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The Coastal Monitor Winter/Spring 2020 (Volume 6, No 2)
Get PDFIt is a distinct pleasure to welcome our new President, Dr. James Lentini, who epitomizes the STEAM connection between Art and Science at Molloy College. Dr. Lentini has been a leader in higher education for more than 30 years and has had stellar academic training in the arts which include his passion for music. From composer, to classical guitarist, to music technology on an international level, receiving countless awards, honors, and praise from the most prestigious entities in the Arts. His transition to Molloy College was at the peak of the COVID-19 pandemic and his leadership, under these most difficult circumstances for the Molloy College Community, and for him and his family, was inspirational. I look forward to serving under his leadership and am confident his administration will expand our horizons as an academic institution. We already have a significant connection between the Arts and Science in our STEAM experiences connecting CERCOM’s Mission with an appreciation of the interconnections of the arts with science. CERCOM will host new events in 2021 as “Art and Nature” when during Earth week 2021, we will incorporate Science and Art with Leonardo DaVinci: The Worlds Inaugural STEAM Advocate. This virtual event will bring all Molloy College’s STEAM initiatives to the forefront for our students. It is a privilege to share the future with Dr. Lentini and I look forward to his creativity and advancement of these initiatives at Molloy College
Victims, Heroes, and Villains: Imaginary Beings in Contemporary Television Serials
Get PDFThis chapter traces melodrama’s historical triumvirate of characters – victims, heroes, and villains – to examine how they are applied in contemporary television serial dramas. Looking in particular at the examples of Breaking Bad and Better Call Saul, the author argues that the characterological trio now often exists within singular protagonists who follow a narrative trajectory from victim through hero to arrive, ultimately, at villainy. Collapsing the characterological triad into single protagonists marks a late modern version of melodrama in which the possibilities for heroism are circumscribed, leaving characters able to opt only for victimization or villainy
A Phenomenological Study of the Therapeutic Relationship in Tele-Music Therapy in the US
Get PDFThe purpose of this study is to understand the therapist–client therapeutic relationship in music therapy practice that utilizes an Internet video conference system (tele-music therapy). The subordinate questions were as follows: • How can music therapists establish a therapeutic relationship in tele-music therapy? • How can music therapists be present in the tele-music therapy sessions? • What are the strengths and challenges of tele-music therapy? This study was conducted using a qualitative, phenomenological open-ended interview method. The sample consisted of three experienced music therapists who have practiced telemusic therapy for at least seven years. Two of them were analytical music therapists; another person was a music psychotherapist. Data were collected using video and audio recordings of interviews. Through a phenomenological investigation, key findings from the study suggest the significance of these components of tele-music therapy: (1) psychotherapeutic aspects, (2) effective usage of technology, (3) opportunity for in-person meetings, (4) commonalities with inperson sessions, and (5) therapists’ adjustability to build and maintain a therapeutic relationship. These findings may be used not only to encourage students, educators, and supervisors to start tele-music therapy practice but also to advocate that healthcare facilities start tele-music therapy services. It may also lead to further research on the clinical efficacy of tele-music therapy practice
Global Citizens in the 21st-Century Classroom: A Mixed-Methods Study of Motivational Aspects of Global Awareness
Get PDFThe present global setting is increasingly driven by the interdependence of heightened environmental, political, socio-economic, and technological forces. As a result, today’s students need a variety of skills to succeed on both professional and personal levels. A wide and increasing array of scholars strongly advocates for students to achieve enhanced global awareness to become global citizens and to successfully navigate this challenging global environment. The growing importance of global awareness and understanding students’ motivational behaviors toward its attainment strongly inspired the purpose of this dissertation study. A convergent parallel mixed-methods design was utilized for this dissertation study to examine how an ethnically, racially, and socio-economically diverse group of high school students (n = 172) reported their motivational characteristics associated with their global awareness levels as a result of participating in a global-themed curriculum program. Data collection and analyses were grounded in Self-Determination Theory (Ryan & Deci, 2000), which includes intrinsic and varied extrinsic nuances and descriptions of the respective roles of these forms of motivation in cognitive and social development. As a means to assess the participating students’ levels of motivation and global awareness, an electronic survey was administered, including the following measures: (a) the Situational Motivational Scale (SIMS) (Guay, Vallerand, & Blanchard, 2000), (b) the Programme for International Student Assessment – Global Competence Student Information Questionnaire (PISA; Organization for Economic Cooperation and Development, 2018), and (c) a demographic questionnaire. The student sample’s quantitative data were obtained from this online survey instrument. The qualitative data were taken from focus group discussions, during which students (n = 23) reflected on various motivators for their enrollments and participations in their respective global-themed courses. Based on the quantitative data analyses, the student sample possessed motivational characteristics to participate in their respective global-themed courses, as highlighted in the SIMS’ Intrinsic Motivation and Identified Regulation subscales scores. In addition, the respective data scores for several PISA subscales, namely, Awareness of Global Issues, Student’s Engagement with Others, Re: Global Issues, Interest in Learning About Other Cultures, and Global Competence Activities at School, revealed the strongest tendency toward measurements of the students’ global awareness. Moreover, various correlation and multiple regression analyses of the independent and dependent quantitative data variables showed evidence of the student sample’s global awareness. The qualitative data analysis revealed various interrelated factors that led to the development of the students’ global awareness and the many perceived benefits they had received from participating in those courses, including improved academic skills and heightened global perspectives that led to the development of enhanced empathy and desires to become social cause advocates. The integrated data analyses revealed that the SIMS Intrinsic Motivation and Identified Regulation subscales data related to students’ participations in the global-themed courses were supported by the qualitative results anchored in motivations to seek more in-depth knowledge about global studies, and to participate in higher-level curricula to earn college credits. Components of the highest-scoring PISA subscales, such as the ability to discuss and to analyze topical global issues like the global climate crisis and the technological revolution, and keeping abreast of newsworthy global events via social media platforms, which indicated important elements of global awareness, were clearly supported in the qualitative data. The findings of this study reinforced the necessity for students to become better prepared to face the numerous challenges within an increasingly interconnected and competitive working world. This dissertation has important implications for researchers in the field of educational psychology and educators engaged in the creation and delivery of 21st-century skills and global awareness-inspired curricula. The following are recommendations to include opportunities for developing global awareness: (a) create learning environments to foster innate psychological personal needs such as competency, autonomy, and relatedness (Deci & Ryan, 2000); (b) promote foreign language learning, including realistic experiences to reinforce the numerous benefits of that important skill; and, (c) embrace empathy and tolerance toward others, leading to demonstrated needs for social cause advocacy as important extensions of global awareness development
The Socio-Emotional Journey of a Family Separated Due to Deportation
Get PDFThe present political climate in the United States and the increase in deportations of unauthorized individuals have brought attention to the immigrant community. Prior literature about this topic is scarce. This qualitative study bridges this gap in the literature to better understand how a family experienced separation due to deportation. The qualitative narrative approach captured the voices of a Latino immigrant family who experienced the deportation of a loved one. Analysis of the semi-structured interviews, research memos, field notes, and personal communications yielded insights into how a family perceived what happened before, during, and after the separation. Findings revealed five themes: (a) specifics of separation, (b) participants’ emotions following deportation, (c) organizing life after deportation, (d) participants’ meaning making, and (e) social support and positive coping. In addition, the study identified three coping mechanisms: spirituality, occupational purpose, and advocacy. Through an examination of the coping mechanisms and an analysis of the themes, the concept of resilience was the primary outcome of the narrative. In a climate where despair, depression, and a sense of loss are the major phenomena, this study reveals findings that demonstrate light and hope to families who experience this crisis as well as how these families possess strength and resolve against adversity
Ensemble Storytelling: Dramatic Television Seriality, The Melodramatic Mode, And Emotions
Get PDFThis chapter considers seriality in contemporary television dramas in light of arguments that most popular culture falls within melodrama as modality (to include legal shows, police and detective programs, westerns, and medical series), instead of narrow genres, such as soap operas. The recent success of fully serialized dramas is a noteworthy development, producing highly popular and highly regarded programming. The traditions of melodrama, including its deep commitment to the uses of emotionality, address story worlds and audiences in terms of social relations, in contrast to psychological realism’s more individualized and inward turning tendencies. “Ensemble Storytelling” explores three specific strategies available in melodrama’s engagement with emotionality, by turning to the example of the British serial, River (BBC, 2015). The first strategy considers emotions as a narrative structuring device, constituted by melodrama’s abrupt shifts in emotive tone carrying viewers through fluctuating states. The second strategy focuses on melodramatic performative techniques as emotional expressionism, guided by the impulse to externalize feelings in communicative social interactions, instead of private introspection. Finally, the third strategy recognizes melodrama’s ability to put into play multiple meanings attached to any apparently ‘singular’ emotion, creating complex narratives about emotions
Going in Thinking Process, Coming Out Transformed: Reflections and Recommendations from a Qualitative Research Course
Get PDFThis article presents reflections and suggestions of an instructor and students from a doctoral-level qualitative research course. Given qualitative research courses often lack guidance for best practices and the well-being of doctoral students learning qualitative research is often overlooked, the purpose of this article is threefold: 1) to provide an introductory skeleton for designing a qualitative research course that is structured for classmates to interview each other throughout the semester, what the authors call a student-as-researcher-and-participant design; 2) to provide student reflections from the course; and finally, 3) to offer recommendations for using a student-as-researcher-and-participant design for a qualitative research course
The Sustainable Closet
Get PDFThe technology that created the boom in online shopping has turned the local thrift store into a mainstream phenomenon. Customers of the future will look for ways to recycle, resell or upcycle, and will be drawn to the incredible value of buying secondhand, with millennials and Gen Z adopting second hand faster than other age groups. This will have a significant positive impact on global sustainability, as the fashion industry produces 10% of all carbon emissions, is the second-largest consumer of the world’s water supply, and pollutes oceans with microplastics. The clothing industry follows oil as the second largest industrial polluter. In the US, consumer trends indicate that shoppers who don’t want to be seen in the same outfit twice have resulted consumers’ buying 60% more clothing today than they did 15 years ago, but keep the items only half as long. In Europe, clothing resale has brought the conversation of ethical buying back into the spotlight. Globally, the fashion resale and rental market is exploding, growing 21 times faster than the retail market over the past three years. The objective of this study is to better understand consumer attitudes and behaviors with regard to the apparel resale economy
The Coastal Monitor Winter/Spring 2020
Get PDFThroughout Long Island’s educational structure, STEM educational institutions have responded to the latest information from the Bureau of Labor Statistics who into our new year, have emphasized the fastest growing occupational categories over the next 10 years. These careers will be in the energy, health and education sectors, with the medical and technical sectors containing the highest paying occupations. Yet, hidden in the projected demand which will continue to spur on millions of new jobs, is corporate leaderships continuous claim that they cannot find qualified workers. This “skills gap” is due to a lack of strong cognitive and socio-economic skills. Along with a diversified STEM knowledge base, adaptability, critical thinking skills, problem solving skills and multi-dimensional academics, along with on-the-job backgrounds and experiences, all which will be required throughout a students work life. So, to help overcome this developing paradox (skills needed are usually gotten on the job!) CERCOM for the STEM disciplines, rises up as an especially significant function at Molloy College. It provides those initial transferable skills important to successfully enter the job market. Hands-on training experiences can jump start our graduates entering the employment market by front loading the skill level of our student’s education. Internships in the Earth and Environmental Sciences and Biology at CERCOM encompass all the STEM disciplines. We have recently expanded the STEM to “STEAM” with the inclusion of art and design in a EES student’s career development. The CERCOM field station immerses students in the areas of science to the point that out Earth and Environmental Science students graduate with all the journeyman tools necessary in transitioning into full time career employment or entering graduate school further bolstering their foundational content knowledge base. Our first NEWSLETTER in 2020 will outline all that CERCOM offers for those who have the desire to follow a career path in the STEAM disciplines. Come to Molloy College; come to CERCOM, come by, see our laboratory and meet with us
Enacting Culturally Sustaining Pedagogy in Diverse Secondary Classrooms: Teachers’ Perceptions, Preparation, Current Practices, and Challenges
Get PDFDue to an increasingly diverse student population in U.S. public schools, there has been a pertinent need for teachers to enact culturally sustaining pedagogy (CSP) when educating children from racially and linguistically diverse backgrounds. CSP is an asset-based approach that uses the cultural capital of communities of color to guide curriculum development, classroom climates, instructional strategies, and relationships with students. Although much is known about CSP, less work has explored how teachers enact CSP in diverse classrooms and how their background knowledge, lived experiences, pre-service preparation, and in-service professional learning may facilitate this process. Therefore, this case study examines the factors that teachers believe contribute to the development of CSP and how these factors help them enact CSP skills in the process of teaching and learning. Data collection included 15 teachers from a suburban high school district in Northeastern United States who participated in in-depth semi-structured interviews and classroom visits. The findings indicated that “diversity” is a multifaceted and evolving construct and that all stakeholders, including the administration, faculty, staff, students, and parents, are responsible for shaping perceptions of diversity in the school community. Several key elements of CSP were identified in how the participants presented themselves: as mindful individuals trying to embrace a whole-child philosophy, ready to learn alongside their students, and eager to establish relationships with students and engage students’ families in the educational process. However, the findings also showed that some participants lacked culturally sustaining pedagogical beliefs and skills and perpetuated biases and color-evasive attitudes. Despite these challenges, all participants made an effort to become culturally proficient, although their journeys are an ongoing process of self-reflection and vulnerability. Implications of this study include (a) creating professional learning programs to help teachers acquire and enact CSP skills in their diverse classrooms and (b) taking actions to provide more equitable access to challenging classes for all students and to detrack the curriculum. Further research is needed to uncover the impact of CSP on student achievement and how various stakeholders (i.e., administration, students, families, and social support staff) perceive diversity in a school environment