Education Commons^™

Youth Identity And Postsecondary Decision Making In A Rural State: Evidence Of A College For All Master Narrative, Jayson Seaman, Cindy L. Hartman, Andrew D. Coppens, Erin H. Sharp, Sarah Jusseaume, Molly Donovan

Faculty Publications

This study examined the normative messages that inform youth postsecondary decision making in a predominantly rural state in the northeastern U.S., focusing on the institutionalization and circulation of identity master narratives. Using a multilevel, ecological approach to sampling, the study interviewed 33 key informants in positions of influence in educational, workforce, and quality of life domains. Narrative analysis yielded evidence of a predominant master narrative – College for All – that participants described as a prescriptive expectation that youth and families orient their postsecondary planning toward four-year, residential baccalaureate degree programs. Both general and domain-specific aspects of this master narrative …

Bringing An Equity Lens To Eos Research: Report Of Workshop Findings And Outcomes, Shan Zuidema, Katharine Duderstadt, Kalle Matso, Lindsey Williams Dr, Alexandra R. Contosta, Harlan Spence, Paula Kozlowski

Earth Systems Research Center

On April 25, 2023 the JEDI-EOS group sponsored a workshop entitled Bringing an Equity Lens to EOS Research at the University of New Hampshire (UNH) in the Piscataqua Room at the Holloway Commons. The stated goal of the workshop was to synthesize and coordinate UNH’s efforts on geoscience topics impacting the health and well-being of under-served communities locally and regionally. The workshop welcomed approximately 35 participants primarily from the University of New Hampshire, but with representation from the NH Conservation Law Foundation, US Geological Survey, and NH Department of Environmental Services. A keynote address was provided by Dr. Daniel Faber …

Literary Fiction And Sympathy: How Reading Makes You A Better Person, Emma Rose Wick

Honors Theses and Capstones

I argue in this thesis that literary fiction enhances our ability to sympathize with others as a result of observing—and thereby coming to feel for—the perspectives of the characters by engaging in mental perspective-taking. As a result, we become able to sympathize with an array of individuals whose experiences are unlike our own, and which we may never understand otherwise. I argue that the ability to sympathize with others is valuable for the sake of being a morally good person, and for having an overall good character. This has value in and of itself, particularly from an Aristotelian perspective. I …

Teaching With Quantitative Data In The Social Sciences At The University Of New Hampshire: An Ithaka S+R Local Report, Patricia Condon, Eleta Exline, Louise Buckley

Faculty Publications

This exploratory study investigated the teaching practices of social science instructors at the University of New Hampshire who engage with undergraduate students using quantitative data in the classroom. The participants interviewed teach both general and discipline-specific data concepts as academic, work, and life skills. Primary challenges discussed by the participants that students face in engaging with these topics are understanding math and statistical concepts, learning new software and computing skills, limited prior exposure to data, and lack of retention of content from earlier courses. Participants addressed challenges in several ways in order to lower barriers to learning, including finding, vetting, …

Research Mentor Program At Unh Manchester: Peer Learning Partnerships, Carolyn B. Gamtso, Annie Donahue, Kimberly Donovan

Faculty Publications

At the University of New Hampshire at Manchester (UNH Manchester), the librarians, the Center for Academic Enrichment (CAE) professional staff, and the First-Year Writing Program faculty established a rich collaboration for supporting undergraduate students throughout the research process. This effort was realized by adapting a highly effective peer-tutoring program, integrating basic information literacy instruction skills into the tutor training curriculum, and incorporating the peer tutors within library instruction classes and activities. This chapter focuses on the current iteration of the Research Mentor Program, describes recent changes to the mentors’ information literacy training, and examines valuable lessons learned throughout the program’s …

The Analytics Managers Ultimate Guide For Working With Universities, Robert J. Mcgrath

Faculty Publications

The challenges organizations are having related to finding (and retaining) deep analytical talent did not materialize out of thin air…or overnight. Analytics and Data science – and the role of the analytics professional – has evolved over the last several decades and has been fueled by our ability to capture and process increasingly larger and more complex variations of data and our desire to gain increasingly granular insights to fuel innovation and creativity. While many organizations recognize that a partnership with a university can be a resource to many of these challenges, the best way to start a conversation with …

Rising Student Debt And The 2020 Election, James Kvaal, Jessica Thompson

The Carsey School of Public Policy at the Scholars' Repository

In this perspectives brief, authors James Kvaal and Jessica Thompson explore the challenge of college affordability and summarize the campaign proposals to address it. Driven by steadily rising college costs and student debt, the 2020 presidential campaign has put the issues of college costs and student debt on the agenda as never before. Many candidates are promising to transform the federal investment in college affordability, but there is great variety in how they would structure their initiatives. The debate on the strengths and weaknesses of these plans on the campaign trail is likely to have a substantial influence on future …

Syllabus, Christopher F. Bauer

Structure

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

01 Guide To Student Work In Fire And Ice, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

06 Exam 2 Take Home, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

05 Exam 1 In Class, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

03 Feb 24 Written Reflections Assignment, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

04 Mar 24 Reflective Writing Assignment, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

09 Intern Assignment Refractory Materials, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Student Profiles Early Class Survey, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

08 Intern Assignment Chemical Reactions, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Student Reports Instructor To Student Privately At End, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

07 Intern Assignment Biological Adaptations, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

02 Standing Weekly Writing Assignment, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Student Survey End Of Course, Christopher F. Bauer

End of Course Student Feedback

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Scope & Sequence, Christopher F. Bauer

Structure

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Fire & Ice Course Concept Map And Outline, Christopher F. Bauer

Structure

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Legal Education Unbundled (And Rebundled), Megan Carpenter

Law Faculty Scholarship

This essay calls for an unbundling of legal education, much like the kind of unbundling we have seen in the cable, music, and print news media. It suggests that the standard legal education "bundle"-the generalized JD-is just one of many forms of legal education that can be packaged appropriately for today's legal education market needs.

The University Of New Hampshire Open Educational Resources Survey, Tracy Keirns, Sean P. Mckinley

Open Educational Resources

The University of New Hampshire Survey Center conducted a survey of UNH faculty members about their usage, understanding, and needs from the University's Open Educational Resources (OER) program. An email invitation to complete the internet survey was sent to one thousand eight hundred and eighty-eight (1,888) UNH faculty members in March 2017. Overall, 437 faculty members responded to the survey, yielding a response rate of 23%. This report includes figures summarizing the survey results; detailed tabular results may be found in Appendix A, Appendix B contains the open-ended responses, and Appendix C contains the survey instrument.

Calvin Massey: Gentleman And Scholar, Ashutosh Bhagwat

The University of New Hampshire Law Review

I first met Calvin Massey in person in 1994, when I joined the U.C. Hastings faculty. However, I knew of and admired Calvin’s scholarship long before that. Six years earlier, I was a law student at the University of Chicago, and a student editor at the law review. In that role, I helped cite-check and edit a major article authored by Calvin, as well as a series of short responses by Calvin and other scholars, debating the meaning and scope of the Eleventh Amendment to the U.S. Constitution. I was struck then, and continue to be amazed, by the clarity, …

Symposium Presenters, Editorial Board

The University of New Hampshire Law Review

Listing of symposium presenters and their institutional affiliation.

Why I So Enjoyed Learning With And From Calvin Massey, Vikram David Amar

The University of New Hampshire Law Review

[Excerpt] “I am pleased and proud to participate in this tribute to Calvin Massey, with whom I had the pleasure to work and play for about two decades. When I think of Calvin—and I think of him often—I think of a generous friend, a gregarious colleague and a genuinely good man. He possessed many admirable traits, but today I want to focus on three: (1) his breadth; (2) his independent mind; and (3) his thoughtfulness.”

Domicile, Student Voters And The Constitution, John M. Greabe

Law Faculty Scholarship

[Excerpt] "The wisdom of using the Electoral College to choose our president is a hot topic. For the second time in 16 years (and the fifth time in our history), the "winner" of the national popular vote lost the presidential election in the Electoral College. To many, this "undemocratic" outcome seems wrong."

6.0.B Discussion Historical Idea Of Heat As Substance, Christopher F. Bauer

Day 06 Feb 10 Gas properties and laws. Historical ideas about heat.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

6.0.C.1 Hands-On Phase Properties Of Gases, Christopher F. Bauer

Day 06 Feb 10 Gas properties and laws. Historical ideas about heat.

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.