Lisa M. Bomba

I am dedicated to the environment and education. My academic studies and years being a lecturer in higher education have allowed me to foster a pedagogical philosophy based on the inclusion of all aspects of literacy and communication, knowledge and thinking, and the importance of diversity and community. An integral part of my teaching is fostering scientific literacy and lifelong learning habits in my students. My reliability, communication skills, and friendly nature are assets I would bring to any position. I have experience in the diverse field of resource management and conservation, and strong organizational and administrative skills with the ability to work independently and use my own initiative. I embrace the constancy of change, am able to adapt, and manage change effectively to meet tight deadlines, with a sense of humor. I have specific experience in the scientific study of human interaction with the environment. I am able to work in a diverse team setting that values the knowledge of multiple disciplines to make thoughtful and informed decisions. In my professional experience, I have had the opportunity to work under grants, for the purpose of program coordination, academic process of new course development and community resource management programs, education and outreach.

• 2019 – Present
• Franklin Pierce University Institute for Climate Action Faculty Member, in conjunction with faculty, meet weekly with student members to plan and execute activities and raise awareness and promote efforts to meet the challenges of climate change both locally and globally. This aim is pursued under the broad concept of sustainability through three distinct but related mission areas: education, campus operations & culture.
• 2024 - 2025:
• Franklin Pierce University General Liberal Education committee member, the general education curriculum, the General and Liberal Education (GLE) program, working in harmony with the majors, minors, and certificates, readies students for careers and life in a complex and challenging 21st century world. A vision of liberal education lies at the heart of Franklin Pierce University’s promise to offer “an education that matters.” This vision is guided by a carefully formulated set of learning outcomes.
• Summer 2023:
• Revised FPU Integrated Science on-line GLE 112 & 113 courses to include and utilize Cengage MindTap and LMS Canvas allowing students to engage in critical thinking activities using current case-studies that require active reading and learning in the absence of face-to-face lectures and hands-on laboratory activities that are part of traditional in person classroom learning.
• Spring/Summer 2021:
• Trained in new student registration by Dr. Dangelantonio, utilizing Zoom and Calendly apps, assisted athlete and non-athlete incoming freshman students in registering and planning class schedule for their first and subsequent semesters.
• Fall 2018 – Present:
• Franklin Pierce University, Institute for Climate Action council member. As a faculty member, I mentored student in food waste reduction studies and efforts for campus cafeteria. Advised students in senior capstone studies exploring the effects of climate change on ocean life. Collaborated with students to organize better recycling endeavors on campus.
• Fall 2013 & Spring 2014:
• QL Departmental Pre-Post Test Assessment and Reporting
• Administered the departmental on-line pre-post tests for all sections of IQL students through ClassMarker; complied results for 35 sections and 894 students for the academic year 2013/2014. Using Excel, statistical results for each student by section were reported to faculty by section, the report included individual and overall scoring by student as well as by question and assessment of section scoring when compared to all sections.
• Summer 2013 & 2014: Quantitative Literacy Department Artifact Assessment Committee
• Working under a stipend from the Quantitative Literacy Department of Keene State College, in conjunction with two other QL adjunct faculty reviewed and assessed the randomly selected artifact student written works. The team was tasked with determining the level of outcomes met based on the revised Quantitative Reasoning Rubric 2012 Keene State College. The assessment process culminated with the authoring of a scholarly article that included analyses of current artifacts with historical works.
• Fall 2012
• Pre/Post – Test Questionnaire Revision
• Working under a grant from the Academic Affairs Assessment Steering Committee of Keene State College developed an on-line learning assessment data bank of quantitative reasoning-based questions. Program Goal: create a quantitative literacy program assessment tool to be used in the Integrative Quantitative Literacy (IQL) courses at Keene State College. Project Outcomes: a test bank of at least forty questions, which will be randomly selected for test administration through a standardized quiz platform. Accomplishments: The questions cover the topics of; percentages, measures of center, ratios and formulas, trends and best-fit lines, exponential and linear growth, standard deviation and visual representations of data.
• Summer 2012
• Working under a stipend, in collaboration with Dr. Shari Bemis, Assistant Dean of the Science and Social Science Department and Assistant Chair IQL department and Dr. Ann Rancourt, Assistant Provost and Chair of the IQL Department, developed a core module to be the standard for all classes taught in the Integrative Quantitative Literacy (IQL) Program. Over a two-month period, multiple textbooks were reviewed for IQL learning outcomes, knowledge, skills and abilities related to statistical methods and reasoning as outline in the IQL learning objectives.
• Upon selection of the textbook to be used (Statistical Reasoning for everyday life, 3rd edition, Bennett, Briggs Triola) for all IQL classes beginning in the fall of 2012. I then compiled and loaded into Blackboard Learning, student chapter outline and learning objectives, additional materials for statistical and algebraic calculations, key terms and definitions, text glossary, instructions for statistical calculations for Excel, Google Docs, and TI-83/84 Plus Calculators. For the instructor, I created and/or downloaded into Blackboard: chapter outline for each chapter which will serve as an abridged version of each chapter, with all the key terms and definitions, as well as alternative definitions or examples when the material in the text was unclear, any and all statistical formulas including but not limited to standard deviation, mean, median, mode, sampling methods, sampling distributions, population parameters, hypothesis testing null hypothesis, describing and representing data, correlation testing. From the publisher, I downloaded and organized by chapter: active learning question PowerPoint slides, Chapter review PowerPoint Slides, links to the online resources for all chapter text questions.
• 2012 – 2013
• Member: President's Council for a Sustainable Future at Keene Sate College is to affirm the belief that college faculty, staff, administration and students have a responsibility to take a leadership role as stewards of our institution and our world. The Council fosters educational and institutional activities. We encourage awareness and stewardship of our environment; promote social justice, economic equity, and good health through local action and global thinking.

• BI101 & 102: Biology I & II
• FPU, Course Description: “The human species, the basic mechanisms of life, and the delicate balance in the biosphere. In Biology I the approach is through study of life processes from the molecular to the organ system level of structure.”
• ES103: INTRO ECOSYS & WILDLIFE CONSERV-LAB
• FPU, Course Description: “Using real-world data from local and global sites, students will explore the issues related to species conservation around the world. Issues of habitat destruction, pollution, invasive species, overhunting and human overpopulation will be investigated, as well as basic concepts of evolution, biogeography and human attitudes towards the environment. Students will examine trends in biodiversity, and learn how ecosystems can be preserved, managed, and restored in order to save wild biodiversity and create a sustainable society.”
• ES104: INTRO TO RESOURCE MANAGEMENT AND CONSERVATION
• FPU, Course Description: “Introduction to Natural Resource Conservation 4 credits. Using real-world data from local and global sites, students will explore the issues related to natural resource conservation around the world. Topics covered will include impacts of mining and processing natural resources, recycling and waste management, renewable and non-renewable energy resources, global climate change and management of water resources, as well as basic concepts of geology, energy, and human attitudes towards the environment. Students will examine trends in global resource use, learn how natural resources can be used more wisely through problem solving, and take action through civic engagement to move towards creating a more a sustainable society. Addresses GLE Learning Outcomes Natural Sciences, Problem Solving and Technology Literacy.”
• GL115: THE OCEANS
• FPU, Course Description: “The Oceans 4 credits History has shown that science provides a powerful method by which we as human beings can come to understand the natural world. Using this theme of global change – specifically, looking at the planet-wide changes now occurring in the oceans and looking at the link between these changes and changes in the atmosphere – students will become more familiar with some of the major scientific concepts relating to this set of issues, how these concepts have developed, and how scientists continue to revise these ideas. Students will be able to understand and interpret scientific information and be able to make reasoned decisions, as voting citizens, based on that information. The Oceans course will consider topics related to ocean origins, structure, sediments, water chemistry, atmospheric and oceanic circulation, waves, tides, coasts, and marine life. This course combines lab, lecture and discussion.”
• GL120 GLOBAL CHANGE: WEATHER, CLIMATE, AND THE ATMOSPHERE LAB
• FPU, Course Description: “Science is a process that strongly informs human choices that have global impacts. In this course, students will be guided by their own curiosity, because without curiosity there can be no science. Students who successfully finish this course will be able to: 1) critically research and understand the inter-relationship between global climate change and the atmosphere and human actions; 2) critically evaluate the validity of claims, positions, etc., made by businesses, government agencies, or other various groups using a systematic method (that is, the scientific method); 3) articulate and communicate, both individually and in a group setting, their position on important human global issues that have scientific concepts at their roots; and 4) recognize that science strongly informs these human social/political issues that have scientific concepts at their roots. Specific topics considered in this course include atmospheric chemistry, pressure and temperature systems, humidity and precipitation, cloud development, atmospheric circulation, weather forecasting, extreme weather events, climate change, and air pollution. This course combines lecture, laboratory, and discussion. Addresses GLE Learning Outcomes Natural Sciences, Critical Thinking, and Problem Solving”
• GLE112 Integrated Science I 4.0 Credits A multi-disciplinary introduction to the sciences from an environmental perspective, presenting basic concepts and controversies with discussions on biology, chemistry, energy, geology, natural resources interconnect with the environment. These courses are designed to improve the scientific and technical literacy of students not majoring in a scientific discipline. Students become familiar with some of today’s primary scientific concepts, how these concepts have developed, and how they evolve. Addresses GLE Learning Outcomes Natural Sciences (NS), Inquiry & Analysis (IA) and Critical Thinking (CT).
• GLE113 Integrated Science II 4.0 Credits A multi-disciplinary introduction to the sciences from an environmental perspective, presenting basic concepts and controversies with discussions on biology, chemistry, energy, geology, natural resources interconnect with the environment. These courses are designed to improve the scientific and technical literacy of students not majoring in a scientific discipline. Students become familiar with some of today’s primary scientific concepts, how these concepts have developed, and how they evolve. Addresses GLE Learning Outcomes Natural Sciences (NS), Inquiry & Analysis (IA) and Critical Thinking (CT).
• IQL – 101, Exploring Energy Costs.
• KSC, Course Description: “Utilizes the tools and materials in the core module outlined below, with (70%) practical application of statistical literacy (30%) being based on the earth science and environmental cost of household energy in the United States. Students are randomly assigned two states for the research portion of the class. The students then compute and compile statistical costs for those states as reported by the Department of Energy, students will also research and report on the sources of energy (coal, hydro, nuclear, etc.) for the states assigned, addressing the economics, policies, planning and environmental aspects. All data culminates into an end of semester report, the report will have to include an interdisciplinary component that speaks to the ‘cradle to grave’ cost of the energy that uses the statistical findings that are obtained throughout the semester. The format of the report is to be in the form of a technical paper (another research part) and the students present the report in a written, verbal and PowerPoint/rich media format.”
• INMET-225, Meteorology:
• A survey of the atmosphere followed by discussion of solar influence, temperature, humidity, pressure, wind, and forces. Weather patterns, severe weather, and hurricanes are emphasized. World climates and classifications are taught, ending with past and future climates. Exercises such as map reading, storm course plotting, storm barometric pressure graphing, are conducted throughout the course.
• MT101: Contemporary Math
• FPU, Course Description: “This course aims to cultivate an understanding of mathematical reasoning, promote quantitative literacy, and develop problem solving skills by aiding the student in stating problems clearly, sorting out the relevant from the irrelevant, abstracting common properties from individual situations, and arguing coherently.”

• NOAA, NATIONAL WEATHER SPOTTER TRAINING, December 2016
• Severe and hazardous weather spotting and reporting training for the purpose of providing vital ‘ground truth’ to the National Weather Service.
• NH DES, VOLUNTEER RIVER ASSESSMENT PROGRAM TRAINING, April 2010
• Water quality monitoring protocols for volunteer monitors, field safety, QA/QC, field data sheet completion, sample collection for field and laboratory analysis, field sampling for turbidity, pH, DO and specific conductance.
• Best Management Procedures for surface water, groundwater, Community-Based Source Water Protection, and Private Wells.

• Maine Healthy Beaches Program, 2022, Present, Seasonal, weekly field volunteer sampling and monitoring coastal water quality in Wells, ME, U.S. E.P.A. funded partnership between the Maine Healthy Beaches Program, ME coastal communities & Maine Department of Environmental Protection.
• NHDES, Volunteer River Assessment Program, 2010, 2021, Field volunteer for seasonal, monthly water quality monitoring and testing of the Ashuelot River in Southern New Hampshire in association with ARLAC.
• NOAA, National Weather Service, 2015, Present, Skywarn spotter training and certification, providing reports of severe and hazardous weather.
• Conservation Commission, Hinsdale, NH, Chair, 2010, 2014, To lead the committee through the business of planning, implementing, and evaluating the objectives and goals as defined by the State of NH, Department of Environmental Protection, to preserve elements of rural life. The responsibilities included taking leadership role at both the state and local level to engage committee members, community members, and students in the process of land preservation.
• Town of Hinsdale, NH Representative Member Ashuelot River Local Advisory Committee, Cheshire County, NH, 2010, 2014, Commissioner of the NH Department of Environmental Services. ARLAC’s mandate is to review and comment on projects within the corridor that have potential impacts on the river.