The Long-Term Needs of Adults with Acquired Brain Injury through Community-Based Clubhouse Programming
Michael Fraas, Communication Sciences and Disorders, Assistant Professor, CHHS
This project involves a reciprocal relationship between students and faculty of the College of Health and Human Services (CHHS) and The Krempels Brain Injury Foundation (TKBIF) in Portsmouth, NH. The on-going support of the UNH students and faculty, including Michael, provides the program with resources that totaled over 7,500 in-kind volunteer hours in 2006. Students are often engaged in research with faculty at SteppingStones, a community-based post-rehabilitation “clubhouse” model approach to long-term support for survivors of acquired brain injury. The purpose of this investigation is to determine the effectiveness of SteppingStones. Program participants (members, caregivers, and interns) will be asked to determine how effectively SteppingStones meets the needs of members. The project also seeks to determine how much participation in the program impacts the quality of life for the members. Finally, student involvement provides a driving force for the programs sustainability.
Perceptions and Understanding of Literacy
Kim Fries, Education, Assistant Professor, COLA
Kim’s project was developed to explore how members of one school’s K-3 faculty understand children’s literacy development, their own teaching practices, and assessment. Seventeen faculty members who work directly with students in grades K-3 have been asked to volunteer for this study. This study addresses three research questions: 1) how do faculty members at one school conceptualize their K-3 students’ literacy development? 2) What teaching practices do they implement and why? and 3) what informal and formal assessment tools do they utilize and why? This study is taking place at the Deerfield Community School located in Deerfield, NH. Kim will utilize the findings to impact future policy decisions, curricular decisions, and assessment procedures. It is the goal of this study to add to the body of literature on literacy and assessment from the teacher’s perspective and to offer information to the faculty of this particular school’s administration and faculty as they make future decisions relative to literacy and assessment.
Development and Transfer of Fishing Technologies to Increase Size Selectivity in the Northern Shrimp Fishery
Ken LaValley, Water Resources, Extension Specialist Commercial Fisheries Technician, UNH Cooperative Extension
Pingguo He, Ocean Process Analysis Lab, Research Associate Professor, EOS/UNH Cooperative Extension
Pingguo and Ken have developed a project which has the primary goal of increasing the economic value of landed northern shrimp increasing the size selectivity of shrimp trawls. Methodology includes two tasks: 1) increase fishery stakeholders’ knowledge of available technology that will increase the size selectivity of shrimp and 2) provide at-sea demonstrations to interested fishermen and prototype gear to use industry. The project hopes to use new technology which may result in increased revenue and more stable markets for the industry.
Marine Debris from Land to Sea: Holistic Characterization, Reduction and Education Efforts in New Hampshire
Jenna Jambeck, Civil Engineering & Environmental Research Group, Research Assistant Professor, CEPS
Jenna’s project involves a collaboration between Jenna and Blue Ocean Society for Marine Conservation, a local NH non-profit organization. A recent focus of marine debris research is to identify and target pollution sources so that solutions to the problem can be developed through policy and education. This project hopes to expand upon this focus also examining public attitudes toward marine debris and using this information with cleanup data to systematically implement and test community mitigation techniques. The objectives of this project are to: 1) examine current community marine debris cleanup and reduction efforts in New Hampshire (as a baseline) analyzing beach cleanup data and evaluating people’s behavior, 2) implement new community marine debris reduction efforts specifically targeting issues revealed in the first objective, and 3) evaluate the efforts in objective two measuring impacts and outcomes.
Promotion of a New UNH Sediment Remediation Technology
Jeffrey Melton, Civil Engineering, Research Assistant Professor, CEPS
Jeffrey’s project seeks to develop a methodology to successfully promote the real-world use of contaminated sediment remediation technologies being developed at the UNH Contaminated Sediment Center. This will be done reviewing the outreach efforts conducted for their most advanced technology, assessing the effectiveness of these efforts, and then refining their approach. To assist Jeffrey in this project, he has engaged two MBA students from the Whittemore School of Business and Economics to conduct interviews with a population of potential end-users to determine if they know of the technology and to gauge their interest in it. The outcomes of this project will be a database of potential end-users, consultants, non-governmental organizations, federal agencies, and state agencies that deal with contaminated sediment remediation. From this database, Jeffrey intends to form a core group of supporters who will work with the CSC to develop and promote our technologies. A second outcome will be a system of promoting the technologies, complete with assessment methods.
Center for Community Engagement
Patrice Mettauer, Communication Arts, Senior Lecturer, UNH Manchester
Patrice coordinates the Internship Program at UNH Manchester. As a result of several requests from local organizations, Patrice was prompted to consider a new initiative, the development of a Center for Community Engagement (or service), which would house a number of different services such as, internships, service-learning projects for specific classes, volunteer opportunities, and a mechanism for responding to direct requests from local organizations for assistance in solving problems. The Center would also assist faculty, staff and students in identifying opportunities for outreach and outreach scholarship in the community. This initiative will help UNH Manchester fulfill its urban mission as outlined in the most recent strategic plan fostering connections between the College and the greater Merrimack Valley region. In addition, the initiative is consistent with the University’s goal of expanding outreach efforts as stated in the academic strategic plan. The project is designed to provide the data necessary for writing a grant proposal to secure sustainable funding to support the Center.
Assessing Young Adult Health Risk
By Jesse Morrell, Animal and Nutritional Sciences Lecturer, COLSA
Jesse’s project expands upon the existing investigation referred to as the Young Adult Health Risk Screening Initiative (YAHRSI). YAHRSI currently provides individualized health screening information and examines diet, lifestyle choices, and chronic disease risk prevalence among students at UNH. The expansion of YAHRSI will target UNH employees ages 18-24 who are not enrolled in a four-year degree program. This will better characterize the health status of this age group in New Hampshire. YAHRSI has already found young people age 18-24 who are at risk for obesity, dyslipidemia (i.e. high blood cholesterol), and a number of nutritional deficiencies. Several objectives of this project are to provide health information to young adults to promote wellness and risk of awareness, contribute to the limited data on young adult population and chronic disease, including biochemical, anthropometric, dietary, activity, and lifestyle, present statistics to the UNH community, and develop methodologies for other campuses and/or communities for comparisons.
Child Advocacy Center Long Distance Training Academy Extending Child Advocacy Training to Allied Professional Communities
Charles Putnam, Political Science, Research Associate Professor COLA
Charles believes that building effective bridges between academic and applied disciplines and between technical and lay audiences is an important element of engaged scholarship. Justiceworks, a research and development institute at the University of New Hampshire, is engaged in an effort to connect members of the law enforcement and child protection communities to newly established child advocacy centers using emerging technologies. The goal of this project is to assist the law enforcement community and child protection community to work with newly established child advocacy centers developing a model in-service educational program to deliver relevant information about child advocacy centers to relevant occupational communities. Charles hopes that this will serve the occupational communities that will be working with the newly established child advocacy centers in the state. In addition, the project has already provided an opportunity for graduate and undergraduate interns to observe how technical information may be disseminated from the University to relevant communities. Finally, Charles hopes that the project will demonstrate the feasibility and sustainability of distance education methods in providing some kinds of in-service training.
“Let’s Make Wine: Where Do We Go From Here?”
Udo Schlentrich, Hospitality Management, William Rosenberg Professor, WSBE
Rosenberg International Center of Franchising, Director
Three years ago, Udo was elected to be a member of the Educational Foundation Board and the Research Committee of the International Franchise Association (IFA). The IFA has identified case studies as a primary research vehicle of interest to its members; such studies would be made available not only to academicians through the North American Case Research Association’s (NACRA) Journal, but also through the IFA educational network. This project is a follow-up case study on the next phase of a new retail concept based on a case that was published in the NACRA Journal in 2006. The project goal is to conduct and publish research that is relevant not only to the academic world, but also to the business world. The two primary target populations for the proposed case study are (a) universities that offer business courses in entrepreneurship, marketing, strategy management and/or franchising, and (b) professional certification courses offered the IFA. It is anticipated that this case will be published in the NACRA Journal and will be used in the above-referenced university class settings. In addition, it is anticipated that the case will be used in the IFA’s Professional Certification courses.
Collaborating with New England Science Centers to Promote Place-based Climate Education
Ruth Varner, Climate Change Research Center, Research Assistant Professor, EOS
Ruth is leading the development of a proposal to be submitted to the National Science Foundation’s Informal Science Education program. The project will provide a local, personal context for the complex global issue of climate change, and in doing so, will serve as a template for cooperation between research universities, science centers, NGOs, and citizenry. It is her intention to capitalize on and integrate the expertise and established practices of collaborators in order to create a unique educational experience. While this project is still in the development stage, the current plans are to work with science centers in New England to develop place based climate education programs. That is, to help the centers identify location-specific climate indicators that they either already monitor or that can be observed easily those visiting the center. They will develop protocols and training sessions for these measurements through collaboration with university researchers. Upon initial discussion with science center representatives, Ruth has determined that there are three areas within which there is interest and a need: phenology of local plant species, species distribution (birds and plants) and extreme events. This program represents development of linkages between scientific experts from UNH and NGOs, science centers and our citizenry in the New England region.
Helping Older Adults to Identify and Select Whole Grain Foods
Catherine Violette, Animal and Nutritional Sciences, Extension Professor COLSA/UNH Cooperative Extension
Catherine is currently working on a five-station (NH, MA, MD, MN, and DC), Hatch grant funded, applied research study to investigate how older adults identify whole grain foods. The research protocol was developed, pre-tested, and revised collaborating researchers during early 2006. The research protocol was implemented via in-person interviews with 95 older adults in four states and the District of Columbia. Analysis of this data is currently in progress and will be completed later in 2007. Catherine will collaborate with current research colleagues to prepare a manuscript as a means of disseminating results from this study to the broader nutrition community. Prior to developing an educational intervention, she will design and complete a professional development plan to learn more about community-based participatory research methods. Lastly, she will identify and work with research collaborators, community agencies, and members of the target audience (older adults residing in New Hampshire, other northeast states, agencies/groups servicing older adults, and a group of research colleagues from other states collaborating on this project and future projects), to prepare a grant proposal to translate these research results into an education program designed to help older adults identify whole grain foods and increase consumption. The goal of this project is to translate the results of this multi-state research study into an education program for older adults to improve their ability to identify whole grain foods and, subsequently, increase their consumption of these foods.
Ocean Science as a Context for Addressing Science Standards
Mark Wiley Marine Science Education Extension Specialist UNH Cooperative Extension
Recently marine educators from around New England joined forces to form the New England Ocean Science Education Collaborative (NEOSEC) whose goal is to increase the ocean literacy of the general public. One proposed method of achieving this goal is to provide professional development for K-12 teachers that promote an ocean-oriented approach to teaching science standards. Research from the field of environmental education indicates that ocean science could provide an engaging context for teaching the science standards with improved student performance and achieve increased ocean literacy as well. Mark proposed to support this effort surveying and interviewing K-12 teachers in New Hampshire to determine 1) how much they currently use ocean science as a context for teaching the science standards, 2) reasons teachers might not use ocean science as a context for teaching science such as a lack of sufficient background, and 3) teacher interest in professional development that provides training in ocean sciences and how to use ocean science to teach the science standards.