Journals@UC (University of Cincinnati)
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What’s that you say? Capturing class content through captioning
Get PDFAccessibility covers so many ways that can improve student access to class content. An overhaul of an earlier course can be daunting if you attempt to cover all possible ways at once: color, sound, choice of language, enable screen readers for pdfs and web pages, alt text for images. And keeping content accessible can also mean not triggering or tripping up students with anxiety, time management difficulties, dyslexia, PTSD, or autism. Or those with additional needs for asynchronous materials or extra time to process. In short, there’s no way to bring everything up to speed at once. But each semester I have tried to choose one aspect to improve, to make a couple more students more enabled with each fix. In the past, I’d worked on visual color coding for the syllabus schedule, more readable colors for the slides, and more accessible text formatting for Word docs. I felt I was getting the visibility aspect under control. Most recently, in the spring 2023 semester, my focus was on auditory accessibility, for which I incorporated a combination of running captions in PowerPoint and using a clip-on mic, in addition to the presences of a requested sign interpreter.
My goal was to add options for both speakers of other first languages, as well as those with hearing loss or auditory processing disorders. Class members with a variety of home languages are already a given my department, in both our undergrad ethnic diversity and our range of international graduate students. So, teaching has involved attention to language code, as well as issues of hidden academic curriculum for first generation students. Mixing in with that, this last semester I worked on dealing with the language code in a new way, to make the course content better accessible to students who were deaf or hard of hearing. Like most issues of accessibility, this had the potential to benefit hearing students, since they could also make use of aspects such as captioning.
I felt the need for attending to hearing was exacerbated by my own ongoing use of a mask in class. In short, how could I keep us all virus free, but also able to hear each other? As I have continued to be masked in the classroom, I’ve found that I need to also use a portable mic to help me project. My hope was that some combination of the assistive techniques would assist folks who didn’t realize how much they relied on seeing lips during oral communication. It’s not humble bragging to say that I’ve considered these issues. It didn’t always work.
So. What was added? In my spring graduate writing seminar, one student had already requested ASL interpreters for class. This did not involve work on my part, beyond making sure that the interpreters had a seat in which they could be visible. On top of that, I already do a focused clean-up of captions for any video recordings I create for class. That is, I’ve found that auto captioning is a great first step, but I also work on post-editing them to enable the materials to actually convey the correct names of people and concepts that we’re talking about, as well as providing punctuation to help guide viewers’ reading.
The new element that I tried out in the spring was live captioning during class lectures. How it worked was that while sharing my PowerPoint slides during class through the classroom projector, I clicked the Always use Subtitles option in the top bar on PowerPoint. This allowed the software to capture my miked speech during the lectures, making it visible below the slides on screen. I feel that this is key because the bulk of the course information is conveyed informally, in speech that extends beyond what is captured in the bullets of the slides. Once this is turned on, the subtitles also captured other audible talk in in the classroom, such as the question-asking and clarifications from students during class. In order for the other voices to show up in the subtitles, I found I needed to repeat questions from students before answering, to make sure it was fully picked up by the mic. While this speech-to-text process has many of the same faults as the auto captioning that is attached to videos, it nonetheless provided an extra level of real-time access, at the point where students can ask for further clarification.
I don’t fully know how this subtitling technique went over. The topic of the captioning was not mentioned by my students in our student feedback surveys for that class. So, I don’t have a sense of how this mode affected the majority of the class, who were hearing students. Now that streaming makes up such a big part of contemporary viewing, perhaps captions are no longer remarkable. I am currently debating whether to keep this up in classes where no accommodations for hearing have been asked for. But this next semester I’ll still be masked and miked. My current plan, therefore, is to demonstrate the subtitles at the first class and then create an exit ticket question asking whether students find the technology’s use to be distracting or helpful.  
Students\u27 perception and experience using ChatGPT
No full textArtificial Intelligence (AI) tools and Large Language Models (LLMs), such as ChatGPT, have impacted the higher education environment. The future expectation is that LLMs/ChatGPT will pose significant challenges and opportunities. This study addressed students’ perception and experience using ChatGPT in a course assignment administered in an undergraduate data and decisions analysis course. A sample of 18 students (n=18) was included in the study. Although ChatGPT, and other LLMs, were previously used by 94% of students, this study found mixed results on the accuracy and time saving benefits when using these types of AI. Students reported using ChatGPT in a number of academic areas, including idea generation, structuring outlines, obtaining data/information, fact checking, coding, as well as for spelling and grammar in a written document. The results in this study found that ChatGPT met expectations from 61% of students, whereas the other 39% did not have their expectations met. The accuracy and time to fact check the output of ChatGPT were polarized based on student responses. Further research is recommended in the perception, use, and expectations using LLMs/ChatGPT in the classroom. Student integrity, academic dishonesty, and off-loading to AI are other areas also needing further investigation
Atomic Bomb Panel Discussion
No full textIn our panel discussion, we delve into the multifaceted aspects of the atomic bomb\u27s development and aftermath, with a special focus on key figures such as J. Robert Oppenheimer. By examining historical records, scholarly insights, and ethical considerations, our dialogue will explore the intricate intersections of science, morality, and international relations during this pivotal period. Through collaborative discourse, we aim to provoke thoughtful reflections on the enduring legacy of the atomic bomb and its implications for contemporary society
Parenting Prevention Programs and its Effects on Parental Stress and Confidence
No full textRecord ID: 83
Award(s): Excellence in Undergraduate Research Mentorship; Excellence in Research Communication
Program Affiliation: McNair Scholars Program
Presentation Type: Poster
Abstract: Evidence-based parenting programs are effective at promoting parent and child wellbeing; however, many of those programs have not been adapted or validated for non-traditional families (e.g., foster and kinship caregivers). This study describes how foster and kinship caregivers responded to an evidence-based parenting program adapted for them. It was predicted that caregivers of children in foster care aged 2-8 (N = 7) would report increased confidence and decreased negative child behavior after completing the intervention (The Chicago Parenting Program) adapted for foster and kinship care (CCP-FC). During qualitative interviews, caregivers described the CCP-FC as effective in improving caregivers\u27 confidence through tools and tricks to implement, and that they felt less stressed due to techniques provided throughout the program. Survey data indicated a non-significant effect on caregivers\u27 stress, meaning caregiver stress did not decrease after the program. The survey data also indicated a non-significant effect on confidence at the end of the CCP-FC compared to baseline, meaning there was no increase in parental confidence after the program. While preliminary, these findings suggest that adapted interventions may be effective in supporting foster and kinship caregivers. 
Dominance-Related Lower Limb Force Disparities in Take-off and Landing During Trials Based Jumping on Asymmetry
No full textRecord ID: 254
Award(s): Excellence in Research Communication
Program Affiliation: Capstone
Presentation Type: Poster
Abstract: Lower limb asymmetry occurs when there is a difference in the strength, power, or force between dominant and non-dominant legs. Significant asymmetries can exist between lower limb force production during the take-off and landing phases during jumping. This asymmetry can potentially lead to injuries during jumping or landing. The main purpose of this study is to compare the asymmetries measured between dominant and non-dominant legs during take-off and landing phases of jumping at peak height. The participants will be aged 18-25 and considered physically active. The participants will be asked questions about their physical background and capabilities. Each participant will jump and land on force plates under a specific condition with both dominant and non-dominant legs. This process will be repeated using three different conditions, landing on both legs, left leg, and right leg. The expected results are that there will be asymmetry between the dominant and non-dominant leg when landing on both feet. There will be more imbalances in the non-dominant leg landing than the dominant leg. During the trials where the participant would land on either their dominant or non-dominant leg, we often had to complete a trial rerun due to imbalances. It can be concluded that of the stable landings, the dominant leg showed less asymmetry than the non-dominant leg.  
Can Female Wolf Spiders Sense Male Infection Status?
No full textRecord ID: 266
Award(s): Excellence in Undergraduate Research Mentorship; Excellence in Research Communication
Program Affiliation: Capstone
Presentation Type: Poster
Abstract: Animals may be at risk of pathogen exposure from their mating partners, and it would therefore be advantageous for individuals to be able detect infection and avoid risky mates. Previous studies have shown that female wolf spiders can sense male infection status from chemical cues possibly contained in the hydrocarbons of their abdominal cuticle (CHCs) . The primary goal of this research project was to investigate the potential for females to detect of male CHC chemical cues and avoid them. Juvenile male and female S. ocreata were collected at the Cincinnati Nature Center and raised under controlled lab conditions to maturity. One subset of males (the "infected" treatment) were exposed to a sub-lethal dose of the bacteria Pseudomonas aeruginosa and then rubbed with filter paper to collect CHCs. A second treatment group had CHCs collected from uninfected males. Females were then placed in an arena with filter paper containing CHCs from one of these treatments (infected males, uninfected males) or a blank filter paper as a control treatment group, then recorded for their number of visits to each stimulus. Although data are incomplete and still being analyzed, results will allow us to determine whether females can detect differences among male treatments
Supporting and Funding the Development of Natural Corridors and Tree Barriers along Cincinnati\u27s Priority Road and Waterways
No full textRecord ID: 213
Award(s): Excellence in Research Communication
Program Affiliation: Capstone
Presentation Type: Video
Abstract: Natural corridors and tree barriers along road and waterways have a positive impact on air quality within urban areas. This project aims to analyze Cincinnati, Ohio\u27s current implementation of natural corridors and tree barriers along the city\u27s priority rivers, streams, highways and interstates, and to carve a guiding path to attain the 2023 Green Cincinnati Plan\u27s goal of improving air quality so that Air Quality Index "Healthy Days" are increased by 30% by 2028. Research for this project relate to the ways Cincinnati has already partnered with the community, various local government offices and departments, and private entities to develop these natural corridors and tree barriers. Additionally, I have how other cities have designed and funded natural corridors and tree barriers along their road and waterways that could act as a model for Cincinnati to follow. These research questions led to results that are twofold. First, successes in other cities stem from fostering community engagement, partnering with local organizations who are dedicated to sustainability, and utilizing fast growing and native species. Second, there is strong evidence that planting sustainable natural corridors and tree barriers along a city\u27s priority areas improves air quality through absorbing and reducing pollution from air emissions. Improved air quality in line with the city of Cincinnati\u27s Green Cincinnati Plan goals reduces risk of adverse health conditions and improves quality of life
Nature, Nation, and Conflict: Thomas Cole\u27s View Across Frenchman\u27s Bay from Mt. Desert Island, After a Squall (1845)
No full textRecord ID: 56
Program Affiliation: Service Learning
Presentation Type: Podium
Abstract: This presentation explores the tapestry of historical and cultural dynamics embedded in Thomas Cole\u27s landscape, View Across Frenchman\u27s Bay from Mt. Desert Island, After a Squall (1845, Cincinnati Art Museum). This paper provides an extensive analysis, employing formal, iconographical, and contextual approaches, to unravel the intricate layers of Cole\u27s work, building on the scholarship of John Wilmerding, Linda Ferber, Ellwood Parry, and others. By analyzing religious and nationalist themes, I argue that the painting depicts humanity\u27s relationship with nature as God\u27s creation, in the lens of nationalism in the United States. Evoking Edmund Burke and the concept of the sublime, Cole depicted a fading squall, stormy waters, rocky cliffs, and an eagle perched on a precipice, likely a representation of nationalism. A small lone ship acts as an allegory about people in the natural world, as well as a reference to Christianity. Although the painting is set in Maine and obliquely refers to naval history, it also suggests the future potential of the country as a whole. This presentation places Cole\u27s tableau within its broader contexts of nature, nation, and conflict in 19th-century America
Educating Pediatric Nurses on Symptoms of Burnout in Order to Decrease Overall Rates
No full textRecord ID: 114
Award(s): Excellence in Undergraduate Research Mentorship
Program Affiliation: Capstone
Presentation Type: Poster
Abstract: According to the American Nurses Association, 62% of nurses experience burnout. Pediatric nurses frequently encounter high levels of burnout due to the demanding nature of their job. Many pediatric nurses report experiencing symptoms of burnout including emotional exhaustion, irritability, and isolation. Recognizing the need for support and intervention, this project aims to provide pediatric nurses at Cincinnati Children\u27s Hospital with education and resources to help prevent burnout. The educational presentation involves presenting a PowerPoint and showcasing a video to a group of pediatric nurses in the complex surgery and transplant unit. This presentation covers topics such as recognizing signs and symptoms of burnout versus stress, vulnerable populations, the impact of sleep and regular exercise/healthy diet, therapeutic counseling, and the BREATHE stress management plan. To evaluate the effectiveness of the intervention, pre and post-tests are administered to measure knowledge gained and changes in attitudes towards burnout. Results pending