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LI ZILI AND HIS REPRESENTATIVE VIOLIN WORKS WITHIN THE DEVELOPMENT OF CHINESE VIOLIN COMPOSITION AND PERFORMANCE
Get PDFThesis (DM) – Indiana University, Music, 202
Investigating How Prostaglandin I2 Signaling Controls Germinal Center Activity and IgE Production During Allergic Airway Inflammation
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SUNNAM KIM, FORGOTTEN KOREAN COMPOSER OF THE TWENTIETH CENTURY, AND HIS VIOLIN PIECE EARLY SPRING (이른 봄)
No full textThesis (DM) – Indiana University, Music, 202
Afterthought: A Family Story
No full textAfterthought: A Family Story focuses on the life of my grandmother, Lila Slaback, who grew up in a dysfunctional, working-class family in La Crosse, Wisconsin, in the 1930s. In her short adult life, she gave birth to seven children with at least four different men and died in 1958 at age thirty-six. She was a real person, but her family was not proud of her story. This book is my best attempt to recover it. This work of historical fiction can be read like a memoir. With extensive notes and resources, it can also be read as inspiration for researching and writing historical fiction, especially in the United States. As an educational text, it would be appropriate for courses on fashion history, American history, gender roles, family, poverty, healthcare, and generational trauma
BRIDGING THE LIVED EXPERIENCES OF TEACHER CANDIDATES AND THEIR STUDENTS: POSSIBILITIES FOR CREATING AND CURATING MULTIMODAL, CRITICAL TEXT SETS
No full textThesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction/School of Education, 2025Post-baccalaureate students studying to be educators begin a Teacher Credential Program with their own varied life experiences and backgrounds. Given their own learning journey as students across classroom contexts, teacher candidates enter the teaching profession with a range of beliefs about teaching, learning, and literacy. It is crucial for teachers to understand the diverse learners in their classrooms and to build from their students’ intersectional identities and sociocultural capital. According to the National Center for Education Statistics, in 2018 it was estimated that of the 51 million students in the United States who would attend pre-K through 12 grade, about half (26 million) would be children of color (Price-Dennis, D., & Sealey-Ruiz, Y, 2020). This practitioner research study focuses on how three teacher candidates develop as culturally responsive educators and integrate critical literacy practices into their content area classrooms. This research examines one elementary Physical Education teacher, one middle school Math teacher, and one high school World Language teacher in their development of designing meaningful literacy experiences that leverage students’ lived experiences and intercultural backgrounds. The theories undergirding the research include: culturally sustaining pedagogies (Ladson-Billings 1995; Gay, 2000; Paris & Alim, 2017; Muhammad, 2020), critical literacies (Janks, 2000; Luke, 2004; Vasquez, 2017; Vasquez, Janks, & Comber, 2019; Vasquez, 2005; Zacher Pandya & Avila, 2014) and Harste et al. 1984; Jewitt, 2016; Morrell, 2011; Mosley, 2010; Muhammad, 2020; Moll, 2019;Nash et al., 2023, p. 2). This qualitative research study employed practitioner inquiry and utilized thematic analysis (Braun and Clarke, 2006) to analyze critical text set reflections about the design and implementation of critical text sets. Findings suggest that teachers recognize the importance of expansive notions of literacy, reenvision text collection as a generative process, and link learning to lived experiences of students. The findings from this study have implications for teachers across educational contexts and global spaces. By investing time to integrate historical and culturally relevant people and places into content learning, teacher candidates recognize the value of drawing from their own lived experiences to build connections to students’ multilayered identities and to create elevated engagement and learning in the classroom. This study led to the development of a new model called TEXT that helps foster ongoing reflective points to consider in the selection, sequencing, and situating of multimodal texts within teaching
Undergraduate Opera Workshop: A Curriculum Guide
No full textThesis (DM) – Indiana University, Music, 202
Rooted in Daviess County: A Framework for Building a Nonprofit
No full textThe Rooted Project, established within the Daviess County Health Department, serves as a community hub dedicated to building strong, healthy roots in Daviess County. Through active community engagement, it delivers healthcare, educational programs, and vital resources directly to residents. To address the county’s evolving health needs, the Health Department partnered with the Indiana University Center for Rural Engagement beginning in 2024 to develop a sustainable strategy for Rooted. As part of the Sustaining Hoosier Communities initiative, this collaboration aims to create a resource center that meets the needs of Daviess County’s growing and diversifying population, informed by community assessments and visioning sessions with key stakeholders. During Summer 2025, a graduate capstone class within the Indiana University Paul H. O’Neill School of Public and Environmental Affairs was commissioned to develop this resulting plan that follows a three-phased approach designed to establish a robust foundation for a comprehensive, one-stop center connecting residents to essential services, ultimately in the form of a standalone 501(c)(3) nonprofit entity
2025 Jetstream2 Community Assessment Summary Report
No full textThis document summarizes the results of the 2025 Jetstream2 Community Assessment conducted among 2083 individuals from June 23 through August 15, 2025. This was the third assessment conducted as part of the National Science Foundation–funded Jetstream2 project, which was awarded in 2020 and began operations in 2022. It also marks the eighth survey of the broader Jetstream community. For comparison and to preserve longitudinal trends, we have included data from the original Jetstream project (NSF award #1445604), referred to here as Jetstream1