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Browsing by Author "Williamson, Francesca A."
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ItemA Food-Themed Cross-Disciplinary Faculty-Staff Learning Community Enriches Place-Based Experiential Learning Curricula—(Instructor Resource)(Digital Common at Butler University, 2022-04-25) Angstmann, Julia L.; Fore , Grant A.; Williamson, Francesca A.; Sorge, Brandon H.; Technology and Leadership Communication, School of EngineeringThis document contains instructional resources to facilitate an 8-month Faculty-Staff Learning Community (FSLC) focused on learning and discussion to support the creation of campus farm-situated place-based experiential learning (PBEL) lessons that inspire place attachment, sustainability meaning making, environmental science literacy, and civic mindedness. The development of this professional development resource is based upon work supported by the National Science Foundation under Grant Nos. DUE-1609219 and DUE-1915313. ItemBarriers and Facilitators of Health and Well-Being in Informal Caregivers of Dementia Patients: A Qualitative Study(MDPI, 2023-02-28) Duplantier, Sally C.; Williamson, Francesca A.; Pediatrics, School of MedicineBackground: Given the dramatic projected increase in Alzheimer's disease globally and the increased risk of morbidity and mortality for family caregivers of these patients, there is an urgent need to provide more targeted, timely resources to support the health and well-being of these informal caregivers. Few studies have investigated the barriers to health and well-being and potential strategies to facilitate better self-care from the unique perspective of the caregivers themselves. Purpose: This qualitative study aimed to identify barriers and facilitators to health and well-being for informal caregivers of family members with Alzheimer's. Method: We conducted semi-structured interviews with eight informal caregivers, including daughters, wives, and one husband, ages 32 to 83. Using Reflexive Thematic Analysis, we identified three main themes and subthemes across caregivers' experiences. Findings: We found that caregivers (1) prioritized mental and social well-being over physical health or health behaviors; (2) characterized the subjective burden of caregiving as a "mantle of responsibility" that could not easily be shed due to the complex subjective burden of loss, grief, guilt, resentment, isolation, loneliness, and lack of agency; (3) sought to be recognized as "additional patients", instead of being viewed as invisible patients, with support services tailored to their life stage and challenges. Conclusions: The findings suggest that the subjective burden of strain experienced by family caregivers of Alzheimer's patients has a profound impact on their health and well-being, even more so than the objective burden of strain that is the result of their day-to-day caregiving activities. ItemBuilding capacity for socio-ecological change through the campus farm: A mixed-methods study(Taylor & Francis, 2022) Williamson, Francesca A.; Rollings, Amber J.; Fore, Grant A.; Angstmann, Julia L.; Sorge, Brandon H.; Engineering Technology, School of Engineering and TechnologyGiven the ongoing socio-ecological crises, higher education institutions need curricular interventions to support students in developing the knowledge, skills, and perspectives needed to create a sustainable future. Campus farms are increasingly becoming sites for sustainability and environmental education toward this end. This paper describes the design and outcomes of a farm-situated place-based experiential learning (PBEL) intervention in two undergraduate biology courses and one environmental studies course over two academic years. We conducted a mixed-method study using pre/post-surveys and focus groups to examine the relationship between the PBEL intervention and students’ sense of place and expressions of pro-environmentalism. The quantitative analysis indicated measurable shifts in students’ place attachment and place-meaning scores. The qualitative findings illustrate a complex relationship between students’ academic/career interests, backgrounds, and pro-environmentalism. We integrated these findings to generate a model of sustainability learning through PBEL and argue for deepening learning to encourage active participation in socio-ecological change.