Community Engaged Research Projects
Throughout their first three and a half years, students at the School for Science and Math at Vanderbilt have partnered with numerous research-based organizations to tackle local questions in a didactic and experiential manner. In the final semester, the Community Engaged Research Projects are a way for our students to give back to their community using the unique scientific skill set that they have acquired during their tenure at Vanderbilt.
Projects are student-driven and output-driven, are facilitated by members of the Vanderbilt and Nashville community, and have made a positive impact on our community.
Examples of projects have included:
- Working with Vanderbilt Pediatrics to tackle childhood obesity in Nashville
- Working with the Vanderbilt Institute for Energy and the Environment to quantify nitrate leaching in residential lawns
- Working with Nashville Health Department to evaluate the effectiveness of their bike share, community gardens and animal wellness programs.
Students have presented their results at many different types of public forums including scientific conferences, Metro Nashville School Board meetings, and the Earth Day Festival.
Past projects have received accolades at research competitions, have helped form the backbone for larger-scale research projects, and have informed legislation and decision-making by the Metro government.
You can read below about our most recent CERPs.
Class of 2022 Projects
The Ape Initiative
The Ape Initiative is a non-profit bonobo conservation and research facility; in fact, they are the only research facility in the world specifically dedicated to bonobos. Despite the fact that bonobos are one of humans’ two closest living relatives, the endangered bonobo is relatively unknown to the general public. In a collaboration with the Ape Initiative, students from the School for Science and Math at Vanderbilt (SSMV) created middle school lessons aimed at educating students about STEM topics. These lessons had a focus on the Ape Initiative’s research and bonobo conservation. Students also created soaps that both raise money for the Ape Initiative and educate consumers about the challenges bonobos face in the wild.
The students created a total of five educational and interactive lessons that align with Next Generation Science Standards (NGSS). These lessons cover an array of topics, including the AZA accreditation process, the science conducted at the Ape Initiative, animal enrichment, animal husbandry, and the scientific method. To encourage the participation of the students, each lesson is paired with a fun, interactive activity that emphasizes the main points of each lesson. Also, there are teacher guides for each lesson to make the teaching process easier. The SSMV students taught the lessons at local Day of Discovery middle school classes, and then released the lessons and all appropriate handouts and materials for free on the Ape Initiative website for any curious student or teacher to access. These lessons were created in the hope that the bonobos at the Ape Initiative could inspire STEM learning and primate conservation and in turn, students and educators could learn more about these wonderful creatures.
The second foundational goal of the CERP project was to create eco-friendly soaps that raise money to support their conservation efforts. To do this, they developed concepts for and made seven different types of soap, totaling around 500 bars, that were based on the personalities each of the bonobos housed at the Ape Initiative. Students created the soaps using palm oil-free oils, eco-friendly ingredients, post-consumer recycled paper labels, and fully plantable seed-paper box filling to ensure the sustainability of the products. The branding and packaging items focus on conservation education, which aim to inspire buyers to take further action and make sustainable choices. The soaps will be sold through the Ape Initiative website and at local farmers markets in the Nashville area. 100% of all proceeds will be donated to the Ape Initiative to aid in future bonobo care and conservation efforts.
The students’ collaboration with the Ape Initiative has allowed them to aid in the Ape Initiative’s core principle of education outreach while raising money to support their efforts. These lessons make the process of teaching scientific topics easier to middle school educators and allows students to learn about STEM in an interactive manner. All of the goals of this project were made possible by the support of this group’s advisor Dr. Stanton, the guidance of Dr. Taglialatela and the carestaff at the Ape Initiative, and the generous help of Dr. Huneycutt.
Environmental Justice Project
The Grundy County Environmental Justice Project started as a collaborative initiative between the residents of Grundy County, Tennessee – a rural county in Eastern Tennessee–and Vanderbilt University. This project aimed to explain the cancer clusters the community was experiencing and find possible links to environmental issues.
This project has been a multi-year endeavor of three School for Science and Math at Vanderbilt (SSMV) classes. This year’s deliverables consisted of two parts: an updated website and an informative StoryMap.
The website was completely redesigned to better fit the new direction of the project. Updates include:
- The “Home” page was updated to serve as a hub for the rest of the website.
- “About” page was rewritten to reflect the new goals of the project.
- The “Get Involved” page was reworded to be “Learn More” and included the newly made StoryMap.
- “The new “Our Stories” page (previously “News”) now hosted an interview from one of the leading community members. The interview gave further insight into some of the personal concerns held by the community.
- The “Resources” page was reformatted to be more intuitive and allocated room for further link additions.
- A contact page was added with emails/phone numbers of project leaders.
Along with the redesign came a StoryMap explaining the life cycle and future direction of possible pollution in their county. Geographical Information Systems, a software used to create and analyze maps, was used to create maps of the geography and hydrology of the area. A digital ground elevation model was developed to examine the terrain and map the surface water flow and accumulation in Grundy County. Possible environmental contaminants, including plant nurseries, tree farms, dumps, mining, and chicken farms, were also plotted.
Additionally, the block-level population data were mapped and used in the StoryMap to support suggestions for where to conduct water testing based on how the water flow and potential environmental contaminants interact. Links to articles containing more information about each industry were also included in the StoryMap.
This project would not have been possible without the tireless work of Dr. Brooke Ackerly, Dr. Stacy Curry-Johnson, Dr. Chris Vanags and our SSMV advisor Dr. Menton Deweese. The website is available at grundycancerresearch.org.
Inclusivity in Science Technology Engineering and Math (STEM) Edutainment Series
The Inclusivity in STEM Edutainment Series (ELM Productions on YouTube) intends to create fun STEM education videos to supplement the lesson plans of local middle school teachers. The project was started by the graduating class of 2022 high school students working with Dr. Letimicia Fears and the School for Science and Math at Vanderbilt (SSMV). In addition to providing supplemental learning materials, this project aims to foster an interest in science in students of marginalized and disenfranchised demographics, including, but not limited to, women, queer/LGBTQIA+ people, black indigenous people of color, other POC—especially women of color—and disabled individuals. All of these are groups that don’t mesh with the stereotypical image of a scientist: a white, able-bodied, neurotypical, cisgender, heterosexual man in a lab coat. Through inclusive lessons that make an effort to welcome students that may not have always felt as if they belonged in a scientific environment, sharing the unsung stories of diverse scientists, and discussing times in which science has been used to further discrimination, this project aims to diversify the popular image of a “typical” scientist
Mr. Kordell Hunter teaches eighth grade science at Moses McKissack Middle School and very generously agreed to collaborate with the project researchers. During late March and early April, Mr. Hunter planned to teach the Tennessee Fossils and Natural Selection unit, covering five standards from chapter 8, lesson 4: “Biological Change: Unity and Diversity.” The researchers combined the standards into three videos: “A Changing Planet” (standard 1), “The Theory of Evolution” (standards 2 and 3 ), and “Survival of the Fittest” (standards 4 and 5). Each episode begins by introducing the given standard(s) in a fun and creative way and includes a related, engaging, hands-on activity. The second half of each episode is a STEM inclusivity lesson that diversifies the subject materials by discussing STEM identity, lesser-known, marginalized scientists in the field, and how the subject materials were used to justify discrimination. The videos are forty minutes long, but to present the first episode within Mr. Hunter’s specific class period, a shorter version of about thirty minutes was created and presented to the class on April 5th, 2022. A pre- and post-video attempted to assess student opinions of their science identity, and of the project. All episodes (short and long versions) will be uploaded on YouTube (by ELM Studios). By uploading the videos on YouTube, the project is expanding its accessibility from merely one eighth grade science class to more students across the nation.
Building off the previous classes’ work, this year Stem Art students from the School for Science and Math at Vanderbilt (SSMV), artist Noah Saterstrom, and Dr. Lippmann and the Lippmann Lab continued to work together to spread awareness regarding the importance of stem cell research and its potential for modern medicine. Students worked to not only inform the public on stem cells, but also destigmatize the current climate surrounding stem cell research and relay such information in an accessible and easy-to-understand form of media.
In order to do this in an effective manner, three sets of Instagram slides were designed to define and explain stem cells to viewers. The first revolves around the story of a man who experiences a skiing accident and follows his full recovery using stem cells. This storyline, fully developed by this year’s Stem Art group, easily defines stem cells, explains their potential implications for modern medicine, and most importantly, destigmatizes stem cell research. Compared to previous years, this year’s Stem Art group chose to use multiple simple drawings paired with storytelling to communicate their main deliverable of Instagram slides. The second and third slideshows utilize effective art mediums designed by previous classes to discuss how stem cells could be used to cure Parkinson’s disease, as well as the parallels between the processing of Induced Pluripotent Stem Cells (iPSCs) items that are thrown in the recycling. Similar to the first set of slides, both these slides also contained explanations as to what stem cells are and worked to remove the negative connotation around them. The final slide on each set contains a QR code that would take any viewer to a webpage on the Lippmann Lab’s website dedicated to more in depth research regarding stem cells, which was another contribution of this year’s SSMV class to the project.
To gauge how effective the slides were at informing the intended age group (middle and high school students) on stem cells, the SSMV students formally presented the paralysis slides to their fellow classmates at the SSMV, as well as Day of Discovery students at the zoo. Both classes were given pre- and post-surveys to assess their knowledge of stem cells before and after the presentation, and analysis was run on both classes to determine the slides’ efficacy. Overall, students were shown to have a significant increase in the understanding of stem cells based on the survey data. Their knowledge of what a stem cell is, the basics of stem cells, their positive and negative implications, the difference between embryonic stem cells and iPSCs, how they are currently used, and most importantly, their outlook on stem cells and their potential for regenerative medicine showed drastic improvement.
This year’s Stem Art group, Jed Jenner Comia, Paul George, and Hamza Yousef, would like to thank Dr. Ethan Lippmann, Mr. Noah Saterstrom, Dr. Menton Deweese, the Day Of Discovery program at the Nashville Zoo, and the SSMV for providing the group with the opportunity to continue this project.
The Tennessee Environmental Council
The Tennessee Environmental Council (TEC) is a non-profit organization that supports Tennessee’s environment by promoting community involvement and volunteerism. The School for Science and Math at Vanderbilt (SSMV) partnered with the TEC this year to install and promote wildflower gardens. The project’s aim was to create pollinator gardens and write a handbook to instruct environmentally conscious Tennesseeans to build their own gardens. We hoped that our partnership would lead to the transformation of otherwise unused land into pollinator habitats.
First, we needed to learn how to construct a garden according to TEC instructions and guidelines. We began by identifying ecological deserts that could be reinvented as pollinator gardens and contacting the owners of these locations to understand the process of collaborating with them. We secured two plots of land: one in Vanderbilt’s Native Meadow and one on the property of a carpentry business in Berry Hill.
The Vanderbilt plot is a part of the Native Meadow right outside the SSMV classroom. Its close proximity to us and the support of the Vanderbilt landscaping team made it simple to begin work. Vanderbilt had most of the necessary supplies (soil knives, compost, rocks, and wheelbarrows) on hand. Because of transportation difficulties magnified by Vanderbilt and Metro Nashville Public School’s Covid guidelines, it was significantly harder to work on the second site. We solved this problem by hosting a weekend volunteer event for high school students to help transmogrify the plot of land into a pollinator garden.
We used our recent experience to create a garden-building guide for the TEC to post on their website and distribute around the state. The guide is an amalgamation of the information we learned as we built our gardens. It covers the garden-building process from finding pieces of land to the long-term maintenance of the newly built gardens. The handbook is written to be informative for Tennessee residents as they build their own gardens. We hope that this handbook will help to inform and empower Tennesseans interested in conservation as they contribute to the betterment of their state’s ecological landscape by building wildflower gardens!
Vanderbilt Center for Addiction Research
The Vanderbilt Center for Addiction Research (VCAR) researches the neuroscience of addiction to develop treatments. One of their main goals is to decrease the stigmatization of addiction by highlighting that addiction is a brain-centered disease. In recent years, spreading awareness about the effects of addiction on the brain has become more important as nicotine vaping has remained prevalent among adolescents. In fact, around 17.2% of middle schoolers reported vaping nicotine in 2021 . We worked with VCAR to further advance our goal of destigmatizing addiction by creating Mentimeter questions, a Kahoot game, and a Google Slides presentation that discussed the neurobiology of addiction aimed at a middle school audience. The presentation was given in-person to two eighth grade classrooms, one to Rose Park Middle School and the other to Day of Discovery at the Nashville Zoo.
Topics covered in the presentation included the development of the brain in adolescents, the reward system, and the effect of addiction on the reward system. By the end of the presentation, students were able to identify parts of the brain including the amygdala, the hippocampus, and the prefrontal cortex, understand how the reward system reinforces pleasurable behaviors, and recognize that adolescents are more susceptible to addiction than adults. To maximize the amount of content the students learned, the presentation contained several interactive elements. First, the presentation incorporated Mentimeter, which is a web-based application where students answered questions posed by the presenter in real-time using their electronic devices. Using this application, students were able to anonymously see their peers’ responses to multiple addiction-related questions. Additionally, we ended the lesson with a Kahoot, a game where students race to answer questions and gain the most points. The questions incorporated information addressed in the Slides and were a fun opportunity for students to demonstrate what they learned during the presentation and engage in friendly competition.
To measure the effectiveness of the presentation on the students’ perception of addiction, a short survey was administered to the Day of Discovery students before and after the presentation. We used this survey to quantify how students’ comprehension of addiction changed in response to our lesson. Data analysis revealed that the students’ overall understanding of addiction as a brain disease and of neuroplasticity significantly increased. Students also indicated that they felt more comfortable talking about addiction with their peers after the presentation. This work has the potential to serve as a model for how middle school educators should address the topic of addiction within their classrooms.
Class of 2021 Projects
Biomedical Research Awareness Day
Grundy County Environmental Justice Project
Harpeth Conservancy (formerly known as the Harpeth River Watershed Association) is an organization that promotes community awareness and action to maintain clean and healthy river ecosystems throughout Middle Tennessee. The Conservancy, much like the School for Science and Math at Vanderbilt (SSMV), has a mission of not only protecting Middle Tennessean rivers, but to educate and inform the public about our waterways in the hopes of preserving them for the next generation to enjoy. To fulfill this mission, we designed an educational and engaging board game that allows children and families to learn about the Harpeth River in a fun and informative way.
We worked closely with Harpeth Conservancy to develop the game to be accessible for all ages, teach players about the rivers in the Greater Nashville Area, and communicate to our audience how their everyday decisions can affect our waterways, all under ten minutes. Through strategic planning and coordinated discussions, we sought to design a game that fulfilled all four of these requirements. The result is a game that has players progressing around the board answering trivia questions and making decisions that impact the health of the river.
We developed our game to have three primary components: a game board, playing cards, and a slider to determine river health. The game board is designed to be played in a linear fashion and is shaped like the Harpeth River. Spaces have designated trivia, decision, and event card titles. To adapt the game for Harpeth Conservancy educational events and to satisfy the Conservancy’s time requirements, we designed the game so that it can be played by a single person. Additionally, our game includes “basic” or “advanced” options, which allows seamless mobility from playing solo to a multiplayer experience. There are three types of cards: trivia cards, which include questions based on facts and history surrounding rivers in the Greater Nashville Area; decision cards, which consist of choices based on real life situations people face on a daily basis that have an effect on the well being of rivers and streams; and event cards, which present scenarios that can impact the river depending on the decisions chosen prior to the event. Lastly, our game features a 3D printed moveable slider that helps visually convey the river’s health based on past decisions and the impact of events that the river has endured. These three elements all come together to form an educational game for all ages to be used by the Conservancy.
Our collaboration with Harpeth Conservancy has led to a completed and playable board game for the whole family, focused on and made with the Harpeth River in mind. By creating a game that is easy and engaging to play, children and their families can learn about their local rivers, understand the impact of their decisions on the environment, and have the opportunity to get to know Harpeth Conservancy a little bit better.
Stem Cell Visual Art Project
Stem Cell research has often been misrepresented and stigmatized in general media. Many people unfamiliar with stem cell research do not have a clear understanding of its benefits in our lives. For that reason, it’s very important for scientists to reeducate the general population about stem cells and eliminate those harmful assumptions that could slow progress. With this project, students at the SSMV partnered with the Lippmann Lab, a laboratory in the Department of Chemical and Biochemical Engineering that investigates neurovascular engineering and therapeutic design with stem cells, and Mr. Noah Saterstrom, a local professional artist, to explain the benefits of stem cells through an art medium.
Thanks to a previous CERP group of students, Mr. Saterstrom had already developed a comic strip for the Lippmann lab. This strip depicted the process of cell dedifferentiation in which skin cells are transformed into iPSCs, or Induced Pluripotent Stem Cells, and compared the process to recycling. The students from this year’s CERP group took the comic strip and created a short video. In this video, the process of dedifferentiation was explained in a narrative-like structure, introducing two characters, a man and a grandmother, that each served as springboards to connect dedifferentiation with recycling in simple terms.
As an additional contribution to the Lippmann lab, the SSMV students sought to create a second original illustration focusing on a specific application of stem cells. They decided to explain the need and implementation of stem cells in Parkinson’s Disease treatment. To achieve this, the students first developed the main points necessary to introduce stem cell therapy for Parkinson’s disease. It was important to show the way people were affected by the disease, how their current medications managed symptoms but failed to fight the root cause, and how stem cells are able to fill that gap. The SSMV students then created their own descriptions and brainstormed many possible illustrations in order to give Mr. Saterstrom a better idea of their end goal. Once a template had been created and the main points outlined, Mr. Saterstrom began drawing initial sketches of the desired illustration. Throughout the process, the SSMV students met with the Lippmann lab, Dr. Deweese, and Mr. Saterstrom to provide feedback on these sketches. With each new set of feedback, Mr. Saterstrom created a new version of the illustration and it began to develop into the final product. Since the goal of the illustration was to best represent the main points with little text needed, most of the discussions of feedback revolved around the best visual approach to show concepts such as neuron death, dopamine levels, and stem cell therapy.
After many weeks of developing new versions of the illustration, the final products were decided upon. As a complement to the illustrations, the SSMV students also wished to include helpful descriptive text and decided on two separate versions. The first version (pictured above) would include more text, using simple language, to serve better as a stand-alone image. While the second image included less text, with more technical language, to be a visual aid of a larger presentation. The video and illustrations created by this CERP group can be used by the Lippmann lab during presentations or community events to help people connect with the vision of stem cells. Lastly, future groups can break up the large illustration and create a variety of stand-alone forms of media, including an animated video.
The CERP group, Juliana Shoun and Kartik Rachakonda, would like to thank Dr. Ethan Lippmann, PI of the Lippmann Lab, members of the Lippmann Lab, Mr. Noah Saterstrom, Dr. Menton Deweese, and the SSMV for providing the group with the opportunity and for sponsoring this project.
Tennessee Environmental Council Compost Project
The Tennessee Environmental Council (TEC) is an organization devoted to improving the environment and public health. Although their topics of focus span from pollinator gardens to tree-planting, one of their central goals is to involve the community in their vision. In this project, the School for Science and Math at Vanderbilt partnered with the TEC to help fulfill this goal through the creation of lesson plans designed to educate students about sustainability. These lesson plans covered three different topics, and each topic was divided into a lesson outline, a Google slides presentation, and a corresponding video. With these lesson plans, we hope to extend the mission of the TEC to local schools and communities and to empower students to adopt sustainable practices in their own lives.
The curriculum developed through this initiative included lessons covering three separate sustainability topics: zero waste initiatives, recycling, and composting. The “Zero Waste Initiative” lesson aimed to inform students about the various types of waste and pollutants that we are each individually responsible for on a daily basis. By establishing the pressing environmental issues caused by our waste production, the lesson was able to emphasize why pushing for “zero waste” must be a priority in every local community. The other two lessons in the curriculum, “Home Recycling” and “Compost at Home”, both aimed to explain the processes and science behind two of the most productive sustainable practices that one can adopt. These two lessons also taught students how to adopt these practices correctly on their own, covering the common mistakes that are made when attempting to adopt each.
Supplemental materials, including lesson outlines, activity plans, and instructional videos, were also created to accompany each of the curriculum’s three lessons. For the “Zero Waste Initiative” lesson, the accompanying instructional video focused on sustainable swaps, or products that are reusable or otherwise more environmentally friendly than traditional disposable products. This video demonstrates examples of common sustainable swaps around the house, with the intent of showing viewers the simplicity and facility of adopting sustainable practices. The “Recycling” lesson’s video gives an overview of how to recycle at home, with a focus on clearing misconceptions about non-recyclables. This video provides a visual example of sorting recyclables, and covers recycling the most common difficult-to-recycle items. The “Compost at Home” instructional video provided a plain overview of what composting is and explained how the composting process works. This video also included a demonstration of how to set up a simple, cheap composting system at home.
Recently, the “Zero Waste Initiative” lesson was piloted with a group of 7th and 8th grade students in the encore program at Bellevue Middle School. This presentation sparked discussion about sustainable practices among both the students and teacher, and will ideally provide an example for future presentations of this content. The activities included in the zero waste lesson plan allowed students to reflect on their own daily habits and think about ways to reduce waste in their day-to-day lives. We hope that this curriculum will continue to be implemented among schools in Nashville, as well as Tennessee as a whole, so that the ideas of zero waste, recycling, and composting can be spread to students across the state.
Tennessee Environmental Council: Pollinator Garden Curriculum Development and Pollinator Habitats across Tennessee
The Tennessee Environmental Council (TEC) is a non-profit organization that works to rehabilitate environmental sites in Tennessee while promoting community involvement and volunteerism. With the same passion for biodiversity conservation, the School for Science and Math at Vanderbilt (SSMV) partnered with the TEC. The main goals of this year’s partnership were to develop a curriculum regarding pollinator gardens and their pertinence in maintaining biodiversity and fighting climate change. Ultimately, the goal is to pilot this curriculum in high schools all across the state of Tennessee. Additionally, we created videos modeling various pollinator garden habitats to inspire and involve the local community.
Pollinator gardens offer a unique way to fight climate change and help curb global emissions due to their ability to store carbon via the roots and soil of pollinator species. Pollinator gardens capture carbon and may be implemented in varying locations and habitats with ease. We developed four mini-lessons centered around pollinators with the goal of engaging youth in climate action, bringing awareness to environmental issues and inequities, and helping students become inspired and empowered to dream of a brighter, more equitable planet. Further, this curriculum seeks to bring representative content into schools, helping students envision themselves as scientists, advocates, and world-changers.
The first mini-lesson covers fundamental concepts of sustainability, an introduction to the green movement, how pollinator gardens promote biodiversity and help alleviate the effects of climate change, and promotes environmental justice and the idea that youth can make a substantial positive. The second mini-lesson helps students identify how pollinators aid in the process of food production, understand the role pollinators play in ecosystems, identify ecosystem services that pollinators provide, and recall different examples of interdependence that pollinators have with other organisms. The third mini-lesson encourages students to identify ways in which they may participate in pollinator health and preservation via the creation of pollinator gardens. Students are guided through the process of how to make a pollinator garden, either as a full-sized pollinator garden, window box, or pollinator house. Students are also encouraged to join Tennessee Environmental Council’s Generate Some Buzz initiative, which aims to plant thousands of square feet of pollinator habitats across Tennessee each year. The fourth mini-lesson helps students identify common sources of greenhouse gases and how they contribute to global warming, and helps students examine how photosynthesis and carbon capture via soil can help fight climate change. All lessons include engaging activities such as an evaluation of student ecological footprints and identification of ways to live more sustainably.
Another aspect of this project was to present engaging videos on how to develop a variety of pollinator habitats in a fun, accessible, and engaging manner. Three varying pollinator habitats were developed within SSMV students’ homes. There was a pollinator garden created in a front yard, construction of a pollinator window box, and construction of a simple a pollinator house. Videos like this offer a window for engagement with citizens who may not typically engage with climate-related education.
As part of TEC’s overall mission and outlined goals for the Generate Some Buzz program, they hope to establish pollinator gardens in as many areas of the state as possible, including the city’s right of ways. We used a parcel viewer to delineate right of ways in East Nashville in the vicinity of Stratford High School to map out potential pollinator garden development with local homeowners and created information to advertise the vision of a large pollinator habitat among this right-of-way. Despite the SSMV Class of 2021’s completion with this project, TEC’s Generate Some Buzz project initiative, along with the pollinator curriculum and East Nashville Pollinator Corridor development, still have many fascinating and beneficial directions to blossom in!
Vanderbilt Center for Addiction Research
The Vanderbilt Center for Addiction Research (VCAR) conducts research and promotes outreach to adolescents concerning addiction. It is crucial that adolescents understand the deleterious effects of addiction as their brain is in a key phase of development and is uniquely vulnerable to developing a substance abuse disorder. The adolescent brain is vulnerable to addiction due to its heightened plasticity combined with the lack of development in the prefrontal cortex, which cannot tame the strengthening of the reward pathway that comes with repeated drug use. As the U.S. faces a substantial opioid epidemic, Tennessee is one of the most impacted states with more than six million opioid prescriptions and 19.9 opioid involved overdose deaths per 100,000 persons in 2018. Rural counties in TN are especially affected by this crisis due to decreased educational attainment and access to mental health care services, as well as increased rates of poverty and unemployment.
In an attempt to raise awareness for addiction, we had two main objectives; to create an engaging, accessible, and informative zoom presentation about addiction and to create a 3 part TikTok series about how addiction impacts the brain and body, paired with treatments for addiction. We created a zoom presentation which informs middle to high school students about how addiction affects the brain, why it’s classified as a brain disease, and discussed further the various treatments for addiction along with the various pitfalls that come with treatment. Near-peer education was specifically utilized as part of a broader attempt to better understand the effectiveness of this brand of outreach. This zoom presentation was adapted so it can be used for both online and in-person students and is paired with an instructional guide to increase accessibility for interested educators.
Our second output included a three-part TikTok series which discussed the neurobiological effects of alcohol, physiological effects and why it is classified as a disease, and treatment options. All TikTok videos were one minute in length and were stop-motion videos. The stop motion videos were edited to include a voiceover and background music to make it more engaging to our TikTok audience. We chose to post our videos on TikTok due to the percentage of teens on the app (25% of users are teenagers) and due to the algorithm which makes it easier to reach a larger audience. Although our TikTok series had an average of (amount of views), it will always be available for educators to use as reinforcements or summaries to their lessons about addiction.
CONNECT WITH SSMV