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Can we sustain sustainability?
No full textThis presentation examines sustainability in architecture and design within the context of individual cognition and organizational culture. First, sustainability and sustainable design of the built environment (e.g., office environments) ideally integrate with occupant-centered design. Second, aligning sustainabledesign (long-term stewardship of the environment) with optimizing human experience (short-term value of design) ensures its acceptance by users and its value to organizations. Third, research evidence supports the human and organizational value of occupant-centered, sustainable design. Finally, embedding sustainable values within corporate culture ensures its endurance and preservation due to supportivebehaviors emanating largely from automatic processes in response to environmental cues (e.g., nudge theory)
Interhemispheric Propagation of EMIC waves Generated at High Latitude in the Dayside Magnetosphere
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Madi Jordan Senior Violin Recital
No full textMadi Jordan presents her Senior Recital Cantabile featuring works by Beethoven, Franck, Paganini, and Sarasate.https://digitalcommons.andrews.edu/posters-2024-2025/1021/thumbnail.jp
Raleigh Pettey Senior Voice Recital
No full textRaleigh Pettey presents his Senior Recital featuring works by Rossini, Verdi, Mozart, and Vaughan Williams.https://digitalcommons.andrews.edu/seniors-2024-2025/1011/thumbnail.jp
To Build Upon Sand : Reassessing Evaluation in the Kodály Framework
No full textThis paper reassesses evaluation in current Kodály frameworks of music education in North America. In contemplating the development of evaluation strategies throughout curriculum reform, the extant Kodály-Brumfield (2014) approach poses challenges to effective assessment of student work. This paper contemplates the placement of assessment planning (“B”) within instructional design. It analyzes the evolution of assessment philosophy from the inherited Victorian instructional design structure (“A-B-C”) to Tyler’s (1949) mid-century model (“C-A-B”), revisiting the recent model of Wiggins & McTighe (2012) (“C-B-A”). It then critiques the Kodály-Brumfield (2014) approach (“C-A”), arguing that evaluation is subsidiary or omitted. The paper concludes with recommendations for a substantial incorporation of evaluation strategies
The Influence of Reading to and with Children Across Three Domains: Parent, Teacher, and Individual
No full textThe Culturally Intelligent Educator
No full textIn today’s diverse educational landscape, educators face the challenge of effectively teaching, mentoring, and working with students from various cultural backgrounds. This presentation explores the concept of the culturally intelligent educator, focusing on increasing self-awareness of one’s cultural values, understanding the influence of culture on teaching, and developing and applying cultural intelligence in educational practices. Educators will receive practical strategies to enhance their effectiveness in navigating cultural diversity in the classroom