1. ARELIS MOORE, PHD; RESEARCH ASSISTANT PROFESSOR

2. Research  Latino Teen Dating Violence  DV has been recognized as an international and national public health problem of mayor proportion.  “control or domination of another person in a dating relationship that causes some level of harm” (Wekerle & Wolfe, 1999, p. 436).  There is little information on the experience of DV victimization among Latino youth, although there is some concern that they may be particularly vulnerable (Yan et al., 2010).  Research has shown that among Latino adolescents, attitudes toward and experiences of DV differ by gender and acculturation levels (Belknap et al., 2013) and are influenced by cultural views on gender roles (Ulloa, Jaycox, Skinner, & Orsburn, 2008).

3. LTDVS  Better understanding of LTDV and its consequences, particularly in SC.  Replication of an ongoing NIH-funded longitudinal, multilevel and ethnically diverse study on LTDV study, conducted by McDonell and colleagues in rural Chesterfield County, SC.  build on strengths of Dr. McDonell’ study (i.e., longitudinal nature, multilevel ecological approach, mixed-methods design),  By incorporating relevant cultural and gender-related factors for LTDV (e.g., gender egalitarianism, marianismo and machismo, ethnic identity, acculturation, and familism).  to orient planning and implementation of comprehensive, community-wide, culturally relevant, and linguistically accessible prevention programs targeting Latino teens and their families in natural community settings.

4. LTDVS  Latino Teen Dating Violence  NIH- R21 Exploratory/Developmental Research Grant Award  Two years  Purpose  To test methodology to reach Latino adolescents in metropolitan and rural areas in Upstate SC  To refine instruments to study selected cultural variables related with LTDV  Submission due date: October 16

5. Research Community based participatory research  "collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community, has the aim of combining knowledge with action and achieving social change to improve health outcomes and eliminate health disparities” (Kellogg Foundation, 2012).  Key indicators for community based participatory research can include:  Sense of community  Sense of belonging  Availability of shared mechanisms for problem solving

6. Community based participatory research  NIH R01 Research Project Grant  The overarching goal of the proposed project is to develop innovative outcomes measurement tools for CBPR.  These measures include measuring public trust, collaboration, participation, capacity building, empowerment, and sustainability.  measures related with CBPR methodologies used as approaches to prevent disease and promote health among diverse cultures and contexts in the Upstate of South Carolina.

7. Community based participatory research  The purpose is:  to access to which extent research that benefits the community is a result of a collaborative effort between community partners and researchers  to developing valid and reliable outcome measurement tools  to provide selected programs (PASOS/GHS; LiveWell Greenville) with relevant information to strengthen their community outreach and engagement efforts  to measure the impact on and participation of the community in health research  to access the extent and nature of CBPR efforts of these programs.

8. Teaching  Creative Inquiry (SPAN 497-636) (2013-2014)  In coordination with Dr. Graciela E. Tissera, Language Department.  Themes: International Health and Hispanic Culture  Research project focuses on socio-cultural determinants of health in the DR  Exploring medical diseases and conditions, health disparities, health administration  Undergraduate students (from L&IT and Nursing)  service learning activities (volunteering at primary health clinics and a child- care center for disadvantage children)  pre-arranged qualitative research assessments related with their particular research topic at different levels of Santiago Province’s public health system

9. Teaching: Faculty Development  Critical Thinking (CT 2 ): Summer 14 Clemson Thinks 2 Faculty Institute  Building Healthy Communities: study abroad in Latin America and The Caribbean (traveling to the Dominican Republic).  This course focuses on CT and pursues to build solidly on student learning outcomes appropriate to the public health and social research disciplines, on a logical, cohesive learning process.  The purpose of this course is to expand students’ knowledge of the nature of family and community life in the LAC region, to identify relevant socio-economic, political, cultural factors that influence the health and well-being of families and communities, to explain mechanisms through which these factors operate, with the purpose of recommending appropriate course of action.

10. To assess the community health situation of a LAC region community (or local Hispanic community) and to propose a community health improvement plan by analyzing secondary data sources And incorporating evidence-based practices from the US and other countries as applicable. To communicate effectively the proposed model of intervention for the LAC region or local U.S- Hispanic community Community Health Assessment Community Health Improvement Plan To explain and to apply correctly the concepts of: community, community development, ABCD approach, Social Determinants of Health, Health Equity, MDGs, and healthy communities for the US and LAC region To use two theoretical frameworks: socio-ecological and healthy communities (CHA/CHIP) to analyze, and to make interpretation of these concepts and their application in public health To understand and to incorporate/use the following methodologies: critical thinking approach, meta-cognition, social research methods (theoretical frameworks, literature review and focus group) To explain the concepts and models in your own words and use it correctly Arelis Moore, PhD FCS ###: Building Healthy Communities: Study abroad in LAC region.

11. Teaching: Faculty Development  Critical Thinking (CT2)  Creative Inquiry: imaginative combination of engaged learning and undergraduate research. Scholarships for participants ($500), faculty traveling expenses up to $2000.  Service Learning Mini Grant (CU Service Alliance): Up to $500 to faculty interested in improving existing courses, developing new courses that incorporate service- learning and/or community-based research.  Service Alliance Faculty Fellows Program: $1200 in professional development funds to explore issues related to service-learning and community-based research.  Seed funding for Curricular Internationalization: Office of Global Engagement (OGE). Up to six awards averaging $5,000 for the development of courses

12. Advising  First Year PhD Students’ Advisor  Dissertation Committee Member:  Annah Amani  Laura Bogardus  Dana Lee More Recently:  Albina Balidemaj  Ana Uka  Mirela Arqimandriti