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Empowering Students Through Transformative Course Design
No full textExplore how intentional course design can create transformative learning experiences that empower students to take ownership of their education. This session will highlight strategies for designing courses that promote engagement, critical thinking, and meaningful connections to real-world applications
Creasing in Thick Hemispherical Shells as a Model for Foveal Formation
Get PDFThis research experimentally investigates creasing behavior on the inner surface of hemispherical shells with the ultimate goal of modelling the formation of the foveal pit, a sharp surface deformation present in the retina of the eye of many animals. Creasing is a phenomenon observed in hyperelastic materials and is characterized by sharply localized surface deformations that appear at ~35% compressive strain. The foveal pits of anoles (small iguanian lizards) are funnel-shaped and resemble creases when cut along the central axis. Furthermore, during foveal pit formation the anole eye contracts around 35% along this same axis. Given these similarities we believe that creasing may be the primary mechanism that drives the formation of the pit. In an effort to test this possibility, prior creasing experiments involving everted elastomer tubes were first replicated and then extended to hemispherically-capped tubes. This method provided a stable configuration of the sample tubes that allowed for imaging of the inner surface while subject to compressive stress. Though these experiments did not produce dimple-like deformations on these surfaces, they did yield several creasing patterns that differ in character depending on the degree of compression. The results of this work lead into further experiments currently being conducted using a vacuum apparatus and elastic membrane to test a recently hypothesized intraocular pressure-driven creasing mechanism
Setting the Style: The Count Basie Orchestra and Its Early Trumpet Players, 1935–1937
No full textThe Count Basie Orchestra is one of the most well-known and popular big bands in jazz history. The musical style of the Count Basie Orchestra, associated with, and often attributed to, Kansas City, is one of the foundational styles of contemporary jazz. The sounds of the Count Basie Orchestra have influenced many, if not all, of the most popular modern big bands, including the Thad Jones/Mel Lewis Orchestra, the Vanguard Jazz Orchestra, and the Clayton-Hamilton Jazz Orchestra. However, many of its earliest trumpet players remain overlooked.
The trumpet section holds certain responsibilities regarding the style of a big band because it often states the melody of a tune, is the loudest and highest sounding section, is used to create a sense of excitement, and houses the lead trumpet player who is most often assigned the role of determining, demonstrating, and disseminating style to and across the band; therefore, performance style is often closely tied to the trumpet section. This being so, one would expect that members of the early iterations of the Count Basie Orchestra’s trumpet section would have long been lionized for their role in the development of one of jazz’s primary styles. However, this is not the case; there are few among them that earned the lifelong recognition that Wilbur “Buck” Clayton and Harry “Sweets” Edison did.
The focus of this document is to provide biographical information on the two trumpeters that remain most overlooked from the early Count Basie Orchestra, Carl “Tatti” Smith and Joe Keys. This information will enable us better to flesh out the historical narrative and timeline of the Count Basie Orchestra, and to properly understand and acknowledge the place of these two trumpeters in Jazz history
Jazz Composition Approaches of John Williams: A Film Score Analysis of the Knight Bus from Harry Potter and the Prisoner of Azkaban
Get PDF“The Knight Bus” scene is a jazz-infused comedic scene from the movie score of Harry Potter and the Prisoner of Azkaban (2004). The scene’s musical cues, composed by John Williams, ingeniously blends elements of jazz within a predominantly cinematic framework tailored for the film.
This research explored how these elements harmoniously coexisted within a prototypical orchestra format, skillfully blending symphonic and jazz orchestration techniques. The analysis spotlighted the intricate jazz composition techniques, showcasing the utilization of bebop language and the seamless integration of quintessential jazz harmonies and rhythms throughout the composition.
The jazz cues from “The Knight Bus” scene contain compositional devices and musical elements that are scrutinized in depth, ranging from rapid saxophone passages (often doubled with other woodwinds) to intertwined walking bass lines orchestrated for various instruments. By employing a distinctive blend of musical idioms and compositional techniques, John Williams strives to infuse jazz into twenty-first-century cinema--an endeavor where a film composer adeptly merges traditional orchestral film scoring methodologies with studio jazz compositional practices. This stems from his background as a studio pianist, during which he collaborated with renowned composers like Henry Mancini and Leonard Bernstein, among others. This study also included biographical insights into John Williams’s career as a jazz musician, examining how his early jazz experiences influenced his development of quasi-jazz compositions as a Hollywood composer
From Reflection to Action: Navigating the 5-Year Program Review
No full textLearn how to transform insights from program review into actionable improvements that drive long-term success. This session will guide you through the 5-year program review process, offering strategies for meaningful reflection, data-informed decision-making, and sustainable program enhancements
The Paraprofessional-to-Teacher Experience: Moving From the Margins to Front and Center
Get PDFThis study outlined a qualitative case study research of paraprofessionals from marginalized communities. The purpose of this case study was to investigate the barriers that nontraditional students enrolled in the Metropolitan School of Teaching program experience when earning a teaching degree and working as a paraprofessional, as well as the sociocultural influence(s) that help them develop their teaching philosophy, with a focus on Culturally Responsive Pedagogy (CRP). Paraprofessional hiring pools have tended to be more diverse than teacher hiring pools and changing demographics across the nation could highlight the importance of CRP approaches in education (U.S. Department of Education, 2023; Villegas & Clewell, 1998).
Four participants engaged in one-on-one semi-structured interviews, a focus group discussion, and document analysis (reflective papers, presentations, and lesson plans). This research revealed perceived difficult teacher-paraprofessional dynamics, lack of district support, and complex higher education systems as barriers to accessing the teaching profession. The research findings suggested practical support for paraprofessionals through mentorship, meaningful relationships, and intentional programming as necessary for the perseverance of nontraditional students. Finally, it conceptualized how personal experience(s) and coursework influenced the future use of CRP and Culturally Responsive Teaching (CRT) into their teaching philosophy and future classrooms
Exploring the Utility of a Behavior Assistant Position in One School District
Get PDFChallenging student behavior is on the rise with increased verbal and physical aggression in schools. Some students who exhibit challenging behavior are identified with a disability and served under Individuals with Disabilities Education Act of 2004 or Section 504 (U.S. Department of Education, Office for Civil Rights, 2022). Legal mandates required schools to implement positive and proactive behavior supports for students who exhibited challenging behavior; however, teachers were not adequately trained in such legal requirements or effective behavior management strategies. This lack of training resulted in an over-reliance on reactive disciplinary reactions such as suspension, expulsion, restraint, and seclusion. These actions were harmful and dangerous and did not teach students the necessary skills or result in improved student behavior. A lack of instruction and coursework in teacher preparation programs for pre-service teachers and a lack of professional development opportunities for teachers in the field might be partly responsible for this problem. Coaching and mentoring programs presented a possible solution to the problem; however, such programs did not produce long-term results and were costly, leaving school districts without a feasible proactive behavioral intervention. The purpose of this qualitative case study was to explore a systemic, proactive behavioral intervention implemented in one school district in one state in the south-central United States. The following research questions guided this study.
Q1 What are the participants\u27 perceptions and experiences with the BA position?
Q2 How are BAs trained, and on what specific interventions and skills do they receive training?
Q3 What interventions and skills do BAs implement with students?
Behaviorism provided a theoretical framework to facilitate the context and meaning of the proactive intervention. This qualitative case study involved five sets of data. Four data sets included semi-structured interviews with 16 school staff in four distinct roles within the district who shared perspectives and experiences unique to their role regarding the behavior assistant position, how behavior assistants were trained, and how behavior assistants implemented their training. The fifth data set included documents relevant to the research questions regarding the behavior assistant position. Data analysis involved open, axial, and selective coding, and trustworthiness was addressed via peer review, data triangulation, and member checks. Results included the evolution of the behavior assistant position, and data indicated that behavior assistants received specialized training to function as proactive interventionists and multi-faceted behavior support for students who exhibited challenging behavior and their general education teachers. A discussion of the findings related to the literature and implications for practice, limitations, and recommendations for future research were provided
New Nursing Faculty Perspectives on and Experiences with Group Mentoring
Get PDFNursing faculty are needed to teach the next generation of nurses. However, there is a current shortage of nursing faculty. The transition to nursing education from clinical practice is a difficult one, which has led many to leave education to return to nursing practice instead of successfully transitioning to the nurse educator role. Strategies are needed to support nurses in making the transition from practice to education. Mentoring has shown promise in aiding this transition. Many studies explored mentoring of new nursing faculty, but few studied group mentoring with this population. Limited research showed that group mentoring might have benefits over one-on-one mentoring.
The purpose of this study was to explore the perspectives and experiences of new nursing faculty who have participated in group mentoring. The following research questions guided this study:
Q1 What are the perspectives and experiences of new faculty participating in group mentoring?
Q1a What are the structure and characteristics of group mentoring for novice nursing faculty?
Q1b What challenges and barriers of group mentoring are identified by novice nursing faculty?
Q1c What are the perceived benefits of group mentoring identified by novice nursing faculty?
Q1d How do the experiences of one-on-one mentoring and group mentoring compare?
Q1e What is the effect of group mentoring on the role transition from expert clinician to novice nurse educator?
Ten participants were interviewed who had less than four years of experience teaching full-time nursing at any combination of associate’s, bachelor’s, or graduate level degrees. An interpretive description qualitative design was used to explore participants’ perspectives and experiences with group mentoring. The following four themes arose: an organic process, a safe space, community and camaraderie, and growing into the role. Participants were strongly in favor of quality group mentoring for new faculty as a way to offer support as nurses transitioned into the nurse educator role. Institutions should consider implementing group mentoring that aligns with the study themes. Future studies should further explore group mentoring of new nursing faculty
Secondary Traumatic Stress and Post-Traumatic Growth: The Moderating Effects of Cognitive Flexibility and Compassion Satisfaction on School Personnel
Get PDFMany students enrolled in the K-12 school system in the United States have experienced at least one traumatic event. School personnel working with students who have experienced trauma are at risk of developing secondary traumatic stress (STS), with symptoms mirroring those of post-traumatic stress disorder. Among educators, STS has been correlated with negative mental health outcomes and intent to leave the profession, further exacerbating educator turnover and shortages across the country. However, some individuals experience positive life changes following indirect trauma exposure, known as post-traumatic growth (PTG). The nature of the relationship between STS and PTG is inconsistent in the literature, making it important to identify variables that could help promote growth in the presence of traumatic stress. Two such variables are cognitive flexibility (CF) and compassion satisfaction (CS), which are often touted as protective factors against negative mental health outcomes. The purpose of this study was to examine whether cognitive flexibility (CF) and compassion satisfaction (CS) can help explain the relationship between symptoms of secondary traumatic stress (STS) and post-traumatic growth (PTG). The first research question asked: How are STS and PTG related? Results from a linear regression found that symptoms of STS did not significantly predict levels of PTG. The second research question asked: How is STS related to CF and CS? Results from bivariate Pearson Correlations found that symptoms of STS were significantly, negatively correlated with both CF and CS. Lastly, the third research questions asked: Do CF and CS moderate the relationship between STS and PTG? Results from a moderation analysis found that CF and CS did not moderate the relationship between STS and PTG. Implications of these findings and directions for future research are discussed
Empowering Students Through Transformative Course Design
No full textExplore how intentional course design can create transformative learning experiences that empower students to take ownership of their education. This session will highlight strategies for designing courses that promote engagement, critical thinking, and meaningful connections to real-world applications