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Didactic and Active Learning Can Coexist! How to Engage Your Students Through Lectures
Full text linkDidactic or Active Learning? Lectures or Activities? Often, instructors believe in this false dichotomy, thinking that you have to select one or the other. This paper explores ways to enhance lectures rather than discard them, by integrating active learning segments into didactic time to increase engagement and learning
Creating Community in the Classroom through Co- Construction
Full text linkCreating community in the classroom is a way to develop co-ownership of classes with students, promote belonging, and create safe learning environments. Collaborative strategies may be employed before the first class meets through final exam week. This article describes specific collaborative strategies and discusses factors that may influence strategy selection
Creating Successful Learning Environments: Applying the CoI Model in Faculty Development
Full text linkThe Community of Inquiry (Col) model is commonly utilized to shape the structure of online learning environments for students. Garrison et al. (2010) suggest extending the Col model to the professional development design. Its capacity to cultivate a supportive learning environment for faculty development holds significant promise
The Thing with Feathers: An Introduction to Hope-Efficacy Affective Reappraisal Training (HEART)
Full text linkHope is an essential cognitive state as it relates to motivation and aspirations and allows one to feel efficacious in pursuing desired outcomes in life. When used ineffectively, it may also have negative effects on well-being and quality of life in the disappointment that follows from unmet expectations. Hopelessness (aka despair), on the other hand, occurs when one loses hope, and when one is unable to recover from despair, the consequences may be extreme. Despair may result in negative impacts to well-being and mental health and may also present in individuals’ behaviors. Those who experience extreme, severe, and frequent despair without strategies for remediating that cognitive state are at risk of developing coping strategies that are maladaptive, destructive, or fatal. The present work is a review of models of hope backed by scientific inquiry, including the dimensions of hope as they relate to cognitions, emotions, behaviors, and personality traits. Included in this work is also a review of the limited research evaluating methods of treating hopelessness to build a framework that may effectively aid individuals in building and maintaining a hopeful cognitive state. The intention is not to reduce feelings of despair, but to establish a repertoire of cognitive and emotional skills to contend with despair not if, but when, things fall apart. Hope-Efficacy Affective Reappraisal Training (HEART) is a group treatment program designed to target hopelessness based on current hope theory
Volcanic stratigraphy of the Paradise Mountain Caldera Complex, Davis Mountains, Texas, USA.
No full textThe Davis Mountains are the largest contiguous remnant of the mid-Tertiary Trans-Pecos Magmatic Province, one of the largest alkalic provinces in North America. The Paradise Mountain Caldera produced two major ignimbrite and lava complexes at ca. 36.2 and 35.9 Ma. The older unit (Fort Davis Tuff) is composed of rheomorphic tuff and overlying chemically similar lavas of Blue Mountain Rhyolite that appear to cover the source. The younger unit (Wild Cherry Tuff) forms thick intra-caldera deposits and an extensive outflow. We visit intra-caldera Wild Cherry Tuff intruded by silicic intrusions which that are locally intensively silicified and kaolinized. Near the caldera, both ignimbrites are separated by lava of the Mount Locke Formation.
New mapping at McDonald Observatory and Pine Peak recognizes new stratigraphic units and revises existing units. Mount Locke is the type locality of the ca. 36 Ma Mount Locke Formation, a highly porphyritic metaluminous trachyte. The type locality inadvertently included the entirety of the Wild Cherry Tuff and Casket Mountain Formation trachyte. Both are properly recognized, and the Mount Locke is restricted to 93 m of coarse trachyte porphyry. Previously mapped Wild Cherry on Mount Locke is reassigned to Casket Mountain and on Mount Fowlkes to Goat Canyon Formation. A distinctive highly porphyritic trachyte and biotite-bearing ash-flow tuff of Goat Canyon is mapped on Pine Peak and recognized at the observatory. Thirty new whole rock analyses are presented.
We close our guidebook with a visit to the Paisano volcano, a well-exposed, trachytic shield volcano that erupted a compositionally zoned, peralkaline rhyolite-trachyte sequence of lavas and ignimbrites
Implementing visual supports through vocational training modules for students preparing to exit school-based services
No full textUnemployment and underemployment remain persistent barriers for autistic and developmentally disabled individuals, with up to 75% of autistic adults in the United States experiencing difficulty obtaining or maintaining meaningful work. To address this disparity within school-based transition services, this capstone project evaluated the effectiveness of video modeling as an instructional method for vocational skill acquisition among seven young adults with autism spectrum disorder (ASD) and other developmental disabilities (DD). Grounded in the Occupational Justice framework, this study utilized a quantitative pretest–posttest–follow-up quasi-experimental design to measure accuracy and task completion time on two vocational tasks: rolling silverware and filling condiment cups. Following baseline data collection, participants engaged with video models, classroom-based practice, and community-based training at a partnered job site over four weeks, with posttest and follow-up assessments conducted on weeks five and seven. Paired t-test analyses revealed statistically significant improvements in accuracy for both tasks from pretest to follow-up, indicating that video modeling supported meaningful skill acquisition. No significant differences were found in task completion time across data points. Researcher observations highlighted additional factors influencing employability, including hygiene and product quality, which may inform future intervention refinement. Overall, findings support video modeling as a valid, accessible, and contextually relevant approach to vocational training within public school transition programming, contributing to greater occupational justice for students with ASD and DD as they prepare for postsecondary employment
Application of Person-Centered Therapy to Educator Preparation for Relationships with Families
No full textThis article examines the importance of preparing future educators for effective partnerships with students’ families, a priority emphasized in contemporary educator standards. Despite evidence that strong educator-parent relationships foster academic and socio-emotional growth, many educators feel ill-equipped to engage with families confidently. Drawing upon the field of school counseling, this paper explores how concepts and pedagogies from counseling— particularly Person-Centered Therapy (PCT)—can inform educator preparation. The article provides an overview of the school counseling profession, reviews the foundational principles of PCT, and discusses how these approaches can be integrated into higher education curricula. By adopting non-directive, relationship-centered strategies rooted in PCT, higher education instructors can better equip future educators to foster meaningful connections with families, ultimately supporting student success
Garnet as a proxy for deciphering ploymetamorphic histories: an example from the Sanandaj-Sirjan zone of Iran.
No full textDIMENSIONAL PREDICTION OF BORDERLINE PERSONALITY DISORDER TRAITS: A CROSS-SAMPLE COMPARISON
Full text linkBorderline Personality Disorder (BPD) presents a significant challenge in clinical diagnosis and treatment due to its pervasive pattern of instability in interpersonal relationships, self-image, affects, and impulsivity, often manifesting in early adulthood. Despite its prevalence, issues with categorical personality disorder (PD) diagnosis have been highlighted, leading to the introduction of the Alternative Model of Personality Disorders (AMPD) in Section III of the DSM-5. This doctoral project seeks to address the current mapping of AMPD traits for BPD by evaluating the comprehensive assessment of traits relevant to BPD to determine whether these traits accurately measure the construct or if supplemental characteristics should be considered.
The study examined the predictive validity enhancement achieved by integrating additional Computerized Adaptive Test of Personality Disorders (CAT-PD) traits alongside conventional measures of BPD. I systematically manipulated CAT-PD traits to augment existing scales by employing established BPD measures such as the Personality Assessment Inventory borderline scale (PAI BPD), Zanarini (ZAN), and Personality Diagnostic Questionnaire – Version 4 borderline scale (PDQ-4 BPD) alongside a composite score. The study assessed the predictive value of CAT-PD traits through comprehensive zero-order correlation and linear regression analyses, revealing their substantial contribution beyond DSM-5 Section III traits. The findings highlight the interconnectedness and complexity of personality pathology and suggest that integrating CAT-PD traits enhances the accuracy of predictive models, informing personalized treatment strategies tailored to address the unique needs of individuals with BPD
Play with Purpose? Examining How Structured and Unstructured Play Shape Learning and Behavior in Elementary School
No full textThis study explores various factors that impact elementary students\u27 academic performance and behavior in Kentucky classrooms, with an emphasis on the effects of structured and unstructured breaks. This research analyzes key challenges and opportunities within the state\u27s education system by examining the influence of physical activity, different types of play in classroom environments, structured/unstructured activity procedures, and instructional methods and perspectives on student outcomes. Surveys were distributed to educators from urban, suburban, and rural schools across Kentucky. Educators shared their perspectives on student engagement, classroom behavior, academic achievement, and the effectiveness of different instructional strategies through structured and unstructured play. Additionally, scholarly sources were reviewed to support the study’s claims and provide a broader educational framework. Preliminary findings suggest that structured and unstructured breaks affect student behavior and academic performance in distinct ways. Structured breaks, such as guided movement, and mindfulness exercises enhance focus and minimize behavioral disruptions. Unstructured breaks, including free play and social interactions, foster creativity and peer relationships. However, the impact of each approach likely varies based on factors such as classroom dynamics, student needs, and instructional objectives. This study offers insights on balancing different types of breaks optimizing both behavioral and academic outcomes in Kentucky’s elementary schools