Some of the 150 Tuscaloosa students in grades 6-8 learning the fundamentals of small farming and local food under Dr. Margaret Purcell.
Dr. Margaret Purcell, a member of the New College LifeTrack faculty, has partnered with University Place Middle School in Tuscaloosa to teach 150 students from grades 6–8 the fundamentals of small farming and local food. The students have visited Katie Farms in Coker to learn about farm operations. In spring 2014, students also participated in Purcell’s food consumer workshop and her local food economy workshop.
Next year, students will learn basic planting techniques, grow their own tomato container gardens, and establish a small above-ground garden at the school. This ongoing project will extend into spring 2015. The goals of the project are for students to become well-informed food consumers, to learn the elements of a local food economy, to witness the life cycle of a food source plants, and to experience growing a food product.
Dr. Margaret Purcell, New College
The research purpose of the project is to address the high correlation between low income and poor nutrition. Three deterrents — lack of resources, limited access to stores selling more nutritious foods, and unreliable transportation — make it nearly impossible for low-income families to get nutritious foods.
“Nutrition education can begin at a young age,” Purcell says, “and providing this education at a young age can help build adults who have healthier eating habits, according to Hatice Başkale and Zuhal Bahar in an article in Pediatric Medicine in 2011. After having been taught simple food basics such as healthy food options and portion control, the children made better food choices, including more fruits and vegetables and healthier snacks. Baskale and Bahar make it clear that providing nutritional guidance and education to school age children can help them make healthy food choices that can last a lifetime.”
This project was selected by The University of Alabama SACS Public/Community Service Compliance Certification Committee to be used in the SACS certification report affirming UA’s compliance with the SACS public service requirement. It is one of six projects selected for the report from all projects conducted at UA.
SCOPE fellow Adriane Sheffield, a graduate student in Educational Psychology, describes her research at the 2014 CCBP research poster display. Sheffield also was recognized as a Seed Funds recipient to conduct further research.Dr. Laurie Bonnici, School of Library and Information Studies, described the Seed Funds Program and introduced the 2014 fund recipients at the luncheon.
Principal Investigator: Adriane Sheffield(SCOPE Fellow),Educational Studies in Psychology, Research Methods and Counseling
Project Title: Developing S.T.A.R.S. (Strengths, Talents, and Resources in Students)
Community Partners: University Place Elementary School, University Place Middle School, Westlawn Middle School, and Stillman College
Project Summary: This project will provide additional support to two elementary schools and one middle school by providing human reso urces and expertise to address the needs of students not meeting their potential in school, including those with mild behavioral issues that hinder them from being successful both academically and socially. The goal is to identify and focus on students’ strengths and facilitate their use of these strengths to enhance their engagement with school, set and accomplish goals, and expand their beliefs about their future. This project will also create a space for college students who have a desire to connect with students through individual and small group interactions, providing a valuable resource to the schools, while giving UA students practical, hands-on experience.
Principal Investigator: Calia A. Torres, (SCOPE Fellow), graduate student in psychology, supervised by Dr. Beverly Thorn, professor and chair
Project Title: Toward a Cultural Adaptation of Pain Management Treatments for Hispanics with Chronic Pain
Community Partners: Whatley Health Services (Maude L. Whatley Health Center)
Project Summary: Research shows Hispanics are more likely to report pain but less likely to receive appropriate pain management compared to other ethnic minorities. Hispanic patients face additional medical barriers due to language and cultural differences. The Department of Psychology, in partnership with Whatley Health Services (WHS), seeks to improve our understanding of the pain needs of Hispanic patients. WHS serves medically underserved residents with a mission of increasing the breadth of services and improving the care of chronic pain patients. In our efforts to examine cultural differences in pain management among Spanish-speaking patients, our research group has been conducting focus groups and key informative interviews to assess the pain needs and likelihood of incorporating pain management as a treatment option among this population. Our preliminary findings provide evidence to continue our collaboration with WHS and start working toward ensuring that cultural adaptations are part of the established pain management treatment of Spanish-speaking patients.
Principal Investigator: Dr. Michele Montgomery and Dr. Paige Johnson, Capstone College of Nursing
Project Title: Assessing Community Readiness for and Attitudes to Health Promotion and Disease Prevention in Pickens County
Community Partners: Belinda Craig, Pickens County
Project Summary: Success of health promotion and disease prevention programs relies on the collaborative efforts of partner organizations, communities, and individuals. Feedback from Belinda Craig indicates there is a need for health promotion programs. However, there is limited understanding of community members’ readiness for or attitudes toward specific health promotion interventions. The purpose of this project is to determine Pickens County’s attitudes toward health promotion campaigns and stage of readiness to prevent obesity. To the best of our knowledge, this is the first time this type of research has been undertaken in the Black Belt region of Alabama. The project will contribute to the scholarship of engagement in the following ways: 1) data collection for the project will provide senior UA nursing students with a service-learning opportunity designed to gain a better understanding of the importance of community engagement for health promotion; 2) data will serve as a foundation for a longitudinal program of community-based participatory research in Pickens County; and 3) results will enable the investigators to develop tailored interventions to improve the health of the community.
Dr. Katy Campbell
Dean of the Faculty of Extension
University of Alberta — Canada
Dr. Katy Campbell, dean of the Faculty of Extension at the University of Alberta, Canada, addresses attendees as the keynote speaker for the eighth annual CCBP Excellence in Engagement Awards Luncheon.
Congratulations to this gathering (and celebration) of engaged scholars! My colleague Professor Lois Gander and I are very honored to be part of this event and intend to liberate the idea for the University of Alberta. Just before we came, we got an apologetic email about the cold weather — only 20 degrees with the possibility of rain. We left snow flurries, wind, and a pretty bleak landscape in Edmonton. In fact, it is too early to swap out my winter wardrobe for my summer wardrobe — and we’re talking six full wardrobe boxes kept in a storage container — so it wasn’t that easy to pack for two days in Alabama.
Dr. Pruitt invited us to talk about engaged scholarship in Canada. In our university, the University of Alberta, we have devoted almost eight years defining Canadian engaged scholarship, although our own faculty, the Faculty of Extension, has been doing it for over 100 years. In Canada, much of what we now characterize as engaged scholarship, or even engagement scholarship, is supported by or contained in units of continuing education.
In 1908, a young professor of mathematics from McGill University in Montreal was invited to the Wild West of Alberta to create a research university. As it turns out the professor, Henry Marshall Tory, was also a Methodist minister. For him, access to higher education was a matter of social justice. Access not just for the sons of the wealthy, or the political elite, but “for the whole people.” Tory said, “The modern state university is a people’s institution. The people demand that knowledge shall not be the concern of scholars alone. The uplifting of the whole people shall be its final goal.”
He didn’t say “the university alone shall be for the uplifting of the whole people,” or “the University of Alberta will produce knowledge that we will then share with the whole people”; he very specifically said that knowledge is produced not only in the laboratories and hallways of the university, and its purpose shall be for the “uplifting of the whole people.” And four years later, in 1912, he created us, the Department of Extension, to exemplify this conviction and promise.
Canada, just like the United States, cannot be neatly described as one culture. All of the New World is a fabulous, complex, multi-layered composition of innumerable cultures and histories. So, while in Western Canada many departments like ours were created in a sort of homage to the American land-grant university or, in our case, the Wisconsin model, community-engaged scholarship across Canada blossomed in many different models that were, and are, socially, culturally, politically, economically, and historically situated. In maritime Canada, for example, engaged scholarship flourished though the Antigonish Movement, based on the conviction universities had to go to the people, and not the other way around. It worked through study circles in which people in exploited communities of fishing, farming, and other small industries of the region critically examined their problems and sought collective solutions, and on the traditions of economic cooperation. However, the Movement did more than start study clubs and distribute information about how to start and manage co-ops. The most difficult task was to peacefully resolve local conflicts and to persuade people about the benefits of working together towards a common goal, breaking old patterns of passivity and dependence.
Dr. Samory Pruitt presents the Distinguished Special Achievement in Engagement award to keynote speaker Dr. Katy Campbell of the University of Alberta – Canada.
In northern Canada, I am very ashamed to admit, engagement has for the most part resembled colonialism. What characterized us, though, for many decades, was a belief in, and passion for, the idea of accessible learning for social action and community capacity-building. For example, my colleague Lois, has devoted her life to the development of the globally unique domain of public legal education, including access to information, and recently, concern for tenant rights and representation that is affordable.
In 1912 President Tory charged his newly graduated student E.F. Ottewell, to “take the university to the people.” This began with English professors taking a horse and buggy, then a Model T Ford, out on muddy lanes into rural Alberta to give lectures on Shakespeare. Over time, outreach was accomplished through provincial radio, bookmobiles, a traveling film library, holding a summer Mud Camp (the beginning of the oil sands), creating a summer arts school in the Rocky Mountains, using the telephone, the television, then the Internet. Sponsoring arts councils and adult education coalitions, creating and locating websites in grocery stores for abused women to find out about their legal rights.
But then the ’70s and ’80s changed the game for all of us and we became increasingly pressured to generate revenue for the university — revenue-generation became a goal, rather than an outcome or a tool, and that brings me to the current age where, if we are not seen to be doing what leads directly to employability, we are wasting taxpayers’ money. In Canada, as in the rest of the Western world, the public is demanding evidence that a university education is worth the investment; in particular that university administrations reallocate resources from education, liberal arts, and the humanities to engineering and technology, especially in resource-rich Alberta.
Okay, what’s the Canadian landscape? This is the project we set out on around 2006, when many factors encouraged us to define, as precisely as possible, what our intellectual domain was and why we were an academic unit and not just a revenue generator. I did my annual Dean-ly walkabouts and we all brought our communities to the table and we consulted our constituencies and our stakeholders, and we had a failed Dean, an External unit review, fought off a lot of predatory Deans, and re-imagined ourselves, from outreach to … engagement. And then we had it! Working with adult learners, or marginalized learners, and offering credentials on weekends, and recovering our costs: These were things we did in the service of learning as a public good, or learning as social action, or learning as capacity-building. And we started studying how that looked around the world, and Canadian ways to practice and understand and talk about it, and value and encourage it. We rethought faculty tenure and promotion. We encouraged subversion in many other shocking ways. And we believe that the more we include our colleagues in the traditional disciplines and community sectors, the more relaxed we will all be about the moral obligations of higher education to the public. And, very fortunately, we have a provost who is a fierce champion and advocate and has carved out and protected space for us to grow this domain.
So, where are we going in Canada? Culturally speaking, or perhaps politically, we tend to be identified with social democracy — so historically we put less emphasis on the individual than the collective, whereas Australia might put relatively more emphasis on industry partnerships, and the UK might put the emphasis elsewhere. As a country, we are defined by great, unpopulated spaces and related challenges, two of which are climate and access to natural resources. Like Australia, we have had to address inequitable physical access to education and have therefore a rich research history related to learning at a distance. We are a plural society, with nations within nations. While community-engaged, or service-learning might look the same across cultures, it is in fact driven by different understandings of power, who has it, who should have it, and for whom it should be used.
Taireez Niswander, a native of Canada, introduces keynote speaker Dr. Katy Campbell of the University of Alberta – Canada.
Finally, how are we trying to disrupt the culture of the traditional, inward-looking, globally ranked research university? Let me tell two very quick stories. We are just undertaking a presidential search. The chair of the Board of Governors came to a Council of the Deans on Wednesday. He was distressed that the external search consultants had come back from a conversation with the deans over breakfast, scratching their heads. Apparently, they were uninspired and downright confused. They said that while the university aspired to be among the great publicly funded research intensive universities, among the top 100 in the world etc., the deans did not seem universally seized of this vision. So we went around the table — were we in or out, faculty by faculty? When it got to me, I said, “You know, we get that and we’re a team player, but we want to know why. Why should we aspire to be in the Top 100? Who does this help? Lots of eye-rolling, which I’m used to, frankly.
Second, when I am challenged to rationalize why we have tenure-track faculty paid to just sit around and think about communities, and talk about a discipline that everyone (i.e. scientists) think is flaky, not only can I point to how we exemplify the kind of transdisciplinary, multisectoral work essential to the global challenges of health, poverty, food security, peace, and environmental degradation, but I can also point to the absolutely passionately networked tsunami of change agents like you, around the world, who are leveraging university community engagement to disrupt a culture of helplessness and despair that things will never change.
So, thank you again for welcoming us to this fabulous, connected university. We are learning so much!
The 57 Miles project in Perry County, which teaches service and leadership for students and community partners, was selected as an Outstanding Community Partner-Initiated Engagement Effort. Dr. Robert Halli and Dr. Jacqueline Morgan are the faculty advisors.
Dr. Jeffrey Parker, associate professor of psychology, chaired the Excellence in Engagement Awards Committee.
Excellence in Engagement by Faculty or Staff
Dr. Jennifer Campbell-Meier, assistant professor in Library and Information Studies is the principal investigator of STAPLE (Sustaining Training for Alabama Public Library Employees). Her research will enable managers without library degrees to be more successful. A three-year grant will enable Campbell-Meier and her colleagues Dr. Jaimee Naidoo and Dr. Jeff Weddle and their team to meet the training needs of Alabama’s public library managers.
Dr. Marcy Koontz, associate professor in the Department of Clothing, Textile and Interior is this university’s biggest promoter of awareness and uses of bamboo. Her project, Black Belt Bamboost, is building a public bamboo park with its partner, the Friends of Historic Northport. The park is designed to become an important community destination by offering a place of serenity, beauty, and culture by drawing residents and visitors. Other plans include an organic garden and best-practices exhibits for bamboo farming on a one-acre planting of timber bamboo.
Dr. John Higginbotham, Dr. Kim Bissell, and Ms. Felecia Jones are co-investigators in a three-year $800,000 grant to improve health and quality of life in the Alabama Black Belt. Their research team will focus on reducing obesity and create a training program to provide education and training to build community-based participatory research capacity among Black Belt residents.
Cindy Dixon of Holt High School receives the Distinguished Community-Engaged Scholar-Community Partner category for her contributions to several Holt projects. Community Affairs Director Samory Pruitt, left, and Interim Dean Joe Benson made the presentation.
Excellence in Engagement by Students
Brian McWilliams, an undergraduate in Biology, leads a team collecting medical supplies to go to third-world countries. Brian’s team connects local hospitals and health care facilities with groups working in underserved areas. As co-president of Advocates for World Health, Brian will organize the shipment of these supplies to nations such as Haiti and the Dominican Republic. On of his goals is to give back to the University that has given him so many opportunities, experiences and friendships.
Oliver K. Stoutner is a doctoral candidate in the Department of Management and Marketing. His research interest is in employee risk taking, both in general and within the the workplace. His research seeks to understand and prevent accidents, injuries and other losses in the workplace. He is seeking to develop interventions that will modify risk-taking behaviors and risk propensity for the benefit of employees, organizations, and stakeholders. He plans to submit a manuscript about his research to the Journal of Applied Psychology.
Student Engineers in Action (SEA), under the leadership of engineering faculty members Drs. Pauline and Philip Johnson, partnered with 57 Miles, an initiative created by the Honors College, to work with partners in Perry County to obtain a public gathering and performance space and secure greatly needed textbooks. Through partnering with teachers, making announcements to classes, and through mass emails, SEA was able to collect a classroom set of engineering textbooks for Francis Marion High School. Not only has the partnership with 57 Miles been successful in addressing needs of the entire community, but it is also successful in that students are walking away with a deepened understanding of the real world and real-life problems that can’t be learned in a textbook. SEA is working on plans to ensure the success of both the textbook drive and the Amphitheater Project, and other potential land-use projects.
Excellence in Engagement by Community Partners
Dr. John Dorsey, executive director of Project Horseshoe Farm, and Michael Lynch, the managing director, head a non-profit community organization in Greensboro whose mission is to serve communities by developing leadership of programs for children, seniors and adults with mental illness. Partnerships with UA, AU and UAB are part of this work. These leaders are demonstrating that by working together and sharing responsibility to help the vulnerable makes communities stronger..
Dr. Robert Halli and Dr. Jacqueline Morgan are teaching the values of service, leadership and intellectual growth as part of the 57 Miles project in Perry County. The title comes from the distance from Tuscaloosa to the Black Belt town of Marion in Perry County. Since 2009, the program has touched many aspects of life in the rural community, including parks, tourism, and economic development. Project 57 accomplishes its goals by inviting students to join with community leaders to discover each other’s true potential. Partners include Judy Martin, John Martin, Cathy Trimble, Francis Ford, and Chris Joiner.
Dr. John Higginbotham and Felecia Jones receive their award for Outstanding Faculty/Staff-Initiated Engagement Effort from Dr. Samory Pruitt, far left, and Interim Provost Joe Benson, far right. Dr. Kim Bissell is also an investigator in the project.
Distinguished Achievement in Engagement Scholarship–Faculty
When she came to the University of Alabama, Dr. Karina E. Vasquez, assistant professor of Spanish, Modern Languages and Classics, brought with her instincts for helping the homeless and working in soup kitchens. At UA, she has incorporated community-based service-learning in her classes with the goal of helping Hispanic children appreciate the heritage and beauty of their native language. Her students are engaging in educational activities at the University’s Museum of Natural History such as conducting guided tours in Spanish. The museum staff has been so pleased with these tours they are planning to provide an internship so the tours can be conducted in Spanish year round.
Distinguished Achievement in Engagement Scholarship–Community Partner
Cindy Dixon is not just the graduation coach at Holt High School; she is also the school’s Beta Club sponsor and is a leader in several Holt community projects, including the highly regarded Holt Community Festival. At NOSC 2012 on the campus, Cindy conducted a pre-conference workshop on community partnerships for young scholars. Her commitment to getting youth involved in the community means working late hours and on weekends. She represents the best in community-university partnerships. Cindy Dixon, please come forward to accept your award for Distinguished Achievement in Engagement Scholarship by a community partner.
Distinguished Achievement in Engagement Scholarship–Student
Anna-Margaret Yarbrough, this year’s winner of the Distinguished Achievement in Engagement Scholarship by a UA student, will be a tough act to follow for future hopefuls for this award. Just being the graduate assistant for Al’s Pals mentoring program would be enough for some students, but Anna-Margaret has also made presentations at the two most recent annual engagement scholarship conferences, first here and then in Lubbock, Texas. The recipient of two UA Seed Grants for research, she published an article in JCES on how students can become involved in engagement scholarship.
Dr. Marcy Koontz, center, College of Human Environmental Sciences, stands with two of her student assistants in the award-winning Black Belt Bamboost project.Dr. John Dorsey, executive director, and project fellow Emily Flllo receive the Outstanding Community Partner-Initiated Engagement Effort category for their work with Project Horseshoe Farm in Greensboro.Oliver K. Stoutner, a doctoral student in Management and Marketing, receives his Outstanding Student-Initiated Engagement award from Interim Provost Joe Benson.Dr. Karina Vazquez, Department of Spanish, Modern Languages and Classics, receives her Distinguished Community Engaged Scholar-Faculty from Dr. Samory Pruitt and Dr. Joe Benson.Brian McWilliams, an undergraduate in Biology, receives his Student-Initiated Engagement award from Dr. Samory Pruitt, left, and Interim Provost Joe Benson, right.Accepting the award for Excellence in Engaged Scholarship on behalf of Student Engineers in Action (SEA) are Rachel Ramey, president, and Claire Wang.Graduate assistant for Al’s Pals mentoring program Anna-Margaret Yarbrough receives her award for Distinguished Achievement in Engagement Scholarship.
The fifth annual poster presentation as part of the CCBP Awards Luncheon attracted 16 research posters and a large viewing crowd. Graduate student Antonio Gardner, left, and Carol Agomo of the Office of Community Affairs were among those presenting research posters at the eighth annual CCBP Awards Luncheon. Their poster described the Saving Lives program, a faith-based wellness program.
(Dr. Angelia Paschal, associate professor of Health Science, was chair of the poster committee. Tommie Syx, CCBP, assisted.)
PRESENTERS
Carol Agomo, Community Affairs, with Antonio Gardner, graduate student, Community Affairs. Title: Saving Lives.
Emily Broman, Honors College. Title: Art to Life: Preservation of Personhood.
Jackie Brodsky, graduate student, Communication and Information Sciences. Title: Partnering with Community Agencies to Improve Information Access.
Douglas Craddock, graduate student, with Dr. Samory Pruitt, Carol Agomo, and Ms. Tommie Syx, all Community Affairs. Title: STEM Entrepreneurship Academy.
Christine Hackman, graduate student, and Hannah Priest, graduate student, Department of Health Science. Title: Holt Community Festival: Establishing a Community Partnership and Engaging an Underserved Community in Health Promotion Activities for Children.
Meaghan James, graduate student, with Dr. Angelia Paschal, Department of Health Science. Title: Partnering with Community Agencies to Address Health Literacy Issues among Parents of Children with Epilepsy.
Dr. Bronwen Lichtenstein, Department of Criminal Justice. Title: Ajani Groups: A Community-Based Project to Reduce HIV Stigma.
Dr. Sara McDaniel, College of Education. Title: TEAMS+ (Tuscaloosa Encouraging Adolescents through Mentoring and Support).
Dr. Melanie Miller, Center for Community-Based Partnerships. Title: SCOPE.
Dr. Michele Montgomery and Dr. Paige Johnson, Capstone College of Nursing. Title: Community-Engaged Scholarship: Meeting Nursing Clinical Requirements while Improving Community Health.
This research poster on AIDS stigma reduction was presented by Dr. Bronwen Lichtenstein in partnership with West Alabama AIDS Outreach.
Dr. Heather Pleasants, Center for Community-Based Partnerships. Title: Parent Leadership Academy.
Adriane Sheffield, Educational Psychology. Title: West Side Scholars Academy: Building Rapport and Relationships with Community Members.
Tina Sheikhzeinoddin and Owen Killeen, Department of Civil, Construction, and Environmental Engineering. Title: Better Bamboo Bikes.
Tommie Syx, Center for Community-Based Partnerships, with Christopher Spencer, Center for Community-Based Partnerships. Title: AlabamaREAL (Real Entrepreneurship through Active Learning).
Calia A. Torres, graduate student supervised by Dr. Beverly Thorn, Department of Psychology. Title: A Community-University Partnership Investigates the Pain Experience of Hispanics Patients with Chronic Pain.
Fan Yang, graduate student, School of Social Work/Center for Community-Based Partnerships. Title: Heart Touch Program.
Meaghan James, shown here, is a graduate student in Health Science. She and Dr. Angelia Paschal, associate professor in Health Science, presented this research poster addressing epilepsy issues.
Dr. Angelia Paschal, associate professor of Health Science in the College of Human Environmental Sciences, was chair of this year’s Engagement Scholarship Poster Presentation Committee. She was assisted by Tommie Syx, Center for Community-Based Partnerships. The following 16 posters were displayed in Sellers Auditorium of the Bryant Conference Center on Friday, April 18, 2014.
Carol Agomo, Community Affairs, with Antonio Gardner, Graduate Student, Community Affairs.
Title – Saving Lives.
Emily Broman, Honors College. Title – Art to Life: Preservation of Personhood.
Jackie Brodsky, graduate student, Communication and Information Sciences.
Title – Partnering with Community Agencies to Improve Information Access.
Douglas Craddock, graduate student, with Dr. Samory Pruitt, Vice President of Community Affairs, Carol Agomo, Community Affairs, and Tommie Syx, Center for Community-Based Partnerships.
Title – STEM Entrepreneurship Academy.
Jessika Banks was one of the SCOPE research associates, under the direction of Dr. Melanie Miller, who worked on this poster about the organization for emerging scholars.
Christine Hackman and Hannah Priest, graduate students, Department of Health Science.
Title – Holt Community Festival: Establishing a Community Partnership and Engaging an Underserved Community in Health Promotion Activities for Children.
Meaghan James, graduate student, with Dr. Angelia Paschal, Department of Health Science.
Title – Partnering with Community Agencies to Address Health Literacy Issues Among Parents of Children with Epilepsy.
Dr. Browen Lichtenstein, Department of Criminal Justice.
Title – Ajani Groups: A Community-Based Project to Reduce HIV Stigma.
Dr. Sara McDaniel, College of Education. Title – TEAMS+ (Tuscaloosa Encouraging Adolescents through Mentoring and Support).
Dr. Melanie Miller, Center for Community-Based Partnerships. Title – SCOPE.
Drs. Michele Montgomery and Paige Johnson, Capstone College of Nursing. Title – Community-Engaged Scholarship: Meeting Nursing Clinical Requirements While Improving Community Health.
Dr. Heather Pleasants, Center for Community-Based Partnerships. Title – Parent Leadership Academy.
Graduate student Antonio Gardner explains the Division of Community Affairs’ Saving Lives program. Gardner and Carol Agomo prepared the poster.
Adriane Sheffield, Educational Psychology. Title – West Side Scholars Academy: Building Rapport and Relationships with Community Members.
Tina Sheikhzeinoddin, graduate student, and Owen Killeen, undergraduate student, Department of Civil, Construction, and Environmental Engineering. Title – Better Bamboo Bikes.
Tommie Syx and Christopher Spencer, Center for Community-Based Partnerships.
Title – AlabamaREAL (Real Entrepreneurship through Active Learning).
Calia A. Torres, graduate student supervised by Dr. Beverly Thorn. Title – A Community-University Partnership Investigates the Pain Experience of Hispanics Patients with Chronic Pain.
Fan Yang, graduate student, School of Social Work/Center for Community-Based Partnerships.
Title – Heart Touch Program.
Emily Broman, Honors College, describes her research entitled Art to Life: Preservation of Personhood at the CCBP 2014 Poster Presentation.Dr. Sara McDaniel is shown here with graduate student Coddy Carter with their research poster TEAMS+ (Tuscaloosa Encouraging Adolescents Through Mentoring and Support).
