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Inauguration of Dr. Kenneth Janz [metadata to be created]
No full textThis photograph is from the Presidential Inauguration of Dr.Kenneth Janz as the sixteenth president of Winona State University. The Presidential Inauguration took place on Friday, November 1, 2024 at 2:00pm in Kryzsko Commons Ballroom at Winona State University in Winona, Minnesota.https://openriver.winona.edu/wsuphotographs/5441/thumbnail.jp
Presidential Medallion: Winona State University
No full textThis is an image of the Winona State University Presidential Mediallion. It is a square image with purple background and white circle in which contains the text: WINONA STATE UNIVERSITY 1858.https://openriver.winona.edu/presidentsdocuments/1000/thumbnail.jp
Retention of Employees in Student Affairs positions in Private Higher Education
Get PDFThis is a comprehensive exam project for the Leadership Education Department at Winona State University. The purpose of the study was to discover and implement successful strategies that private higher education managers can use to retain support services staff in departments across the university
Student Senate Meeting Minutes August 27, 2024
Get PDFThis document is the official Winona State University Student Senate Minutes August 27, 2024
Student Senate Meeting Minutes September 3, 2024
Get PDFThis document is the official Winona State University Student Senate Minutes September 3, 2024
Student Senate Meeting Minutes November 5, 2024
Get PDFThis document is the official Winona State University Student Senate Minutes for November 5, 2024
Adaptation of Second-Generation Turkish Americans in the U.S.A.: Extending Differential Adaptation Theory to the Offspring of Immigrants
Get PDFContributing to the attempts to explore communication and adaptation, this study centers on the lived experiences of secondgeneration Turkish Americans as they navigate a space that is shared among the culture of their origins and the U.S. culture into which they are born. By extending differential adaptation theory (DAT) to the offspring of Turkish immigrants, this qualitative study illustrates how the U.S. shapes the agency these offspring immigrants have in communicating their cultural identity. Twenty-two second-generation Turkish Americans were interviewed about communication challenges from a DAT lens. Findings suggest that U.S.-born children of Turkish immigrants take on differential means of adaptation in communicating cultural identity held in their names and access to their cultural groups. The experiences of offspring immigrants demonstrate how differential adaptation contrasts with differential adaptation experiences of their immigrant parents. Finally, limitations to this study are explored and offer a call to the continuation of cultural adaptation research
CE 432 Syllabus: Stress Management
Get PDFThis course will provide an introduction to important concepts, issues, skills, and interventions related to the identiOication and management of personal stress
CE 652 Syllabus: Treatment Planning
Get PDFThis course is designed to assist mental health counselors in designing client-centered, individualized, and culturally sound treatment plans for a wide variety of clinical mental health disorders. Course content will include a strong focus on the diagnosis of mental health disorders based on criteria from the DSM-5, and the subsequent treatment planning and provision of evidence based clinical care
Attending to Pre-Service Teachers’ Professional Agency: Lessons from a Graduate Course on Inquiry and Advocacy
Get PDFPreparing pre-service teachers to enact professional agency is both critical and challenging, given how often school district mandates and assessment practices are in conflict with what these candidates have learned and come to believe about teaching and learning. Research also suggests that agency may lead to higher retention rates among teachers. Though the literature on pre-service teachers and the development of agency is growing, the number of studies looking specifically at coursework and agency is limited. This study is an exploration pre-service teachers’ perceptions of agency before and after completing a graduate course designed to support the enactment of agency via direct instruction, research, inquiry, and advocacy. Findings show that the majority of candidates had a stronger sense of agency at the conclusion of the course. Also included is a pandemic coda, comparing course data from 2019 and 2021, and discussing the possible influence of the dual pandemics (COVID-19 and the U.S. reckoning with race) on the focus of pre-service teachers’ agentic action