21884 research outputs found
Sort by
Agency, Bias, and Representation: Undergraduate Students\u27 Understanding of Critical Visual Literacy
Get PDFCritical visual literacy (CVL) is the ability to evaluate and deconstruct the sociocultural contexts in which visuals are produced and viewed, and is a core skill for students to develop. This poster will present prominent definitions of CVL, compared against the results of a research study in which undergraduate students critically analyzed a children’s picture book and developed their own definition of CVL. Associated research and instructional methods will be discussed. Attendees will learn about CVL as an interdisciplinary concept and will be encouraged to adapt the authors’ methods to advance their own understanding of and teaching with CVL
The Moderating Effects of Need-Supply and Demand-Ability Fit on The Relationship of Vocational Interest Fit and Job Satisfaction
No full textThe current study examined the relationship between vocational interest fit and global job satisfaction and explored how demand-ability fit and need-supply fit moderated this association. The results showed that there was a significant positive relationship between vocational interest fit and job satisfaction. Furthermore, while demand-ability fit and need-supply fit were positively associated with job satisfaction, their moderating effects were non-significant. This study showcases the importance of different types of fit in relation to global job satisfaction. The discussion provides future research ideas, including longitudinal or time-lagged study design and development of fit scales via artificial intelligence
The Choice Process of a Higher Education: Latine College Women and the Effects of Marianismo
No full textLatine women have significantly increased their enrollment in higher educational institutions throughout recent years. Castillo and colleagues (2010) developed the Marianismo Belief Scale centered around five pillars: “Family,” “Virtuous and Chaste,” “Subordinate to Others,” “Self-Silencing to Maintain Harmony,” and “Spiritual.” The purpose of this study is to (1) provide insight into how Latine women make the vital decision to attend college and (2) explore how marianismo may limit or act as a protective factor. This study interviewed 12 Latinx college women who shared their experiences on how the role of marianismo impacted their decision regarding their college choice process. Content analysis (Saldana, J., 2011) was employed for data collection and analysis. The findings of this study investigated the following themes from the participants’ responses: the college decision, knowledge of marianismo among the Latine community, marianismo beliefs and their effects on the participants\u27 lives, and the impact of marianismo on the college decision-making process of Latine college women. These findings assist in engaging educators and practitioners to learn more about how Latine women make college decisions while also creating a future where more quality information is provided and the best educational systems are in place to best support their future career opportunities
Enacting Change in Student Support Services to Meet the Needs of Evolving Student Demographics
No full textThis qualitative study examined the change management leadership strategies employed by Chief Student Affairs Officers (CSAOs) to address the needs of an increasingly diverse student population at midwestern institutions of higher education. The change management leadership strategies employed by seven CSAOs to address the mismatch between the increasing diversity of college student populations and the institutions’ readiness to meet these students\u27 diverse needs were drawn from using in-depth interviews, review of enrollment data, and institutional planning documents. The three research questions guiding this study yielded four major themes. The first theme is related to how CSAOs identify areas for development and pinpoint where change is needed. Data and insights directly from students emerged as strong indicators for CSAOs. The second theme focused on the implementation of adjustments and how CSAOs start the change process. Strategic alignment, collaboration, and communication appeared as subthemes related to implementation. A third theme related to the process is how CSAOs lead through the process itself and help manage the change. Developing and utilizing leadership, as well as focusing on resource allocation, were directly related to this theme. A final theme of inspiring continued development focused on how CSAOs continue the change mindset and infuse it throughout the organization. Maintaining the culture, purposeful recognition, and encouraging team buy-in appeared as subthemes. The findings, synthesized with existing literature, offered recommendations for Chief Student Affairs Officers and institutions working to develop services, supports, and resources for students, while also highlighting areas for future research and practical implications
Institutional Betrayal, Trauma Stewardship, Epistemic Dissensus, and Self-Care: A Document Analysis of Faculty Responses to Title IX Mandated Reporting
No full textHigher education faculty in the United States often serve as first points of disclosure for students experiencing sexual harassment, abuse, or assault. Title IX requires that these faculty members act as mandated reporters. Although faculty are expected to act as institutional agents, many also view themselves as student advocates, creating tensions between institutional duty and personal values. This dissertation explores how faculty experience, interpret, and emotionally respond to their Title IX reporting responsibilities.
Using a qualitative document analysis approach, this study examined nearly 200 public posts on Academia Stack Exchange, The Fora, and Reddit in which faculty discussed mandated reporting, student disclosures, and institutional responses. Posts were analyzed through two cycles of coding informed by Saldaña’s coding methods and Charmaz’s constructivist grounded theory, with particular attention to themes of compassion fatigue, role conflict, and moral urgency. The conceptual framework also incorporated Freyd and Birrell’s theory of institutional betrayal and the concept of epistemic dissensus to examine patterns of disagreement and ethical dissonance.
Key findings revealed significant tensions between faculty roles as institutional agents and empathetic teachers. Themes such as participation versus preservation, boundary enforcement, moral urgency, emotional labor, and distrust in both systemic Title IX processes and local institutional responses emerged consistently across posts. Faculty frequently expressed feeling unsupported, morally conflicted, and silenced by institutional messaging. A strong sense of epistemic dissensus was evident, as faculty disagreed not only about what should be reported but also on the purpose and legitimacy of the reporting process itself.
This study contributes to scholarship on faculty emotional labor, institutional ethics, and Title IX implementation by amplifying rarely-heard faculty voices in informal, public discourse. The findings highlight the need for more transparent, supportive, and trust-building practices in Title IX training and administration
ISU String Project Honors Recital: February 9, 2025
No full textKemp Recital Hall
February 9, 2025
Sunday Afternoon
1:00 p.m
Jury Recognition Recital: January 27, 2025
No full textKemp Recital Hall
January 27, 2025
Monday Evening
7:30 p.m
Gresham Clarinet Studio Recital: February 23, 2025
No full textKemp Recital Hall
February 23, 2025
Sunday Evening
7:30 p.m
