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You Don’t Have to be Their Best Friend: Complicating the Instructor-Student Relationship through a Mixed-Method Typology
Get PDFThe purpose of this study was to explore the nuances of instructor-student relationships with a nationally representative sample of students. Participants were randomly assigned to describe relationships with their best, worst, and/or last instructor and rate their satisfaction with each relationship, and the level of closeness with the instructor. Coding of student descriptions revealed 13 themes, organized into six pairs of constructive/destructive relationship anchors and one neutral category (Professional Relationship). Importantly, professional relationships were not as close as constructive relationships but were equally satisfying, indicating the closeness in instructor-student relationships has diminishing returns. Results are discussed in the context of instructional communication research and pedagogy
Engaging Impasse: Nurturing a Culture of Dialogic Engagement on a University Campus
Get PDFUniversities have historically fostered spaces where students, faculty, staff, and administration can fruitfully engage in discussion around contentious issues. Current political divisions have had a chilling effect on these discussions inside and outside the classroom. To nurture a campus culture of dialogic engagement, the communication studies department in collaboration with the DEI office began a campus dialogue project that invited faculty, staff, students, and administration to participate in monthly dialogues focused on cultural impasse topics. This 5-year project has demonstrated that university communication studies departments can be instrumental in helping community members cross organizational boundaries to engage in challenging dialogues when they are focused on engagement, facilitated by students, intentionally welcoming, and predictably organized
Writing as (Self) Service and Witness: Exploring the Experience of a Teacher Educator Writing Group
Get PDFWriting groups in teacher education typically focus on providing faculty, usually junior faculty, with a supportive environment to share their work and to help one another create publishable manuscripts and/or improve teaching practices. Writing groups, however, are also about engaging in the act of writing in both personal and professional ways alongside others. In this collaborative autoethnography, we explored how we, three ELA teacher educators, made sense of ourselves the world around us through a writing group focused on writing as self-service and witness. We portray this exploration in the form of a collage that pieces together our writing, transcripts from the group conversations, and discussion notes. Across those collages, we found value in the opportunity to write in ways that served us at the time, even if that meant the writing was not in service to our students or institution. We also found value in having others witness our writing because it provided support, validation, and motivation. Implications provide permission and guidance for creating faculty writing groups focused on self-service and witness and recommendations for engaging in collaborative autoethnographic research within these groups to better understand how and why they work
Unblocked Re-imagining Incarceration by Restructuring the Cell Block
Get PDFPrison cell blocks, often overlooked as monolithic structures of confinement, conceal a rich tapestry of complex social environments. This study delves into the interplay between the architectural and interior design of cell blocks and the individuals who reside within them, highlighting the profound impact of built elements on the promotion of privacy, independence, and collaboration among cellmates.
Incarceration, by its nature, places inmates in close proximity, fostering interactions that range from cooperation to conflict. However, the prison environment is not equivalent in different countries, and the layout of cell blocks varies widely. By examining these variations, it becomes evident that the built elements of prison design are instrumental in shaping the social dynamics within cell blocks.
Privacy, a fundamental human need, is a critical element in maintaining mental and emotional well-being. This study explores how cell design, including the size and layout of individual cells, the presence of barriers like curtains or screens, and the availability of personal space, affects an inmate’s ability to carve out moments of privacy. Such privacy is not only essential for personal reflection and maintaining a sense of self but can also foster healthier relationships with cellmates by reducing the constant scrutiny inherent in shared living spaces.
Independence within the constraints of incarceration is closely tied to the layout of cell blocks. The presence of private spaces within the cell and access to personal belongings allows inmates to retain a sense of self-control and autonomy. Conversely, overly crowded, or poorly designed cells can lead to heightened tension and conflicts among cellmates.
Collaboration within the cell block is another critical aspect of this study. Inmates often rely on each other for emotional support, safety, and resource-sharing. We explore how built elements that encourage interaction, such as communal spaces or shared facilities, can foster positive relationships among cellmates and enhance their collective sense of community.
Understanding the relationship between prison architecture and social dynamics is not only pertinent to inmate well-being but also holds implications for prison management and rehabilitation efforts. This research sheds light on the significance of design choices in prison construction and the potential to influence the rehabilitation process through thoughtful architectural and interior space planning
From Healing to Happiness
Get PDFAnimal shelters play a crucial role in providing care and rehabilitation for stray or abandoned dogs. However, there is a growing understanding that rethinking the conventional role of animal shelters can lead to significant improvements in the lives of dogs through specialized behavioral therapy and rehabilitation programs. By implementing these programs, shelters have the potential to regenerate and transform dogs’ lives, enabling them to overcome behavioral challenges and increasing their chances of finding loving adoptive homes.
The focus of these initiatives is to heal and nurture the dogs’ behaviors, addressing underlying issues that may have contributed to their arrival in the shelter. By offering dedicated behavioral therapy, shelters can equip dogs with the necessary skills and coping mechanisms to successfully integrate into a new home environment. For instance, dogs with fear-based aggression or severe anxiety can benefit from gradual desensitization exercises, positive reinforcement training, and socialization activities, all aimed at building their confidence and reducing reactive behaviors
Anti-Ableist and Disability Justice Pedagogies in Social Work Education
No full textOur personal and collective experiences of ableism and disability brought us together to envision anti-ableist and disability justice pedagogies in social work education. We begin by describing, defining, and reviewing key terminology and concepts, including disability, ableism, and saneism, by drawing on social work and interdisciplinary literature and situating disabled students’ and educators’ experiences in social work education. We provide definitions of anti-ableism and disability justice (e.g., Sins Invalid, 2016, 2019) and a brief overview of how anti-ableism and disability justice have been articulated in social work and related literature. We highlight the broader pedagogical approaches that have inspired our own anti-ableist and disability justice pedagogies in social work education. Through our digital collaborative autoethnography, we imagine and include applications of anti-ableist and disability justice pedagogies in social work education
Rape Culture and Female Resistance in Late Medieval Literature, With an Edition of Middle English and Middle Scots Pastourelles
Get PDFOccupational Therapists\u27 Perceptions on Addressing Spirituality: A Cross Sectional Survey
Get PDFBackground: Occupational Therapy (OT) was founded as a holistic profession that addresses the mind, body, and spirit. Research indicates that occupational therapists feel uncomfortable incorporating spirituality into practice. Method: This study aimed to identify perceptions of occupational therapists in addressing the spiritual needs of their clients. A cross-sectional Qualtrics survey was adapted from the Religious/Spiritually Integrated Practice Assessment Scale (RSIPAS). The survey was electronically sent out by several professional OT organizations. It was sent to occupational therapists and OT assistants to obtain their perspective of incorporating spirituality in practice. Quantitative and qualitative data analysis was completed. Results: Of the 52 participants that completed the Likert scale items on the survey, 46 were open to learning about spiritual beliefs that differ from their own. Ninety-seven percent of the participants believed incorporating spirituality can improve client outcomes and achieve goals; 95% could address unfamiliar beliefs; and \u3e 90% said that it was essential to address clients’ spiritual beliefs. Qualitative themes involving barriers to spiritual implementation included: too little time, lack of education, and workplace integration complications. Conclusion: Although spirituality is accepted as part of the OT process, there are a multitude of barriers that impact the feasibility and inclusion of spirituality in practice, including time, workplace integration, and education
Improving Occupational Therapy Doctoral Students’ Social Awareness for Making Equitable Policy Decisions: A Quantitative Quasi-Experimental Study
Get PDFOccupational therapy has set a strategic vision to increase equity and health access through leadership in all practice areas. To this end, educators in occupational therapy doctorate programs must increase the students’ ability to lead with an awareness of the social impacts of policy decisions. The purpose of this study was to explore educational opportunities to support occupational therapy doctorate students in developing social awareness for decision-making. The study aimed to use an e-learning module to increase social awareness surrounding a departmental decision about a white coat ceremony. A quantitative quasi-experimental one group pre-test post-test study examined if a significant increase in a trait associated with making socially just decisions occurred following students’ participation in an e-learning module that outlined the social aspects of the use of the white coat. Results indicated that students had a statistically significant increase in awareness of social inequality and motivation to act following participation in the e-learning module. The study provides initial evidence toward the effectiveness of developing students’ social awareness for policy decisions through tailored e-learning to outline social aspects of policy paired with the opportunity to decide
Leadership Communication: Principles and Practice
No full texthttps://scholarworks.wmich.edu/open_books/1001/thumbnail.jp