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Muscogiana Vol. 34(1), Spring 2023
Get PDFMuscogee County, Columbus, Georgia, Genealogyhttps://csuepress.columbusstate.edu/muscogiana/1072/thumbnail.jp
An Unsung American Hero: A Case Study of Frances Perkins\u27s Servant-Leadership and its Modern Impact
Get PDFFrancis Perkins was one of the most influential servant-leaders of the 20th Century and may be considered an “unsung hero” for her trailblazing efforts to help marginalized groups: the poor, senior citizens, laborers, the unemployed and children. So much of American’s daily lives and what millions of Americans utilize and depend upon (e.g. a 40-hour workweek, overtime pay, unemployment insurance) is a direct result of her life’s work. Yet, she has often been omitted from History books and many Americans may have never heard of her. This article examines her servant-leadership characteristics and the actions that resulted from her being a servant-leader
Arden 2023
Get PDFAn amalgamation of creative student works. Items contained include, but are not limited to, art, photography, short stories, prose, poetry, and other avenues of creative composition.https://csuepress.columbusstate.edu/arden/1023/thumbnail.jp
Institutionalizing TILT Across a University
Get PDFTransparency of learning and teaching (TILT) is key to student success, as it allows students to understand directions and make concrete steps toward completing a set of tasks. The present paper outlines the early stages of a campus-wide program at one institution that infuses TILT practices across campus in the classroom as well as non-academic units. TILT practices make the purpose, required tasks, and criteria for success clear to students in everyday campus interactions with faculty and staff. TILT programming for faculty and staff is described, including strengths, challenges, and future directions
The Impact of Transparent Instructions Upon Academic Confidence and Writing Performance
Get PDFRecent demographic changes in college enrollment have led to an increased emphasis on retaining students. High-impact practices such as transparent assignments are one possible way to encourage student retention, but more empirical data related to student outcomes are needed. In this quasi-experimental study, students received either transparent or standard instructions for written assignments and completed a survey of academic confidence. A pre-test/post-test design was used to examine potential differences associated with instruction type. Results indicated no significant differences in essay scores or survey responses between conditions, and there were no consistent trends indicating improved performance in the transparent condition. Implications for future research, including examining specific elements of transparent instructions, the ideal balance of parsimony and detail, and nondemographic student characteristics such as experience and motivation, are discussed
Assessment of Largemouth Bass (Micropterus Salmoides) Condition Using Liver Histopathology, Health Parameters and Water Quality Of The Central Chattahoochee River Watershed
Get PDFThe health of Largemouth bass from west-central Georgia was assessed using liver histopathology and the degree of tissue change index (DTC), hepatosomatic indices (HSI), relative weight, condition factors, and intersex. These health parameters as well as water chemistry data were compared across four bodies of water, three within the Chattahoochee watershed, and one pseudo-control located in the Flint watershed. Fish from Lake Oliver, Lake Harding, and West Point Lake had severely impacted liver health compared to Warm Springs National Fish Hatchery, with DTC rankings over 100 for the three lakes within the Chattahoochee watershed, demonstrating severely damaged livers. There was a significant difference between the hepatosomatic index and condition factor for fish when grouped into either high (\u3e100) DTC or low (\u3c 58) DTC categories, but not for relative weight. DTC scores between males and females in the study showed no significant difference. Males who had intersex had significantly higher DTC averages. Water chemistry analysis found 12 compounds that are known endocrine disruptors that can cause liver damage, including several types of phthalates in the Chattahoochee Watershed
A Multiple-Choice Study: The Impact of Transparent Question Design on Student Performance
Get PDFThis university classroom study seeks to better understand how, and to what extent, designing more transparent (or TiLTed) multiple-choice questions would impact student performance. Ninety-two students in an introductory American Government class were randomly assigned “TiLTed” and “unTiLTed” versions of thirty-five test questions. Questions were “TiLTed” and “unTiLTed” in one of three ways—involving either (a) adding or eliminating unnecessarily difficult vocabulary from the stem; (b) adding or eliminating “all-of-the-above” and “none-of-the-above” answer options; or (c) adding or omitting additional cues or context. Statistical analysis showed that TiLTing questions generally increased student scores, with twelve questions showing positive statistical significance at the p ≤ .10 level. The most robust positive effects involved simplifying question vocabulary and avoiding all-of-the-above options (none-of-the-above was not examined in isolation). Adding additional cues and context produced mixed, and in some cases negative, results
Promoting Student Success with TiLT in Asynchronous Online Classes
Get PDFResearch has shown that the Transparency in Learning and Teaching (TiLT) framework is an equitable practice that promotes student success by emphasizing the purpose and real-world applicability of academic work (Winkelmes et al., 2019). Most of the research on TiLT has focused on in-person instruction. In this article, we chronicle our implementation of TiLT as a “guiding philosophy” (Carpenter et al., 2021) to (re)design our asynchronous, online classes. As instructors, we noted that TiLT made a tangible, positive difference in student ownership and engagement in classroom tasks. To understand TiLT’s impact on students, we conducted a small-scale study in which we surveyed our students about their experience of the assignment instructions in our courses in terms of clarity, helpfulness, and other factors that affect student learning. The results of the study corroborated our idea that TiLT had a positive impact on student learning in our asynchronous, online classes. We conclude by arguing that TiLT is a valuable framework that enhances other best practices for online teaching
A Longitudinal Analysis: Interpreting PBIS SAS Results and Disciplinary Patterns in a Middle Georgia School District
Get PDFThis study examined the relationship between staff perceptions of Positive Behavioral Interventions and Supports (PBIS) and Office Discipline Referrals (ODR) across elementary, middle, and high schools in a middle Georgia school district over a three-year period (2019-2022). PBIS is a research-based framework that aims to improve school-discipline procedures, effectively reduce ODR, and enhance school climate. The study focused on the Self-Assessment Survey (SAS) data and ODRs to determine whether staff perceptions of PBIS impacted student behavior management across all levels of the district. Using causal-comparative and correlational research designs, the study analyzed staff perceptions obtained through the SAS survey instrument and compared the data to disciplinary trends from 2019 to 2022. The study added to the existing literature on PBIS by longitudinally investigating the influence of staff perceptions on ODR at different school levels. Findings from the study provide valuable insights for school leaders and teachers seeking to improve school climate and student outcomes using the PBIS framework. Understanding the factors contributing to the successful implementation of PBIS with fidelity at different school levels and over time informed more effective PBIS implementation strategies, which could be tailored according to each school level\u27s unique contextual factors
Agency Development of Preservice Teachers Progressing Through an Undergraduate Education Program
Get PDFResearch suggests student achievement improves when teachers connect with their students and create lessons and instruction based on their needs (Hattie, 2003; Stronge, 2018). Unfortunately, educators throughout the United States report losing control over the educational decisions they make in their classrooms at startling rates (Ingersoll, 2011; Wright, 2020). A recent study by Ingersoll, Merrill, Stuckey, and Collins (2018) found that approximately 50% of educators leave the profession within their first five years of teaching. An analysis of the attrition data showed that teachers often leave the profession due to perceptions of low classroom autonomy (Ingersoll et al., 2018). The purpose of this exploratory case study was to explore agency development of preservice teachers as they progress through an undergraduate education program at a university in southwestern Georgia. Data were collected from three sources: the Perceived Agency Survey (Hull & Uematsu, 2020), three focus group interviews, and three individual interviews. An analysis of data revealed that preservice educators perceive connections with others as positively influencing their agency. Therefore, university education programs should continue to provide support and advice to preservice teachers on advocating for their agency through lessons and field experiences. Additionally, providing opportunities for preservice educators to meet with other cohorts may foster a continued sense of community and agency building. However, this sense of community and connection should not stop after graduation. It would benefit schools to create a mentor program with a continued support system that may provide the connections one needs to build autonomous motivation to continue in the profession