Brian Chapman, Ed.D. (Affiliate)
Assistant Professor in Residence
Human Development and Family Sciences
I am currently serving as a Visiting Assistant Professor in Human Development and Family Sciences (Stamford Campus) through August 2020. Effective August, 2020 I have been appointed Assistant Professor in Residence (Waterbury Campus), Human Development and Family Sciences. The general topics I am interested in are wellness in the area of Aging, attitudes toward nutrition and nutrition practice among older adults, as a response to disease or disease prevention (I have a certificate in plant-based nutrition from ECornell), factors related to wellness and resilience among aging HIV-positive individuals and long term survivors of HIV, the connection between intergenerational relationships and wellness in aging populations, the impact of loneliness among aging individuals, and health and wellness among LGBTQ individuals who identify as gender fluid. Initially as an InCHIP affiliate I would plan to work on projects related to intergenerational relationships and wellness and wellness among LGBTQ individuals who identify as gender fluid. I intend to collaborate with other InCHIP affiliates. At UConn I was a practitioner in the area of lifelong learning for over 10 years (founded the Osher Lifelong Learning Institute (OLLI) and raised $1.6 million in grants and endowment), carried out preliminary work with intergenerational programming, and made many presentations on Aging. I have raised grant money for Building ParentPower (outside UConn) and carried out fundraising with the UConn Foundation.
My current and future research as a second year junior faculty member are directly related to creating new knowledge about theoretical knowledge and frameworks related to health behaviors of sexual minorities, individuals identifying as gender fluid, and older adults. This research will use qualitative and quantitative methods of inquiry and the lens of intersectionality to inform affirmative policy and practice of/for the identity groups being studied and those who serve these populations. Through collaborative, interdisciplinary approaches publications, presentations, interventions, and best practices will be developed. Moreover, the stated goal would be to disseminate forward thinking, positive, and asset based approaches to wellness and quality of life to organizations, local, state, and national policymakers. Finally, the translation of this information to students at all levels and other professionals would be imperative.
Ed.D., University of Texas at Austin, 2001
M.A., Columbia University,1996
Chapman, B. G. (1997). Addressing the needs of students on scholastic probation. Innovation Abstracts, 19 (26), 1.
Chapman, B. G. (2000). Concurrent enrollment as a strategy to meet urban educational needs. Innovation Abstracts, 22 (19), 1.
Chapman, B. G. (2001). Connecting instructional programs to fundraising. Innovation Abstracts, 23 (23), 1.
EDITORS’NOTES P ROBERTSON, B CHAPMAN, F GASKIN. New Directions for Community Colleges 2001 (113), 1-6.
Donorfio, L.K.M. & Chapman, B. (2009). Engaging the older learner on growing old—positively. The LLI Review, 4, 9
Robertson, P. F., Chapman, B. G.*, & Gaskin, F. (2001, Spring). Systems for offering concurrent enrollment at high schools and community colleges. The new directions for community colleges, 113. UCLA, Los Angeles, CA.
Chapman, B. Minority faculty recruitment in community colleges: Commitment, attitudes, beliefs, and perceptions of chief academic officers. Dissertation, University of Texas, Austin, TX. 2001
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