For Students, Faculty, and Staff: MyU One Stop

Lynne Borden


Department Head, Professor

Room 290D McNH
1985 Buford Avenue
St Paul, MN 55108

Tel: 612-625-1900

Fax: 612-625-4227

Download CV Curriculum Vitae

Areas of Interest

Families as a Context for Development
Community-based programs that promote positive development
Public Policy
Military Families

Recent News

Working together to serve military families

Borden receives $3.49 million grant from USDA-NIFA


Ph.D., Human Resources and Family Studies, University of Illinois at Urbana-Champaign
M.A., Counseling and Guidance, University of Colorado at Denver
B.A., Elementary Education, University of Northern Colorado

Research & Discovery

Lynne's research and discovery attempts to better understand the relationship between the various contexts within which young people interact and their overall development. More specifically, her work focuses on community-based programs and the role of these organizations in promoting the positive of development of young people and their families. Working in partnership with community-based programs, the programs are given data that allows them to make programmatic and policy changes enhancing their ability to better meet the needs of those they serve. 

Lynne accomplishes this work through her research center, the Center for Research and Outreach (REACH). As an innovative center that focuses on supporting families and communities, the mission of REACH is to provide high-quality, accessible research, outreach, and evaluation that builds the capacity of individuals and systems serving children, youth, and families. Individual research projects led by Lynne through REACH include:

Military REACH: Military REACH, a collaboration with the United States Department of Defense’s Office of Family Policy, utilizes a multi-disciplinary approach integrating both research and outreach to support those who work with and on behalf of military families. Through a three-fold approach, Military REACH: (1) provides empirical research that identifies and addresses key issues impacting military families and the programs that serve them; (2) offers outreach and professional development through online resources; and (3) hosts a Live Learning Lab for program staff seeking constructive professional development feedback for their programs.

Children, Youth, and Families at Risk Professional Development and Technical Assistance Center (CYFAR PDTA): CYFAR PDTA serves as a mechanism to support the success of the Children, Youth, and Families at Risk (CYFAR) initiative at The United States Department of Agriculture – National Institute for Food and Agriculture. Through the development and provision of proactive technical assistance, resources, evaluation support, and tools, the CYFAR PDTA builds the capacity of 43 CYFAR grantees throughout the United States and outlying territories. CYFAR PDTA does so with the overarching goal of increasing the overall positive impacts of the CYFAR Initiative’s efforts. The project provides the needed resources for high-quality implementation of CYFAR community programs using research-based methods that include individual program process and outcome evaluation.

The CYFAR PDTA project forms a comprehensive foundation in order to address capacity building, outreach, and impact using a three-pronged approach: (1) the use of research and evidence-based information to inform the work; (2) broad leadership representation from across the Land Grant University System (1860’s, 1890’s, 1992’s, 1994’s, and Hispanic Serving Institutions); and (3) subject matter experts who can address key areas relevant to the CYFAR Initiative.

U Connect: Connecting Young People for Educational Success: Funded by the United States Department of Agriculture – National Institute of Food and Agriculture, U Connect is a joint-state project built in partnership between the University of Minnesota, Tennessee State University, and Kentucky State University. U Connect is an afterschool program designed to address educational disparities among children and youth in grades k-8. The program uses an evidence-based, systems-level model that recognizes the fact that student’s academic success is influenced by the multiple environments in young people’s lives. This comprehensive program gives young people the resources and skills needed to be academically engaged and successful.

Participating in U Connect is designed to improve school performance, promote relationship building, develop problem solving skills, and increase persistence for students. Young people who participate will improve their pro-social behaviors at school including attendance, personal behavior, academic performance, and engagement both at school and within the afterschool program.

Military and Family Support Training System (MFSTS): The MFSTS project, funded by the United States Department of Defense, involves developing a high quality, online, joint service provider training curriculum in the area of military and family readiness. Through this process, the MFSTS team develops core competency training that applies to all program areas, and is useful to all branches of the armed forces (i.e. Marines, Army, Navy, Air Force). The MFSTS project utilizes a strength-based and results-oriented ‘social service delivery model’ approach.

Teaching & Learning

FSoS 8200: Orientation for Family Social Science

Honors & Awards

2012 Outstanding Engagement Award, the Board of Human Sciences, the Association of Public and Land-grant Universities, Denver

Honorary Alumnus Award, University of Arizona Alumni Association, College of Agriculture and Life Sciences

2010 Extension Faculty of the Year, Cooperative Extension College of Agriculture and Life Sciences, University of Arizona, Tucson

2009 Faculty Award, the Council of Alumni and Friends of the John and Doris Norton School of Family and Consumer Sciences, Tucson


  1. Wiggs, C. B., Borden, L. M., Stevens, S. J., & Serido, J. (under review). Stress and coping among adolescents: Ethnic Variation in the Experience of stressful life events and engagement in risk behaviors. 

  2. Schlomer, G. L., Hawkins, S. A., Wiggs, C. B., Casper, D. M., Card, N. A., & Borden, L. M. (2012). Deployment and family functioning:  A literature review of the United States operations in Afghanistan and Iraq. Family Science 3(2) 86-98.

  3. Borden, L. M., Wiggs, C. B., Schaller, A., & Schlomer, G. L. (2012). Engaging youth in evaluation: Using clickers for data collection. Journal of Youth Development, 7(1), 143-147.

  4. Borden, L. M., Schlomer, G. L., & Wiggs, C. B. (2011). The Evolving Role of Youth Workers. Journal of Youth Development, 6(3), 126-138.

  5. Serido, J., Borden, L. M., & Wiggs, C. W. (2011). Breaking down the barriers for continuing participation in youth programs. Youth and Society, 43(1), 44-63.

  6. Card, N. A., Bosch, L., Casper, D. M., Wiggs, C. B., Hawkins, S. A., & Borden, L. M. (June, 2011). A meta-analytic review of internalizing, externalizing, and academic problems among children of deployed military service members. Journal of Family Psychology, 25(4), 508–520.

  7. Serido, J., Borden, L. M., & Perkins, D. F. (2011). Moving beyond youth voice. Youth & Society, 43(1), 44-63. 

  8. Antonio, T., Johnson, S., Borden, L. M., & Villarruel, F.A. (2010).  Can anyone see our shadows?: Mental health and related social issues for Latino youth. In N. J. Cabrera & F.A. Villarruell (Eds.), Latino/a child psychology and mental health: Development and context, early to mid-childhood; adolescent development. ABC-CLIO Publishing.

  9. Lee, S., Borden, L. M., Serido, S., & Perkins, D. F. (2009). Ethnic minority youth in youth programs: Feelings of safety, relationships with adult staff, and perception of learning social skills. Youth and Society, 41(2), 234-255.

  10. Borden, L. M., & Serido, J. (2009). From program participant to engaged citizen: A developmental journey. Journal of Community Psychology 37(4), 423-438.