2671 research outputs found
Sort by
Deck Assembly Division: SGC Game Design Contest winner
No full textThis board game project, “D.A.D.”, has provided challenges that are certainly unique to it among the winners of SSU’s Game Design Contest. More than a year before this game was even pitched at Shawnee Game Conference, much of the high-level design had already been completed. In fact, there was even a public playtest at the SGC 2 years prior. So with all of this already out of the way, what challenges did this game still face and how is it making use of its winnings from the contest?
The first challenges came from the decision to leave D.A.D. as a board game as opposed to translating it into a video game. These included the production of many copies of the game since hand making each piece, as was the case in the prototype, is unrealistic. This issue is being remedied by the purchasing of a 3D printer. 500 of the contest winnings as there are still many supplies that I have yet to purchase that are necessary for ensuring my safety in handling the 3D prints such as rubber gloves, an apron, and safety goggles. These expenses total at 667.88. The leftover $332.12 will be going to appearances at conventions such as Chicago’s Game Developer Conference as a form of advertising for the game.
In the meantime of waiting for the rest of these funds, any development time for this game has gone towards design documentation and blueprinting the system by which the game\u27s support system will be tracked. In the meantime, finalization of the documentation of the game\u27s visual design, rules, and marketing plan will be the primary uses of time
Interview with J.D. Emnett
Get PDFJ.D. discusses his family’s history of service to community and his interest in learning about other cultures and languages. He also discusses his career as an educator, and how he came to work at the South Central Ohio Educational Service Center. J.D. discusses the ways in which he has built infrastructure for language access in the schools that he serves and connected with the Latine community over the past several years
The Role of Occupational Therapy in Treating Developmental Trauma in Appalachia
Get PDFAbstract
This study aimed to investigate and determine the knowledge and education of occupational therapy practitioners who evaluate and treat developmental trauma in Appalachia and adjacent counties by answering the following research questions. 1.) What is the level of education, years of experience, and what formal diagnosis practitioners received on referrals? 2.) Are practitioners satisfied with resources to treat trauma histories? Do they participate in self-learning activities, and what disciplines do practitioners find in their self-learning education? 3.) What theoretical frameworks and assessment tools do practitioners utilize to develop treatment plans? 4.) What are the barriers to treatment when children have trauma histories? The study analyzed data collected from 80 practitioners, as a non-experimental, descriptive study, through an online survey offered to pediatric occupational therapy practitioners in Appalachia and adjacent counties. The instrument used was an author-developed, web-based survey containing 18 questions about practitioners’ experience with developmental trauma. Practitioners offered insight into demographics, education, self-directed learning, diagnoses, barriers, and occupational therapy-specific theories and tools to assess developmental trauma. Pediatric practitioners with access to trauma-informed care resources can bring awareness to adverse childhood events (ACE) by identifying early signs of exposure and can implement evidence-based practice to reduce the developmental effects of childhood trauma. By understanding the barriers, education, and available resources, therapists can build a network specifically for pediatric occupational therapy practitioners in Appalachia for trauma-informed best-care practices.
Keywords: developmental trauma, occupational therapy, trauma-informed practic
Development of Professional Behaviors in Occupational Therapy Students: Program Design
Get PDFAbstract
Many factors are considered when relating student preparedness to successful clinical experiences. This literature sought to identify the gaps and understand the graduate student experience concerning professional behaviors. Specific behaviors were identified and guidelines established by the Accreditation Council for Occupational Therapy Education (American Council for Occupational Therapy Education, 2020) were used to create a program to address professional behaviors of communication and professionalism. The created program incorporated hands-on learning experiences versus high or low-fidelity simulations to teach professional behaviors and promote self-awareness of the student. The information gained through this research has added to the body of knowledge on occupational therapy by creating a program.
Keywords: professional behaviors, fieldwork success, emotional intelligence, case simulation
An Investigation of the Effects of Gender, Socioeconomic Status, and Age on Mathematics Outcomes of In-Person and Online Learning
Get PDFThe coronavirus pandemic created a unique situation where a rural school district in western Ohio gave students a choice to attend school in-person with face-to-face teachers or take courses online through an asynchronous online platform. The state mathematics grade level and end-of-course test scores were taken by both groups of students in the spring of 2021. An analysis of the state grade level test scores for grades 3-8 revealed significant predictors of instructional mode, socioeconomic status, and gender. Taking courses online predicted a lower score by 23 points, the socioeconomically disadvantaged scored 20 points lower, and females were behind by more than 9 points. An analysis of the state end-of-course test scores revealed one significant predictor, that of instructional mode, with online students behind by nearly 14 points. Further analyses revealed the mean test scores of online students were significantly lower than that of in-person students in each age group and test type. There were no significant interactions revealed between any of the analyzed predictors. Online students were consistently lower in each test type and age group; this gap was not significantly different among any of the subgroups of socioeconomic status, gender, or age compared to the whole population
An Analysis of the Validity of Xavier University’s Math Placement Exam and the Accuracy of Placements Resulting from It
Get PDFSince the early 1980s, Xavier University (in Cincinnati, Ohio) has used its own placement exam as the sole criterion for placing incoming students into their first math courses. Even though the exam has been employed for over 40 years, there has never been a rigorous analysis of its design or of how appropriately it places students. So the purpose of this study was to provide such an analysis. The quality of the exam design was gauged in three ways. First, the study determined whether, for each of the 40 multiple choice questions that comprise the exam, the correct response was the most frequently chosen. Secondly, the study used a correlation matrix to determine whether there were any strongly correlated questions, which might therefore be redundant. Thirdly, an exploratory factor analysis was conducted in order to determine what mathematical competences the exam actually measures. The quality of placements made by the exam was gauged by a novel approach. The course performances of students taking each course as a second or third math class were used to establish baselines for performance in the course. The performances of exam-placed students could then be compared to these baselines in order to determine whether the exam-placed students outperformed, underperformed or performed equally to the other students in their classes. This was studied in two ways. First, a χ2 test of independence was conducted for each course in order to determine whether there was any significant correlation between how a student arrived in the course (exam placement or working up through prior courses) and whether the student succeeded in the course (earned a grade of C or better). Then an independent samples two-tailed t-test was conducted for each course in order to determine whether there was a statistically significant difference between the mean iv grades of exam-placed students and the other students in their courses. The analysis of the exam itself found that there were five questions for which at least one response was chosen more frequently than the correct choice. Though this finding does not directly threaten the validity of the exam, Xavier’s math department may wish to discuss whether or not questions with such attractive incorrect choices are appropriate. A correlation matrix of the exam’s 40 questions showed that there were no strongly correlated (redundant) questions. The exploratory factor analysis found that the exam questions have only two underlying factors: calculus and non-calculus, with nearly all questions loading cleanly to one factor or the other. Lastly, the χ2 tests of independence and t-tests both found that exam-placed students significantly outperform the other students in their classes, suggesting that the exam tends to place students into courses below what is appropriate for them. The results of the study may be used to reassess how math placement is conducted at Xavier University. However, beyond Xavier, the novel approach that was employed to gauge placement accuracy may be of use to any other institution seeking to evaluate the effectiveness of its math placement model
Students with Disabilities and Participation in Extracurricular Activities
Get PDFThe role of secondary educators is to produce successful students, not only academically but developmentally. Educators must equip students with the skills and habits they need to transition into adulthood smoothly. Instructors are constantly looking at ways to produce student achievement, but unfortunately, not all students graduate on time, and, even worse, some students drop out of high school. One group of students who fall into this at-risk category is those with disabilities. Students with disabilities tend to have lower academic achievement, more chronic absences, and more behavior misconduct than students without disabilities.
This study examined the effect participation in extracurricular activities had on the variables of academic success, number of absences, and discipline referrals. Multiple regression, ANOVA, and independent t-tests were used to examine this study’s four main research questions. The researcher found statistical evidence that students with disabilities involved in extracurricular activities had fewer absences than those who did not participate. Statistical evidence was not found between involvement in extracurricular activities and the number of discipline referrals. Results also showed that, although not statistically significant, the mean Reading SOL and Math SOL scores of students with disabilities who participated in extracurricular activities were higher when compared to their uninvolved peers
November 19, 2021 Excecutive Committee Meeting
Get PDFMinutes of the November 19, 2021 Executive Committee meeting, Board of Trustees
September 17, 2021 Executive Committee Meeting
Get PDFMinutes of the September 17, 2021 Executive Committee meeting, Board of Trustees