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Positively Impacting Traffic Safety Culture for Indigenous Youth: A Heritage-Focused Approach
No full textThis paper presents the development of heritage-focused outreach materials with the objectives of positively impacting traffic safety culture for Indigenous youth to reduce the number and severity of traffic crashes impacting these communities. The approach presented in this paper includes involving local community leaders in traffic safety education and incorporating culturally based material in outreach education. This could empower Tribal communities to preserve their cultural identities while acquiring the expertise needed to promote traffic safety
Feasibility of a Peer-Facilitated Video-Based Mental Health and Substance Use Service-Learning Program
No full textThis study examined the feasibility of implementing a peer-facilitated mental health and substance use video-based program delivered by psychology students as part of service learning. The program was delivered on-site and online. Findings reveal improvements in knowledge, attitudes, refusal self-efficacy, and adaptive coping among on-site participants. However, there was no effect on online participants given many implementation challenges. Recommendations include delivering the program on-site, strengthening training for facilitators, increasing program duration, and shortening the videos
The Indiana Statesman, February 20, 2025
No full textFormer Indiana Governor speaks at Tilson; Possible end to Ukraine/Russia and Israel/Palenstine warshttps://scholars.indianastate.edu/statesman/1082/thumbnail.jp
Prevalence, Perceptions, and Attitudes of Accommodation for Students with Disabilities in Athletic Training Education Programs
No full textIntroduction: Disability accommodation has been widely researched in healthcare education programs, including medical doctor (MD), doctor of osteopathy (DO), and physical therapy (PT). However, little research has been conducted on classroom and clinical education accommodation in athletic training education. The purpose of this study was to explore these settings and gain an understanding of student experiences with accommodation in athletic training education programs. This project was deemed exempt by Indiana State University’s Institutional Review Board. Methods: A cross-sectional 24-question survey was developed and adapted from prior qualitative research on accommodation in physical therapy education. Emails containing a link to the survey were sent to program directors of Commission on Accreditation of Athletic Training Education-accredited master of athletic training education programs to forward to current students. The survey consisted of demographics, closed and open-ended questions regarding current athletic training students’ experience with needing and securing accommodation in the classroom and clinical education experiences. Forty-seven individuals consented and completed the survey; 36 (age = 25 ± 6 years; 25 women, 6 men, 1 non-binary) were eligible for the study. Survey answers were inductively categorized and coded for similarities and analyzed. Results: Of the 36 participants, 10 (27%) disclosed to the university that they had a disability, and six (17%) requested accommodation. Twenty-eight participants responded with the type of disability they live with. Nineteen (68%) participants had mental health disabilities such as anxiety, depression, and ADHD; six (21%) had learning disabilities such as dyslexia and comprehension difficulties; and three (11%) described physical health disabilities including epilepsy, traumatic brain injury, and central sensitization syndrome. Reasons given for not disclosing their disability to the program or university included fear of judgment and stigma, feeling weak (n=11, 53%), not severe enough to disclose (n=7, 33%), and no recent or formal diagnosis (n=3, 14%). Additionally, participants were asked if they knew they could request accommodations for the Board of Certification exam and 36% of the participants (n=13/36) responded they knew this information, but only nine indicated they would seek accommodation. Translation to Practice: Despite accommodation being available in athletic training education settings, only 17% of participants sought accommodation for their disability. Students are not disclosing their needs due to the perceived stigma and judgment they may face by peers and faculty. Program directors should take meaningful actions to convey inclusion and support to future and current students with disabilities. The findings can serve as a benchmark for athletic training education program students, but further studies should be conducted to explore attitudes and perceptions of athletic training educators to determine faculty bias and perceptions of student accommodations. Future training for instructors on disability support and specific curricular changes may be warranted to advance athletic training education relative to access to accommodations. Programs should explore assistive technology, modified clinical duties, sign language interpreters, physical accessibility resources, and more to ensure the clinical environments are inclusive to students with disabilities
The Impact of Black Faculty on First-Year Black Student Retention, Sense of Belonging, and Racial Identity at Historically and Predominantly White Institutions
No full textThe presence and engagement of Black faculty members in higher education can significantly impact Black students\u27 college experience in their first year, especially at historically and predominantly White institutions. Emphasizing the importance of representation mentorship and relationship building, this study stresses the importance of Black faculty in fostering a sense of belonging, strengthening racial identity development, and contributing to the retention rates of Black college students during their freshmen year. On campus, Black students face the challenges of a campus climate plagued by racism, unfair expectations, mistreatment, microaggressions, and discrimination. Representation matters, and the sharing and affirming of those experiences from positive and caring Black faculty members help Black students to feel seen, heard, validated, and safe, and ensure they do not have to navigate the challenges of college alone. It shows them that they belong, and this validation and acceptance positively influences their connection and motivation, leading to increased academic achievement, a stronger connection to the institution, and retention, especially in an unfamiliar environment. Additionally, Black faculty play a role in shaping the racial identity of Black students. It is their presence, and them as their authentic selves, which empowers Black students to embrace their racial and cultural heritage and identities by challenging stereotypes, facilitating necessary conversation, promoting cultural awareness, and showing up as their authentic selves. For this reason, recruiting and retaining Black faculty needs to be a priority. By acknowledging in addition to supporting the contributions of Black faculty, campus environments will be more inclusive and supportive, and better equipped to serve all students, ultimately leading to greater academic achievement, and personal growth of Black students