Open Access Journals at IU Indianapolis
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The Oral History of Richard L. Young of the United States District Court for the Southern District of Indiana
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Whose Case is It Anyway?: Proposed Amendments to Indiana\u27s Third-Party Litigation Finance Disclosure Statutes
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Implementaton of Strength Reimagined: A Therapeutic Well-Being Framework for African American Women to Counteract the Strong Black Woman Stereotype
Get PDFThe Strong Black Woman (SBW) stereotype has been consistently linked to poor mental health for African American women and its endorsement leads to anxiety, depression, and stress. African American women unknowingly subscribe to this stereotype through the exertion of strength and independence found necessary to combat oppression and gendered racism. This article explores existing literature on the SBW stereotype and suggests strategies for leveraging this stereotype to enhance mental health interventions for African American women. Utilizing an integrated conceptual framework that draws from the lens of Black Feminist Thought, Intersectionality, and Social Constructivism Theory, Strength Reimagined: A Therapeutic Framework for African American Women is proposed. This treatment framework incorporates five key aspects: therapist awareness, psychoeducation, culturally responsive psychotherapy, trauma-informed complementary interventions, and mutual support to improve mental health outcomes among African American women
The Efficacy of Team-Based Learning in Social Work Education: A Multi-Year, Cross-Sectional Study
Get PDFThis article details the findings of a multi-year (2019-2022), cross-sectional study that examined the utility of using Team-Based Learning as an instructional pedagogy in social work courses. The study was conducted from August 2019 to December 2022 and was composed of surveys of 166 students from 15 individual bachelor and masters-level social work courses at a medium-sized university in East-Central Indiana. Demographic data including race, gender, age, course number, and program level were collected for each student participant, with the purpose of the study centering on 1. Identifying whether student participants preferred Team-Based Learning or a different teaching pedagogy, and 2. Assessing how well the students comprehended the course content delivered via Team-Based Learning. The results of the study showed that 81% of the surveyed students preferred Team-Based Learning to other teaching pedagogies, and that there were no significant differences in responses based on any of the demographic data collected. Students also performed exceptionally well in the courses where Team-Based Learning was implemented, as demonstrated by the 95% cumulative course average for all participating students. Students additionally rated the courses highly (4.5/5 average) in anonymous course evaluations performed at the end of each semester
Diversity and Free Expression in Higher Education
Get PDFAcross the United States today, college campuses face two major distinct but interrelated challenges. The first is a legislative threat. Since 2021, state legislatures have enacted 15 laws or policies in 11 states that directly undermine university autonomy and academic freedom. As of this writing, 119 legislative restrictions on higher education have been introduced in 34 states since 2021, and there are now 14 states with such a legislative or policy restriction. The second threat has to do with how university administrators and other campus stakeholders respond to political tensions on campus in a manner that upholds both the prerogatives of inclusivity and robust protections for academic freedom. This article examines these two challenges in tandem, offering guidelines for how to champion academic freedom and free expression while simultaneously fostering inclusive campus communities. Both goals, we argue, are crucial to upholding higher education’s democratic mission
Boycotting Chinese Genocide and the Duty to Prevent: Opportunities Lost in the 2019-2021 UK Trade Bill
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