College of Saint Benedict and Saint John's University
College of Saint Benedict and Saint John’s University: DigitalCommons@CSB/SJUNot a member yet
8817 research outputs found
Sort by
My Shadow
Get PDFSandeep Kumar Mishra is a writer, poet, artist and lecturer in English Literature. He is the art instructor at Kishlaya Outsider Art Academy. He has edited a collection of poems by various poets - Pearls (2002) and written a professional guidebook -How to be (2016) and a collection of poems and art-Feel My Heart (2016)
Confederacy of Dunces #8
Get PDFMitchell Krockmalnik Grabois has had over fourteen-hundred of his poems and fictions appear in literary magazines in the U.S. and abroad. He has been nominated for numerous prizes, and was awarded the 2017 Booranga Writers’ Centre (Australia) Prize for Fiction. His novel, Two-Headed Dog, based on his work as a clinical psychologist in a state hospital, is available for Kindle and Nook, or as a print edition. To read more of his work, Google Mitchell Krockmalnik Grabois. He lives in Denver, Colorado, USA
Nevertheless, She Legislated: A Study of Women Representing Women in Congress
Get PDFThough women make up only a small fraction of the nation’s legislature, they are often stronger legislators than their male colleagues. Scholars have also found that, over time, these women pay more attention to issues considered more salient to women voters than their male counterparts do. But do women legislators provide better substantive representation to women in the electorate in comparison to men? This study utilizes methodology outlined by Frisch and Kelly (2003) to determine patterns in congresswomen’s committee assignments, and methodology utilized by Michele Swers (2002b) to determine whether women serving in the 111th, 113th, and 114th Congresses were more likely to sponsor women-salient legislation than men were. From there, I aimed to discover whether women serving in Congress have a greater representative responsibility than their male counterparts. I hypothesize that on the whole, men are more likely than women to achieve assignments to prestigious committees while women are more likely to be assigned to committees whose issue jurisdictions are considered more women-salient. I also hypothesize that women are more likely to sponsor women-salient legislation than their male counterparts are. These hypotheses are mostly supported by the data gathered, but the results also show that party control and issue saliency have a great influence over how women choose to provide substantive representation and what structural obstacles stand in the way of them doing so. The data generally points to the conclusion that women in Congress, who often view themselves as representatives of both their constituencies and their entire gender, have a greater representative responsibility than their male colleagues
War Lust and Unshaven, Unkempt Individuals Examining the CSB|SJU Campus, Catholicism, and the Anti-Vietnam War Movement from 1965-1968
Get PDFTwo important elements of the anti-Vietnam war movement were the student protests and religious pacifism, but the overlap of the two areas is rarely examined. What were college students nationwide doing during that time, and how did the College of St. Benedict and St. John’s University differ from both secular and other Catholic colleges? How did Catholicism affect the CSB|SJU anti-war movement from 1965-1968? I examine student newspapers from this time to see how the language and rhetoric used in student’s letters to the editor and opinion pieces reflected Catholic sentiments and theological arguments worldwide. I then reflect on how they compared to the secular movement. The anti-war movement at CSB and SJU found itself in a singular position, informed by a Benedictine Catholicism—quite different from other Catholic universities—that framed its unique response to the Vietnam War in this period
Mainstreaming vs. Individuating: Incorporating Inclusive Pedagogy into Spanish Language and Culture Courses
Get PDFAt a time when higher education is experiencing unprecedented nationwide growth in populations of students of color, it is crucial to talk about inclusive practices in general, as well as in one’s own specific discipline. As a member of the department of Hispanic Studies at CSB/SJU, in the Fall of 2016, I had the opportunity to participate in the Humanities cohort of the inclusive pedagogy events sponsored by a Mellon grant. Coincidentally, our department had just decided to introduce a new course for advanced Spanish speakers geared to heritage speakers, which I volunteered to teach as a pilot in Fall 2016 to determine the needs of this student group. In an effort to emphasize the connection between inclusive pedagogy theory and classroom practice, I will share what I have learned through some of the Mellon grant activities and its application from my experience teaching this new course, as well as more established courses. For instance, I have learned that inclusion does not consist merely of avoiding overtly racist comments that can be considered “micro-aggressions,” but comprises encouraging students to value their experience as a minority group inside and outside of the classroom. This translates into facilitating students’ participation in their own learning by reflecting on their personal and social racial-ethnic identity through class projects such as presentations and essay writing. In addition, we in Hispanic Studies need to find a balance between mainstreaming our heritage students into learning Spanish language and culture with our white majority language learners and creating courses to meet their own individual needs to improve their academic skills
Effective Studying is a Science, Not an Art: Teaching Students Scientifically-Based Study Techniques
Get PDFThe typical student never receives formal instruction on scientifically-based study techniques. Instead, most students utilize ineffective methods such as rereading and highlighting. After discussing the research on effective and ineffective study techniques, the paper focuses on my attempts to help students change their study skills by providing them with optional reading material, developing an assignment that draws on the research, or requiring them to utilize the techniques on an exam. Based on my experiences, it appears that requiring students to utilize the study techniques in order to earn points resulted in greater adoption of scientifically-based study techniques than informing the students about the benefits of the scientifically-based techniques. In addition to sharing my strategy to incorporate study skills training into an upper division course, I also provide a list of studying resources for students and faculty
Engagement in the Media and Society Course
Get PDFTraditional avenues of thinking about and measuring student engagement may privilege traditional students. This article describes attempts to better include and prepare all students for engagement by creating a welcoming environment for diversity, altering methods of grading engagement, and broadening opportunities for grading engagement in a foundation course. Reflections on the experiments suggest some anecdotal success, areas of student resistance, and areas in need of continued revision
Practical methods of health behavior change: A discussion of two interventional studies
Get PDFPrograms designed to improve health outcomes do not always result in meaningful positive behavior change. Their efficacy may be limited by clinical resources and variation in motivation and learning style between patients. This presentation compares two studies: one aimed at improving the average daily step count of faculty and staff at the College of Saint Benedict through text message or social media encouragement, and one aimed at improving the bone health of female students through an online video or one-on-one provider-patient intervention. Both studies provide interesting comparisons of health interventions across different age groups, and between education versus motivation based behavior change. Both studies address the importance of applying research to the clinical setting. In the faculty/staff population, despite the absence of significant behavior change, 70.4 percent of participants who completed the post intervention survey reported text message and social media encouragement helped them be more active. Participants identified accountability as the main motivator for behavior change. Technology based health interventions may be important in making desirable health outcomes more accessible to patients and reduce the burden on health professionals. No gains in student learning in the education based intervention led to corresponding changes in behaviors. This provides some insights into the discordance between knowledge and behavior in college students, indicating a motivation instead of education based intervention may be more effective in this population. When considered together, the results of these two studies provide important insights for future research towards accessible behavior change
