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Voices of Black Leadership: Town-Gown Relationships and the Black Community
No full textThis study explores the perspectives of 27 Black community leaders from Black communities in the United States about town-gown relationships in their communities. Utilizing the responses of the participants, a basic thematic analysis was conducted, and participants’ findings discussed. Emergent themes included issues of mistrust, division, desire for community improvement, and the positive relationships with Black colleges and universities. The researchers offer suggestions to university administrators, community engagement coordinators, and institutions about their approach to create meaningful and collaborative partnerships with Black communities
Exploring the Impact of a Literacy-Based Service-Learning Project on Pre-Service Teachers
No full textIn this study, we describe a teacher educator’s first experience implementing a service-learning project in a children’s literature course in which pre-service teachers helped provide read-alouds for the local public library’s summer reading program. We sought to examine the impact the project had on the seven participants. Data was collected through reflective journals and an end-of-course debrief. Four themes were identified in the data: Initial Feelings, Preparation and Planning, Lessons Learned, and Barriers and Challenges
First-Year Intersections: Professional Preparation and Civic Engagement Across Four New American Colleges and Universities (NACU) Campuses
No full textFour institutions hypothesized that civic engagement in first-year courses reinforces career readiness by helping students think critically, communicate effectively, and work well with diversity. We measured teamwork skills, the ability to synthesize and apply different perspectives, and the ability to express, listen to, and adapt ideas based on the perspective of others. We compared self-assessments to direct assessment of student-created artifacts and found a positive correlation that encourages further enquiry
Intergenerational Design Challenges: Participants’ Perspectives on Moving from Ideas to Implementation
No full textMany social innovation efforts are aimed at meeting social challenges presented by the aging of the population, yet older adults are often excluded from such efforts. The purpose of this case study was to examine an approach used in a midsized university in southeast North Carolina to create intergenerational opportunities for students, local community organizations, and older adult residents of the surrounding area to collaboratively develop suggestions for addressing challenges facing the older adult population
Enhancing Undergraduate Education Through Social Innovation Projects: The Experience of a Young University in Singapore
No full textIn this paper, social innovation is used as a catch-all phrase for projects and initiatives by higher education institutions (HEIs) related to community engagement, community-based learning, and service-learning. This paper explores the concept and application of social innovation in higher education, followed by a case study of implementing social innovation projects in a young, applied learning university in Singapore, a discussion of lessons learned, and plans for the near future in enhancing and strengthening its implementation
The Indiana Statesman, April 3, 2025
No full textSpring Week; Spring Week Calendar; Indiana State Out of the Darkness Walk; 100 years of Sycamore Bands; President Godard cooks at George’s; Mathematics Dept. screens ‘Counted Out’; Causes of Taliban control in Afghanistanhttps://scholars.indianastate.edu/statesman/1087/thumbnail.jp
Rebounds Reconsidered: Exploring Perceived Causes and Consequences of People\u27s Beliefs About Rebound Relationships
No full textRomantic breakups are common and can significantly impact emotional well-being. Many individuals enter rebound relationships despite the prevailing belief that these relationships are disingenuous or unhealthy. While limited empirical research exists, some studies suggest rebound relationships may have positive effects, contradicting common advice. This study examined perceptions of rebound relationships, assessing whether individuals who entered a new relationship shortly after a breakup (3 weeks) were perceived more negatively than those who waited longer (3 months). Using a 2x2 experimental design, participants rated targets on emotional state, personality traits, and expected relationship stability. Results indicated that rebounders were not perceived as more emotionally distressed than non-rebounders, but they were viewed as more hedonistic and impulsive, contributing to expectations of shorter relationship duration. However, lingering negative emotions did not predict relationship stability, challenging assumptions that unresolved feelings undermine new relationships. Participants\u27 personal experiences with rebounds also did not align with their negative perceptions of rebounders, suggesting a disconnect between societal beliefs and real-life outcomes. These findings suggest that the stigma surrounding rebound relationships may stem more from perceived personality traits than actual emotional readiness. This study contributes to the literature on post-breakup experiences, challenges widespread dating advice, and highlights the need for further research on the long-term outcomes of rebound relationships
Barriers in Trauma-Responsive School Implementation: A Study Exploring and Comparing Rural, Suburban, and Urban Districts in Indiana
No full textTrauma responsive practices are a type of educational practice currently being utilized in our schools. Our students come to school every day with some type of trauma which is a negative event that a child experiences. Types of traumatic experiences could be in the form of a natural disaster, car accident, or some type of abuse. The current study examined barriers that schools experience when implementing trauma responsive practices. The schools were examined further to investigate whether or not there were differences in barriers in rural, suburban, and urban school districts in the state of Indiana
An Examination of Teacher Perceptions of Middle School Behavior Management and Intervention
No full textResearch indicates that behavior management and intervention is a complex experience in school settings. Middle school students, in particular, must contend with physical, social, and educational changes and responsibilities, which may impact their behavioral responses and relationships with their teachers. The literature suggests that teachers often report that there are limitations to support for behavioral management in regards to pre-service training, access to research-based practices, and barriers to successful intervention implementation. The purpose of this qualitative study was to privilege the lived experiences of middle school teachers and their needs for working with students with challenging behaviors. The study included semi-structured interviews with eight middle school teachers who work at five different school buildings in a suburban school district in the Western United States. The results of this study provide a better understanding of teachers’ pre-service training and professional development experiences, unique student and family needs, and school-wide culture and supports in the middle school population as it pertains to supporting effective behavior management and intervention
The Effects of a Joint Reduction Trainer on Confidence Levels in Professional Athletic Training Students
No full textIntroduction: Dislocations are common injuries managed by athletic trainers, yet athletic training students are unlikely to practice reduction techniques during clinical experiences. Current standards set by the Commission on Accreditation of Athletic Training Education require accredited programs to prepare students to manage patients with dislocations, including joint reductions. Research indicates the use of simulation techniques, such as joint reduction simulators, in education can fill clinical experience gaps and improve student confidence and skills. Shoulder dislocations make up nearly 50% of dislocations with several reduction techniques identified in the current literature. The use of a joint reduction simulator may provide athletic training students a safe opportunity to become familiar with and practice common shoulder reduction techniques. The purpose of this study was to determine whether practicing shoulder reduction techniques on a joint reduction simulator increased athletic training students’ confidence in recognition, knowledge of, and skills to manage shoulder dislocations. Methods: In this cross-sectional design, 23 participants (age = 23.91 ± 4.68 years) enrolled in three accredited professional athletic training programs participated in an in-person lecture and simulation lab and completed pre-test and post-test online surveys. The pre-test survey consisted of demographic questions and Likert-style questions from a previously validated instrument modified for this study. The instrument included 16 questions (4-point scale) to assess participant confidence using three subscales: 1) confidence to recognize, 2) confidence in knowledge and 3) confidence in skills to manage shoulder dislocations. The lecture and simulation lab included a review of anatomy and emergency management for shoulder dislocations, and demonstration of three reduction techniques using the Dislotech™ (Charlottesville, VA) shoulder joint reduction trainer. Participants practiced each technique using the joint reduction trainer . All participants completed a post-test survey with the same 16 Likert-style questions and answered three additional questions about effectiveness and preferred technique. Cronbach’s alpha was used to assess the reliability of the online survey. Descriptive statistics were used to summarize demographic data. Wilcoxon Signed-Rank Tests were used to compare pre-test and post-test survey scores to identify changes in student confidence levels. Data were analyzed using R software (version 4.0.2, R Foundation for Statistical Computing). A-priori significance level was set at p \u3c 0.05. Results: The online survey was found to be internally consistent (16 items; α= 0.76). Most participants had never observed a shoulder reduction (70%, n = 16) or performed a shoulder reduction technique (78%, n = 18) prior to this study. Results demonstrated a significant increase in all individual survey items (Table 1). There was a significant increase in the subscale scores in confidence to recognize a shoulder dislocation (z = -2.15; p \u3c 0.05; r = 0.90). No significant findings were identified on confidence in knowledge (z = -1.90; p = 0.06) and confidence in skills (z = -1.86; p = 0.06) subscales. Translation to Practice: Our results indicate students may have limited exposure to observe or perform shoulder reduction techniques during their training, yet students need to be adequately prepared to recognize and manage dislocations. Simulation can bridge clinical education gaps by offering a safe and effective way for students to practice these important and clinically relevant skills as future athletic trainers. While students gained confidence in recognizing shoulder dislocations in this study, more research is necessary to determine overall effectiveness of joint reduction simulators on students’ confidence in knowledge and skill in managing shoulder dislocations. While the survey instrument demonstrated acceptable reliability, future studies may consider using more distinct questions within each subscale to enhance construct validity. This study is useful for educators, as it highlights positive trends for improving students’ confidence in reducing a dislocated shoulder via simulation. Future research could involve a larger sample size and a more robust assessment instrument to determine confidence improvements