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Mastering Your Inner Dialogue
No full textBreakout Session #2I propose the idea of crushing your inner critic and embracing your inner mentor to live a more full and hopeful life. I will present in a workshop style with activities to open people\u27s eyes to the critic. My goal is to help people understand how much our critics can control our lives and how sometimes we haven\u27t met our mentor. I recently took a weekend class that presented this idea, and it provoked a lot of change in me and how I approach my life now
Creativity as Dialogue: Navigating Change Together
No full textBreakout Session #2Theoretical physicist David Bohm described group creativity as “thinking together,” linking it to the practice of dialogue. In ambiguous and challenging environments, our connection to each other can help us produce new ideas, engage in creative action, and facilitate innovation. In this session, we will explore the idea of social creativity, its link to dialogue, and how these principles can be applied in our teams at work, school, and home. We will also learn how leaders can play a crucial role in fostering creativity within their teams and communities, even when faced with the unknown
Conflict Management
No full textBreakout Session #2Navigating conflict in a predominantly white institution and understanding multiple perspectives of conflict. People have different conflict styles, and it is important to learn how those apply to real life conflicts, as well as how those tie in to justice and career
Panel: AI in Education
No full textPanel chaired by Erik Schmidt, Ph.D. (Gonzaga University)
This panel will feature the following speakers:
Chase Bollig. Gonzaga University/= / \u3eThe release of ChatGPT and other widely-available AI tools for writing and text generation represent a significant disruption to the teaching and learning of writing across the curriculum. As part of this conversation about AI and education, I share experiences of teaching with and about AI in first-year writing over the last five semesters, including how students’ boundary-setting behaviors reveal implicit ideologies about writing and how students describe their own frameworks for ethical engagement with AI in writing classes. This technology shows promise for students who develop rhetorical sensibilities for navigating AI. At the same time, as a literacy technology, AI poses new challenges to faculty to articulate the value of friction in reading and writing during a period of shifting literacy practices and emerging standards for AI literacy.
Anny Case. Gonzaga University/= / \u3eHighly regarded literacy researchers, Kalantzis and Cope, call Generative AI “a literacy machine” (2024, p. 6) poised to reshape how we produce, consume, and interact with text. While its full impact remains unclear, GenAI will undoubtedly have consequences for K-12 education. Will GenAI make the work of teaching harder or easier? Will students become more or less empowered as readers, writers, thinkers, and communicators? We could harness AI’s potential to liberate literacy learning from contrived and formulaic tasks and refocus on safeguarding the distinctly human qualities and purposes of reading, writing, and communicating in multimodal ways and spaces. Or we could use it to supercharge the status quo. Along these lines, there is an impulse in some educational circles to respond to AI not with curiosity about its potential to deepen and expand learning, but with intensified surveillance—fixating on plagiarism, deploying AI-detection software, and policing students’ use of technology in order to protect long-standing hierarchies and practices in education. Yet other more imaginative alternatives warrant our best thinking and creativity. What if AI functions not simply as an educational shortcut, but as a spark to ignite our collective imagination about the structures and aims of schools?
John Correia. Gonzaga University/= / \u3eAs educators, recognizing and planning for the impact of AI on education has never been so important. There are bright and dark sides to AI’s use in education which create both great opportunities and risks. I believe through the risks and negative impacts on education we will have an opportunity to further develop, or better focus on, our collective purpose and improve our methodology of preparing our students for a future that includes AI. In the end, if we engage with the challenge and stay open to new opportunities, we will be better at educating students for a future that includes AI.
Charlie Lassiter. Gonzaga University/= / \u3eOne challenge in thinking carefully about difficult topics is getting the relevant facts. For example, when thinking about transgender individuals in sports, biological facts are relevant but so are a wide swath of cultural, historical, and sociological facts. Dismissing any one of these ends up with a lopsided understanding of important issues. AI tools, particularly Elicit, Storm, and NotebookLM, provide easy ways of gathering and organizing information quickly. An upshot for students is that they are better equipped to dive into the normative issues. There are challenges, of course. LLMs hallucinate and produce bullshit. Students don’t know what they don’t know and can accept the bullshit and hallucinations at face value. Even given these challenges, I argue that, when used in the right sorts of supervised contexts, the benefits are worth the risks
Predicting Perinatal Mood Disorders
Full text linkPerinatal Mood Disorders (PMD) constitute a significant public health concern, impacting the perinatal patient and the family.
Purpose
This project describes the relationship between Adverse Childhood Experiences and Perinatal Mood Disorders including depression and anxiety.
Goals
The goals of this study were to define the perinatal population in a rural Montana clinic and describe the relationship between ACEs and PMDs to identify early intervention opportunities.
Methods
A ten-year retrospective IRB approved study described the relationship between ACE, PHQ9 and OASIS scores to determine the prevalence of PMD and connection to ACE’s in perinatal patients in rural northwest Montana. Calculations were performed on 1,043 charts to include logistic regression, Chi-square and OR/RR.
Findings
Among the participants, 195 reported an ACE score of zero, 640 had ACE scores between 1-3, and 208 had ACE scores greater than or equal to 4. Utilizing validated measures for ACE, PHQ9 and OASIS, there was a statistically significant association between ACE scores \u3e/=4 and PMD. The results of the Chi-square test were significant based on an alpha value of .05, χ2(1) = 508.65, p \u3c .001. Logistic regression analyses revealed that ACE \u3e4 independently predicts an increased risk of PMD (B = 3.43, OR = 31.00, p \u3c .001) and influences PMD in a dose response fashion. Every one-unit increase in ACE score increases the odds of PMD by approximately 146%.
Implications
Early identification of adverse childhood experiences can alert the provider to closely monitor for anxiety and depression in the postnatal period. The need for targeted interventions and preventive measures for individuals with past childhood trauma can be implemented earlier in care
Sexual & Reproductive Health Resources in Low-income or Rural Areas
Full text linkPICO Research Question: How is access to sexual reproductive health resources impacted by people living in underserved settings
The Role of Family in the Assessment Process
No full textAssessments play a critical role in identifying and supporting children with disabilities; however, it is also important to include caregivers and parents in assessments to ensure information is accurate and complete. Caregivers can offer important information as well as help draw conclusions about student deficits and strengths. This poster will evaluate research discussing the importance of including caregivers in the assessment process and how it promotes and supports diversity and equity
Graduate Student Mental Health: Exploring Program-Level Barriers and Supports
No full textGraduate students consistently report high levels of psychological distress, to the extent that some researchers have described the mental health status of this population as a crisis (Bekkouche et al., 2021; Charles et al., 2021). Numerous organizational and systemic factors within graduate programs—such as financial strain, inadequate mentorship, and experiences of institutional discrimination—have been identified as contributors to this distress (Charles et al., 2021). Leaders of graduate programs have both an ethical and practical responsibility to critically examine these systemic barriers and foster environments that support student well-being. This presentation reviews the current literature on factors that promote and hinder graduate student mental health, with an emphasis on actionable strategies programs can implement to create more equitable and supportive academic environments
The Effects of School Based Physical Activity and Health Education on Adolescents
Full text linkPICOT Question: Does participation in health class improve the health of adolescents in young adults
Stem Cell Therapy on Quality of Life for Patients with Chronic Conditions
No full textResearch Question: How do stem cell treatments impact the quality of life for patients with chronic conditions