SPARK Bethel University
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Teaching Financial Literacy: How Educator Background, Confidence and Preparedness Shape Student Financial Behavior
No full textMany states have adopted high school personal finance graduation course requirements to address the lack of financial literacy in the United States. The purpose of this thesis is to examine the role of teachers’ backgrounds, confidence, and preparedness in delivering effective personal finance education. Literature reveals a significant financial knowledge gap among secondary teachers, paralleling the financial illiteracy of American adults. This gap contributes to low teacher self-efficacy in providing financial education and negatively impacts student financial knowledge, skills and behaviors. High-quality education for teachers strengthens content knowledge, increases confidence to teach financial literacy, and encourages positive student future financial behavior. Personal finance preparation for teachers could consist of postsecondary elective courses, financial coursework in teacher preparation programs, and/or teacher workshops. By investing in teacher preparedness, schools can equip all students with the knowledge and skills to make confident, informed financial decisions
An Examination of Clinical Self-Efficacy and Confidence after the Rolling Through the Complications Clinical Debriefing Experience
No full textInadequate educational preparation for the clinical judgment demands of complex patient scenarios further perpetuates stress and burnout in the nursing profession. Self-efficacy and self-confidence have been correlated with decreased perceived stress, lower anxiety, and increased capacity for clinical decision-making underscoring the importance of their analysis. A clinical post conference activity entitled Rolling Through the Complications with the Clinical Judgment Model (CJM) was developed as a scripted debriefing experience based on the CJM framework to prompt anticipatory reflection of actual patient cues for analysis of potential complications. This study evaluated (n = 30) baccalaureate nursing students at private, nonprofit universities in Minnesota and Missouri with participating clinical instructors trained in leading the debriefing experience. A paired t-test evaluated the Revised Clinical and Simulation General Self-Efficacy Scale (CSGSES) students completed at the beginning and end of the clinical rotation. Additional questions adapted from of the Confidence factor of the Simulation Learning Effectiveness Inventory (SLEI) were evaluated for descriptive statistics and correlation with clinical self-efficacy through Pearson correlations. Study participants had significantly higher clinical self-efficacy after they completed the clinical rotation with the Rolling Through the Complications with the CJM debriefing. Post Revised CSGSES mean scores significantly correlated with the total Confidence factor of the SLEI score and with three individual SLEI items. These findings support the use of scripted debriefings for consistent post conference learning experiences and gamification for enhanced engagement and knowledge gains. Faculty should research and facilitate active learning strategies focused on clinical judgment in the clinical post conference setting
Decreasing Disruptive Behaviors in Elementary Students With Emotional and Behavioral Disorders to Promote Academic and Social Success
No full textThis thesis investigated how elementary special education teachers can support students with EBD to promote social and academic success. Students with EBD struggle with behaviors that can negatively affect the classroom environment such as aggression, inattentiveness, impulsivity, defiance, and lack of self-regulation. These result in poor relationships with peers and adverse effects on learning. Teachers who use proper interventions, structured classroom schedules, and consistent routines can support these behaviors. Incorporating social-emotional learning (SEL), as well as building safe and strong relationships with both students and their families, can also aid in promoting positive outcomes. Without the appropriate knowledge, support, and practices, students with EBD could face negative long-term consequences in elementary school and beyond. Elementary special education teachers can help students thrive and improve the quality of their education by understanding how to effectively reduce disruptive behaviors, leading to academic and social success
Celebrate Poetry in Words and Music
No full textCalling all poetry lovers, singers, and hidden talents! It’s National Poetry Month, so we invite you to come make your voice heard at our annual Poetry & Music Celebration.
PresentersRhonda Gilbraith – Welcome & Introduction Dan Ritchie - poem: Afterwards, by U.A. Fanthope Gracia Lumppio, Soprano; Emily Urban, Piano A Slumber Song of the Madonna Samuel Barber, poem by Alfred Noyes
Healy Poetry Prize Finalists - Intro (Angela Shannon Preston) Alyse Petersen Chloe Harvik Malachi Fox Reagan Badzinski Sophia Tienter Annelise Raisanen (Read by Angela) Angela Shannon Preston – poem Macy Castilleja, Soprano; Emily Urban, Piano My Letter to the World Gwyneth Walker, poem by Emily Dickenson Heather McNiel - poem McKensie Clemons, Mezzo Soprano; Emily Urban, Piano Silent Noon Ralph Vaughan Williams, poem by Gabriel Dante Rossetti Jayanti Ray – poem Cadie Logston, Soprano; Emily Urban, Piano “Compensation” Betty Jackson King, poem by Paul Laurence Dunbar Marion Larson - poem Rhonda Gilbraith-- closinghttps://spark.bethel.edu/primetime-presentations/1020/thumbnail.jp
John\u27s Gospel: the Paschal Lamb Part 3 Monday Morning Bible Hour the Okoboji Bible Conference
No full textJohn\u27s gospel is very different from the synoptic gospels, Matthew, Mark, and Luke. This lecture takes a deep dive into all we can learn about John\u27s gospel to fully appreciate what his contribution is to the story of Jesus, in particular, the development of Christ as the Paschal Lamb
How Effective Structured Linguistic Phonics Instruction in K-2 Classrooms Support Early Literacy Development
No full textThis literature review explores what current research shows about how young children learn to read and what kinds of instruction best support students in kindergarten through second grade. The studies make it clear that early readers benefit from structured, explicit instruction in phonemic awareness, phonics, and letter–sound relationships. Researchers such as Ehri and the National Reading Panel demonstrate that helping children connect the sounds they hear to the print they see is essential for building strong decoding and word recognition skills. Several intervention studies highlight how small-group instruction, intentional modeling, and consistent routines can significantly help struggling learners. The review also looks at decodable texts and finds that they are most effective when they are meaningful, engaging, and aligned with the phonics patterns children are learning. Supplemental programs like UFLI and TRI offer examples of how structured practice and responsive teaching lead to meaningful growth in early literacy. Overall, the research supports the idea that young readers thrive when systematic phonics instruction is combined with rich language experiences and opportunities to make sense of texts
Racial Disparities in Public Education: Examining the Black-White Achievement Gap
No full textThis study examines the persistent achievement gap between African American males and their White peers in public schools, focusing on how historical and systemic factors continue to shape educational outcomes. The research aims to understand the complex interplay among social, institutional, and historical influences that contribute to academic disparities. Using historical analysis and literature review, the study examines issues such as inequitable school funding, biased disciplinary practices, and structural barriers in education. Findings indicate that African American males encounter significant challenges, including limited access to high-quality instruction and disproportionate disciplinary actions. Additionally, the lasting effects of historical injustices, such as segregation and discriminatory policies, further complicate their academic experiences. These combined factors create obstacles that hinder academic achievement. The study underscores the importance of acknowledging systemic influences to address and reduce educational inequities effectively
Pyridinyl-Tetrazole Hybrids as Potential Anticancer Agents: Synthesis, Bioactivity, and Computational Insights
No full textChronic inflammation is a significant contributor to the development of diseases such as cancer, heart disease, and diabetes. The cyclooxygenase-2 (COX-2) enzyme plays a key role in the pro-inflammatory pathway, and NSAIDs are designed to target and regulate COX-2. Ongoing research in drug synthesis is crucial for developing compounds with enhanced binding affinity to COX-2. Nine pyridinyl-tetrazole hybrids can be synthesized by reacting specific amides with sodium azide and silicon tetrachloride at 90°C, with molar ratios of 1.0:17.0:4.0. After purification, these hybrids will undergo bioassays with cancer cell lines and computational studies to evaluate their binding affinity for COX-2. This study aims to identify potential drug candidates for inflammation-related diseases, with anti-proliferation results compared to a commercially available positive control
The Greatest Story Ever Envisioned (a book about Jesus films)
No full textAfter team-teaching a course on Jesus Now Playing focused on analyzing Jesus Films and the Gospels they attempt to depict, we proposed a book on the same topic to Baker Academic. We are now finalizing the book, with a likely publication of spring, 2026. Our book addresses some key ways the story of Jesus has been told across the centuries, starting with the Gospels themselves and concluding with Jesus films of the last 100 years. We address approaches, such as harmonization, filling in gaps, characterization, and thematization. We plan to team-teach a Gospels and Jesus Films course in 2026, as our book is published
The Institutional Impact of a Program for Students with Intellectual Disabilities (ID) on a University
No full textStudents with intellectual disability (ID) have attended Bethel University for 10 years, being supported by Bethel\u27s BUILD Program. The researchers studied the impacts of the BUILD program and students with ID on Bethel University. Results indicate including students with ID has had a powerful impact on community member experience and identity development, university organizational policy and systems, and culture and subcultures of the university