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Toxic Jazz Narratives - Dispelling the Illusory Relationship Between Suffering and Creativity
Full text linkThe trope of the suffering artist is a persistent theme in discussions about jazz, often overshadowing the music itself. The focus on the negative aspects of an artist\u27s biography can inadvertently shape students\u27 perceptions, leading them to associate artistic greatness with personal turmoil rather than with the technical and expressive aspects of the music. The emphasis on tragic life stories in introductory jazz courses can detract from a holistic understanding of the genre. Jazz should be explored as a rich tapestry of musical innovation, cultural expression, and collaborative effort, rather than through the lens of individual suffering. Highlighting the achievements of jazz musicians, their stylistic developments, and the historical context of the music allows students to engage with jazz more meaningfully
It’s “A Good Day” to Make Inferences: Helping Emergent and Reluctant Readers
Full text linkA skilled reader can understand and connect to relationships that are not explicitly stated in text. The process of making inferences can be divided into two categories: text and prior-knowledge-based. This paper offers examples of inference questions using the picture book, “It’s a Good Day” by Kevin Henkes, that teachers can use during shared book readings with emergent and reluctant readers
Supporting First-Generation College Students Experiencing Imposter Syndrome
Full text linkThis project explores the relationship between imposter syndrome and academic performance in first-generation college students (FGCS), proposing a peer mentorship program as an intervention. Grounded in Kolontari et al.’s (2023) sponsorship model and Stoller’s (2021) integration of Chickering’s (1969) and Sanford’s (1966) theories, the program focuses on mentor selection, training, structured activities, and ongoing support to build self-efficacy and a sense of belonging. A key component of this solution is the implementation of horizontal peer mentorship, which encourages reciprocal, collaborative relationships between mentors and mentees. FGCS mentors are trained to address imposter syndrome firsthand, with activities like self-affirmation exercises and peer reflection journals designed to boost confidence and emotional expression. A mixed-methods evaluation will assess changes in self-efficacy, imposter syndrome, and academic outcomes through qualitative feedback. This project provides a research-based approach to reducing imposter syndrome and improving academic success for FGCS while highlighting future research opportunities on long-term mentorship outcomes and the development of equity-centered student support strategies across diverse institutions
Their Voices, Their Work: The Challenges and Experiences of Resettled Female Refugees in West Michigan
Full text linkResettled female refugees often hope to improve their life in the country and community that they settle in. However, they can instead face multiple challenges due to their gender, race, ethnicity, religion, and language. The objective of this qualitative study is to identify the unique experiences and challenges of female refugees as they enter the formal workforce in the United States. Participants in this research are from two different countries in Africa, and all currently reside in West Michigan. Data was collected through semi-structured interviews and a small-focus group to learn about their experiences through their own words. While generalizations cannot be made for all refugees currently living in West Michigan, this study identifies six common themes shared by most of the participants in their work experiences in the United States: Work Environment Stressors; Transportation; Language and Miscommunication; Misinformation about American Life; Family Expectations, Challenges and Gender Roles; and Perception of their Life Circumstance. These findings demonstrate the need for non-profit organizations and social innovators to engage in advocacy for female refugees so that they can have equal access to job opportunities and are treated with respect in the workforce
The Importance of Developing Social-Emotional Skills in Early Childhood
Full text linkAbstract
This proposal explores the importance of developing social-emotional skills at a young age and the impact it can have on a child’s short-term and long-term success. Social-emotional skills can be developed in the classroom on a daily basis. Teachers can do this by providing a supportive, safe, and caring classroom environment that influences learning and providing opportunities for students to practice and apply their social emotional skills in different settings and situations (Zins et al., 2007; McClelland et al., 2017). Teachers need the proper training on how to effectively implement and embed social-emotional skills in the classroom in all parts of the day. In the past, early childhood education focused on the importance of letting children play, explore, and socially interact with others, which helped children develop the social-emotional, academic, and cognitive skills they needed to be ready for kindergarten. However, changes in education, especially after No Child Left Behind, shifted the focus to academics, reducing time for teaching social-emotional learning (SEL). This proposal examines the consequences of this shift and emphasizes the need to restore balance between academic and emotional development. This proposal will explore the short- and long-term effects of not developing social-emotional skills, the benefits of intentional SEL instruction, and strategies for integrating SEL throughout the day. It also emphasizes the importance of creating nurturing environments and strong teacher-student relationships. This project provides educators and families with practical strategies and resources to implement SEL at school and at home, helping children develop strong social skills and the ability to manage their emotions effectively. Social-emotional skills are crucial for a child’s success starting in early childhood and continuing throughout life. Educators, caregivers, and families must be informed and actively involved in supporting children’s emotional and social growth to foster lifelong well-being and academic achievement
Standardizing Support: Creating a Digital Guidebook for College Access Professionals
Full text linkDespite the expansion of college access programs across the United States, a streamlined, comprehensive resource for college access professionals remains to be found. This gap disproportionately impacts first-generation, low-income, and racially minoritized students who may not have the knowledge and support systems necessary to navigate the realm of postsecondary education. Recent literature on college advising, college access, and diverse student needs was collected and analyzed to best inform the intervention. The purpose of this project is to provide an accessible, centralized guidebook via a user-friendly website that serves as a foundational resource for college access professionals and is supported by social and cultural capital theory, as well as culturally relevant pedagogy. The project situates college advising within a framework that acknowledges and affirms student identities and lived experiences. The guidebook consolidates information across four areas: college admissions, financial aid, career and major exploration, and other advising materials. By offering a centralized, adaptable tool, this project supports more equitable and effective college access, empowering professionals to better serve students and families while contributing to a broader college-going culture within their schools and communities
Enhancing the development of critical thinking skills through the implementation of trauma-informed Project-Based Learning
Full text linkMany students struggle to develop critical thinking skills, which are considered essential skills in life. While research supports the need for the development of these skills in young adults, many educators struggle to be successful in helping students develop these skills. Project-based learning (PBL) has been shown to be a successful tool in navigating the development of these skills, but research over the years has shown that teachers face many barriers in its implementation. In addition to the challenges of curriculum, students also face barriers in their development of these skills due to the exposure of trauma. Because of the variety of barriers that both teachers and students face in developing critical thinking skills, a PBL curriculum that is trauma-informed has been developed that integrates Direction Instruction and technology. By utilizing tools in addition to PBL, teachers can work to reduce or remove a variety of barriers through research-based practices that can help students enhance their critical thinking skills. While this curriculum is designed for secondary level science students, there are many aspects of the curriculum that can be applied to a variety of grade levels and classrooms
Burnout And Workplace Stress In Secondary School Athletic Trainers
No full textPURPOSE: Emotional and physical exhaustion facilitated by prolonged stress, overload, and feelings of undervalue or underappreciation characterize burnout. Burnout is prevalent in healthcare providers due to high workloads, long hours, and the emotional nature of the profession. This can lead to occupational turnover and interference with patient care. Recent declines in newly certified athletic trainers has led to increased concerns of burnout in existing employees. The purpose of this study was to examine burnout and contributing factors to stress and provider well-being in Athletic Trainers. SUBJECTS: Subjects were athletic trainers working in the secondary school setting in Michigan. METHODS AND MATERIALS: A 48 question Qualtrics survey was emailed to 360 athletic trainers biweekly for 6-weeks. Questions included demographics, Maslach Burnout Inventory, Work-Family Conflict Scale, and the Multidimensional Scale of Perceived Social Support. ANALYSES: Multiple linear regression models for emotional exhaustion, depersonalization, and personal accomplishment were used to examine associations between variables (age, gender, ethnicity, race, marital status, years employed, workload, salary), work-family conflict, and perceived social support. RESULTS: A total of 126 responses (35% response rate) were received. Age, gender, and race were significantly related to emotional exhaustion while only age was significant for depersonalization when controlling for work-family conflict and social support. No associations were identified by employment setting. CONCLUSIONS: Emotional exhaustion and depersonalization were found in Athletic Trainers working in the secondary school setting. Addressing predictors of burnout is essential for developing effective interventions to improve quality of life, reduce workplace attrition, and enhance patient outcomes
Freshwater Fish as a Bioindicator for Escherichia coli (E. coli) in Contaminated River Systems in Michigan
No full textEscherichia coli (Migula 1895) (E. coli) contamination in freshwater systems poses a significant public health risk, with sources including wildlife, agricultural runoff, and wastewater discharge. Recent studies suggest that fish may serve as an additional vector for E.coli transmission, yet little research has explored species-specific bacterial retention and potential human exposure. This study investigated (1) whether different fish species accumulate varying concentrations of E. coli, (2) the influence of abiotic and biotic factors on E.coli retention, and (3) the potential for bacterial transfer from fish to humans. Field sampling was conducted in four West Michigan stream systems classified as either impaired (\u3e300 CFU/100mL) or unimpaired (\u3c100 CFU/100mL). Three fish species—Brown Trout (Salmo trutta), Mottled Sculpin (Cottus bairdii), and Creek Chub (Semotilus atromaculatus)—were sampled using electrofishing, and mucus swabs were analyzed using IDEXX Colilert-18™ and Imaging Flow Cytometry (IFCM). Results showed that Creek Chub exhibited significantly higher E.coli concentrations than Brown Trout and Mottled Sculpin (p \u3c 0.05), potentially due to differences in mucus properties. Principal Component Analysis (PCA) indicated that fish size inversely correlated with E.coli load, though abiotic factors such as water temperature and discharge were not significant predictors. Hand swab analysis demonstrated an accumulation of E.coli over consecutive fish handling events, suggesting a potential risk of bacterial transfer to anglers. These findings highlight the need for further investigation into fish as bioindicators of waterborne pathogens and reinforce the importance of hygiene practices in recreational fishing