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Foreseeing the Future with Early Successes: Persistence Predictive Models
No full textOverview of how predictive modeling for retention and persistence has been developed, used, and evaluated as part of the Early Student Success System at JMU
The Voices of Black Motherscholars
No full textThe experiences of Black women in academia are shaped by the intersection of multiple, often conflicting identities. As mothers and scholars, Black women navigate the complex terrain of competing responsibilities, societal expectations, and institutional barriers, all while striving to achieve personal and professional aspirations. This daily balancing act—between joy and confrontation, dreams and reality—raises the question of whether it is possible to excel in both the home and the academy simultaneously. Black women in higher education face unique challenges, primarily due to the compounded effects of racism and sexism, coined misogynoir. Misogynoir, which refers to the specific form of anti-Black racist misogyny Black women experience in both academic and social contexts, manifests through the stereotyping and marginalization of Black women by multiple groups, including Black or white men, white women, and even other Black women. This intersectional oppression affects their ability to thrive in academic spaces that were not designed with them in mind, rendering them invisible and often appropriated (Bailey, 2018; Patton & Njoku, 2019).
Black women are often subjected to stereotypes such as the angry and/or strong Black woman, and the mammy. Despite the societal pressure to perform these stereotypes, Black women strategically navigate the academy to achieve success. These challenges significantly impact their scholarship and professional advancement, yet Black women continue to excel against the odds (Johnson, 2022). This thesis seeks to examine the literature surrounding Black motherscholars. By focusing on the intersection of motherhood and academic life, this work aims to provide a nuanced understanding of how Black women in academia navigate multiple identities and roles.
This thesis will highlight the importance of visibility and recognition of the unique contributions Black women add to academia. Despite the systemic barriers they face, Black motherscholars offer essential perspectives enriching the academic landscape, providing critical insights on race, gender, and mothering. Their persistence and resilience in the face of these challenges reflect a deeper strength that contributes significantly to both the intellectual and cultural richness of higher education.
Using reflexive dyadic interviewing and photovoice, this thesis explores the experiences of 10 Black motherscholars to delve into the institutional and social dynamics that impact their experiences. It will explore how systemic issues such as lack of institutional support, racial and gender discrimination, and limited resources exacerbate the challenges faced by Black women in academia. Additionally, it will consider the necessity of community-building among Black motherscholars as a vital strategy for survival and success. Through mutual support, solidarity, and shared experiences, Black motherscholars create spaces where they can be both empowered and nurtured, fostering a sense of belonging and resistance against systemic oppression.
There is a profound resilience of Black motherscholars and a critical need for academic institutions to create more inclusive, supportive environments that acknowledge the intersecting identities and experiences of Black women. By addressing these issues, this work seeks to contribute to a broader conversation about the future of higher education, one that centers the voices and experiences of those who have long been marginalized and overlooked
Solving the crisis of asthma/COPD medication nonadherence with new “smart inhalers”.
No full textAsthma and COPD are two common chronic respiratory diseases that have the potential to result in acute life-threatening exacerbations. These episodes cost America’s healthcare system several billions of dollars annually and can be largely prevented through proper medication adherence. Objective: Assess the effectiveness of smart inhaler usage and biofeedback interpretation with medication adherence and quality of Asthma and/or COPD control. Design: Systematic literature review. Methods: Searches were done in PubMed, Wiley Online Library, ScienceDirect Database, and DynaMed utilizing the terms smart inhaler, asthma/COPD management, biofeedback, inhalation technique, SABA, LABA, and LAMA. In PubMed, the following limits and terms were used: published within 10 years, randomized control trials (RCTs), adult population, US or similar geographical location, and English. Results: Three studies met inclusion/exclusion criteria: Sulaiman et al., Moore et al., and O’Dwyer et al. Conclusion: The use of smart inhalers and biofeedback is a safe and efficient way to improve medication adherence among patients with asthma and/or COPD. Factors necessary for proper management such as frequency of use and technique can be evaluated and utilized with smart inhalers. Implementation of these devices in clinical practice as well as research on cost-effectiveness should be discussed in future studies
Vanishing Walls and the Power of Public Art
No full textPublic art is not only aesthetics but also a vehicle for storytelling. A tool for activism, and a tool for establishing belongingness. My mural practice is concerned with the ephemerality of murals as a metaphor for identity, cultural memory, and social transformation. In my research project, Vanishing Walls, I am studying how public art narrates stories of belonging and social cohesion. I have created 11 murals in the past year at James Madison University (JMU), transforming campus spaces into cultural attractions that facilitate dialogue on identity, diversity, and belonging.
Outside of the gates of JMU, my influence reaches the rest of Harrisonburg. I was one of ten artists selected for the Harrisonburg Traffic Cabinet Wrap Art Project, an initiative wrapping city buildings with a new name and featured in The Citizen and Rocktown Now. My art project at Eastern Mennonite University\u27s Center for Justice and Peacebuilding, also illustrates my use of art as a force of social change in peacebuilding. My art has also been featured on the front page of the Daily News-Record as well, which for a visual artist is not always the case, illustrating my nature as a community arts-based artist.
Mentorship and learning guide my practice. I\u27ve taught mural painting and visual storytelling to young artists in workshops with the Explore More Museum, Shenandoah National Park\u27s Art in the Park program, and Walton Middle School in Charlottesville. JMU Admissions invited me to present at the RPS-WAM! Duke-for-a-Day program, where my murals were helping make first impressions on prospective students about JMU\u27s commitment to diversity. My work with Arts Council of the Valley also assists my work in developing Harrisonburg\u27s public art.
Apart from the future project-objective, I am also going to attempt the Guinness World Record for the World\u27s Largest Individual Drawing in 2025 on a 7,000-square-meter painting at the JMU campus. My record-breaking record will draw global attention to the world, Harrisonburg and Virginia, and how large paintings can enable mass participation possible globally.
For the Graduate Student Showcase of Scholarship & Creative Activities, I will be showing a video that documents my artistic process, research, and community engagement of my art. The video presentation will include time-lapse footage of my murals, behind-the-scenes footage, community interactions, and my personal reflections on how public art shapes society\u27s narrative.
Through this interactive presentation, I hope to show how murals are both temporary and permanent community symbols that provoke discussion on community identity and historical preservation. By wedding scholarship and activism, my project challenges centuries of assumption regarding the timelessness of art and appropriates the activist potential of public art to forge collective memory. The presentation will be a visually striking examination of how art can simultaneously be an intellectual concern as well as a catalyst for social change
Becoming One with Nature in the “Sea of Trees:” An Autoethnographic Exploration of Existentialism in Japan’s “Suicide” Forest
No full textAokigahara-jukai, commonly referred to as the “sea of trees” or “suicide forest” is a dense forest located on the edge of Mount Fuji in Fujikawaguchiko, Japan. Spanning nearly 30 square kilometers, the hardened lava from Mount Fuji’s eruption in 864 became the grounds from which the forest grew and ultimately, the place from which an unsavory, dark reputation was conceived (“Aokigahara Forest,” n.d.). The rich history of Aokigahara Forest dates back to Japanese folklore legends alleging that the forest is the place where ghosts, yūrei, of those who have completed the act of suicide wander in limbo; however, in the past several decades, Aokigahara Forest has become sought out by those who experience mental health issues and suicidal ideation as a place to take their own lives (“Aokigahara Forest,” n.d.; Rich, January 5, 2018). According to Rob Gilhooly (2011, June 26) of The Japan Times, police records reported that 247 people attempted suicide in Aokigahara Forest in 2010; 54 of these people died. Officials no longer publicize deaths in the forest for fear that drawing attention to Aokigahara will entice individuals who experience severe depression, hopelessness, loneliness, and suicidal ideation to consider becoming a part of the suicide forest phenomenon; however, the media hascontinued to perpetuate myths about the forest through erroneous portrayals (Keefe, 2017, February 23).
This interdisciplinary project explores the cultural perceptions of suicidality and the role that these perceptions play on meaning of life in Japanese culture through an exploratory, autoethnographic analysis of Aokigahara Forest. In June 2024, I traveled to Fujikawaguchiko, Japan to conduct an autoethnographic analysis of my experiences walking through Aokigahara Forest using shinrin-yoku (forest bathing) and mindful walking (Jung, 2014) as supplemental research methodologies to make empirical observations and take notes on my journey walking through the forest as an embodied sensory experience. Drawing upon the research and ideas of cultural anthropologist and existential philosopher Ernest Becker, this study sheds light on the existential significance Aokigahara Forest has on life, culture, and society in Japan. This research provides future implications for studying the cultural perceptions of suicidality across different cultural landscapes as a way to bring meaning and authenticity to life, create an outlet for people to engage in meaningful conversations about mental health, and reduce the stigma that is associated with seeking help for mental health issues and suicidal ideation, thus building the foundation for future research investigating the cultural implications of suicidality through an existential lens.
References
Aokigahara Forest. (n.d.). Japan National Tourism Organization. https://www.japan.travel/en/spot/1335/
Gilhooly, R. (2011, June 26). Inside Aokigahara, Japan’s ‘suicide forest.’ The Japan Times. https://www.japantimes.co.jp/life/2011/06/26/general/inside-japans-suicide-forest/#.WkuBJ1WnGUk
Jung, Y. (2014). Mindful walking: The serendipitous journey of community-based ethnography. Qualitative Inquiry, 20(5), 612-627. https://doi.org/10.1177/1077800413505543
Keefe, A. (2017, February 23). An ethereal forest where Japanese commit suicide. National Geographic. https://www.nationalgeographic.com/photography/article/aokigahara-jukai-suicide-forest?loggedin=true&rnd=1743479601660
Rich, M. (2018, January 5). Long before video, Japanese fought suicide in the ‘sea of trees.’ The New York Times. https://www.nytimes.com/2018/01/05/world/asia/suicide-forest-japan-logan-paul.htm
Flourishing in Graduate School: Exploring the Relationship Between Peer Mentorship and Individual Flourishing
No full textMany graduate students experience high levels of fear and stress contributing to burnout, reduced satisfaction, and compromised well-being (Crace, 2017; Tuma, 2021). The literature suggests that peer mentorship on a graduate-level positively impacts developmental outcomes across various domains (Lorenzetti et al., 2019). In occupational therapy programs specifically, evidence suggests that peer mentorship relationships support acclimation, student success, and self-confidence while simultaneously reducing stress (Gallagher and Hamed, 2022). Furthermore, Master of Occupational Therapy students lack mentoring relationships intentionally designed to support individual flourishing. Mentoring is defined as a helping relationship between two individuals that share similar experiences whether personal or professional (Nuis, 2023). The relationship can be cultivated informally or through a formal process, and the purpose is to have an experienced guide or partner to pursue and fulfill goals alongside of to support individual or mutual flourishing (Nuis, 2023). Flourishing is defined as the individualistic synchronization of work and life into harmony in order to support authentic excellence (Crace, 2017). The synchronization of work and life into harmony refers to the ability to balance life responsibilities in a way that is adaptive to consistent life change due to extrinsic and intrinsic factors. KAWA is the occupational therapy theory developed by Michael Iwama that guides this research. The KAWA theory is a metaphor for life that is represented by a river. A strong, deep, unimpeded river flow represents the optimal state of well-being and fosters human flourishing (Yun, 2023). The river flow can be hindered by both intrinsic and extrinsic factors such as physical and social contexts (Torimaki) represented by the river bends, personal attributes and resources (Ryboku) represented by driftwood, undesirable life factors and circumstances (Iwa) represented by rocks, and the spaces between life obstructions representing hope (Sukima) (Iwama, 2006). Kelly Crace is the leading researcher surrounding the concepts of flourishing and authentic excellence. As Crace defines it, “Excellence is defined by your authenticity, your values, what matters to you and holding stress well in the process” (Crace, 2017). Authentic excellence is success as it is defined by what is meaningful to the individual, and how this can positively impact mentoring relationships (Crace, 2017). The utilization of authentic excellence to cultivate meaningful mentoring relationships and promote flourishing is an innovative and novel approach that has not yet been explored in occupational therapy graduate students. This qualitative study aims to support an evidence-based graduate-level peer mentorship program in the occupational therapy program at James Madison University
The Impact of an Interprofessional Education Modified Texture Event on Student Perceptions of Collaborative Practice
No full textInterprofessional Education (IPE) has been recognized as a vital component in preparing healthcare students for collaborative practice. This study evaluates the impact of a Modified Texture IPE event on students’ perceptions of interprofessional collaboration and understanding of Occupational Therapy (OT), Dietetics, and Speech-Language Pathology (SLP) roles in supporting nutritional needs. A quasi-experimental one-group mixed methods pre/post-survey design was employed. Participants were recruited from relevant health profession programs, including Dietetics, OT, and SLP. Professors teaching courses with eligible students were contacted via email to invite their students to participate in the event and complete the pre- and post-event surveys voluntarily. The event was structured to include a combination of instructional presentations, hands-on activities, and facilitated discussions. To ensure engagement, participants were encouraged to share perspectives and collaboratively complete scope of practice worksheets. Data collection was conducted through Qualtrics using anonymous survey links to minimize response bias. Participants were evaluated utilizing a Likert questionnaire modified from the Five Factor Readiness to Change Ruler which yields quantitative and qualitative responses to assess changes in understanding of interprofessional roles and perceptions of interprofessional collaboration before and after the event. For the quantitative data, Before the event, participants had a moderate understanding of interprofessional roles (OT: 6.84, Dietetics: 6.92, SLP: 7.65). After the event, scores improved to 8.59, 8.71, and 8.97, respectively. Perceptions of interprofessional collaboration also increased, with importance (8.97 → 9.65), commitment (8.95 → 9.50), willingness (9.08 → 9.50), confidence (7.78 → 8.86), and readiness (7.81 → 9.24). Statistical analysis revealed significant improvements in students\u27 understanding of interprofessional roles, particularly in Dietetics (p = 0.00145), OT (p = 0.000497), and SLP (p = 0.001163). Pre-event qualitative responses indicated preexisting awareness of team dynamics, communication, and professional interdependence; these responses also highlighted initial uncertainties about the specific contributions of OT, Dietetics, and SLP in the management of modified texture diets, and a limited understanding of how these professions collaborate in patient care. Post-event qualitative responses reflected increased clarity and appreciation for each discipline’s role with multiple participants noting a newfound respect for the complexity of interprofessional collaboration and how each field contributes to patient-centered care. These findings support data within existing literature on IPE effectiveness and support further integration of IPE into health professions programs. Future research should include exploration of the long-term effects of such interventions on professional practice, assess the impact of repeated IPE exposure, and incorporation of additional health professions disciplines such as nursing and social work
The Impact of a Student Guided Wellness Curriculum on Physician Assistant Student Mental Health
No full textIntroduction: The purpose of this study was to examine the correlation between Virginia Physician Assistant (PA) Programs that have established wellness curriculums, and the student’s mental health scale scores. Mental health and anxiety were measured using the GAD-7, PHQ-2, PMSS, and the Brief COPE scoring tools.
Methods: The survey was collected in November 2024 with seventy-nine students from five Virginia PA schools who had completed at least two semesters of their didactic curriculum. The surveys included questions from the GAD-7, PHQ-2, PMSS, and Brief COPE. Statistical analyses were performed using nonparametric methods. Differences between students were considered statistically significant at P\u3c 0.05.
Results: No significant differences were observed in mental health scores between students at schools with formal wellness curriculums and students at schools without formal wellness curriculums.
Discussion: The lack of significant difference in mental health scores among students throughout the state suggests that the use of objective scoring tools such as the clinically used GAD-7, PHQ-9, PMSS, and Brief COPE may not accurately reflect the impact and goals of wellness curriculums. The goal of the wellness curriculums in PA programs is to ensure students feel cared for and supported. The PHQ-9 and GAD-7 objectively measure anxiety and depression, and these are utilized by practitioners to track the need for medication and therapy. The PMSS and Brief COPE surveys are more subjective than objective, and therefore, the data collected and interpreted through these clinical tools does not entirely represent or measure the specific goals set by these wellness programs. Additionally, the results of these tests show that the average PA student in Virginia had anxiety levels that were on the higher end of the “mild” parameters. Overall depression scores of these students were low. This suggests that regardless of the presence of a wellness curriculum, most students in PA programs are mildly anxious
Tiklado: A Selection of Classical Piano Pieces from the Philippines
No full textThe JMU School of Music has welcomed its students and faculty members’ interests in seeking works from underrepresented composers. The trend is inspired by the decentralization of the classical music history, which used to only feature composers from Western Europe. Several efforts have been made, including requiring doctoral piano students at JMU to perform and research on works composed after 1950 and feature composers from underrepresented cultures. This trend extends at a national level, as several musicologists, performers, and pedagogues have made significant conversations to include repertoire past the Eurocentric canon. Doctoral student Denzel Abarquez has decided to render a performance of solo piano repertoire from the Philippines a contribution to this conversation.
The Spanish and American Occupation in the Philippines heavily shaped the country’s culture and its perception of value. Filipino classical musicians such as Francisco Buencamino (1883-1952), Felipe Padilla de Leon (1912-1992), and Alfredo Buenaventura (b. 1929) sought to elevate the Filipino identity through expressions of folk melodies, dances, and forms using the classical piano. The three pieces featured in this performance invoke the essence of national identity through a combination of Western traditional harmonies with Philippine folk melodies. The pieces will be performed in reverse chronological order.
Maligayang Bati is a short show piece that features a theme from balitaw, an energetic Filipino folk dance in triple time. The title roughly translates to “A Joyful Greeting.” Composed in 1944, Buencamino wrote heavily in the Romantic idiom, channeling the virtuosity of the likes of Franz Liszt through a display of difficult octave leaps and cross-hand passages.
Kundiman is a Filipino art song form that gained popularity during the turn of the 20th century. At the time, Filipinos yearned for freedom and independence and turned to music to express their patriotic sentiments. De Leon composed Kundiman for solo piano in 1950, following the art song’s form and style. His compositional innovations include post-Romantic tonalities, evidenced by the use of whole tone and pentatonic scales alongside chromaticism.
Buenaventura’s Emotions no. 2 is a part of a three-piece set of Emotions written for solo piano. This particular work was commissioned in 1976 by the National Music Competitions for Young Artists (NAMCYA) and was provided as a contest piece for young pianists who made it to the final round. Buenaventura wrote all three Emotions in ternary form (ABA). The A section expresses turbulences in modern tonalities with the use of quartal and quintal harmonies while the B section features contrasting consonance, using diatonic and pentatonic harmony
COVID-19 Risky Health Behavior Among College Students
No full textThis research explored the behavior of college students before and after the implementation of a mask mandate during the COVID-19 pandemic. A cross-sectional online survey was conducted at a public university in the Shenandoah Valley region of Virginia with 807 college students. The study assessed various factors, including living arrangements (shared living spaces such as rooms and bathrooms), social behavior (including social gatherings), adherence to mask protocols during gatherings, and hygiene practices (such as hand sanitization). The results indicated significant differences in social behavior (M_before = 19.82, M_after = 25.85, p =.001), mask-wearing (M_before = 20.73, M_after = 31.41, p =.001), and hygiene practices (M_before = 8.48, M_after = 9.24, p =.001) before and after the mask mandate was lifted, suggesting that students engaged in riskier behaviors after the mandate was lifted. No significant difference was observed in the living space