SNHU Academic Archive
Welcome to Southern New Hampshire University's online collection of student achievement, faculty research, and university archival material. Each community below contains a number of collections you may browse or search.
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Recent Submissions
Be Seen, Be Heard and Be Represented: The Impact of Diverse Literature in Classroom Libraries Through a Windows, Mirrors and Sliding Glass Door Approach
(Southern New Hampshire University, 2024-04-18) Hurd, Abigale; Whitmore, Linda; Matthews, Dr. Lowell
Classroom libraries are a foundational part of elementary classrooms. Traditionally, what is referred to as children’s literature has lacked both content and form. As the 21st century evolves, the growing changes in literature, education and societal norms necessitates a change in the dynamics of what constitutes a classroom library. Rudine Sims Bishop’s educational concept “Windows, Mirrors, and Sliding Glass Doors” has helped influence the field of education and literature since the early 90’s (Bishop, 1990). Based on her concept, it is common practice that children should feel represented and included when reading books from their library. Classroom libraries should reflect the demographics of the classroom and school population. The terms diversity and representation have grown to incorporate a variety of sub genres including education, political belief, family, language, religion, age, economic status, gender, disability, race, and many others (Hampton, 2021). An educational study of classroom libraries in New Hampshire elementary schools provided insight into the actual demographic of classroom libraries. By analyzing the components of current elementary classroom libraries, educators can be better informed on how their classroom collection aligns to the best practices of representation in literature. Becoming aware of the demographics of classroom libraries can help educators become well versed in the topic of literature representation when expanding or creating a classroom library. With literature and classroom libraries being a critical component of elementary classrooms; it is crucial that these collections are diverse in ways that allow the student population to feel represented and included.
The Grass Isn't Always Greener on the Sod Side
(Southern New Hampshire University, 2024-04-15) Choiniere, Caroline; Collins, Dr. Aaron
Predatory insects and biological controls may allow for decrease of chemical treatments of sod crops. A study must be conducted to determine the role of biological controls in the quality and production of turfgrass sod.
Educator Perspectives on Inclusivity and Belonging in the Classroom
(Southern New Hampshire University, 2024-04-12) Luby, Shannon; Bergen, Abigail
In 1993, Carol Goodenow and Kathleen Grady “defined school belonging as ‘the extent to which children feel individually welcomed, respected, included, and supported by others within the school social environment’” (Allen, 2022, para. 4). This definition still applies today, but has evolved to include children feeling as though they can be their authentic self in the classroom, even if that is the only place they can be their true self. The intent of this research is to use a survey to examine educator perspectives on inclusive practices, with a focus on two elements of a classroom with a sense of belonging. First, what does an inclusive classroom environment feel like for students, and second, what strategies and practices do teachers implement that create an inclusive classroom? The results of the survey will be analyzed and presented to showcase how educators can ensure all students are celebrated, and to compare the research to what is currently happening in the classroom.
From Dark Days To Musical Ends: A Case Study on the Effects of a Musical Social Event on the Wellbeing of Geriatric Populations with Dementia
(Southern New Hampshire University, 2024-04-12) Gage, Olivia; Hendery, Michael
Dementia is one of the leading diagnoses of senior citizens. While scientists have started to discover the causes of dementia, there is no cure. Therapists and families turn to compassionate care for their loved ones with a dementia diagnosis during their final years. Music therapy is an upcoming field of therapy established in the 1970s. In recent years, therapists have started to use music therapy as a form of compassionate care. There have been minimal studies conducted to examine the effects of music therapy on the well-being of geriatrics with dementia. Through this study, caretakers of geriatrics with dementia will observe residents over 10 days surrounding a music therapy session. Via self-reported notes or interviews, the observations will be collected and analyzed to determine if there is a significant effect on the well-being of geriatrics with dementia due to music therapy. Through tagging of positive and negative well-being traits, it was concluded that there was not a significant increase in positive well-being. However, there does appear to be a skew in the data due to an increase in residents being observed after music therapy that had negative well-being traits. Comments from a second participant indicate that there may be a correlation between sleep and mental reset canceling out the positive effects of music therapy overnight. This study did not explore this correlation but foresees a possible correlation that could aid in the interpretation of this study in the future.
SNHU's Red-tailed Hawks
(Southern New Hampshire University, 2024-04-03) Naska, Makenzie; Morse, Jonathan; Salyards, Emily; York, Katharine
During our first year at Southern New Hampshire University (SNHU), in fall 2021, we noticed two Red-tailed hawks on campus that we named Hank and Katy. Throughout the school year, we observed frequent changes to the school environment, like trees that were cut down. The loss of forested areas caused us to worry about the safety of the hawks. We questioned the hawks’ roles on campus and wanted to learn more. Our curiosity led us to initiate this research to educate other students and conserve the hawks’ presence on campus. After about a year, the hawk pair bred and hatched a chick we named Finn. The introduction of a juvenile to the hawk family carried our data along into the 2nd year of research. The guiding questions of our research were (1) How does the family of Red-tailed hawks interact with the SNHU campus and community? and (2) In what area of the campus are the hawks nesting? We used a campus survey, social media, observations, and drone deployment to collect data. We found there was a mutualistic relationship between the campus and the hawks. The campus provided a habitat for the hawks while the hawks controlled animal populations through hunting. We also found that the SNHU community was knowledgeable about the hawks' presence, as shown by their involvement in the survey and social media. We did not locate an exact nesting site. However, we believe that the southern forested area of campus is the most likely location due to the protective habitat provided by the trees. We aim to continue our research through next year by engaging with the community and creating an informative plaque to display our research.