UNH Graduate Student Combatting Homelessness in NH through Field Experience

Graduate School Information Session at Manchester Campus on Wednesday, December 3

As temperatures begin to plummet in New Hampshire residents are firing up the wood stove or turning up the heat on their thermostats. This works for most but is not an option for an estimated 2,576 homeless people in New Hampshire, as reported by the NH Department of Health & Human Services. 

Daniel Bricker is working to combat homelessness and provide other important social services to those in need, while he works full time and takes weekend classes. Bricker joins 25 other UNH graduate students in the Master of Social Work (MSW) Program in the weekend program offered at the Manchester campus. As part of their graduate program, students are required to complete two field placements. Bricker is in his first placement at Healthcare for Homeless (HCH), where he assists program participants as they receive a variety of services, ranging from: housing issues, substance abuse and disorders, domestic violence, and mental health issues.

“Some people suffer a particular injury then begin to self-medicate with drugs or other substances,” said Bricker. I want them to know that they can be helped.” Bricker said the social service programs in NH offer a multi-disciplinary approach to providing people with the assistance they need.

“In NH we do not only look at problems like mental health, vagrancy, and substance abuse disorders just as a law enforcement issue; we get other organizations involved and think outside the box as how we can best serve the clients.”

Bricker is a former Marine Scout Sniper Team Member, Police SWAT Team Member, United Nations War Crimes Tribunal Criminal Extrication/Bodyguard Team Member, U.S. State Department Afghanistan Diplomatic Security Team Member and New Hampshire Police Academy Training Lieutenant. “As a police officer I was able to see firsthand how poverty and drug abuse can rip apart a community and I wanted to be able to do something more about it.”

“The Manchester MSW program provided me with flexibility to keep my full-time job while going to school. I have access to top-notch professors that have a wide breadth of experiences which have provided me the ability to learn about the life span process of a person, and really teach me how analyze social welfare policy and how it affects my clients.”

Bricker is expected to graduate from the MSW program in 2016 and will continue to enjoy and learn from his internship that lasts through May.

“People are resilient, even when things seem surmountable, we are capable of change, and EVERY person can improve their situation.”

If you have a passion for helping people, join Bricker and other social work professionals in class by enrolling in UNH’s Master of Social Work (MSW) Program or Substance Use Disorders Graduate Certificate Program. The MSW program at the Manchester Campus is offered in a weekend format and is currently reviewing applications for Fall 2015.

Attend our next Information Session on Wednesday, February 4th.

For more information or to register for the session, visit: http://gradschool.unh.edu/manchester/php/gsmc_reg.php or call 603-641-4313.

This autumn semester has been daunting for everyone at UNH-Manchester, but no one has had a more intriguing project than the students enrolled in English Grammar. All of these students have elected to take one of the most challenging English courses offered at the college, a four-month whirlwind that is about much more than subjects, predicates, periods, and commas.

The first stage of the course is a fascinating historical survey of the English language, an exploration of its roots in German and Latin that encompasses much French, Irish, and Scottish history. The second half of the course is preparation for each student’s final research paper, an extensive essay on the grammatical or linguistic topic of one’s choosing.

The project allows for each student to explore his or her own interests, to see what there is to learn about grammar and language that was not touched upon in the classroom.

One student chose to write about the effect of profanity in speech, and another argued the time has come for the word “whom” to be considered outdated. I spoke with Mike Bizier, who wrote his essay on how and why words are manipulated by politicians. His essay is not your typical grammatical paper, focusing less on syntax than on political marketing and the psychology of language, how fear is instilled into American voters.

“Branding is important in political language,” he says. “Our brains store words and images and create links between ideas. Consider the word hope: whenever we hear that term, we can’t help but imagine Barack Obama or another politician who often used the word in his or her political campaign. My paper exposes the use of language in this way and how we can know when to look out for it.”

Bizier was inspired to write this paper when he was studying Frank Luntz, a well-known political consultant who created euphemisms to popularize his client’s ideas. “He is the man who created the phrase ‘deep-sea fuel exploration’ to replace ‘offshore oil drilling’, among other things. I thought his work was morally reprehensible because it takes one concept and twists it into something totally different. His work shows just how powerful words can be.”

Kristen Boelzner wrote her final paper on fictional languages, such as the Elvish tongues heard in The Lord of the Rings and the language of Jabba the Hutt. She took her inspiration from herself, as she used to speak some Elvish in her youth. “I really enjoy science fiction and fantasy with invented languages,” she says, “so I wanted to see if there were any academic undertones beneath them. People who speak Elvish aren’t considered bilingual; instead of an academic achievement, it’s considered a psychological experience. I want to change that. I’m interested in what your language says about you.”

Boelzner’s paper is important because it illustrates the favoritism one language may receive over another. “If a meeting is held in English, we can guess that the meeting is going to favor or support English-speaking people. That’s why studying grammar is so important: it affects you every day without you even realizing it.” Boelzner argues that grammar is especially important for business majors, as a firm understanding of language will “allow you to express yourself and your ideas better. You have to be able to represent your company and your clients efficiently.”

The class is open to all students, and Bizier and Boelzner believe that it may be of particular interest to non-English majors. Bizier discussed how he incorporated political elements into his project, “tying some history and psychology into the paper. I look at how words have been manipulated since Ancient Rome, during World War I, and in the present day. I think that we can all relate to this stuff because it affects everyone.”

Boelzner pointed out that students can tailor the final paper to their major: “Computer science majors can look at the technological side of language, like binary code, or how terminology is created by technological change. History majors can focus on how language is used in war and how it has changed over time. Politics and Society majors can look at how language is used in political campaigns. It’s open for everyone and it benefits any person.”

Request more about UNH Manchester English Program.

Rare Book Librarians are responsible for the curating rare books. They help their repositories buy them, preserve them, and oversee their use. Because the books are rare, and sometimes fragile, they do not circulate, as do books in regular library. They also require special care in their handling.

Some rare book librarians have been involved with digitalization projects.  Digitization serves as an access tool that allows more people to access the book, while restricting the handling of the original book. Some of these digital projects just provide the contents of the book.  Some may be more elaborate and try to recreate a user experience that mimics the feel of the original as much as possible.

Rare book librarians typically have at least a master’s degree in library science, and often a second graduate degree in literature, history, theology, or other subject related to the main focus of their collection. They usually have at least a working knowledge of the history of printing, techniques, papermaking, etc. Larger academic libraries and research libraries may expect their rare book librarian to have a Ph.D. They often expect their rare book to be a scholar. For some fields, reading competence in one or more foreign languages might be needed. This enables the rare book librarian both to judge the value of the book, and

Rare book librarians can work for academic libraries, private research libraries like the American Antiquarian Society, government libraries like the Library of Congress, or auction houses. Some work for private collectors or book dealers.

Conservators may have similar functions to rare book librarians, but with some additional training in book conservation. Book conservators work to slow the process of deterioration, or decay of old books. Because most of these books are made from organic materials, conservators need a good background in organic chemistry (similar to art conservators), so that they can anticipate how the components of the book will react to their environment. This enables them to make educated preservation decisions.

A book conservator will likely have a master’s degree in library science, as well a certificate or additional course work from a special program like Boston’s North Bennet Street School.

Request more information about the History and Humanities Programs at UNH Manchester.

A museum educator is someone who is responsible for creating and overseeing educational programs for K-12 students.  They design tours and other activities for students of different ages, and occasionally organize special events.  They may interact with students either at the museum, or sometimes as visitors to classrooms at local schools to their museum.  Some museum educators help write grants to get funding for new initiatives at their museums. For example, a grant might buy iPads or other technologies to enhance a school program.

Most museum educator jobs require a B.A. in History, and an MAT or M.Ed. from a regionally accredited education program, and sometimes state certification in social studies.

As in any field, experience is a bonus. Doing an internship, volunteering, or working entry-level museum job as a seasonal tour guide is good experience.  Some museums may want applicants to have some prior classroom experience.

Larger museums may require a second master’s in public history or museum studies.   

Request more information about the History and Humanities Programs at UNH Manchester.

The protests over grand jury decisions in Ferguson and New York City have brought back into public consciousness – the longstanding mistrust of the criminal justice system by African Americans, and racism generally.  The problem has become pronounced enough that following the Gardner grand jury decision that even individuals who have been traditionally skeptical that there is a problem with racism, institutional racism, and white privilege have voiced concerns. [Link 1]

It is a topic that is fraught with tension.  On the one hand, teachers and professors have students of color (and not necessarily just African Americans) who may well have faced discrimination in both subtle and blatant ways, only to have their lived experiences invalidated by others who have not had those encounters.   On the other hand, the topic can also make white students uncomfortable and defensive.  As faculty, we must negotiate these potentially choppy waters, without invalidating the existence of racism, or the experiences of our students who have lived through it.  For understandable reasons, the invalidation of their experiences plays a significant role in the anger and frustration they feel.

When talking about racism, or “bias” incidents, in the vernacular of UNH, it is important to keep in mind that it is not always as palpable as a racial slur, or someone leaving a noose hanging by the door of a student or faculty member of color.  Sometimes it comes from a place of ignorance, rather than willful malice.  The stories of high school and college students who may not dream of using certain epithets wearing black face to a party come to mind.  

[Links 3 & 4} Even high school administrators don’t always appreciate why the wearing of blackface is a problem. There are, of course, students who find blackface troubling, and offensive. And, while some acts may be deliberately racist, in some cases, it’s possible that no one has ever explained to them the history behind black face, so that they understand why wearing black face is deeply offensive and hurtful, rather than just the “good fun” they might have thought.  The people in this category are often remorseful when called out for their behavior, and hopefully, have learned to be more thoughtful.

It’s not just college students, either.  An Austin, Texas PR firm specializing in food and restaurant promotion landed themselves in trouble after calling themselves “Strange Fruit PR.”  [Link 5] The owner admitted being aware of the 1939 Billie Holliday song of that name, about the lynching of African Americans in the Jim Crow South. [Link 3] She just did not realize just how much poigniance that song still has, 65 years after it was recorded.  

There is also Lemony Snicket author Daniel Handler’s recent gaff at the National Book Awards, wherein he made a joke about African American writer Jackie Woodson being allergic to watermelon.  [Link 6]  While it’s unlikely that the people in these three incidents were deliberately being racist, it does signal the need for a more thoughtful dialog about race.

The approach to teaching race will obviously depend on the age and level of the students, particularly in the level of detail, but first thing is first.  If you are not someone with a lot of content knowledge about race, slavery, segregation, civil rights, or related topics, it is absolutely critical to be well informed before embarking on these discussions.  Reading, or attending workshops, if you’re a K-12 teacher, is your best option.  

Although there are exceptions,  I generally tell my aspiring social studies teachers not to rely on documentaries as their primary source of information.  Well-researched, well-executed documentaries can be useful pedagogical tools, but they are incomplete source of information and often don’t provide the depth someone who wants to have or lead a serious discussion about a topic needs.  Browse your local library or bookstore.  Not sure what’s good?  Ask a reference librarian!

The second part is the materials.  There are a lot of great documentaries, like Eyes on the Prize, that address Civil Rights that can be shown to school-aged children, though perhaps not before middle school.  Reading stories about figures like Rosa Parks may be the best way to teach the youngest students about our past.  At the college level, I find it helpful to include a heavy dose of primary source.  Engaging with the sources gets students to realize that discussions of the past are more than abstract events.  It makes them more tangible.  

In general, any academically substantive history course will include at least some primary sources – excerpts of journals, newspapers, political cartoons, photographs, or even recorded oral histories.  There are additional advantages when talking about difficult topics like race.  By placing the focus on the primary sources, it makes the discussion less personal.  That may help mitigate defensiveness among some students.  The second of all, is that primary sources are a great way to push the students to think about difficult topics in a more thoughtful, and analytical way, rather than having a visceral response to the topic.

Request more information about UNH Manchester History and Humanities Program. 

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[Link 1] http://thehill.com/blogs/blog-briefing-room/226112-george-w-bush-garner-...

[Links 2 & 3] High School: http://blogs.riverfronttimes.com/dailyrft/2014/11/high_school_seniors_pl... College: http://www.huffingtonpost.com/2012/10/29/university-of-florida-blackface...

[Link 4] http://www.washingtonpost.com/news/morning-mix/wp/2014/12/08/strange-fru...

[Link 5] http://www.washingtonpost.com/blogs/style-blog/wp/2014/11/20/daniel-hand...

Shane Johnston wanted to see the world. He wanted to be a part of a team, as he had playing sports. But he also wanted to gain some training and experience for a future career.

These were the thoughts going through Shane’s head when he decided to join the Navy after his graduation from Memorial High School in Manchester. He was 18 and wanted to become a firefighter. He felt the Navy was the right fit to help him acquire some experience. And the bonus was that he would also receive education.

His high hopes for the Navy proved accurate.

After completing boot camp, Shane was stationed on the USS Blue Ridge in Japan. He completed four months of training in fire science to become a Damage Control Petty Officer.  In this role Shane and 11-13 others were responsible for emergency response to casualties, fire, flooding, and toxic gases on the ship.

Shane was also trained in chemical, biological and radiological (CBR) defense as well as emergency response for aircraft landing or taking off from the ship. Not only was he “constantly training”, but he spent time training other personnel on the ship too. On a ship of 600-1000 people, it was imperative that everyone have basic emergency response skills.

In the midst of all of his job training, Shane did not forget about his desire to pursue a degree. “It seems like the Navy was promoting getting an education, a degree”, says Shane.

There was a college on base connected to the University of Maryland. When his ship was in port, Shane could take night classes. Since he was stationed in Japan for three years, he took classes that included Japanese language, personal finance, history and research methods. These were classes that interested him and could get him started in his pursuit.

When his ship was at sea, there was an Educational Officer on board to assist with schooling. Shane could take online courses as well. And though it wasn’t easy with the demands of his job, he was able to complete three or four classes.

Coming back to New Hampshire was also always part of Shane’s plan. “I knew that I wanted to be close to family and friends,” he says.

So before his commitment to the Navy was over, Shane applied and was accepted to UNH. He chose it for it’s reputation as being the best state school in NH, the fact that he had friends that attended, and it was his mother’s alma mater.  He did not want to wait to start school.

During his service, Shane spent quite a bit of time in physical therapy due to injury. It was during this time that he became interested in the subject and began to consider pursuing it as a career.

“I like that it has lots of directions”, says Shane referring to how he could work with a variety of people from children to adults.

Shane was released from the Navy 4-5 months early because of his acceptance to college. He returned home and began college classes at UNH Durham.  But despite his “attitude that (he) could overcome anything” and his thinking that school “should be a piece of cake”, adjusting to civilian student life was tough.

“I was different than the average student”, says Shane.

After his first year in Durham, Shane transferred to the biology program UNH Manchester.  His military experience has helped him to stay disciplined and study hard. Anytime he begins to feel stressed about his schoolwork, he remembers the obstacles he overcame in the military. It gives him perspective and motivation to keep working.

UNH Manchester has made things easier for him as well. The staff has helped him with paperwork for housing and transferring course credits from the Navy. The small class sizes allow him to get to know his professors. The help is right there when he needs it.

“All the resources are readily available”, says Shane. And when he needs extra help, or tutoring, “it’s easy here. It’s convenient to get that.”

There are veteran related events from lunches and appreciation dinners to meetings for resume building and information on graduate school. They’ve helped him to reach out to the Intern Coordinator and Graduate School Coordinator. He will complete observations hours in Concord and at Rivers Edge in Manchester soon. He also would like to get his doctorate some day.

The commuter campus provides the opportunity to join a community. Shane is a member of the Ultimate Frisbee Club and Biology Club. He’s careful to stress however, that if you don’t want to be involved like that, you don’t have to. The campus can be what you want.

Shane received the solid foundation he sought from the Navy. And now, UNH Manchester is helping him continue to grow and achieve his goals.

Request more information about UNH Manchester. 

It used to be Psychology students would have to wait until grad school or later to get their hands on some real life research opportunities, or be one of a lucky few chosen by a professor for such a chance.

But Associate Psychology Professor Alison Paglia has changed that. Now anyone who takes her Community-Based Research class--which is available once a year and has seats available for this Spring--has the chance to work with a group to research real community-based issues.

This project-based, service-learning class, not only helps students gain the practical and intellectual skills they will need to transfer to the workplace, says Paglia, but they are helping out nonprofits in the community.

"The class, which incidentally satisfies capstone requirements for seniors," says Paglia. "Helps develop skills like teamwork and problem solving while also teaching students how to synthesize information as well as analyze, interpret and present data to an authentic audience."

Amanda Riney, 21, from Nashua who is a senior in the Psychology  program, took the class last Spring. For her project, she and her team worked with New Hampshire Hospice and Palliative Care Organization. Their task was to interview medical care professionals working in hospice settings to find out how care providers felt about addressing the spiritual piece of the hospice experience.

"It's very hands on," says Riney. "The students really have a say in how the project is going to go. The professor is there to guide you, but you are responsible for setting the deadlines and creating the structure of the project."

And while some may be daunted by that, Riney says her group embraced the challenge and really enjoyed seeing the project through from start to finish.

"That was our baby," she says. "We were so passionate about it because we put all that time and energy into it. We weren't just doing it for a grade, we were doing real research that was going to affect people."

Riney says she's confident being able to put her research experience on her resume is going to give her a leg up on the competition after she graduates in the Spring of 2016.

Not only is it a benefit to the students, but it benefits area nonprofits as well.

"The program originated with people from the community coming to me with research needs," says Paglia. "And I started out by recruiting students one by one to do the research and then I just thought, 'Why not make this a class?' So I did."

This is the project to be conducted in the spring of 2015 brought to Paglia by Jean Tewksbury, Director of Programs at the YWCA. Tewksbury and her staff want to do a better job of reaching out to and designing programs for, recent college grads and young professional women. Being a nonprofit, time, staff and resources to dedicate to a project like that are hard to come by. So Tewksbury reached out to Paglia and her class for help.

"This will allow us to better be able to gauge our target population which in turn will help us learn how we can draw the in to use our services," Tewksbury says. "By using this program, we're able to have a group of people be able to truly focus on getting out in the community and where the holes are in what we are offering. It also means, while they are out there, our staff can be here focused on our programs."

Request more information about UNH Manchester Psychology program. 

Manchester, NH is among the top 10 places for jobseekers in the U.S., according to a report from Beyond.com, an online hiring firm. Manchester ranked third in the Beyond.com list for places with the most open job positions during the last three months of 2013.

The list marks healthcare & medical, merchandising & retail, and sales & sales management as the top industries that created jobs in Manchester, the only location in New England to make the top ten.

The report and infographic are available to view online at Beyond.com.

Students, if you are interested in help developing your resume and refining your career search skills, schedule an appointment with Jennifer Landon, UNH Manchester Career Consultant.

Originally published in February 11, 2014

I remember debating what the next step in my college career should be prior to transferring to UNH Manchester. I had been attending a local community college in the greater Manchester area for the last few years. I had taken quite a few different courses during my time there, but I was still unsure of what I wanted to do.

Around the time that I began looking into what the next step in my college career would be, quite a few people I knew were either attending or had attended UNH Manchester and spoke very highly of their experience there.

On paper it looked like a great choice: UNH Manchester was affordable, it was in my area, and it was offering a program that I had some interest in. After attending an open house in the spring of 2013 I decided that I would give it a shot. This school seemed like it just might be the place for me.

I started my first semester here last fall, and it did not take long for me to realize that coming here was the right decision.

What struck me almost immediately was the positive attitude of the faculty and staff. My professors seemed just as invested in my success as I was. I had advisors that would meet with me to evaluate what I was doing and help guide me on what my next step should be. This experience was completely new to me. I had never experienced this kind of vested interest in my success. I am very grateful for it.

UNH Manchester is a ‘commuter school’ and the term ‘commuter school’ carries with it some negative connotations. The idea seems to be that by not living on campus, you are somehow denying yourself of a ‘true’ college experience. But that notion simply isn’t true.

Part of what defines a ‘true’ college experience is what you, as a student, decide to do with your time while attending college.

I feel that, in my case, this experience did not really click for me until this past semester. What I realized, rather quickly, is that there are plenty of opportunities for a student here to get involved in what is going on at UNH Manchester. There are plenty of clubs, events, and different programs to get involved with if you just look for them. Keep in mind that you don’t have to look very hard to find ways to get involved, but you do have to look.

In just a few days, I will be performing in an all student production of the Importance of Being Earnest. I haven’t performed in a play since high school. Initially, I had quite a few trepidations about doing this production. Even now I’m nervous that I might flub every line I have or do something ridiculous like trip on stage and completely embarrass myself. But the outcome of the play doesn't really matter. What matters is that this experience has been a lot of fun. Through this play I’ve gotten to know other students. I’ve made friends through this experience. To me, that alone makes doing this play very worth it.

I have a few semesters left before I graduate, however I am looking forward to making the most out of my time here. There are a multitude of opportunities for me to take advantage of during the time I have left. I hope to take advantage of as many of them as I can!

Request more information about UNH Manchester.

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Wayne Charrette is a junior in the English program.

Originally published in March 2014

Kathleen Mullin, University System of New Hampshire Associate Vice Chancellor for Partnerships & Strategic Initiatives, was appointed to work with the University of New Hampshire’s campus in Manchester for 18-months.

Effective January 5, 2015, Mullin will be on special assignment with UNH Manchester to strengthen relationships with the state’s community colleges, collaborate with the university’s enrollment management team and help drive strategic initiatives designed to move the college forward. 

Mullin’s appointment to UNH Manchester comes as the college prepares for a March 2015 move to a new campus location at 88 Commercial Street.

“We believe in UNH Manchester’s vibrant future:  opportunities for students, partnerships with businesses, not-for-profits, and K-14 in the Merrimack Valley, and new programs that will meet the needs of the next generation of New Hampshire’s workforce,” says UNH Provost Lisa MacFarlane. “Kathi’s energy, creativity, and expertise will be critical in helping us knit those together.”

UNH Manchester Interim Dean Michael Hickey describes Mullin’s key areas of focus as creating clearer pathway programs for community college students interested in a UNH education in Manchester. She will also be focused in the areas of enrollment management and the introduction of new programs.

“Kathi brings fresh energy and ideas to the college stemming from her background with the Boston school system, as Interim President of Granite State College and as Associate Vice Chancellor with USNH,” says Hickey.

Mullin’s position as Associate Vice Chancellor for Partnerships & Strategic Initiatives for USNH included the development of Pathway Programs to community colleges, strategic partnerships and program development.

“Kathi has been an asset to the University System as whole in both her capacity at Granite State College and in her more recent role as Associate Vice Chancellor within the System Office. Kathi has been instrumental in building partnerships, playing a lead role in community college collaborations and K-12 initiatives such as STEAM Ahead,” says USNH Chancellor Todd Leach. “Kathi's high energy approach and focus on execution have been key factors in the success of numerous initiatives. I have no doubt that Kathi's combination of partnering and operational skills will make her an equally strong asset in her new role at UNH Manchester.”

During her tenure as Vice President for Administration at Granite State College, Mullin helped the GSC team execute the College’s strategic vision by advancing academic innovation and expanding access to affordable, quality education that allows students to increase their social mobility. 

Before beginning her higher education career at Northeastern University and then Granite State College, Mullin had a long and nationally-recognized career in K-12 education in the Boston Public Schools. As part of the senior administrative team responsible for the development and implementation of all district-wide high school reform initiatives, she served in a top leadership role to address issues including student achievement, fluctuating enrollment, financial sustainability, school facility planning and operations, and internal and external governance. 

Mullin is the recipient of many awards and other national recognition, including the Innovations in Education Award presented by Boston Mayor Thomas Menino in 1993 and 2000, the Boston Private Industry Council Achievement Award in 1996, and the Henry L. Shattuck Award for Excellence in Public Service in 1992. In 2014, Granite State College presented Mullin with the inaugural Todd J. Leach Award for Innovative Leadership.

Download a high resolution image.

Brain injuries have been receiving some high profile attention lately. The Centers for Disease Control and Prevention estimates that 1.6 million to 3.8 million concussions occur each year and while the risk is highest for football players (75% chance for concussion) and girls/women’s soccer (50% chance for concussion)- these injuries can happen to anyone.

On Tuesday, January 13, Daniel Seichepine, UNH Manchester lecturer & clinical neuropsychologist, will discuss the science of brain injuries, including long term effects, key treatments and prevention technologies.  

The discussion is offered as part of the SEE Science Center's Science on Tap program held at the Shaskeen Pub at 909 Elm Street in Manchester. The event is free and open to the public. Doors open at 5:30pm.

For more information, visit the SEE Science Center website. Science on Tap is presented by the SEE Science Center in partnership with UNH Manchester and SilverTech.

“I discovered that vibration is way to make things move,” said Alex Paquin, age eleven, pointing to his Eco-Bot. Another participant, five-year old Tenzin Gamtso declared simply, “I love robots!” And Grayson Schoenfeld, nine, dissolved into giggles as he proudly watched his Eco-Bot move around the containment area he designed and built out of Popsicle sticks and straws.

On January 14^th, more than two dozen students and adults participated in Family Science Night, a joint program hosted by the UNH STEM Discovery Lab and UNH Cooperative Extension. Each family worked as a team to build an Eco-bot, a motorized robot built using only a toothbrush, a watch battery, a tiny motor, and tape. The first challenge was to build the Eco-Bot. The second challenge was to use a variety of materials to build a secure containment area for the Eco-Bot to move in. Last, each team was challenged to see how much “toxic waste” their Eco-Bot could clean in two minutes.

Many teams made modifications to their standard Eco-Bot to improve stability or to increase the clean-up capabilities of their creation. Solutions ranged from adding stabilizers for balance, to attaching a snowplow to the front end of the Eco-Bot, to the addition of sweeper wings. “That’s thinking like an engineer,” said Sarah Grosvenor, Field Specialist for UNH Cooperative Extension and a member of the UNH STEM Discovery Lab team, who was the facilitator for the event.

The director of the STEM Discovery Lab, Mihaela Sabin, plans to hold a series of Family Science Nights at UNH Manchester. “The vision of the STEM Discovery Lab is to advance STEM education for all. For me, watching the family engagement and seeing enjoyment across the board by all participants made this a memorable experience.”

Learn more about UNH Manchester STEM Discovery Lab. 

Inside a lecture hall at her former college, Emily Lukasiak was one of many. But in her biology classes at UNH Manchester, she was the girl who worked in the library, the girl in the biology club, the girl with lots of friends and plenty of activities. In those classes, she wasn't one of many, she was Emily. Her professors knew her, her classmates knew her, they were a team in it together.

"The first thing that struck me about UNH Manchester, and I say this to anyone who will listen, was the size of the classes," Lukasiak, 21, a Biology senior at UNH Manchester says. "At UNH Manchester, the biggest class I had was 44 students and most of them were typically 20 to 30. But at my former school, it was an auditorium of 200-300 people…. At UNH Manchester, the professors know your name, they know all about you."

Lukasiak graduated in 2011 from John Stark High School in Weare. From the time she was a freshman in high school, she knew she wanted to be a Physician's Assistant. In the same way, she knew she wanted to go away to a residential college. So she did. She was accepted to a residential college in Massachusetts and away she went.

But it wasn't quite what she expected.

"I liked the people that were there, I liked what I was learning," she says." But it took professors an entire semester to know your name, even if you went up to them every day to ask questions. I just never felt like I had a connection to any my professors or anyone in the class."

And at the time, that's what she needed most. Her parents had divorced during her senior year. She started school still reeling from the change in her life when her mother told her they were having financial troubles.

Lukasiak made the decision to come back to Manchester. She would live at home and go to UNH Manchester to save money.

From the first day of her new school, she was in love. Her small classes allowed her to get to know her professors and feel comfortable to let them know when she needed a little extra time or support.

"You know, they'd see you coming to class every day, so if you were having a personal issue and needed to miss a class, you could just go and talk to them," she says. "They were just so understanding."

They also knew her learning style and were able to offer help and advice based on that knowledge. Furthermore, when it came to her dream of becoming a PA, her advisors helped her map out a path to to MCPHS University, with whom UNH Manchester has a partnership with. Not only that, they helped her to get the classes she needed to be able to graduate a little bit early.

"If I would have graduated in the spring, I probably couldn't have started at MCPHSU until the Spring of 2016," she says. "This way, I get to graduate a little earlier, I get to get started at MCPHSU sooner and then hopefully get out and get a job much sooner."

In addition to the small class sizes, Lukasiak says she appreciated the sense of community she felt in her classes. She says it was so refreshing to be in a classroom full of people who were so focused, who really want to learn and to be there. Further, they were all able to get to know each other, which made school feel more like home.

“I feel like I’ve gotten an education that’s second to none at UNH Manchester… Come spend a day here, just spend a day.  You will feel that sense of community. I would say to [prospective students] that if they came here, they are going to be challenged. They are going to make friends, they are going to have opportunities they wouldn’t have somewhere else.”

Request more information about UNH Manchester.

UNH Manchester will be relocating to 88 Commercial Street in mid-March. It's a big move and we know there are many questions!

We've captured some questions and provided answers below. If you still have a question, please click the button below and send the questions our way and we'll do our best to answer in the next few business days.

• Why are we moving?

  Great question! Read this blog by Kristin Boelzner, junior English major, takes us inside the move from a student perspective.

• When are we moving?

  The majority of the college will be moving during the week of spring break. The biology labs will remain at 400 Commercial Street until summer 2015.

  There will be intermittent services available during our move during the week of spring break. We will update this page as more information is available regarding services the week of spring break.

• Where will I park?

  Parking for students, faculty and staff will be located immediately around the building, across the street in the WMUR parking lot, and students may park in the blue zone spaces.

• Do I need a new parking pass?

  Yes, students will need to exchange their parking pass at the campus security desk the week after spring break.

• Tell me more about campus security.

  The campus security desk will be located at the main entrance, immediately to the right. The campus will be equipped with security cameras both inside and outside the building.

  Campus security officers are on duty during campus business hours. They provide authorized access to University buildings after hours, secure campus buildings and parking lots. Campus security issues college ID's, coordinates campus parking and issues parking passes.

  The Walk Safe Program will sill be available. More information about campus security is available on the website.

• How will I find the room for my class?

  Changes to your class location will be posted on Web Cat. Faculty will also be notified of their new course location and will share the information with students.

  A welcome desk will be stationed at the entrance of the building. There will be tour guides there to answer questions and help you find your way to your class.

  There will also be a course schedule and corresponding room posted on each floor of the building.

• Is there still a bookstore?

  We will not have a physical bookstore on campus, however books will be available to purchase online from Barnes & Noble. (More details to come)

  Book returns to Barnes & Noble will be done by mail at no expense to students.

  Branded UNH merchandise will be available at the cafe.

• Will there be a cafe on Campus?

  UNH Dining will operate the Wildcat Cafe here in Manchester.

• Will there be computer labs

  One of the advantages of our new Learning Commons is the presence of more computer resources, including laptops, desktops, and IT support.

• Is the building accessible?

  There are designated accessible parking spaces available on the Commercial Street side and a ramp to the main entrance. An elevator is available on the second floor. The interior of the building is ADA compliant.

• Cats Cache & ATM

  A Cats Cache terminal and ATM machine will be available in the Student Common near the Wildcat Cafe.

• Will there be student lounge space?

  We will have an expansive Student Common area where students can hang out between classes, grab a bite to eat, engage in student activities, or study with friends.

Well, it’s official students of UNH Manchester, we are getting a new home in the spring!

The consolidation of the college over to the Pandora Building at 88 Commercial Street has been the topic of many discussions around the campus. You all may have heard about the great opportunities that this move will open up for the university and businesses around the mill yard, but what does this mean for students? I had the opportunity to talk with Interim Dean J. Mike Hickey and Director of Administration and Finance, Kathy Braun, to discuss just what this move means for the students.

Overall, the space at 88 Commercial will be transformed to a welcoming facility for the students who mainly commute to the campus. While the addition of two more floors compared to our 400 Commercial street location might not seem appealing to some students due to the stairs, the area will allow for more student space and other areas to be more inviting.

According to Dean Hickey, the entrance floor will be split between two different commons: a student commons and a learning commons. The student commons will have multiple areas to sit and talk with friends -- expect comfy chairs and couches, tables to gather at, and some TVs peppered here and there. Dean Hickey said that this area is inviting and one “where students have the chance to relax and have a bite to eat before class”. This area will be anchored by a multipurpose room which will seat about 250 people. The seating is not fixed like our current auditorium, but this will allow the area to be transformed into whatever space it needs to be. Dean Hickey mentioned the potential for this room to hold events such as productions from the Brick and Mortar Theatre Group, lecture series, and other student gatherings.

The learning commons, which will be directly across from the student commons, will house the library, Center for Academic Enrichment, First Year Experience program, and the ESOL program. Much like our Student Services Suite, this will be a one-stop-shop for students when they are studying or working on a project. Braun also said that they hope to have an IT Help desk that is staffed by an IT staff member or student work study throughout the day.

I know what a question on everyone’s mind must be -- what about the food? Something that both Dean Hickey and Braun were very excited about is the addition of a cafeteria, located in the student commons, managed by the same team that runs Durham’s dining facility. Braun stated that there will be a variety of different meals available, however, there won’t be any venting for the cooking area, so don’t expect burgers and other items of that sort. And don’t worry -- Cat’s Cache will still be taken at this new cafeteria.

Something that I am really excited about is that there will be multiple group study rooms available for students to use anytime! If the library isn’t the right atmosphere, or the one of many student areas on the other floors aren’t the right fit, walk into one of the group study rooms and plan your project there! They aren't just placed on one floor and in one area -- they are all throughout the building! That means if your group just got out of class on the third floor, you don’t have to walk all the way down to the library; if the space is open, your group can use it and immediately begin planning. They also can be used for club meetings, or study groups -- the possibilities are endless!

With the addition of the two commons on the second floor, the fifth floor will house all the brand new science labs. So all you Biology majors get excited! This means a new area to work with other students and professors, the potential for new labs to be created, and so many more opportunities! This extends not only to the Biology program, but to all the programs that UNH Manchester has to offer. The idea of this new space can open up opportunities to all of the programs of study -- psychology, history, English, American Sign Language, and more. Expansion, as Braun said, “doesn’t only mean more stuff, but the potential for new ideas."

Taking a step outside of the building, the move to Pandora, as Dean Hickey said, brings more visibility to the city of Manchester. We will be located right off the highway that runs along the river and we are still located in the mill yard and the surrounding area, home to hundreds of business just waiting to scoop up UNH Manchester interns and alumni. In terms of parking, that hasn’t been fully mapped out yet, but you all have nothing to worry about (more on that later!).

So, what should this move to Pandora mean to you, the students of UNH Manchester? It means that change is coming and to take advantage of it. Allow this new space to invigorate ideas within you whether it means to meet new friends, go to the CAE for the first time, get a work study position, or work with your professor more -- just allow it to fuel those goals you have set and use the resources available to you in order to set them in motion.

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Not a student at UNH Manchester yet? Click here to request more information.

Originally published in August 2014

"In August 2014, we travelled together to Limerick, Republic of Ireland to participate jointly in a panel discussion at the Information Literacy Section Satellite Meeting of the International Federation of Library Associations (IFLA) World Library and Information Congress. Hosted by the Limerick Institute of Technology, the conference’s theme was “Facing the Future: Librarians and Information Literacy in a Changing Landscape.” The topics discussed and debated (information literacy and social media; information literacy as a “meta-literacy”; information literacy and distance learning) relate directly to conversations our UNH Manchester colleagues are having about how best to teach our students the transferable critical thinking skills they will need both as members of the workforce and members of their communities. "

Read the full story on the UNH Center for International Education website.

The University of New Hampshire at Manchester announced in January the closure of the college’s Emerging Technology Center (ETC) and its plan to expand the campus’ partnership with Alpha Loft.

The Emerging Technology Center, opened in 2013, was established as a resource for students and faculty to collaborate with business partners on real world projects. Students and faculty will have the same opportunities through a University partnership with Alpha Loft, a resource for entrepreneurs to help accelerate the development of early-stage, scalable businesses in New Hampshire.

“The move to consolidate resources is consistent with the findings of the Huron Consulting Group,” says Michael Hickey, Interim Dean of UNH Manchester. “The partnership will bring together the resources of Alpha Loft, UNH faculty and students, and area entrepreneurs to create and foster entrepreneurial activities with university faculty and students.”

Alpha Loft supports and provides business resources to entrepreneurs, including affordable workspace, shared administrative and technological services, events, advice, and mentoring. Alpha Loft has locations in Durham, Portsmouth, and Manchester.

Kyle York, Chief Revenue Officer, Dyn and Chairperson of Alpha Loft, says that, for any startup and innovation ecosystem to exist and thrive, it needs tight partnership with academic institutions. “At Alpha Loft, we couldn't be more thrilled to be aligned in our cause with UNH and UNH Manchester. The leadership at the university has stepped up in financial contribution, talent activation and resource sharing. It's been a major win-win for Alpha Loft and our collective statewide efforts.”

“We are looking at additional opportunities for Alpha Loft to introduce students to entrepreneurship and the state’s entrepreneurial ecosystem,” says CEO Mark Kaplan. “That may include offering classes, internships or extracurricular clubs and programs. It may even include helping students start their own companies here in New Hampshire.”

UNH Manchester set to change location

http://www.tnhdigital.com/unh-manchester-set-to-change-location/

Published in the TNH on January 26, 2015

Valentine’s Day is just around the corner and that can only mean one thing…CHOCOLATE!

In honor of the holiday, I took on the very daunting duty of roaming around the city to test out and find the best chocolate available. (Hey, someone’s got to do it!)

After class last week I walked up to Elm Street (a quick four minutes from campus) to see what I could find. I started at Granite State Candy Shoppe, a little place with a wide variety of chocolate assortments and plenty of Valentine’s Day options. They had everything from heart-shaped sweets, to classic pieces of fudge, to the traditional chocolate filled heart-shaped boxes. I left with a yummy little chocolate rose.

I then headed up the street and found Finesse Pastries, an adorable little shop and café that specializes in French pastries. They also had plenty of options available for Valentines Day, including chocolate and basically any form of sweets imaginable.

Although it was not a traditional chocolate shop, I thought their chocolate was delicious and the café atmosphere made it that much better. This would be a great place to take someone and sit down with a cup of coffee and a plate full of sweets!

I had had a sufficient amount of chocolate already, but I continued out in search of my next chocolate victim. This was when I found Dancing Lion. If you’re looking to get really fancy, Dancing Lion is the place to go! The quaint little venue is one of the most luxurious places in all of Manchester. Their chocolate is expensive, but for good reason. Their chocolates are pieces of art!

After tasting samples of their basic flavors, I can say that the owner certainly lives up to his title of ‘Master Chocolatier’. I highly recommended Dancing Lion if you are looking to really spoil your Valentine.

By now, I was utterly full of chocolate. But that didn't stop me from heading over to my last venue – Van Otis Chocolates. If you are looking to completely stock up on chocolate, look no further.

Van Otis is famous around Manchester and for good reason. They offer a huge variety of chocolates – chocolate covered Oreos, fresh dipped strawberries, traditional truffles, and so much more. They also had the largest variety of Valentine’s Day options, ranging anywhere from customizable chocolate boxes, heart-shaped sweets, and the even sweetheart wine baskets. You can order your chocolate online here and then pick it up in time for Valentine’s Day, a great idea for anyone with a busy schedule.

And if for some strange reason chocolate isn't really your thing (hard to imagine, I know), I would highly recommend checking out Queen City Cupcakes. Their cupcakes are ridiculously delicious and extremely popular around Manchester.

This year, they are offering a special Valentine’s Day menu. You can choose from the specialty Valentine’s flavors (Gluten-free included) and order them for pickup on the 14th. Just make sure you order by the 12th before it’s too late! Details are here.

So as Valentine’s Day is quickly approaching, don’t miss out on all of the great choices for chocolates and other sweets around Manchester. Spend the day roaming around and tasting samples with your Valentine, or surprise them with a special treat.

Have a love-filled and chocolate-filled day and feel free to use my reviews to help you on your chocolate endeavors. After all, that chocolate tasting was hard work!

Originally published Wednesday, February 12, 2014
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Olivia Pollock is a 2014 graduate of the Communication Arts program.

Robert Macieski, associate professor of history, had a paper accepted by the Ireland American Studies Association for their annual conference, "Sight Unseen: Seeing, Surveillance, and the Visual Sphere in American Culture" in Dublin, Ireland in April 2015. 

Macieski's paper, “Hine Sights: Exposure and Reform” is about the work of Lewis Hine. In his paper submission, Macieski wrote:

In the early twentieth century Lewis W. Hine created iconic images of children at work that helped promote reforms leading to the end of child labor in the United States.  Working for the National Child Labor Committee (1907-1917), Hine photographed children across the country employed at an array of occupations --selling newspapers in the streets, working in textile mills, glass factories, and coal mines, savaging dumps, cutting and canning sardines, picking fields of tobacco or tomatoes, or bogs of cranberries, and doing different types of work in a host of other places. 

Trained as a sociologist, Hine worked as a “social photographer” investigating and exposing social ills, their cost and consequence.  This evidentiary role well suited the needs of Progressive reformers who sought to validate their work with proof that anyone could see with their own eyes.  Circulating these photographs in popular magazines, social science journals, movement literature, and through public exhibitions, Hine exposed the public to the diverse conditions faced by child laborers with the belief that revelation would lead to reform. 

Progressive reformers played to the public sympathy and fear.  This talk will explore the visual cues Hine deployed to evoke sympathy.  In visual terms, Hine introduced the nation to the existence of a largely urban cohort of immigrant and working class children, the social product of contemporary industrial capitalism.  In his depiction of the rising generation, Hine displayed images that exposed middle class fears to the future of the American republic posed by urban industrial conditions and the demographic changes reflected by this youthful proletariat.