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Clarinet Chronicles: Finding Your Voice in the First Year
No full textThesis (DM) – Indiana University, Music, 2025The purpose of this project, Clarinet Chronicles: Finding Your Voice in the First Year, was to create an inclusive method book for novice clarinet students, increasing access to early clarinet education. To develop this project, I reviewed literature pertaining to two frameworks, Culturally Relevant Pedagogy (CRP; Ladson-Billings, 1995) and Universal Design for Learning (UDL; Meyer et al., 2014), to help me create more inclusive materials. Secondly, I completed a content analysis of widely used method books to unpack the appropriate pedagogical sequence of clarinet learning in the first year. As a part of that analysis, I also examined the existing method books for elements of CRP and UDL. The analysis revealed a lack of diverse materials but a consistent chronological approach in the first year of learning. The insights from CRP, UDL, and the content analysis guided the development of the proof-of-concept for Clarinet Chronicles. The method book features contributions from thirty living and historically marginalized composers and clarinetists and includes an interactive website platform. I present directions and recommendations for future practice and research in beginning private clarinet lessons
Tackling the Anxiety of Being the First: Financial Therapy For First Generation Wealth Builders
No full textBUILDING THE SAFETY NET: THE ROLE OF FACULTY IN SUPPORTING STUDENT MENTAL HEALTH
No full textThesis (Ed.D.) - Indiana University, Department of Educational Leadership and Policy Studies/School of Education, 2025Students in American colleges and universities are experiencing a mental health crisis that is continuing to worsen. The utilization of campus counseling centers has skyrocketed, and the incidence of mental health diagnoses and severity have both increased.
Institutions are exploring more campus community models of mental health care that activate other offices, units, and operations to increase student wellbeing outside of the counseling center. One of the most critical constituents to these efforts being successful is the faculty. Yet, little research has been conducted on faculty’s conceptualization of and comfort in their role as mental health support.
Large quantitative studies have shown that faculty feel that it is their responsibility to support student mental health, but lack adequate training to do so confidently. Smaller qualitative studies have focused on the experience of faculty within specific academic units in supporting student mental health.
The purpose of this qualitative interview case study was to understand how faculty conceptualize their role as a mental health supporter, what factors inform the conceptualization of this role, and the impact that supporting student mental health has had on faculty wellbeing. An additional component of this study was that it encompassed the breadth of an entire university. I conducted 16 faculty interviews across the University of Texas at Austin, using Holland vocational interest codes to understand differences in approach by academic discipline.
Participants in the study felt responsible for supporting student mental health but lacked an understanding of how the institution wanted them to respond. Faculty also felt that the institution does not acknowledge the work they are putting forth to support students and that systems of faculty appraisal do not adequately acknowledge this work. Finally, there were some differences in how faculty of different academic disciplines perceived their role. The results of the study provide evidence that faculty of different academic disciplines perceive their role in supporting student mental health in unique ways, and that institutional strategy should be responsive to this. The study concludes with recommendations for professional practice and areas where future research would strengthen the discourse on the topic
A Comparison of Author CV and Archiving Tools
No full textAn IU Libraries blog post.
"If you’re considering self-archiving your scholarly work, the natural follow-up question is “Where?” Several services exist that offer archiving and CV-like profiles for scholars. This blog post will examine a few of them, taking note in particular of whether they permit document-uploading, how automatic the CV-generation process is, the costs of the service, and a few of the metrics the service might provide...
An Evaluation of Evidence Synthesis Work at IUB Libraries
No full textEvidence Synthesis (ES) is a unique area of library work that involves the intersection of several different expertise: deep knowledge of sources and collections and their use, consultation and instruction, and collaboration with researcher partners. This makes ES ideal for examining and evaluating in order to demonstrate the value and impact of librarians’ contributions to research
EXPLORING RELIGIOUS FUNDS OF KNOWLEDGE IN TWO ADVANCED HIGH SCHOOL ENGLISH COURSES
No full textThesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction/School of Education, 2025Students develop various funds of knowledge through engagement in activities outside the classroom. This research explores the potential benefits of religious activities in the form of valuable transferable skills and practices that may enhance student performance in AP English coursework. In a Western context, Islamic religious practices are normally associated with rote memorization rather than the development of critical thinking skills or funds of knowledge. This research investigates Muslim students’ perceptions of various influences on their learning and compares their observations with those of the teacher-researcher. Practitioner inquiry is the method used for this study and data includes student reflection results, student essays, and portfolio reflections. As the teacher of two AP English courses in the study, I, as the teacher-researcher, leveraged my understanding of the students’ interests and abilities as well as my knowledge of the cultural and religious context. While the initial focus of research was on development of religious literacy as a fund of knowledge with the most impact on student success in AP coursework, reflection data revealed a more nuanced story. Students developed funds of knowledge from a variety of religious activities, such as reading the Holy Quran, reading religious non-fiction texts and attending religious lectures, but also they expanded important funds of knowledge and literacies through activities such as reading non-religious fiction, reading and writing poetry, and participating in debate tournaments. These findings reveal the complex nature of interaction with the world outside of school that contributes to an understanding of how seemingly unrelated extracurricular activities can provide valuable skills for comprehension and language production. They also demonstrate the ways funds of knowledge contribute to the development of cultural and social capital and reinforce an understanding of the potential for all literacies, including religious, to contribute to student self-confidence and a strong sense of identity
Effects of Mutant KRASG12C on Chemotherapeutic Resistance in Lung Cancer
No full text2025 winner of the "Outstanding Oral Presentation Award"The oncogene KRAS, a small GTPase, is a known cancer driver gene in human lung tumors. Mutations result in contitutive activation and excessive cell growth, leading to disease progression. Using lipsomal transfection, KRASG12C was introduced into human lung cancer cell lines. Western blot was used to confirm overexpression of exogenous KRASG12C from endogenous KRAS within the cell lines. Once transient expression was established, cell lines were challenged with Paclitaxel, a common chemotherapeutic drug, and cell viability was assessed. Survival of parental cell lines was compared to those overexpressing KRASG12C to determine the role of this mutation in paclitaxel sensitivity