2006 - 2007
By educating children from traditionally underserved communities about the important measures they can take to maintain a healthy brain, this project hoped to create a ripple effect of neuroscience health care awareness and advocacy throughout the greater community.
This program included a three-part project in which:
- Students from UST created demonstrations for educational outreach within the Twin Cities metro community. The Loftus Grant provided funding for students in the 2007 Physiological Psychology course to create interactive service learning demonstrations about brain health that were presented to local public K-12 schools.
- Members of the metro and St. Thomas community learned about brain health through a public lecture by a prominent neuroscientist. The grant provided transportation and an honorarium for a nationally renowned speaker to give a highly advertised, free, public lecture on recent breakthroughs in neuroscience research and preventative medicine.
- Two UST students presented their educational outreach materials at the Annual 2007 Society for Neuroscience Meeting
The purpose of this project was to address the medical and health care needs of students who speak English as a Second/Foreign Language (ESL/EFL) at the University of St. Thomas. When a ESL/EFL student is ill or does not feel well, it is more difficult to clearly communicate and understand complex medical terminology in a second language. This project strived to have a positive impact on the medical attention, medical information received and health care interactions for students who are ESL/EFL speakers at the University of St. Thomas Health Services.
The purpose of this research project is to illuminate the academic cultural capital that students of color and first-generation students bring with them to college. The main objective is to investigate what specific types of academic cultural capital and social capital skill sets do underrepresented and low socioeconomic students learn from their family, friends, and other significant adult role models about how to achieve academic success. If universities develop a better understanding of students' academic cultural capital then colleges will be able to design more effective first-year college transition programs.