Project Investigators: Tracy Benson
The Engagement Cluster works to increase community interactions grounded in resiliency within both the region and Lamar University, developing the next generation of thought leaders, and connecting area resources to make Southeast Texas more resilient. For example, the Hurricane Preparedness initiative works with Texas Department of Emergency Management (TDEM), Jefferson County Long Term Recovery Group, and Orange County Disaster Rebuild to ensure citizens are prepared for major weather events.
Project Investigators: Tracy Benson
The Engagement Cluster works to increase community interactions grounded in
resiliency within both the region and Lamar University, developing the next generation of
thought leaders, and connecting area resources to make Southeast Texas more resilient. For
example, the Hurricane Preparedness initiative works with Texas Department of Emergency
Management (TDEM), Jefferson County Long Term Recovery Group, and Orange County
Disaster Rebuild to ensure citizens are prepared for major weather events.
Project Investigators: Ginger Gummelt, Karen Roebuck, Lori Wright, Mamta Singh and Stephan Malick
In collaboration with the Spindletop Center Local Mental Health Authority (LMHA), the District
Attorney’s Office, local judges and defense attorneys, and the Jefferson County Sheriff’s Office,
the MIND project will continue evaluating and providing outcome analysis of the effectiveness
of a pilot program aimed at diverting mental health referrals to the criminal justice system and
continue developing a model for student high-impact learning internships which effectively
address the mental health needs of the community following disasters. Research indicates that
mental health issues and referrals to the criminal justice system increase significantly following
disasters and individuals involved in the legal system are at significantly greater risk of mental
health and/or substance use issues (Prelog, 2016; Spencer, 2017). The trauma related to natural
disasters is exacerbated for vulnerable populations who often lack the resources to effectively
handle these drastic situations. This project aims to continue expanding mental health diversion
services within the courts systems in three ways: (1) expand the interprofessional experiential
learning opportunities for students addressing mental health diversion services; (2) further
develop and implement a model program for mental health intervention and diversion services
focused on post-disaster trauma for replication in other courts, counties, and Centers, and (3)
create and launch a Mental Health Diversion Center for Jefferson County. These goals will be
met by providing outreach, education, training, and supervision to target populations and
providers in a sensitive and trauma-informed approach.
TBA
Project Investigators: Brielle Frost (Lead PI),Stephan Malick
Dr. Jose Valentino is a four-time Latin Grammy Award winner who is versatile in the realms of jazz, business, communications, recording, and entrepreneurship. Brielle Frost and Stephan Malick will work in collaboration to bring Jose Valentino to Lamar University for a guest artist residency during the 2025 spring semester. This multi-disciplinary initiative will engage students, faculty, and organizations across campus to explore crucial roles of resilient communication, media, business, and the arts in supporting community recovery following mass trauma events.
As an emerging Hispanic serving institution, Lamar University is committed to fostering an environment where students feel represented and included. This artist residency will help reinforce cultural identity by offering students an opportunity to see themselves reflected in an artist while helping them cultivate a resilient mindset.
Artistic musical performances and experiences such as this are important to our culture and society. They sustain us through difficult times and crises and give us an opportunity to come together as a community. Southeast Texas has endured significant trauma from environmental crises and natural disasters, leading to economic and social hardships. In moments of adversity, people seek to be entertained and uplifted, finding resiliency and solace in the shared experience of music.
Project Investigators: Dr. Anna M. Jilla, Dr. Laura Coco, Dr. Yangyang Deng, Dr. Connie Howard, Dr. Peter Z. Hansen, Dr. Carole E. Johnson
Hearing loss is a recognized disability under educational and civil law, affecting nearly 3,000,000 Texans. Timely access to hearing healthcare is crucial for mitigating the insidious effects of untreated hearing loss in children and adults. However, the licensed Texas audiology workforce of 1,000 in Texas is insufficient for meeting Texas’s growing hearing healthcare needs, particularly for vulnerable, low income populations served through state-coordinated Medicaid health plans. Anecdotal reports suggest declining audiologist networks in Texas Medicaid programs, limiting access for beneficiaries who may already face barriers such as cost and transportation.
The present investigation aims to promote resiliency of vulnerable low-income Texans with hearing loss by: (1) characterizing the geographic dispersion of Medicaid-enrolled audiology providers in Texas, considering service regions, rurality, and US-Mexico Border Health Initiative designations, and (2) evaluating the longitudinal participation trends of Medicaid-enrolled audiology providers in Texas. This investigation will explore strategies to enhance resiliency, such as telehealth services and community advocacy for improved healthcare policies. This state-level analysis is essential for informing future health policy, public health interventions, and supporting access to hearing healthcare services among vulnerable low-income populations in Texas with co-occurring hearing disabilities.
Project Investigators: Dr. Stacey Knight and Dr. J. T. Seaman
Background/Significance: During times of crisis or disaster, online courses provide a forum for students to continue in their academic endeavors. Presently, a little over half of all college students take online courses (Digest of Education Statistics, 2023). Online education also provides an opportunity for students who may have challenges with work schedules, family responsibilities, transportation issues, financial constraints, or health concerns that prevent them from attending traditional courses.
Unfortunately, with the increase in online education, students are impacted by issues such as social isolation, anxiety, and feelings of loneliness. Unlike traditional classrooms that provide face-to-face and social interaction, online students may have difficulty feeling they are part of a community and lack connectedness with other online students and faculty. Online students who have mental health concerns and need support may not fully understand that resources are available or where to access the resources (Cody et al., 2024).
Methodology: An exploratory descriptive study will be conducted to describe students’ mental health concerns and knowledge of available resources for those taking 100% online courses. A Principal Investigator (PI) developed survey instrument will be distributed through LU learn courses, email, and a variety of Facebook groups including but not limited to psychiatric mental health nurse practitioner groups and other special interest groups. Participation in the survey is voluntary. Both qualitative and quantitative data, as well as demographic information, will be collected from the survey. All study subject data will be anonymous; therefore, coding of participants will not be necessary. Internet Protocol (IP) addresses will not be stored using the Qualtrics program to protect participants' anonymity.
Student Involvement/Benefit to Students: Undergraduate research assistants will assist in data entry, flyer development, and distribution of survey links and QR codes for survey completion under the supervision of the PIs. Including student research assistants will provide an opportunity to collaborate with faculty in an engaged learning experience while exploring the research process (Knight et al., 2021). Students will also be encouraged to assist in the preparation of a manuscript and opportunities for dissemination after the conclusion of the project.
Expected Follow-up Plans:
The survey will facilitate the dissemination of data concerning students’ mental health needs and their knowledge of resources to administrative bodies and faculty for the development of appropriate resources for online students. Promoting a sense of caring and providing needed resources may help alleviate any feelings of isolation and anxiety while providing an inclusive and supportive online environment (Liu et al., 2022).
Project Investigators: Dr. Raouth R. Kostandy
One of the most vulnerable populations affected by the substance abuse crisis is neonates. Neonatal Abstinence Syndrome (NAS) is a withdrawal syndrome that occurs due to the abrupt discontinuation of fetal exposure to substances that were used by the mother during pregnancy. Symptoms of NAS begin within the first 36-48 hours after birth and range from feeding difficulty to seizures. One neonate with NAS is born every 24 minutes in the United States. NAS has increased by 82% nationally from 2010 to 2017 and still on the rise due to the continued substance use crisis. This led to higher healthcare costs as many neonates experience withdrawal symptoms severe enough to require neonatal intensive care unit (NICU) admission and medications to reduce severity of symptoms and prevent seizures.
In addition, all neonates, healthy full-term and pre-term, are exposed to painful procedures within 24 hours after birth as part of their care. Neonates can perceive and respond to pain because by 20 weeks of gestation, they have formed the structural and functional development of cortical and subcortical networks that constitute the brain’s pain connection. These painful procedures include injections, blood sampling, screening tests, and insertion of intravenous lines. Unmanaged painful experiences have led to short- and long-term negative consequences ranging from irregular vital signs and crying to long term neurological negative effects.
Non-pharmacological interventions use is recommended and considered the first line of management for both NAS and painful procedures. Research has shown the effectiveness of these interventions in managing both conditions. Examples of non-pharmacological interventions are breastfeeding, skin-to-skin contact, sucrose, music, and non-nutritive suckling. However, caregivers are underutilizing non-pharmacological interventions and/or under-documenting their use. Non-pharmacological interventions are mainly provided by nurses, and it is the nurse’s responsibility to provide optimal care for these neonates. Nurses play a special role in the lives of all neonates; they are their first care providers during a critical time at the beginning of these neonates’ lives. Nurses, by providing best care, can ensure a resilient and strong start for these neonates. Nurses also play a key role in educating mothers on the use of non-pharm interventions. Research reports that education and encouragement by the nurse increases the mother’s use of non-pharm interventions.
Thus, this observational mixed method study aims to survey nurses who are working in Labor & Delivery, postpartum, and NICU units to identify their actual use of these interventions in managing NAS and neonatal procedural pain. A secondary aim of this study is to identify barriers of using non-pharmacological intervention on these units. A “dedicated blast” will be sent out to all nurses who are members of a national professional nursing organization and a local Texas hospital with the study survey link. A reminder emails will be sent out twice after the original email (every two weeks) to encourage participation. After three weeks from the final reminder email data collection will end. Quantitative data will be analyzed using descriptive and correlation statistics. Qualitative data will be analyzed to identify common themes.
Project Investigators: Dr. Xingya Liu, Dr. Yan Yan,Dr. Lucy Tsado
Children’s cybersecurity awareness has become a rapidly expanding topic due to the increased internet access for children and their heightened exposure to various online risks. For example, cyber-bully, online fraud, racial abuse, pornography, gambling due to the lack of cybersecurity awareness, careless or erroneous operation through parents’ account. This study aims to investigate and increase the cybersecurity awareness for children, teacher, and parents among 14 campuses with early childhood programs in Beaumont Independent School District (BISD), TX. This aim leads to five research questions, including 1) What cybersecurity risks and cybersecurity awareness are encountered in current early childhood education for children? 2) What are the approaches used in raising children cybersecurity awareness for teachers at school? 3) What are the teachers’ professional development program (e.g., training center) for increasing cybersecurity awareness in early childhood education? 4) What are the digital parenting attitudes and cybersecurity awareness of parents? 5) Is there any correlations of cybersecurity awareness between teachers and children, as well as between parents and their children?
A pilot study will be conducted for children in one local BISD school during May of 2025. This study will implement three intervention sessions to engage Pre-K children of early childhood program, such as 1) Using cybersecurity awareness games/apps, 2) Using cybersecurity awareness comic book, 3) Presenting cybersecurity awareness course project (e.g., presentation, poster).
For data collection and analysis, this mixed-method study will utilize a designed gram/apps, comic book, and course projects during intervention sessions. Meanwhile, a pre-post survey will be provided to children participants before and after interventions as data collection. In relation to teacher participants’ perceptions on cyber security awareness, a designed survey will be provided before all intervention sessions. Using a developed scale of Digital Data Security Awareness Scale (DDSAS) to explore parents participants’ perceptions on cyber security awareness will also be conducted before all intervention sessions. In order to increase cybersecurity awareness for early childhood education and facilitate teachers to be more knowledgeable and qualified to teach cybersecurity awareness, the investigators will establish and organize a professional development program as well as the training center located in Lamar University for early childhood cybersecurity awareness. The investigators will also provide community workshops to parents who are interested in early childhood cybersecurity awareness for reach out purposes. For future research directions, the trained teachers’ readiness and effectiveness of helping early childhood as well as their cybersecurity awareness teaching strategies will be investigated as a longitudinal study.
Project Investigators: Sujing Wang, Lucy Tsado, Raymond Doe.
This non-residential multidisciplinary arts and sciences summer camp aims to provide a unique
and enriching experience for middle school and high school students in the Southeast Texas
region to foster youth resilience. By integrating various fields of arts and sciences, we seek to
expose students to diverse disciplines and foster creativity, critical thinking, and interests in arts
and sciences in a supportive and engaging environment. We plan to host a one-week summer
camp in Summer 2025. The following activities will be included:
This summer camp is designed to inspire and educate middle school and high school students in
various areas of arts and sciences by providing a comprehensive and stimulating learning
experience to foster youth resilience. This program also allows them to engage with potential
students early in their academic journey, showcase university resources and facilities, highlight
academic programs and faculty in COAS, and establish a connection to Lamar University. This
summer program can strategically engage with potential students and may boost university
recruitment efforts.
Project Investigators: Dr. Stacey Knight and Dr. J.T. Seaman
During times of crisis or disaster, online courses provide a forum for students
to continue in their academic endeavors. Presently, a little over half of all college students take online
courses (Digest of Education Statistics, 2023). Online education also provides an opportunity for students
who may have challenges with work schedules, family responsibilities, transportation issues, financial
constraints, or health concerns that prevent them from attending traditional courses.
Unfortunately, with the increase in online education, students are impacted by issues such as social
isolation, anxiety, and feelings of loneliness. Unlike traditional classrooms that provide face-to-face and
social interaction, online students may have difficulty feeling they are part of a community and lack
connectedness with other online students and faculty. Online students who have mental health concerns
and need support may not fully understand that resources are available or where to access the resources
(Cody et al., 2024)
Project Investigators: Mamta Singh and graduate and one undergraduate students
This study stands as a robust and multifaceted initiative that seeks to address the critical gaps in digital resiliency, safety awareness, and skill development prevalent among diverse and underperforming elementary school students. Rooted in recognizing the transformative power of digital education, the study will employ a strategic approach centered on engaging workshop sessions led by Lamar University students. The purpose of the study is to assess digital resiliency among elementary students. This study will assess how elementary students develop a capacity or ability to resist and overcome challenges when it comes to digital literacy.
Project Investigators: Dr. Yan Yan and Dr. Jill Killough
This expanded research project is based on a former early childhood education resiliency
project with a larger sample size of Southeast Texas Pre-Kindergarten (Pre-K) at-risk children.
The multi-disaster events in the Gulf Coast region and its associated social and economic
stressors can undermine children’s emotional and educational development. At-risk children due
to the multi-disaster events may not receive adequate emotional and educational support they
need, especially when their families struggle to meet basic life needs or community services are
limited. To promote the resilience of Pre-K at-risk children to positively adapt to early adversity,
positive book story reading initiatives and emotional responsive teaching can provide great
emotional and educational support to them. The primary aim of this project is to investigate how
storybook reading practices as emotional responsive teaching can reframe disadvantaged
children’s social-ecological resilience with 16 classes students across 4 schools. The secondary
aim of this project is to implement the pre-service teachers’ emotionally responsive teaching
training program to train pre-service teachers (n=16) who will work closely with at-risk children
to equip them with the foundational literacy knowledge and skills. The project investigators (PIs)
will also provide emotional responsive teaching training to pre-service teachers who are
interested in this program. After successful completion of the training, these pre-service teachers
will be qualified to teach their individual classroom with at-risk children for 4 sessions. Each
session will provide one positive book reading initiatives to Pre-K at-risk children. The third aim
of this project is to provide outreach, service, and education to local Southeast Texas
communities through the research team.
To meet the first and third aims, PIs will teach and train pre-service teachers who will be
qualified to teach Pre-K at-risk children with positive storybook reading activities as emotional
responsive teaching practice. These children’s resilience will be measured by pre- and post-test
through a 5-point scales of Child and Youth Resilience Measure-Revised (CYRM-R) that consist
of 17-items for child appropriate version only. All the items are positively worded. Scoring
involves summing the responses, which produces a total score. Using CYRM-R responses, PIs’
observation notes, and audio recording of the responses (for participants who cannot write),
project investigators will employ a mixed-method approach to analyze data. Quantitative data of
CYRM-R responses will be used to identify what social-ecological resilience has been reframed
for at-risk children and how well their social-ecological resilience has been reframed. Qualitative
data of CYRM-R with last open-ended responses and PIs’ observation notes will be used to
furtherly explained the at-risk children’s specific resiliency has been reframed through positive
story book shared reading activities with adults. To accomplish the second aim, PIs will build an
emotionally responsive teaching training center and provide training to pre-service teachers with
completion certificates.
The Spanish-bilingual version of children’s book will be provided to bilingual
participants. Thus, the findings may reveal the differences of resilience reframing levels between
bilingual and monolingual children. For future research directions, the trained pre-service
teachers’ readiness and effectiveness of teaching will be investigated as a longitudinal study.
Project Investigators: Dr. Janeal White and Dr. Kimberly Wallet
With a 61% increase in the homeless population of Southeast Texas according to the Point-In-Time
Count for 2024 over the 2023 data (THN, 2024), the need for prevention and intervention services for
community members who are vulnerably housed and experiencing homelessness far exceeds currently
available support and resources. This project seeks to both curate an asset map that will aid in
determination of next steps for program development throughout Southeast Texas as well as empower
community members to take action in our collective response to this social crisis.
Project Investigators: Debra Greschner
“Strength through Song” seeks to foster resiliency in students by building both musical skills and selfconfidence through instruction and performance. The project also aims to foster resiliency in students in
the long term by enhancing cultural literacy and a broader world view, with the bonus of providing insight
into career paths in music.
The goal of the project is to provide education and outreach to high school choral music students in the
Southeast Texas, which is Region 10 of the Texas Music Educators Association (TMEA). Unlike choral
programs in many other areas of the state, the programs in high schools in Southeast Texas do not offer
supplementary instruction in solo singing. Consequently, it is difficult for students to achieve their full
potential as singers. The project investigator will visit the regional schools with choral programs and
provide individual voice instruction (both in person and via internet) to talented students selected by the
high school choir directors. Students will prepare repertoire for regional and national singing
competitions (beyond TMEA and University Scholastic competitions) that provide performance
opportunities and comments from qualified judges.
Project Investigators: Priyanka Jaisinghani
This project aims to enhance resiliency for those using a cochlear implant (CI) in one ear and a
hearing aid (HA) in the contralto ear or bimodal users in southeast Texas, a region prone to hurricanes
and storms. Here, bimodal users may overlook hearing device maintenance, thus compromising their
hearing. Further, integrating sounds from both devices is challenging, thereby leading to interference and
potential rejection of HA. The causes of this interference remain unknown. In this project we address these
concerns of bimodal users by research, outreach, and education. The proposed research will evaluate the
hypothesis that greater performance disparity between CI and HA ears results in reduced benefit or even
interference. By investigating and mitigating factors leading to interference, we aim to improve long-term
device retention and maximize the benefits of bimodal hearing for users in southeast Texas. Outreach
services will provide bimodal users with storm preparedness kit to protect their hearing devices.
Educational activities, including workshops and support group events, will cover device troubleshooting,
regular HA use, and bimodal hearing benefits. The project aims to improve the overall quality of life and
communication of bimodal users, enhancing their resilience to both everyday challenges and extreme
weather events.
Project Investigators: Dr. Janeal White, Kimberly Wallet Mr. Andre Favors, Dr. Judson LaGrone, Dr. Toni Mulvaney, Dr. Thinesh Selvaratnam and Dr. Yan Yan
In 2021, the Southeast Texas Coalition for the Homeless identified “organizational silos,” a term
used to describe a lack of cross-sector collaboration, as an unfortunate barrier to accessing
community-based services for individuals experiencing homelessness in Southeast Texas.
Conversely, increased experiences of interdisciplinary collaboration as a student have been found to
increase adoption of collaborative professional identities. Therefore, the Resiliency Think Tank was
created to empower undergraduate students to think critically about the intersection of
homelessness and their chosen professions through a lens of cross-sector collaboration.
The Resiliency Think Tank creates intentional space for students from six diverse academic
disciplines (business, civil engineering, communication, education, family studies, and nursing) to
learn about, assess, then develop a response to homelessness from their profession’s perspective.
Using student-driven, service-learning projects as the mechanism for innovation, students are
empowered to consider the influence of multiple levels of society as well as practical strategies to
increase resilience for individuals and families experiencing vulnerability and scarcity in Jefferson
County.
Following completion of the service-learning projects, students summarize and analyze their findings
through the lens of their chosen profession. Their final submissions include their findings, analysis,
and recommendations for next steps for advocacy or professional outreach.
Project Investigators: Raymond Doe, Sujing Wang and Lucy Tsado
Youth resilience includes several key components such as problem-solving skills, emotional
regulation, well-developed social skills, and social support networks. These abilities can
significantly enhance an individual's capacity to thrive in the face of adversity, hazardous
circumstances, or vulnerable environments. Studies have shown the significant impact of youth
programs, particularly summer camps, in facilitating positive youth development and
empowering resilience. Such programs not only provide a safe and nurturing environment but
also offer a plethora of healthy activities, foster positive relationships, and present invaluable
opportunities for skill-building, all of which collectively contribute to enhancing youth
resilience. The objective of this project is to design and organize two one-week non-residential
summer camps during the Summer of 2025 at Lamar University. The project team consists of
faculty members from several colleges. This program will offer multidisciplinary topics and
activities centered on introducing the idea of resilience and building resiliency skills for middle
school and high school students in the Southeast Texas region. The effectiveness of our program
will be evaluated, contributing to our overall understanding of the program's impact on youth
resilience and identifying potential areas for improvement.
Project Investigators: Fostering Resilience in Aphasia: Integrating Balance Education and Fall Prevention to Support Holistic Rehabilitation in Southeast Texas
This project explores the link between aphasia, a language disorder, and balance issues, focusing on individuals treated at Lamar University's Speech and Hearing Clinic. Often, balance problems in individuals with aphasia go unnoticed, and communication barriers complicate their management, particularly in underserved areas like Southeast Texas.
Workshops on balance, fall prevention, and dizziness will be offered, alongside the development of aphasia educational materials. These resources will feature simplified language, visual aids, and accessible formats, empowering individuals with aphasia to better understand and manage their balance issues. Vestibular Evoked Myogenic Potentials (VEMPs), a test that measures the body's balance response, will be used to assess balance function in this population. By tailoring interventions based on these findings, the project aims to improve physical stability alongside language rehabilitation, fostering greater resilience and independence.
This holistic approach with this more vulnerable population not only enhances participants’ quality of life but also increases their resilience during emergencies and natural disasters. By enhancing their ability to selfmanage and remain physically stable, this program serves as a model that could be applied to other regions, improving care and self-management for individuals with aphasia nationwide, particularly in disaster-prone areas.
Project Investigators: Jennifer Iles
This project fosters resilience by using music as a tool to help children recover from crisis,
providing routine and structure—key elements needed when life becomes chaotic. Texas band
programs, especially those with large clarinet sections, require teaching tools that help students
develop independent routines they can rely on during certain times. Lamar clarinet students, who
have already demonstrated resilience through their experiences with pandemics and hurricanes,
will share practical strategies for independent learning, fostering self-reliance and adaptability in
others. By creating a fundamentals checklist and an equipment guide, they will provide essential
resources that students and directors can use even when direct support is not available. Lamar
students will record UIL clarinet repertoire on SoundCloud ensuring that students can continue
to grow independently, especially during the times that in-person instruction is disrupted.
The project teaches students how to establish and rely on routines, adapt to changing
circumstances, and maintain progress in their musical journey, helping to cultivate resilience that
extends beyond music and into other areas of life. Through this initiative, Lamar students in
addition to area students not only learn to become better musicians, but also more resilient
individuals, capable of handling the uncertainties and challenges of life.
Project Investigators: Amy Elizabeth Smith
In the Studio with Amy Elizabeth brings together working artists, makers, and educators to explore
dance's role in teaching and fostering resilience. Art teaches resilience through emotional expression,
developing problem-solving skills, cultivating community and connection, generating multiple
perspectives and empathy, and promoting mindfulness and healing as coping mechanisms. Ultimately,
these elements nurture one’s ability to navigate life’s difficult challenges. With a focus on academia, the
series encourages and supports resilience within the listening community of fellow educators, artists,
and students. It aims to break down barriers between audience and artist, educator and student, and
professional and novice, creating a space for conversations that foster engagement, collaboration, and
connection across diverse participants and fields.
Project Investigators: Shannon Jordan, Lilian Felipe and Yeuqing Li
Traffic accidents are considered one of the leading causes of human death around the world.
According to the World Health Organization, approximately 1.3 million people die from traffic
accidents annually. In the U.S., more than 37,000 people die and an additional 2.35 million are
injured or disabled from traffic accidents each year. Previous literature has reported psychological
resilience to be a significant factor in driving abilities in older drivers. In 2020, ~48 million
licensed drivers were 65 or older in the United States, a 68% increase since 2000. From 2020 to
2021 the number of older adults (>65) killed in traffic accidents increased by 15%. Research shows
that drivers aged 70 and older have higher crash death rates per 1,000 accidents than middle-aged
drivers (aged 35-54). The decline in vision, hearing, physical functioning, and cognition can impair
older adults’ driving abilities. One critical factor in driving safety is the Vestibulo-Ocular Reflex
(VOR), which enables stable vision during head movements. Age-related alterations in VOR
function may affect an individual's ability to respond to dynamic driving situations, increasing the
risk of accidents. Balance and vestibular function play a crucial role in safe driving, particularly
among the elderly. Studies conducted in elderly populations have indicated age-related changes in
VOR parameters. Such alterations have been associated with increased fall risk among older
adults. There is limited data directly linking VOR changes and driving behaviors in the elderly. In
addition, there is a paucity of evidence linking the psychological resilience score with
physiological factors contributing to the age-related increase in traffic accidents. This project aims
to investigate the age-related balance and vestibular changes in an aging population and the
potential implications for driving behaviors and association with resilience score.
Project Investigators: Shannon Jordan and Jill Killough
From Fall 2023 STAAR EOC data, it is clear students at Beaumont United High School (BU)
struggle in STEM topic areas. In algebra, 63% of students did not meet the performance level.
Only 3% met the performance level and zero students displayed mastery of algebra. Biology
results are similar with 50% of students not meeting the performance level, 5% meeting the level,
and 2% displaying mastery. Many students attending BU come from a disadvantaged background,
whether this is lack of educated family members to assist with homework, parents working
multiple jobs and not having spare time to assist with homework, or socioeconomic background.
The fields of Kinesiology and nutrition are closely tied to STEM areas students at BU struggle in.
Kinesiology and nutrition are designated STEM fields, have assigned CIP codes, and rely heavily
on a strong background in math, physics, biology, and chemistry. This background will allow Drs.
Jordan and Killough to provide student basketball campers at BU with supplementary instruction
to their traditional courses. This instruction will provide information via lectures and worksheets
along with activities that provide experiential learning to improve mastery of concepts.
Coach Tammy Brown has partnered with Dr. Jordan in the past for STEM summer camps at BU.
This project will build upon that foundation and improve learning opportunities. At the end of the
camp, students will take home their workbooks and calculators to alleviate the financial burden of
purchasing a calculator for the school year and provide the students with a study guide in case they
experience lack of support at home regarding math and science homework.