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Life after Leaving College: A Phenomenological Exploration of Senior-Year Transition and Future Self Ideation for Cisgender Women in a Post-Dobbs Sociopolitical Context
Get PDFThe Senior-Year Transition, first named by Gardner and Van der Veer (1995), is defined as the final period of the undergraduate experience before transitioning into graduate school or the workplace. Few studies have investigated gender differences in this transition, and additional research is needed on women’s Senior-Year Transition experiences and the impact of context on experience. This is especially relevant as women and other pregnancy capable people navigate a new, post-Dobbs sociopolitical context in the United States with implications for their reproductive health and future family or life planning. Using a qualitative, interpretive phenomenological research design with a modified phenomenological analysis, the purpose of this study was to explore Senior-Year Transition, or the impending transition out of college, for cisgender women in their final year of college and additionally understand how cisgender women envision their future career and life roles in a post-Dobbs sociopolitical context. This study sought to answer the following research questions: 1) How do cisgender women in their senior year interpret the impending transition out of college? 2) What career and life roles do cisgender women envision for their future selves, and how are these understood in a post-Dobbs sociopolitical context? 3) How does the post-Dobbs sociopolitical context impact cisgender women’s Senior-Year Transition, if at all? Four themes emerged from the study: participants’ interpretations of Senior-Year Transition, participants’ making of postgraduate plans, their creation and determination of ‘Future Me’, and their definitions of being a Woman in the wake of Dobbs. As a result of this study, implications are provided for higher education institutional leaders and career services units
Teaching Growth: A Quantitative Study of Faculty’s Instructional Techniques and their Participation in Professional Development
Get PDFThis study investigated the relationship between faculty’s instructional practices and their participation in professional development. Data collected from the Faculty Survey of Student Engagement (FSSE) was analyzed to investigate correlations between instructional techniques faculty are interested in and their participation in professional development programs (FSSE, 2024). The survey asked faculty which instructional practices they want their institution to teach them, as well as what types of professional development programs those faculty members have participated in during that current school year (FSSE, 2024). Participants provided a response on a 1-4 scale representing how important it is that their institution assists them in various instructional areas, and they also provided a 1-4 scaled response of how often they participate in various instructional development opportunities (FSSE, 2024). In this study regression analyses were performed to conduct a correlational analysis on instructional techniques that faculty prioritize and how that may influence their participation in professional development (FSSE, 2024). What this found was that faculty who prioritized humanist learning instructional techniques had consistently stronger and more positive correlations with participating in professional development than those who did not. Importantly, those who prioritized non-humanist learning instructional techniques also had positive correlations with participating in professional development, but it was neither as strong as an effect nor apparent in all models
A Genetic and Spatial Analysis of the Last Megafaunal Species (Tapirus terrestris) in the Paraguayan Dry Chaco Forest
Get PDFThe Influence of Climate Concerns, Fintech, and Policy Uncertainty on Green and Carbon-Based Investments in Islamic and Conventional Finance
Get PDFThe Power of Diversity: Board Diversity as a Driver of Enhanced ESG Performance
Get PDFThe Study examines the impacts of board diversity on Environmental, Social, and Governance (ESG) performance using a multidimensional index that includes six different diversity measures. The results consistently show that greater board diversity leads to improved ESG performance. Additionally, the Study develops a Structural Diversity Index derived from four board structure measures, revealing that higher structural diversity improves ESG performance. Further analysis highlights that the presence of foreign directors on the Board is particularly associated with enhanced ESG performance. These results are robust across various tests for endogeneity and other potential sources of bias, reinforcing the reliability and validity of the findings
Isolation and Identity Beyond Borders: An International Student’s Journey of playing Agatha in The Moors
Get PDFAbstract
This thesis examines the experience of portraying Agatha in Jen Silverman’s The Moors, a dark comedy set in the 19th century that combines gothic elements with modern themes like love, power, isolation, and identity. It explores the connection between Agatha’s character and the play itself, both of which are dark and complex. By drawing on Beyond Stanislavski’s “transient now” method and the Practical Aesthetic acting technique, I reflect on how these approaches shape my portrayal of Agatha, a character who embodies strength, confidence, and manipulation, yet also reveals vulnerability.
The thesis follows the journey from the play’s selection and casting to rehearsal and performance. As an international student and person of color, I also address the challenges and opportunities that were presented by the color-blind casting of the show. In addition, this thesis traces my personal growth as an actor, discussing my experiences with dialect, accent, ethnicity, and adaptation. Through detailed character analysis, research into Silverman’s work, and a journal documenting my rehearsal process, I aim to present my interpretation of Agatha and reflect on how this role shaped both my artistic development and my understanding of the performance process
Gaming Fascism: The Fallout Video Game Franchise and Historical Conciousness
Get PDFHistorians have long spent time utilizing more traditional forms of media –music, literature, film- to understand how enjoyers analyze historical moments. This thesis intends to pursue that same train of thought using video games. Key to this thesis is Fallout, which will be used to analyze how developers and players understand fascistic moments throughout the history of the United States by using a pseudo-governmental organization from the Fallout universe. This group is the Enclave, a fascistic group of political and business leaders. This thesis will analyze the representation of capitalism and authoritarianism as they present themselves in the United States through the lens of the Fallout series. While using the alternate history of Fallout may seem contradictory to traditional historicity, this thesis will show how video games can and should be used to better understand and explore how people develop historical conciousness through popular media
Divine Ecstasy and Erotic Submission: Pauline Réage’s Story of O and the Medieval Mysticism of Mechthild of Magdeburg and Margery Kempe
Get PDFThis thesis explores the thematic and conceptual intersections between Pauline Réage’s Story of O and the medieval mystical writings of Mechthild of Magdeburg and Margery Kempe, focusing on the intertwined dynamics of divine ecstasy and erotic submission. By analyzing the textual representations of bodily suffering, erotic desire, and female submission, this study argues that Story of O—a modern work of literary erotica—engages with a mystical-erotic tradition that echoes the visions and devotional experiences of medieval women mystics. Through close readings, this project examines how both Réage’s protagonist and medieval mystics navigate the paradox of submission as a pathway to empowerment, reframing suffering as a means of achieving spiritual or existential fulfillment. This comparative framework situates Story of O within a broader historical lineage of mystical eroticism, challenging conventional distinctions between religious devotion and sexual surrender. Ultimately, this thesis argues that the gendered narratives of submission, pleasure, and transcendence reflect the psychosexual consequences of patriarchal dominance within society on feminine spirituality and identity
Monsters in Plain Sight
Get PDFThese are stories about people who have to suffer monsters in their lives