California State University (CSU): Open Journal Systems
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Boundaries Beyond the Bathing Suit: Utilizing Intimacy Choreography Practices to Support VIRTUS Training
Get PDFA literature review and analysis evaluating how the practices of Intimacy Choreography support the aims of one of the Catholic Church\u27s sexual abuse prevention programs collectively called VIRTUS. This article defines scenarios of legally unacceptable risk (high stakes) as well as legally acceptance risk (low stakes) and how the tools of Intimacy Choreography (Theatrical Intimacy Education, in particular) and VIRTUS both aim to establish and uphold boundaries, but in different capacities. This article compares the tools of each area, and makes an argument for how Intimacy Choreography\u27s consent-based practices are a good for Catholic diocesan schools\u27 theatre programs that utilize VIRTUS training
ChatGPT as a Universal Design for Learning Tool : Supporting College Students with Disabilities
Get PDFThis paper explores the potential of ChatGPT, an innovative AI language model, as an assistive technology tool within the framework of Universal Design for Learning (UDL) to provide targeted support for college students with disabilities. As colleges and universities strive to promote inclusive practices, the implementation of UDL principles has gained significance. ChatGPT\u27s interactive conversational interface aligns seamlessly with UDL, offering personalized assistance, promoting comprehension, and creating engagement opportunities among diverse learners. Numerous examples are provided, which align with both the universal design framework and the needs of learners receiving accessible and assistive services on a college campus. This paper identifies the many possibilities for ChatGPT as an accommodation tool to significantly impact and improve the inclusive and equitable learning experiences of college students with disabilities.
 
Examining an Interdisciplinary Experiential Learning Program for Doctoral Students: Expanding our conception of the advanced degree
No full textEducators, researchers, and institutions have long recognized the value of experiential learning as a way of fostering students’ ongoing learning and skill development. In recent years, experiential learning has gained increased traction in higher education institutions, as there is recognized need for graduates to engage in and actively reflect on lived experiences in various disciplines. Yet, much of the research in graduate-level experiential learning focuses on discipline-specific experiential learning opportunities, often within the context of a single graduate program where students’ career outcomes and program pathways are narrowly defined. Through qualitative analysis of interview, focus group, and program data collected as part of a collaborative evaluation, we respond to a gap in existing research to examine the diverse perspectives of doctoral students engaged in an interdisciplinary experiential learning program. The study’s findings contribute to a more robust understanding of the potential for experiential learning as an interdisciplinary practice, with direct examples of how doctoral students and higher education institutions are moving this work forward in this context
EE= E3LC3: Engaging Experiences Enabling Learning Connections between Curriculum and Career: Making experiential learning clear by customizing an overarching understanding to the needs of both educators and external stakeholders.
No full textThe current movement to institutionalize Experiential Education (EE) reflects and acts as a response to contemporary concerns about the perceived value of investing in education. The authors delineate the need to collaborate within a shared understanding of the possibilities, diversity, and operational practicalities of EE across different units and communities. This article presents a flexible working definition of EE that is intended to be malleable and applicable across universities. Subsequently, this article explores how this definition can serve as a guiding framework for the development and implementation of EE in specific areas, offering insights from three distinct scholar-practitioners. The article argues for shared overarching understanding of EE, accompanied with opportunities to adapt and delineate further by different interested parties and units.
Finally, practical steps are suggested for colleagues seeking to establish a definition of EE at their institutions or respective organizations. Tangible strategies for adapting to individual contexts will be unique and must navigate particular campus and community contexts. Characteristics, competencies, high-impact practices, principles, and other elements can be useful as guidelines, but the umbrella definition of EE will enable various departments to implement tailored approaches to connect classroom learning with real-world experiences and careers
Intersections and Interactions in Student Experiences: Inquiry into a New Taxonomy of Experiential Learning
No full textThis piece is an invited commentary responding to the student roundtable on experiential learning (see ELTHE 7.2 Discussion Roundtable: Student Panel). Framing the essay around how students respond to experiential learning as significant learning experiences, the challenge for educators is to harness these learning experiences intentionally. Fink\u27s integrated course design model and taxonomy of learning is introduced and remixed in this essay. Rooted in practitioner-scholar inquiry, this essay anchors practitioner research as the theoretical foundation to explore the students’ experience, emerging from experiential education practice and leading to broad inquiry focused on the learning that arises (Green, 2023). In the end, a new taxonomy of experiential learning is proposed, based on student responses to experiential learning as featured in the roundtable discussion
Colorism and Its Effects on Self Perception
Get PDFI was born with brown skin. Throughout my life, I have experienced people both inside and outside my community perceive me differently because of my skin tone. Within my community, nicknames such as “India,” “Morenita,” or “Negrita” were shared. I was always advised not to be in the sun for long periods, and I would often see lightning and bleaching lotions in my local markets in case we got “too” dark. Outside of my community, I often felt ostracized because of my skin, especially in my early years in school. From getting picked last for group projects, getting called derogatory names, and constantly getting confronted by others with lighter skin and by some with similar skin tones as me as a way of obtaining validation or compensating for similar issues I was enduring. When trying to find comfort in my favorite movies or TV shows, I did not see myself in the characters I enjoyed watching. Instead, I longed to become them because I wished my skin looked lighter like theirs so I could feel seen, appreciated, and respected by those around me. If I ever did see a character with similar or darker skin tones as me, they were often depicted stereotypically or unfavorably, which usually resulted in further comments or comparisons from others. As a result of these experiences, my self-esteem began to decline over the years, and I developed severe anxieties regarding my appearance and, precisely, my skin tone. I went through phases of attempting to change my appearance to look a certain way that might lessen the anxiety and insecurity. Straightening my thick, wavy hair every morning, using makeup that was shades lighter than my actual skin tone, using lighting lotions on my elbows and shoulders, attempting to wear colored contacts, and depriving myself of basking in the sun that would always bring me comfort and reassurance. As time passed, I attempted to overcome these insecurities, but they soon resurfaced as I began my higher education journey. Despite attending a community college and university with students from various backgrounds, many of whom were first-generation college students like myself, I quickly realized how much the university relied on students of color to promote diversity to avoid assumptions of not being an inclusive institution and to retain high enrollment rates. In theory, this is an attempt to encourage change and inclusivity. In reality, campus life as a student of color consisted of many obstacles such as heavy police presence, little access to student resources, and microaggressions from campus administration. Those further from that image are seen as infiltrators or tokenized students who are questioned about how they were accepted into the institution or if they have the potential to obtain a higher education. In many cases like mine, you were asked both of those things. Constantly. 
How Political Interest Overruled the Common Good: Women’s Rights and The Abortion Argument
Get PDFThe United States citizens— specifically addressing women in this essay, suffer the consequences of the personal agendas of politicians in power. We live in a nation where political interest has overruled the common good. I speak on how in the contemporary United States, women are victims of Othering. They are oppressed through their gender identity, their livelihood, and their healthcare— specifically reproductive choice. I talk about the Supreme Court System and how it is too outdated for modern American issues. I also touch on exactly how abortion restrictions have effected the American people. 
A Country Soiled in Blood: The Genocide of Innocent Native Americans
Get PDFThis paper will prove the justice system\u27s effectiveness on genocides and ethnic cleansing, and if the minority rights have managed to protect the endangered groups of people. As a result, it will provide concrete proof of how ineffective the U.S. government is in handling human rights matters and how imperative it is for equality without any form of discrimination. 
Lyrics of Dissident Youth Cultures and Police Misconduct in the United States
Get PDFIn this paper, I analyze US rap and punk rock lyrics in regard of criticism against the police and compare the accusations made to real life data of police misconduct over the last decades. I sort these findings in five categories: racism, corruption, violence, deadly violence, and sexual violence. I find that these accusations are reliable and often do not even reach the actual levels of excess and viciousness police misconduct can reach. The accusations made by dissident youth musicians are not useful to solve singular cases of police violence but they bear witness to a bigger systemic issue. This study paves the way for research and social justice activism to take a deeper look into the accusations made by musicians on a bigger scale
Generative AI Results and Reality: An Assessment of Representation in Image Generation of Graduate Education
Get PDFThe accuracy of Generative Artificial Intelligence (GAI) tools is the product of the quality of underlying data used to train models, and the models themselves. This interplay between data and models can lead to differences in the accuracy of outputs provided to common prompts across different GAI tools. This study investigates the disparities in accuracy related to representativeness between the outputs of GAI tools and demographic data from National Center for Education Statistics (NCES) and large enrollment, regional comprehensive university in the western United States (CSU). Three GAI platforms - ChatGPT, Co-pilot, and Gemini were evaluated using five samples each, with the same instruction across all platforms: “Show a class of graduate students.” The GAI outputs were analyzed based on three demographic variables: gender, race, and age group. These outputs were then compared to national averages from the NCES for gender and race and the CSU for age group. Notably, the variances in the results showed broader distributions across the demographic variables. To assess accuracy, a representation rate metric was calculated, reflecting the average absolute variance from the NCES and CSU benchmarks. The findings highlight the opportunity of higher quality data in model training, as well as the necessity for improved algorithms and methodologies in GAI systems to represent complex demographic information more accurately.