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Differences in Positional Demands for a Collegiate American Football Team During In-Season Practices
No full textPURPOSE: This study analyzes the differences in positional group (PG) demands for a collegiate American football team during in-season practices (P). Previous research shows that skill PG cover more distance (D), run faster, and have greater acceleration loads than non-skill PG. Understanding these differences can optimize training and injury prevention.
METHODS: Eighteen 10 Hertz Global Positioning System (GPS) trackers were assigned to 7 PG: wide receiver (WR) (n=4), running back (RB) (n=2), tight end (TE) (n=2), cornerback (CB) (n=2), safety (S) (n=2), linebacker (LB) (n=4), and defensive linemen (DL) (n=2). External load metrics including D, sprint distance (SP), and distance/minute (DPM) were tracked and exported to a customized spreadsheet. SP/min, %SP, and SP/P, were then calculated. SPSS was utilized to calculate descriptive statistics for each PG and a Kruskal-Wallis H test was used to assess differences in load metrics with a statistical significance value of p \u3c 0.05.
RESULTS: Group means ± SD are shown below. No significant differences across PG were found for SD (p=0.063), DPM (p=0.234), %SP (p=0.12), SP/P (p=0.09), and SP/min (p=0.08).
CONCLUSION: The results provide insight into the external load demands of different PG in American football. Strength and conditioning coaches can use this information to tailor training programs that better prepare each PG for the physical demands of the season
Family and Children\u27s Center Internship Experience
No full textThis poster presentation will highlight my experience at Winona\u27s Family and Children\u27s Center. As a day-treatment intern, I worked with children ages 4-8. I learned how to help kids build skills and healthy coping methods. This internship allowed me to gain valuable hands-on experience, provided the opportunity to apply what I have learned in the classroom, and gave me insights on future career plans
Fun Home Performance
No full textA performance of “Fun Home,” directed by WSU’s Jim Williams is on April 17, 2025 7:30pm-8:30pm. Books and lyrics are by Lisa Kron and music is by Jeanine Tesori
Examining the Relationship Between Media Literacy and Susceptibility to Misinformation
No full textThe purpose of this study is to analyze the relationship between media literacy and misinformation susceptibility. As technology has developed and continues to develop, the ways that people get their news and information have changed immensely. With the rapid integration of AI into search engines and social media posts, misinformation poses an increasing threat to information consumption. The study of misinformation in an ever-evolving digital world is crucial to keeping up with how misinformation is spread, why it is spread, and how it can be combatted. Media literacy is more important than ever as new forms of media, such as social media platforms, are becoming increasingly popular. An example of why media literacy is so necessary is that “the top 25 per cent COVID-19 videos containing misinformation on YouTube collectively received over 60 million views” (Van der Linden, 2023, pp. 93-94). Because of how prominent the issue of misinformation is in present day society, the relationship between media literacy and misinformation susceptibility is an important and relevant area of study. RQ: How does media literacy affect susceptibility to misinformation? The data for this study is being gathered through a quantitative Qualtrics survey that has been spread through social media, email, informational materials, and word of mouth. Though the only requirement to participate is to be over 18 years old, the majority of participants are undergraduate students under the age of 21. The survey questions consist of a basic demographic section, the Media Literacy Scale (MLS) to measure media literacy, and the Misinformation Susceptibility Test (MIST) to measure susceptibility to misinformation. This survey has 133 responses, with a minimum goal of 202 responses. All data will be collected and then analyzed using a Pearson’s Product Moment Correlation Coefficient by the Creative Research Day
Changemakers for Students with Severe Disabilities
Get PDFStudents with severe disabilities continue to face multiple barriers in accessing their education compared to their non-disabled peers. Specifically, they can be segregated from their peers without disabilities, general education teachers, and the general education curriculum. Despite these barriers, special education teachers can work within their role to disrupt ableism and stop harmful practices. In addition to being case managers and teachers, special education teachers can take on the role as advocate as they work towards persisting past the above barriers. Research has documented the importance of teacher educators preparing special education teachers as change agents (Olson & Roberts 2017; Olson & Roberts, 2020). Specifically, a change agent needs to be ready and willing to recognize and disrupt practices that continue to marginalize students with severe disabilities. The purpose of this study is to understand positive changes that special education teachers have made around how students with severe disabilities access the general curriculum. Additionally, we queried why they made these changes and barriers and supports in doing so. We also sought to understand if special education teachers’ teacher preparation programs prepared them to engage in making these changes. Data was collected using a structured interview process. Qualitative data was analyzed using the software program Dedoose. Preliminary themes will be presented in this presentation. Critically, recommendations for how special education teachers can engage in this work will be provided. Moreover, we will outline ways that teacher preparation programs can prepare special education teachers to engage in this work
Great River: Percent for Art Spotlight Video
Get PDFGreat River is a terrazzo floor in the Darrell W. Krueger Library atrium entrance.Terrazzo floor was designed by Bradley Kaspari and Carolyn Braaksma in 1999.
This is a spotlight video for Great River, the terrazzo floor, Darrell W. Krueger Library atrium created by Bradley Kaspari and Carolyn Braaksma,1999. This video was created as part of Professor Greg Neidhart\u27s Arts Administration AAD 301 course, spring 2025.
The Minnesota Percent for Art in Public Places program art work was installed in the Darrell W. Krueger Library in 1999.
Artist: Bradley Kaspari and Carolyn BraaksmaArtwork title: Great River, 1999https://openriver.winona.edu/wsu-percentforart-videos/1003/thumbnail.jp
An Investigation of NCAA Women’s Ice Hockey Players Motivations to Enter the Transfer Portal
Get PDFThe National Collegiate Athletic Association (NCAA) introduced the transfer portal to allow student-athletes the opportunity to transfer between institutions while maintaining their eligibility. While the transfer portal has significantly impacted college athletics, there is limited research on the specific motivations of female student-athletes’ decision to transfer. This study aims to explore the factors influencing NCAA women’s ice hockey players’ decisions to enter the transfer portal, focusing on athletic, academic, and social motivations. The study will provide valuable insights for athletic directors, university administrators, and coaches in developing retention strategies that foster a supportive environment for student-athletes. Findings from this research will contribute to the broader understanding of female student-athlete retention and offer practical recommendations for supporting long-term student-athlete engagement in collegiate programs
Student Senate Meeting Minutes January 13, 2025
Get PDFThis document is the official Winona State University Student Senate Minutes for January 13, 2025
The M State Advantage: Engaging Community College Students and Alumni to Cultivate a Culture of Giving
Get PDFThis project examines M State Foundation and Alumni’s efforts to increase donations from the alumni of Minnesota State Community and Technical College (M State). The donations provide scholarships, emergency grants, food pantry supplies, and academic program support. The Foundation has consistently fallen short of fundraising goals, but with over 19,000 alumni, an opportunity exists to rebuild engagement after years of disconnection due to name changes and mergers. This project leverages research and analysis to develop strategic, data-driven solutions to increase donations by appealing to current students and alumni. A review of institutional effectiveness data, operational metrics, and industry reports provided key insights into alumni engagement. Guided by McGuire’s Stages of Persuasion Theory, this research informed communication strategies to shift alumni attitudes toward giving. In early 2025, in-depth interviews with five alumni revealed that many are unaware of the Foundation and perceive limitations in their ability to give. The project’s objectives included increasing alumni donations by $50,000 in fiscal year 2025-2026 and improving awareness of the Foundation’s impact by 25%, tracked through donor database metrics. To achieve this, the M State Advantage is introduced as an exclusive, reward-based crowdfunding initiative. The M State Advantage encourages a sense of belonging and aligns individual interests with the Foundation’s mission, allowing participants to earn and redeem rewards through engagement. The M State Advantage promotes cross-campus collaboration, connecting alumni with existing college resources. Designed to be adaptable and scalable, this strategy ensures long-term relevance as M State evolves. The findings offer valuable insights for other community college foundations looking to enhance alumni engagement and fundraising efforts in an increasingly competitive philanthropic landscape
Student Senate Meeting Minutes April 21, 2025
Get PDFThis document is the official Winona State University Student Senate Minutes for April 21, 2025