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THE POWER OF THE VISUAL ARTS TO EXPLORE WHO WE ARE AND WHERE WE COME FROM: A QUALITATIVE PHENOMENOLOGICAL STUDY
Get PDFGlobalization has changed education, how external influences in our world make us who we are, and how we identify ourselves. Changes caused by globalization have had psychological consequences that have made formulating one’s identity more challenging than ever before, especially for a third culture kid (TCK) who lives a multicultural lifestyle and may attend a different school every year.
One developmentally appropriate way of reducing the adverse outcomes for TCKs is through visual art education. Engagement in genuine inquiry and creation through the process of making, perceiving, and reflecting provides students an opportunity to investigate their multicultural, mobile, and fluid lives, and therefore, they can begin to identify and form a sense of self.
This qualitative study used a phenomenological approach to develop a rich understanding of the essence of the lived experiences that TCKs have while successfully completing an International Baccalaureate (IB) Diploma Program (DP) in Visual arts. The design of this study condensed individual experiences of the phenomenon of IB DP Visual arts students into a composite description of the essence of the experience for all individuals interviewed. Data for this study included an online survey and the typical long interview.
Through data analysis, four categories emerged: Personal Connections, Childhood Memories, Visual Representation of Structured Memories, and Insights Discovered Through the Learning Journey. Engagement in an inquiry-based visual arts program allowed TCKs to explore and navigate their own identities, feelings of belonging, understanding of where they are from, feelings of rootlessness, and feelings of hidden loss. Participants in this study shared that during their two-year experience completing the IB DP Visual arts course they looked back on their childhood memories to inform the artworks they were creating for their final exhibition.
TCKs weave personal connections into the artworks they create. Participants in this study gained confidence and felt proud of the work they produced for the final exhibition. An inquirybased visual arts program positively impacts TCKs because the experience fosters a personal exploration and results in feeling confident about who they are and where they come from
Adapting Research Ethics for All: Training Centers for Independent Living in Community-Based Research
No full textThe Research and Training Center on Disability in Rural Communities (RTC:Rural) adapted Research Ethics for All (RE4ALL)—an accessible, participatory training co-created with people with disabilities—to equip Centers for Independent Living (CIL) staff with tailored human subjects research ethics education. Traditional institutional trainings (e.g., CITI) posed barriers for CIL community partners, who needed practical, role-specific guidance for their work on the Rural Health Pathways Program, a study comparing delivery models of a health intervention. The adapted 90-minute RE4ALL session preserved core accessibility features (plain language, visual aids) while addressing CIL staff’s real-world scenarios, such as consent processes and longitudinal research engagement. This initiative demonstrates how accessible ethics training can strengthen Community-Based Participatory Research (CBPR) by centering disability perspectives and bridging gaps between academic requirements and community expertise
MSW Portfolio
No full textThis work encapsulates my progression both throughout my time in the MSW program as well as my practicum and professional experience working in the mental health field. The portfolio applies past work and describes my progression from a micro lense in practice to a more holistic approach, including mezzo and macro levels of focus and how these progressions will influence my future work.https://scholarworks.umt.edu/grad_portfolios/1506/thumbnail.jp
MSW Professional Portfolio
No full texthttps://scholarworks.umt.edu/grad_portfolios/1510/thumbnail.jp
UNTANGLING MINING, PAST AND PRESENT: AN ANALYSIS OF KEY INFORMANT INTERVIEWS ON THE PROSPECTS OF RENEWED MINING ACTIVITY NEAR CAÑON CITY, COLORADO
No full textThe Rocky Mountain West represents a distinct social-ecological region in a time of transition. As a subregion of the American West, it is defined by aridity, topography, and the physical, cultural, and economic impacts of mining across the landscape. Contemporarily, the region is increasingly shaped by an influx of tourism as well as seasonal and permanent residents who value the landscape for its recreational opportunities and aesthetic values. Most of the communities in the region owe their start to the mining booms of the 19th century, and many are still grappling with contamination left behind by mining. The transition between a culture and economy dominated by mining, to one dominated by amenity-based recreation and tourism, has resulted in changing perceptions and dynamics around both mineral extraction and environmental protection at a time of renewed federal interest in critical mineral development. Prior research at the intersection of society and mining in the region focuses on legacy impacts of mining post-closure, and thus little is known about how changing dynamics impact perceptions of renewed mineral extraction. In this thesis, I conducted qualitative social science fieldwork in the Upper Arkansas River Valley of Colorado. I applied a case study approach supported by semi-structured interviews of key informants to explore the impacts of legacy mining in a system transitioning from economic dependence on extractive industries to an economy based in recreation, tourism, and amenity migration. I conducted interviews with individuals holding specialized knowledge about environmental protection and advocacy, the mining industry, mining history in the region, and local governance, to illuminate four narratives that capture dominant local dialogues on the influence of legacy mining on renewed mining proposals. These narratives defined how key informants of the Upper Arkansas River Valley collectively perceived mining and how these perceptions specifically influenced their reactions to a recently proposed mine in the region. This research can be further leveraged to understand how similar legacy mining communities across the Rocky Mountain West may respond to renewed mineral extraction pressures while continuing a transition towards an economy and culture dominated by recreation, tourism, public land access, and aesthetic values
Documents from the September 10, 2025 Meeting of the Associated Students of the University of Montana (ASUM)
No full textAgenda and meeting minutes from the September 10, 2025 meeting of the Associated Students of the University of Montana (ASUM)
Documents from the February 12, 2025 Meeting of the Associated Students of the University of Montana (ASUM).
No full textMinutes and agenda from the February 12, 2025 Meeting of the Associated Students of the University of Montana (ASUM)
Warrior culture with Donnie Wetzel Jr., part one
No full textThis week’s guest is Donnie Wetzel Jr., tribal liaison for the Montana Department of Labor and Industry. Donnie is also the founder of Identity, Inc., which houses the Montana Indian Athletic Hall of Fame. Donnie and his colleagues are working to promote the virtues of warrior culture through sport.
In this conversation, Donnie explains the qualities of warrior culture and emphasizes the importance of connecting Indigenous youth to their cultural roots and identity. And in a shared passion, Donnie and Justin discuss how basketball can be a vessel for that practice.https://scholarworks.umt.edu/anewangle_podcasts/1413/thumbnail.jp