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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Institutional Review Board (IRB) handbook
(Southern New Hampshire University, 2023-05-15) Southern New Hampshire University
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The Need for Endometriosis Awareness: A Case Study of College Students and Medical Professionals
(Southern New Hampshire University, 2023) Harris , Rachael; Duryea, Katie
Endometriosis is an estrogen-dependent chronic illness in which tissue similar to the endometrium develops outside of the uterine cavity. This disease affects an estimated 10-15% of individuals with a uterus at reproductive age and yet it takes an average of 7.5 years for an individual to receive an accurate diagnosis. This delay in diagnosis, along with recent studies on endometriosis, suggest a severe lack of education on endometriosis within both the medical community and the general public. There is literature that suggests there is a strong need for more education and awareness of endometriosis in the global medical community. However, there is a lack of literature that addresses the knowledge of college-age individuals in the United States on endometriosis. This thesis consists of a focus group at Southern New Hampshire University that determined the knowledge of college-age individuals on endometriosis, the menstrual cycle and reproductive health. This thesis found that there is a need for more education on topics relating to endometriosis, the menstrual cycle and reproductive health. General practitioners, specifically pediatricians need to develop more knowledge on these topics and be willing to share their information with their patients in order to educate them and ultimately reduce the length of diagnostic delay of endometriosis and other diseases characterized by reproductive issues.
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Rock History Revamp
(Southern New Hampshire University, 2023) Huizenga, Noah; Boysen, Lyndsay
Overview: This nine-lesson unit is designed to be taught in a 7th or 8th Grade General Music class. While they were written to fill a 15-20 minute segment of class time, they could easily be extended to fit the needs of a different class. The content of these lessons is “Rock History,” starting in the 1800s and continuing till present day. While obviously not every band, artist, or movement can be covered in this short amount of time, an effort was made to include the most important cornerstones of the genre. For the format of the lessons, the first eight are informal “lectures,” where students are encouraged to answer questions and engage in thoughtful discussion. Additionally, each of the first eight lessons has a corresponding question worksheet, which the students are required to fill out during class time. These are the unit's main form of formative assessment. The summative assessment is delivered in lesson nine in the form of a game-show style trivia competition. In this lesson, students will compete in predetermined-teams to answer questions pertaining to each of the areas covered in the first eight lessons. Because of the lessons’ flexible nature, this document is not supposed to be a step-by-step guide of how to teach them. Rather, it will provide the main ideas behind each lesson, some strategies of how to deliver the content, and the different assessment tools being employed. Lastly, do not treat these lessons as individual entities, but as part of a larger whole. Take any opportunity to have students recall information from previous lessons to inform the current lesson. This is not only a great way of tying the material together, but also an opportunity to assess students’ knowledge.
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Teachers' Perceptions of Relational Trust, Leadership, and Culture In a New England Middle School
(Southern New Hampshire University, 2023-04-25) McDonald, Stephen; Littlefield, Charles; Richardson, Irving; Truebridge, Sara
Trust in schools has emerged as a foundational component and an extensively studied phenomenon, particularly as it relates to school improvement efforts. Research findings have suggested that collaboration and the establishment of relational trust among and between teachers and school leaders can contribute to improved school culture, teacher efficacy, and student achievement (Nias et al., 1989; Rosenholtz, 1989; Schliefer et al., 2017; Talbert & McLaughlin, 1994; Tschannen-Moran & Gareis, 2015). In this qualitative, phenomenological research study, seven content area teachers in a New England middle school participated in semi- structured interviews focusing on perceptions of leadership dynamics, attitudes, voice, efficacy, and trust in their school. In the 25 years since this school opened, there have been 10 building leaders. Participants’ work experience in the organization ranged from 10 to 25 years. Findings suggested that leadership changes and practices have contributed to a disjointed culture characterized by isolation, lack of voice, and distrust. Initiative fatigue, a confining school schedule, and perceived lack of support from leaders were identified as key components negatively affecting culture. Positive themes included teachers’ resilience, hope, and dedication to their students. The research focused on one school. Findings may inform expanded inquiry in this school and related studies in other organizations. Additionally, findings of this study, in combination with findings from concurrent studies and activities in the organization, may contribute to efforts by leaders to improve relational trust, culture, community, and teacher voice.
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Academic catalog fall 2022 international programs
(Southern New Hampshire University, 2022) Southen New Hampshire University