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Untimely Ripp\u27d: The Full Story of My Delivery
Get PDFIn this story, I write about the many difficulties and hardships of my pregnancy and delivery, especially the paradox of having to undergo obstetric violence in order to be able to give birth to a healthy baby and survive, then being marginalized as “not having witnessed” and felt the pain of birth-giving and thus not being fully worthy of motherhood, or even femininity. The details provided are sometimes graphic but I have tried to express them as best I could as traumatic images and situations
2023 Miller Center Student Art Show Artist Statement Booklet
Get PDFThis publication contains the artist statements submitted with each work of art accepted for the Miller Center Student Art Show in November 2023
The Repository @ St. Cloud State 2021/22 annual report
Get PDF2021/22 Repository @ St. Cloud State annual report. The report documents the goals for the year, the accomplishments, and statistics.https://repository.stcloudstate.edu/instrep_annuals/1001/thumbnail.jp
An Evaluation of Three Procedures to Achieve Robust Responding for Police Informed Curriculum for Care Providers of Individuals Diagnosed with ASD
Get PDFAbstract
To address improving interactions between the ASD community and police, various assessment formats were analyzed to determine a tool that evokes robust responding (i.e. answers that are varied, informative, and in-depth) from police officers. Within participant analysis and across participant analysis were used to determine which procedure evokes the more robust response. Officer responses were more informative when provided assessments that used open-ended questions rather than close-ended questions. Results also suggest that using multiple question formats for the same information aid in obtaining response diversity.
Keywords: ASD, police, assessment, robust responding, within and across participant analysi
ACOUSTIC PHONETIC CHARACTERISTICS OF DISORDERED VOWELS
Get PDFIn most acoustic phonetic studies, researchers go to great lengths to specify that the participants do not have any speech impediments. These specifications are meant to show that the speech patterns of the talkers qualify as mainstream pronunciation. This is not the case in this study. Author 2 has a noticeable speech impediment. She enrolled in Author 1’s acoustic phonetic course. In this course, students study their own speech patterns in the minutest of details and compare their speech with that of a group of native or nonnative speakers. We do the same with Author 2’s vowels to see how they resemble or differ from those produced in Central Minnesota, her dialect area
Students Attitudes in a Post-Pandemic World: Findings from the Spring 2023 SCSU Survey
Get PDFThe Spring 2023 St. Cloud State University Survey findings are based on online surveys using Qualtrics for data collection with a final sample of 587 completed surveys with 387 via telephone and 200 via Qualtrics
Exploring the Advising Experiences of First Year, First-Generation Community College Students: A Case Study
Get PDFThe current study was conducted to better understand how first-time, full-time, first-generation community college students understand their experiences with academic advising in their first year of college. This study utilized a qualitative research design with a case study methodology to focus on how first-generation students experience academic advising and how their experiences reflect the expectations of their institution. The theoretical framework used for this study was Schlossberg’s Transition Theory. Participants in this study are first-generation community college students and community college academic advisors, and seven first-generation students and two academic advisors participated in individual semi-structured interviews. Data collected also includes documents related to academic advising produced by the institution. This study\u27s findings reveal connections and disconnections across the student experience and the institutional expectations, as well as significant elements of the first-generation transition into college. Although the role of academic guidance in advising is aligned across all data sources, the findings from this study indicate that first-generation students are also looking to academic advisors for emotional support and additional access to knowledge and resources. Findings from this study reveal that academic advisors are aware of these needs. Still, their preparation and training lack depth, and recommendations include more intentional, ongoing training for academic advisors. Suggestions for future research involve increasing the population size and scope. Further exploration of the impact of gender identity in academic advising is also recommended
An Examination of Self-concept and Literacy in High School Black Males: Midwest School District
Get PDFA supplemental reading program that was offered in a Minnesota school district with a diverse student population was analyzed. The needs of the adolescent learner, building relationships, improving self-concept, individualized instruction for identified reading skills gaps, and aid with homework were the focal points of the discussion. Changes in reading scores in the Supplemental reading program, as well as program teacher surveys, program teacher interviews, and student satisfaction surveys, were used to evaluate the progress made in improving academic performance. Previous research found a correlation between self-beliefs, motivation, and
achievement. These elements were incorporated in this program evaluation. The results of this evaluation showed that the program had promising results in terms of narrowing the achievement gap and improving academic self-confidence
Lithic Technological Organization at a 2200 BP Mound on the Outer Shumagin Islands, Alaska, XSI-00007
Get PDFXSI-00007 is on Chernabura Spit on Chernabura Island, in the outer Shumagin Islands, Alaska. It is the final stop in an archipelago that reaches into the Pacific Ocean and is on the border of three distinct archaeological material culture traditions. The shell mound dates between c. 3000 and 1400 BP, although the materials analyzed here primarily belong to the period between c. 2300 and 1900 BP. This analysis describes the morphology of 599 lithic artifacts to situate the site in its cultural-historical context. It also describes tool features and the platform characteristics, surface areas, and dorsal scar counts of 12,555 pieces of debitage to describe technological organization at the site. These data fill a gap in Chernabura Spit’s culture history after Wilmerding’s (2005) initial description of early and late material culture at the nearby XSI-00040. XSI-00007 was likely a residential site where occupants spent a substantial amount of time. They likely had social connections to other places associated with the Adamagan and Norton phases. Basalt probably arrived as mid to late-stage bifacial cores, while chert tools may have been produced from small, prepared cobbles that were often reduced at another location
Teaching Cognitive / Behavioral Neuroscience Through a DEI Lens
Get PDFIntroduction: As higher education continues to prioritize diversity, equity, and inclusion (DEI), cognitive/behavioral neuroscience and other physiologically-based psychology courses may face challenges incorporating DEI issues into the curriculum relative to other subfields of psychology.
Statement of the Problem: Instructors of these courses may believe that their discipline is more objective than other psychology subfields, or may simply be unsure where to insert discussion of DEI issues into their course material. Literature Review: There is a substantial evidence regarding both the fallacy of total scientific objectivity and how structural inequalities can impact brain structure and function in historically marginalized populations. Teaching Implications: I discuss where and how in the neuroscience curriculum instructors can implement relevant discussion of DEI issues, as well as provide practical suggestions for how to increase belongingness for historically marginalized students, including open educational resource lecture slides and a critical thinking assignment. Conclusion: Excluding DEI content from neuroscience courses harms our students and perpetuates the myth of total scientific objectivity, so it is imperative that faculty include DEI discussions in neuroscience-based courses