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The Influence of Mental Illness Stigma on Juror Decision-Making
Get PDFThe current study examined the influence of a defendant’s mental illness diagnostic labels on mock jurors’ decision-making in a hypothetical criminal case. Due to the present stigmatization of mental illness in the United States, it was hypothesized that if a criminal defendant of a violent crime were given a mental illness diagnosis, specific labels would significantly impact jurors’ perceptions of guilt. Specifically, it was predicted that defendants diagnosed with antisocial personality disorder (ASPD) or borderline personality disorder (BPD) would have more guilty verdicts in comparison to a control. In contrast, those diagnosed with schizophrenia would receive fewer guilty verdicts compared to a control. Participants read a vignette describing a fictional robbery and aggravated assault case, where the defendant was labeled with one of the three diagnoses or had no mental illness description. After reviewing the vignette and jury instructions, participants rendered a verdict. Results revealed no statistically significant correlation between diagnostic labels and verdicts given
Course Design 101: Aligning Teaching & Learning for Student Success
No full textLearn the essentials of course design to create meaningful learning experiences that align teaching strategies, learning outcomes, and assessments. This session will introduce key principles of backward design, emphasizing alignment to support student success and engagement
Optimizing Hearing Aids for Music Listening
Get PDFHearing aid technologies are designed for speech enhancement, which creates challenges for music listening. In 2020, a survey conducted by Greasley, Crook, and Fulford found that 67% of hearing aid users reported difficulties when listening to music. Common issues included problems with pitch perception, a limited dynamic range, lack of vocal clarity, and instances of feedback and distortion. Furthermore, existing hearing aid programs that aim to differentiate between music, speech, and background noise often struggle with accurate categorization and sampling errors in real-world situations.
To address these challenges, there is a pressing need to optimize hearing aids for music listening. This involves careful selection of device specifications tailored for music enjoyment, adjustments in digital signal processing, and consideration of the user\u27s specific listening environment. Current literature provides valuable insights into enhancing hearing aids for music across varying degrees of hearing impairment, emphasizing the importance of a holistic approach that encompasses both technical and experiential elements of music listening. By refining hearing aids for music, we can improve not only auditory experiences but also the emotional and social well-being of individuals with hearing loss
Cognitive and Affective Factors Related to Geoscience Academic and Career Choice
No full textRecruitment and retention continue to be a challenge for Science, Technology, Engineering, and Math (STEM) fields. Research shows that both cognitive and affective factors influence student learning, which can then shape academic and career choice. Therefore, my alternatively formatted dissertation includes three articles examining two STEM disciplines: geosciences and Interdisciplinary Environmental and Sustainability programs adding to prior research and further uncovering specific factors that could predict student educational and professional aspirations.
Regarding cognition, students often begin STEM courses with pre-existing mental frameworks, also referred to as schemas that are formed by their prior experiences. These schemas may conflict with established scientific concepts, limiting understanding, e.g., of complex systems, and affecting academic goals. Gaining this knowledge was the inspiration for the three studies that comprise my dissertation.
Study 1
The purpose of this research was to reveal how undergraduate students describe the relationships between climate change and the system and system components of the Food-Energy-Water (FEW) Nexus regarding causality, impacts, and feedback loops. We collected qualitative and quantitative data from 115 students at ten U.S. institutions offering a Bachelor of Science or Arts in environmental disciplines. Our goals were to:
G1.1 Uncover how students’ knowledge about the relationships between food, energy, and water systems relate to their understanding about climate change.
G2.1 Reveal what concepts students focus on and potential gaps and/or alternative conceptions in their knowledge.
We found that students in Interdisciplinary Environmental and Sustainability programs demonstrated alternative conceptions and knowledge gaps about the Food-Energy-Water Nexus and climate change, revealing three main theme categories that are the focus of student knowledge: (1) how the FEW Nexus causes climate change, (2) how climate change impacts the FEW Nexus, and (3) connecting causes and impacts: students’ understanding of feedback loops.
Study 2
Geoscience is a field struggling to attract and retain majors (e.g., Bernard & Cooperdock, 2018; LaDue & Pacheco, 2013; Viskupic et al., 2022). The purpose of the current research was to investigate preexisting (pre) geoscience interest/identity, end-of-semester (post) geoscience interest/identity, and transformative experience as predictors of geoscience academic and career choice controlling for geoscience self-efficacy. The specific research questions were:
Q3.1 Controlling for self-efficacy, is pre-geoscience interest/identity a significant predictor for geoscience academic/career choice?
Q3.2 Does transformative experience contribute significant variance in explaining geoscience academic/career choice beyond that accounted for by self-efficacy and pre-geoscience interest/identity?
Q3.3 Does post-geoscience interest/identity contribute significant variance in explaining geoscience academic/career choice beyond that accounted for by self-efficacy, pre-geoscience interest/identity, and transformative experience?
Q3.4 Are the relations of pre-geoscience interest/identity and transformative experience to geoscience academic/career choice fully or partially mediated through post-geoscience interest/identity?
We surveyed 60 students across three U.S. universities. Using hierarchical multiple regression, we found that self-efficacy, pre-geoscience interest/identity, transformative experience, and post-geoscience interest/identity predicted geoscience academic and career choices, explaining 69% of the variance. Stepwise regression showed that post-geoscience interest/identity fully mediated the relationships between pre-geoscience interest/identity, transformative experience, and academic/career choice.
Study 3
The purpose of the current research is to investigate the potential relation between motivation, transformative experience, conceptual change, and academic and career choice in the domain of geoscience.
This research was built upon the work in Chapter III by using a path analysis to investigate a model of relations between these study variables. Our Research Hypotheses included:
H3.1 As explained previously, we predict all the direct paths specified in Figure 4.1 will be statistically significant.
H3.2 Further, we predict the following indirect path, b*c (i.e., Pre-GII will predict ACC through Post-II).
H3.3 Further, we predict the following indirect path, d*e (i.e., Pre-GII will predict Post-GII through TE).
H3.4 Further, we predict the following indirect path, d*e (d*e*c (i.e., Pre-GII predict ACC through both TE and Post-II).
H3.5 Further, we predict the following indirect path, d*f (i.e., Pre-GII will predict ACC through TE).
H3.6 Further, we predict the following indirect path, d*k*i (i.e., Pre-GII will predict ACC through both TE and Post-GCI).
H3.7 Further, we predict the following indirect path, d*k (i.e., Pre-GII will predict Post-GCI through TE).
H3.8 Further, we predict the following indirect path, h*i (i.e., Pre-GCI will predict ACC through Post-GCI).
H3.9 Further, we predict the following indirect path, j*f (i.e., Pre-GCI will predict ACC through TE).
H3.10 Further, we predict the following indirect path, j*e*c (i.e., Pre-GCI will predict ACC through both TE and Post-II).
H3.11 Further, we predict the following indirect path, j*k*i (i.e., Pre-GCI will predict ACC through both TE and Post-GCI).
H3.12 Further, we predict the following indirect path, j*e (i.e., Pre-GCI will predict Post-GII through TE).
H3.13 Further, we predict the following indirect path, j*k (i.e., Pre-GCI will predict Post-GCI through TE).
The sample was comprised of 250 students, with 237 students being included in the gender analysis. We used path analysis to test the proposed model of relations. The path model explained 64% and 62% of the variance in academic/career choice for female and male students, respectively. Self-efficacy was a significant predictor of pre-interest/identity and pre-geoscience knowledge. Post interest/identity was a significant predictor of academic/career choice. Transformative experience was not a significant direct predictor of academic/career choice. However, transformative experience significantly explained the change from pre- to post-interest/identity and partially mediated the relationship between pre-interest/identity and academic/career choice. Geoscience knowledge did not significantly predict academic/career choice. These results were consistent for female and male students. Transformative experience partially mediated the relation between pre- and post-geoscience knowledge for female but not male students. When considered with prior research, these results suggest introductory geoscience instructors may be able to support geoscience academic and career choice by creating curricula and learning environments that foster self-efficacy, interest/identity, and transformative experiences. Although geoscience learning is important, it may not play a significant role in geoscience academic/career choice for introductory geoscience students
Exploring Moral Distress in Hospital-Based Nurse Case Managers: A Qualitative Descriptive Study
No full textMoral distress is a well-known phenomenon among hospital-based bedside nurses that is damaging and dangerous to patients, nurses, the healthcare system, and society. There is a gap in the literature related to the experience of moral distress (MD) among hospital-based nurse case managers. The purpose of this qualitative research study was to understand the experience of MD for the hospital-based nurse case manager and identify triggering events and consequences of MD. The following research questions guided this study:
Q1 What is the experience of MD among hospital-based nurse case managers?
Q1a What do they identify as causes or precursors of MD?
Q1b How do they describe the personal and professional consequences of MD?
Q1c What do they identify as helpful in managing their experiences of MD?
Q1d What do they identify as barriers to managing their MD?
Guided by Guzys’ (2021) moral distress model, 11 hospital-based nurse case managers were recruited and participated in semi-structured interviews via Zoom. Transcripts were analyzed using Braun and Clarke\u27s (2006) thematic analysis. In this study, MD was described as inherent to practice. The constraints associated with MD were grouped into three categories: patient-centered, role-related, and system constraints. Consequences of MD included negative and positive professional consequences and negative personal consequences. Factors that participants considered helpful for managing moral distress were identified. Workplace factors beneficial for the management of MD included supportive leadership, peer support, and time to process moral distress. Prominent barriers to managing MD identified in this study were the perception of continued constraint, peer pressure from bedside nurses, and compounding cases of constraint and MD. Insights from this study could be utilized to manage and mitigate the risk of MD and foster a resilient workforce capable of meeting current and future challenges
The Historical Shift on Depression: Psychoanalysis to Neuroscience
No full textDepression, a condition that affects millions of people worldwide, has been an important subject for the collaboration between psychologists, medical doctors, and beyond. Over the past century, our understanding of depression has undergone a transformation from theory-driven insights of psychoanalysis to the biological and brain-based medical and cognitive models that currently dominate research in the field. In the early 20th century, psychoanalysts like Sigmund Freud proposed an original definition and cause for depression, including components of unconscious conflicts. Today, with advancements in neuroscience and biological psychiatry, depression is a disorder of the brain that is affected by multiple components of the body and experience, including, but not limited to, chemical imbalances, genetic predispositions, and environmental stressors. This paper explores how the understanding of depression has shifted from psychoanalytic concepts based on introspection to a more modern, neuroscience-driven framework, highlighting historical shifts and their implications for both research and clinical practice
Rocky Mountain National Park: Historical Background Data
No full textA study undertaken to furnish historical background information Rocky Mountain National Park for master planning. Includes photographs and a map.
Adams, Henry; Adams, Jane; Baker, William; Bird, Isabella; Bryan, William Jennings; Byers, William; Chubbock, Clarence; Churchill, Hiram; Colfax, Schuler; Cudahy, Edward; Darrow, Clarence; Dickinson, Anna; Estes, Joel; Estes, Milton; Evans, Griffith; Fall, Albert; Farrell, Ned; Garman, Samuel; Gaskill, L. D. C.; Godsmark, Joseph; Hague, Arnold; Hayden, F. V.; Howard, J. E.; Huges, Charles Evans; King, Clarence; Lamb, E. J.; March, M. E.; Mather, Stephen; McKelvey, Russell; Mills, Enos; Moomaw, Jack; Nichols, George; Nugent. James; Powell, John Wesley; Rigdon, John; Roosevelt, Theodore; Shipler, J. E.; Simes, John; Skinner, Otis; Sprague, Abner; Stead, J. D.; Stopher, Edgar; Teckers, Frank; Velie, J. W.; Weber, E. P.; Wheeler, Robert; White, William Allen; Whyte, Theodore; Workman, William Jacob
Final Lap: Synthesize & Next Steps
No full textWrap up the symposium by reflecting on key takeaways and planning actionable next steps. This session will provide an opportunity to synthesize insights, share final thoughts, and leave with a clear roadmap for applying new ideas to your work
Beyond Tests and Papers: Alternative Classroom Assessment Strategies
No full textDiscover innovative assessment strategies that go beyond traditional tests and papers to more authentically measure student learning. This session will explore alternative approaches such as project-based assessments, portfolios, reflective writing, and peer evaluation to enhance engagement and deeper learning
Introduction to AI as a Teaching & Learning Tool
No full textDiscover how artificial intelligence can enhance teaching and learning in higher education. This session will provide an introductory overview of AI tools, their potential applications in the classroom, and strategies for integrating them to support student engagement and success