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Episode 61: Denya Jada: A student Leader with a Heart
No full textSenior Denya Jada serves as student Body President at CSP this academic year. As a biology major who intends to work in public health, she shares how CSP has shaped her and how she leads Student Senate to serve her peers
Episode 50: Amanda McCaughan: Serving Students Through Financial Aid
No full textCSP alumna Amanda McCaughan leads the university\u27s financial aid office, serving students by helping them navigate this challenging and stressful part of higher education. In this interview, she shares about her experiences as a student, her career journey, and the importance of ensuring students have what they need to pursue their degrees
Episode 47: Jenny Zafke: Raising Up Sonographers
No full textJenny Zafke, program director for CSP\u27s Diagnostic Medical Sonography (DMS) program, joins One Heart to talk about her career journey, her love for teaching (especially at CSP), and how the university\u27s DMS prepares students to serve patients well
Episode 40: Tiffanie Loeb Schneider: A Heart for International Education
No full textIn fall 2013, CSP\u27s student census showed 82 international students. A decade later, that number is more than ten times greater at 855. Director of International Student Services Tiffanie Loeb Schneider joins the podcast to talk about her personal experiences with and love for international education and how CSP serves its burgeoning population of international students
Episode 39: Pastor Tom Gundermann: Living Out CSP\u27s Promise
No full textIn his role as University Pastor, Tom Gundermann seeks to embody CSP\u27s promise to honor Christ and welcome all through his ministry. Reflecting on his long family history and legacy at CSP, he shares why CSP means so much to him and how grateful he is to serve the CSP community
Support Early Childhood Educators Need to Strengthen Teacher Retention
Get PDFEarly childhood educators (ECEs), referring to professionals who work with young children in various settings, often face feelings of isolation and lack of a \u27sense of community/belonging.\u27 These connections are essential to providing high-quality care for young children (NAEYC 2020). Feelings of isolation and lack of connections lead educators to burnout and emotional exhaustion. This research paper focuses on how ECEs can engage as professionals to build confidence in current practices, lessen isolation, and increase retention to reduce burnout and emotional exhaustion. It is essential to support early childhood professionals so that they can offer quality care for children. A review of the literature sheds light on how ECEs connect with other educators and the stressors that can impact retention and quality of care. The findings suggest that there is a connection between retention and burnout. This can be addressed by offering support and being viewed as a professional (Shaack et al., 2020). Research also shows that the quality of care is also affected by emotional exhaustion in early childhood educators (Carson et al., 2016)
Experiences with Crisis and Resilience in Education in Emergencies: Voices and Lenses of Teachers in Nicaragua
Get PDFThis interpretive phenomenological study illustrated how a group of primary school teachers in Nicaragua used ontological values to orient their experiences and negotiations of a destabilizing socio-political crisis compounded by COVID-19. Set within a framework of education in emergencies, this study employed short-term ethnographic methods and trauma-informed principles to explore the dynamic and interconnected domains and relationships during collective duress, and the organic resilience that emerged to preserve core priorities. A history of collective adversity, weak systems, and political hegemony made the nation vulnerable to cycles of emergency while leaving recovery up to individuals, families, and communities. As a result, culturally embedded priorities of protecting loved ones (familismo) and preserving communal relationships (personalismo) have evolved over generations, continuing to motivate and direct resilience response. The research reveals how teaching and school played a secondary role to these core values, offering tentative financial safety within a climate of intensified economic insecurity. Participants adapted resilience strategies to the domains of community and school while tailoring them to unique crisis characteristics and upholding their central values. The findings reify the need for constructivist socio-ecological approaches to understanding experiences and management of crises as well as delineating the terms of resilience. By engaging a socio-ecological perspective, this interpretive phenomenological study illustrates how a group of primary school teachers in Nicaragua held to anchored values to negotiate their roles and exigent responsibilities intensified by crises
Effective Pastoral Leadership: Strategies for Guiding and Advancing Christian Church Organizations in the Post-Pandemic World
No full textAccording to Gallup’s eight-decade trend, church membership in the United States has steadily declined, dropping below 50% for the first time in 2020, from 73% in 1937 (Jones, 2021). The COVID-19 pandemic significantly accelerated this trend, highlighting the urgent need for effective pastoral leadership to revitalize church growth (Barna Group, 2020a; Burge, 2020; Fowler et al., 2019). This qualitative study identified effective leadership strategies pastors utilize to guide and advance Christian churches in the post-pandemic world. Online semi-structured interviews were utilized with ten pastors from Protestant Christian churches of diverse denominational backgrounds in the suburban areas of Minneapolis and St. Paul, Minnesota. This research study examined leadership through the lenses of governance, management, and operations and identified recommendations aimed specifically at different leadership positions within the church organization, ensuring that everyone is aligned and committed to the common goals. To synthesize, integrate, and further define the study\u27s leadership work, Powdrill’s Leadership Framework was introduced. By integrating the research findings and recommendations into the framework, the identification of an ideal and universally applicable leadership personality profile emerged via Powdrill’s Leadership Framework in Action. The key findings of the study addressed leadership and change management, adaptation and innovation, health and well-being, engagement and mission, personnel and financial management, and leadership training and development. The top recommendations from this study include the need to develop and implement policies for inclusive decision-making and clear communication; invest in technology and train for online and hybrid services; seek out ways to engage community and collaborate; prioritize mental health support and well-being initiatives; explore alternative revenue streams to ensure financial transparency; integrate practical leadership skills training into formal theological education; and emphasize continuous leadership training and development. These themes provide a comprehensive framework for effective leadership that addresses both spiritual and practical needs, ensuring the sustainability and growth of church communities. The findings also underscore the necessity of continuous learning and professional development for organizational leaders, as well as the integration of practical leadership skills into formal education. These strategies are essential for fostering resilient and adaptive church communities in the post-pandemic era
An Exploration of Adverse Childhood Experiences in K-12 Teachers
Get PDF“Trauma during childhood has the potential to adversely affect one’s physical, cognitive, emotional, and social development across the lifespan” (Champine et al., 2021). Given the epidemic of trauma across the United States, it is statistically probable that teachers who serve in the trenches to provide safe, engaging, and nurturing environments for students are still suffering from the impacts of Adverse Childhood Experiences (Dunn, 2022). This qualitative grounded theory study sought to capture and highlight the experiences of 12 K-12 teachers who have experienced past childhood trauma and shed light on their experiences in the classroom day to day. Participants were found via the researcher’s educational network. A narrative-based, open-ended, twelve-question survey was sent to participants that allowed them to share their professional and personal perspectives on navigating trauma symptoms while being a teacher. Participants share their triggers, physical ailments, and extreme stressors. Their survey answers were analyzed utilizing the software ATLAS.ti, and themes were inductively derived. Within the data, themes included Adverse Childhood Experiences impact, Classroom Dynamics, Teacher Challenges, Barriers and Challenges, the Perception of Impact, and Trauma-Informed Practices for Adults. Participants divulged what they think would help them navigate unforeseen circumstances and what trauma-informed supports given to students would help them as adults function most optimally. These ideas centered on Listening, District and School Culture, and Training. The educational paradigm needs to shift to better meet the needs of teachers and thus better serve students. The result of this qualitative study centers on the need for positive, supportive workplace cultures
The Influence of Autism and Sensory Processing Disorder on Gait and the Use of Orthoses
No full textThe rate of autism spectrum disorder, often shortened to autism as well as ASD, diagnoses is rapidly increasing each year. Many disorders are linked or related to ASD, including sensory processing disorder (SPD). Sensory disorders include all five senses and can result in hyper- or hyposensitivity to certain stimuli. Sensory avoidance or sensory seeking is often seen in those affected. Children with ASD typically have some gait deviations and are at higher risk of falling. Thus, orthotic devices can be prescribed to these individuals. Intolerance Ito the materials the orthosis built with or the effects from wearing orthoses may result in the child not wearing the devices as prescribed. At the time of this study, relatively few studies have been published on orthoses for children with ASD and sensory disorders. This study will experiment with different orthotic device materials and modifications that could increase the user’s ability to tolerate wearing their devices. Results of this study will be recorded and discussed in this paper to help clinicians who may come across similar cases in the future. The hypothesis of this research is that changing out different materials used in fabricating ankle foot orthotic device(s) can help children with ASD, SPD, and those with both diagnoses. A major goal of this study is to explore how children with ASD and SPD react to different types of orthotic device materials. Another goal is to assess if the material change will increase wear compliance