascus. 
 
 
 
264 
In Damascus, a Jesuit serving in the Congo was there and offered 
Mass in the basement of the old cobblestone residence. The beautiful 
alter was made from crumbling stone slabs. There was something 
comforting about the strength of stone serving as an alter in face of 
so much tension and fear. When Fr. started his homily, he reminded 
us of the core belief of Ignatian spirituality ‘to see God in all things’. 
He stopped, voice strained, and after moments of silence, humbly 
said that from what he was living in the Congo and now Syria, that 
he no longer believed he could ‘see God in all things.’ His honesty 
brought tears to my eyes because I felt the same – God could not be 
seen in the horrors underway. 
Soon after leaving Syria, the war moved to Aleppo and our JWL 
center was bombed. I reflect on this experience in Syria whenever 
the ugliness of hate, violence, racism, sexism, uncivil discourse, and 
other injustices show up. For me, what I have come to believe, to 
understand, is that God isn’t to be seen there… rather those are the 
times God has prepared us to rise to our humanness, to show up, to 
help each other. Then for me, the dust can clear so God’s presence 
can shine through. 
__________  
Shann Ray Ferch, PhD, is Professor of Leadership Studies with the 
internationally-recognized Doctoral Program in Leadership Studies 
at Gonzaga University, and the Editor of The International Journal 
of Servant-Leadership. Dr. Ferch’s work regarding leadership, 
organizational culture, and the human will to forgive and reconcile 
has appeared in scientific journals and other scholarly venues 
internationally, and he has served as a visiting scholar in Africa, 
Asia, Europe, and the Americas. His story collection American 
Masculine (Graywolf Press), selected for Esquire Magazine’s list of 
“Three Books Every Man Should Read,” won the the American 
 
 
 
265 
Book Award. He is also the author of Forgiveness and Power in the 
Age of Atrocity: Servant Leadership as a Way of Life (Rowman & 
Littlefield/Lexington), an Amazon Top Ten Hot New Release in War 
and Peace in Current Events, The Spirit of Servant Leadership 
(Paulist Press), edited with Larry Spears, Conversations on Servant 
Leadership: Insights on Human Courage in Life and Work (SUNY 
Press), edited with Larry Spears, Mary McFarland, and Michael 
Carey, Servant-Leadership and Forgiveness: How Leaders Help 
Heal the Heart of the World (SUNY Press), edited with Jiying Song, 
Dung Q. Tran, and Larry Spears, Global Servant-Leadership: 
Wisdom, Love and Legitimate Power in the Age of Chaos 
(Lexington), edited with Philip Mathew, Jiying Song, and Larry 
Spears, and Servant-Leadership, Feminism, and Gender Well-Being: 
How Leaders Transcend Global Inequities Through Hope, Unity, 
and Love (SUNY Press), edited with Jiying Song, Joe Walsh, Kae 
Reynolds, Jennifer Tilghman-Havens, and Larry C. Spears. His 
novel American Copper (Unbridled Books) won the Western Writers 
of America Spur award and considers colonization, racism, and 
cultural dignity in the American West. His collection of poems, 
Balefire, won the High Plains Book Award and appears with Lost 
Horse Press. As a poet and prose writer, his work has appeared in 
some of America’s leading literary venues including Esquire, Poetry, 
McSweeney’s, Narrative Magazine, The Journal of American Poetry, 
Poetry International, and Salon. He has served as a National 
Endowment for the Arts Literature Fellow and as a panelist for the 
National Endowment for the Humanities, Research Division.  
 


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