Northwestern College - Iowa
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Glenn H. Beyer Family Collection
Full text linkThe Beyer Family Collection documents 100 years of family history in Sioux County, Iowa. Mae (Pas) Beyer (1892–1985) married Gerrit Jacob Beyer (1893–1954) in Orange City, Iowa, in 1917. Mae curated this collection of family photographs, letters, and ephemera from both the Beyer and Pas families. This collection also includes photographs and memorabilia from their daughter, Helen Beyer, who was crowned Tulip Festival Queen in 1948. Additionally, it preserves World War II-era correspondence, photographs, newspaper clippings, and other ephemera related to their eldest son, Glenn Beyer
The Importance of Self-Care to Avoid Teacher Burnout
No full textSchools across the world are facing the increasingly significant issue of teacher burnout and the ability to retain good teachers. The problem is teachers are experiencing heightened levels of stress, emotional exhaustion, and a lack of motivation in the classroom. Not only is this detrimental to their well-being but it also affects their students. Research has shown that self-care practices can help prevent burnout, but many teachers find it hard to implement these consistently for various reasons. This study aimed to find out how teachers experience burnout and the self-care practices they use to manage stress by using a mixed-methods design. Data was collected from ten teachers in a rural Iowa public school through an online Likert-scale survey and personal follow-up interviews. The results analyzed from the survey suggest that teachers repeatedly experience stress related to student behavior, emotional and physical exhaustion, and work-life imbalance. However, support from colleagues and administrators can help to reduce these effects. Follow-up interviews showed that some of the most effective self-care practices teachers utilized were spending time with family and friends, physical and mindful exercising, hobbies, and setting boundaries. However, barriers that stood in their way were time, schedules, life, and everyday stress. The study concludes that effective self-care, supportive leadership, positive peer connections, and a healthy school culture are essential for teachers to maintain their well-being and maintain high quality instruction for students
Long-Term Effects of Pre-Pandemic Coparenting Support on Young Adults’ Well-being During COVID-19
Full text linkThe onset of COVID-19 brought an immediate necessity for families and children to adjust to dramatic changes in everyday lives. While research has shown the important role of coparenting support on children’s well-being during pandemic, less is known about the long-term effects of pre-pandemic coparenting support on young adult children’s life stressors and psychological well-being after its onset. Such understanding is crucial for informing interventions that promote a strong family foundation before stressful events like COVID-19 and better adjustments for young adult children and their families in future crises.
Participants (N = 546 families) were drawn from the Future of Families and Child Well-being Study (Reichman et al., 2001). Mothers reported their perceived partner’s coparenting support (Dush et al., 2011) at year 9. Young adult children reported home life challenges and economic hardship (Grasso et al., 2020), and their psychological well-being (Beck et al., 1988, 1961; Cohen et al., 1983) at year 22 during COVID-19 pandemic.
The path model revealed significant negative direct effect between pre-pandemic coparenting support at year 9 and economic hardship at year 22 during COVID-19, aligning with the previous literature suggesting that coparenting support mitigate the negative impact of COVID-19 on life stressors. The findings revealed significant indirect effects showing that the negative association between pre-pandemic coparenting support and post-pandemic young adult children’s anxiety and depression were partially mediated by economic hardship during pandemic. Early coparenting support is essential for developing effective interventions that promote positive outcomes for families and their children
The Role of Social Support on Pandemic Challenges for Parents and Young Adult Children
Full text linkThe COVID-19 brought abrupt changes in the everyday lives of families with children worldwide. While existing research has highlighted the significant role of social support in promoting psychological well-being of both children and parents separately during the pandemic, less is known about how parents’ perceived support and life stressors may spill over to affect their children’s psychological well-being.
Participants (N = 546 families) were drawn from the Future of Families and Child Well-being Study (Reichman et al., 2001). Parents reported their perceived tangible social support (i.e., financial/ material aid; Cohen et al., 1983), family life stressors and financial threat (Grasso et al., 2020). Young adult children reported their psychological well-being (i.e., anxiety, depression, stress; Beck et al., 1988, 1961; Cohen et al., 1983) during COVID-19 pandemic.
The path model revealed significant negative direct effects between parental perceived social support and pandemic-related challenges, aligning with previous research suggesting that social support helps mitigate the impact of financial threats on mental health during the COVID-19 pandemic. In addition, financial threats were significantly associated with young adult children’s anxiety, depression, and stress. The findings revealed significant indirect effects showing that the negative associations between parental perceived social support and young adult children’s psychological well-being were partially mediated by financial threat during COVID-19. Additionally, the findings showed significant indirect effect showing that the negative association between parental perceived social support and young adult children’s psychological well-being were partially mediated by COVID-19-induced family life stressors
Phinding Phages
Full text linkAntibiotic resistance is a growing problem. Understanding the genetics of individual phages is important in discovering viable candidates for phage therapy. Research reveals their complexity. There is much to learn. We used bioinformatics to better understand four phages discovered by Northwestern College students: Exploradora, IndiRoo, Red Raider, and Frizzle. We published our results in GenBank. In this poster, we will discuss notable features of each phage. Our work contributes to the future of medicine by forming a more complete understanding of phage genomes
Screening Resources and Interventions for Postpartum Depression
Full text linkA literature review was conducted between the months of August 2024-November 2024 to explore screening, diagnosis and intervention for patients experiencing PPD. 10 articles focusing on these three topics were reviewed. The purpose of this project was to examine current research regarding PPD screening, diagnosis, and intervention and to suggest evidence-based modifications to the current practice at Sioux Center Health. The following literature review provides several alterations to current practice regarding time of screening, education of providers, and interventions offered, to produce best outcomes for PPD patients.
Keywords: Postpartum Depression, Postpartum, Perinatal, Prenatal, Edinburgh Postnatal Depression Scal
The Beacon, February 7, 2025
Full text linkUnsung Hero: Dr. Doug Anderson; County coffee shop showdown; Flipturn\u27s album highlights vocal range; Mufasa deemed a crime against the original; Senior spotlight: double major Elliana Zerr; Dr. Bates leads youth program launch in Kenya; Beacon staff highlights and changes; Local brews and fresh reviews; Practical benefits of studying abroad; Archives hero at NW; The greatest romance story; Living a monastic life; The big game: Predictions from NW staff; Softball off to a great start to 2025 season; Students enjoy winter intramurals at NW; DeepSeek: a new AI competitor; Orange City to host RAGBRAI
Using Digital Word Puzzles to Develop Executive Functioning Skills in Adolescent Males with Known Skills Deficits
Full text linkResearch shows that game-based interventions can effectively help develop some executive functioning (EF) skills. However, the majority of the interventions previously studied involve specialized and/or expensive games. The author believes that using commonly available word-based digital puzzles to “warm up” students’ brains can lead to improved EF skills, leading to students being more motivated to engage in learning, which in turn promotes greater success in the classroom as well as in life in general. Two adolescent males were studied for five weeks (total of 17 school days) using Merriam-Webster’s Blossom (2025) as an intervention for EF skills at the start of their class period. Various data collection methods were used, all of which pointed to improved EF skills for one of the two students. The second student had mixed results, though he also played other, non-word-based video games outside of class time. The author believes that this study shows gains in EF skills can be made by utilizing quick, freely available word-based puzzles. Educators and parents can therefore be assured that they do not have to spend a lot of time or money on EF skill interventions to see improvements in the classroom and beyond
Peer to Peer Inclusion School Improvement Plan
Full text linkAs an educator with both classroom and special education experience, the impact that true inclusion can have on a child’s life. While inclusive education has long been recognized as a key to equity in our schools, many students with disabilities still face social isolation and limited participation in general education settings. This school improvement plan introduces a practical, research-supported peer-to-peer inclusion model aimed at increasing academic engagement, supporting social-emotional development, and creating a stronger sense of belonging for every student. With peer-reviewed studies and supported by proven best practices, the plan lays out a structured approach with clearly defined peer support strategies, targeted professional development, and tools for ongoing progress monitoring. The goal is to build a lasting framework that enhances both student achievement and peer relationships. Ultimately, this plan is meant to serve as a realistic, student-centered guide for schools committed to doing inclusion well and doing it sustainably
Peer-Mediated Interventions within the Special Education Classroom
Full text linkPreschool teachers are being asked to do more with less, especially when looking at the shortage of staff and the increase in students with IEPs. Students are starting school with more significant social and language needs, and the ability to integrate into the general education classroom and provide support is becoming more challenging. Research suggests that peer-mediated interventions (PMI) are a viable option in providing support to students who need support in language and social skills, especially when peers involved in the interventions are trained, and exhibit prosocial behaviors and interest in the target students. This inquiry-based study aimed to determine if PMI was a viable option when peers were integrated into the special education classroom. The literature review found positive correlations in utilizing PMI and joint attention (JA), parallel play, response to initiations, and an improvement in social skills in general. The importance of training peers was also noted throughout the literature review. Stakeholders held positive connotations towards PMI. Results from the inquiry project indicated positive results for target students in joint attention and response to initiation. There were minimal to no improvements in the areas of initiation and back-and-forth exchanges. Data indicates that PMI is a viable option for support for students in the areas of joint attention and response to initiation. More data is needed to determine effects on initiations and back-and-forth exchanges