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Build a Better Burger
No full textThis activity provides guidance for creating a thorough lesson plan in arts education. While the lessons are linked to Colorado Academic Standards in the arts, the structure of the activity is transferrable to other content areas as well as other state standards
Emerging Adulthood, Identity Conflict, and Self-Compassion’s Impact on Mental Health Interference of Collegiate Student-Athletes
No full textPrior research identified a strong connection between experiences of being a collegiate student-athlete with mental health-related struggles; however, little research has been conducted into how the competing identities of student and athlete within a heavy identity developmental period (emerging adulthood) might be impacting mental-health interference. The purpose of this quantitative study was to understand how emerging adulthood, student identity, athletic identity, and the conflicting role of student-athlete identity had in mental health interference on training, competition, and willingness to see a sports psychologist within collegiate student-athletes as well as how self-compassion moderated these relationships. The following research questions guided this study:
Q1 How does self-compassion moderate the relationship between emerging adulthood and athlete mental health interference?
Q2 How does self-compassion moderate the effect of athlete identity on athlete mental health interference?
Q3 How does self-compassion moderate the effect of student identity on athlete mental health interference?
Q4 How does conflict in athlete and student identity impact athlete mental health interference?
While 120 NCAA Division 1 collegiate student-athletes completed self-report questionaries on experiences related to emerging adulthood, self-compassion, student identity, and athletic identity, only 81 of the 120 participants further completed questionnaires on mental health interference on training, competition, and willingness to see a sport psychologist. A hierarchical linear regression with 81 participants revealed a significant effect related to student identity impacting mental health interference as well as several correlational relationships with emerging adulthood. Implications of these findings for clinical work, the field of counseling psychology, and future research were discussed
A Formative Evaluation of a Combined Reading and Emotional-Behavioral Intervention
No full textThe current study is a formative evaluation of an intervention that combined reading instruction with exposure therapy strategies, with the goal of teaching avoidant readers how to engage with learning through their own volition. The purpose of the current study was to assess the potential efficacy of a reading intervention with an emotional-behavioral adaptation on reading and emotional-behavioral outcomes. Specifically, the researcher sought to determine whether the adapted intervention could improve readers’ reading achievement, reading self-efficacy, and reading-related emotions at a faster rate than treatment as usual. Additionally, teachers of the participating readers were surveyed for social validity purposes. The following research questions were used:
Q1 When a struggling and avoidant reader receives an intervention that targets their avoidance of reading, will the reader improve on measures of reading achievement at a faster rate compared to when they only receive their typical reading instruction?
Q2 When a struggling and avoidant reader receives an intervention that targets their avoidance of reading, will the reader’s ratings of reading self-efficacy and reading-related emotions improve at a faster rate compared to when they only receive their typical reading instruction?
Q3 To what extent will the teacher of a struggling and avoidant reader perceive an intervention that targets the avoidance of reading as beneficial to the reader?
An ABAB single case design was used in the current study. The baseline and reversal phases featured the participants’ typical reading instruction (“treatment as usual”), and the intervention phases additionally included the adapted intervention of the current study. Three elementary students from a rural school in the midwestern United States participated in the current study. All participants had documented reading difficulties, and their teachers reported that the participants displayed avoidant learning behaviors in the classroom. Positive reading achievement results were found for one out of the three participants. No clear improvements were found for the reading self-efficacy or reading-related emotions outcomes. Their teachers reported positive impressions of the adapted intervention, but they denied significant improvements in the participants’ reading achievement and avoidant learning behaviors. Future research should use a multiple-baseline design to evaluate the current study’s intervention, as an ABAB design was found to be insensitive to the dependent variables of reading achievement, reading self-efficacy, and reading-related emotions. Additionally, special care should be given to recruiting students whose predominant learning barriers are their avoidant behaviors, rather than underlying cognitive concerns
The Geologica Story of the Rocky Mountain National Park Colorado
No full textA Geological History of the Rocky Mountains from prehistoric times until 1917
Lee, Willis; Marshall, Robert; Bierstadt, Albert; Byers, W. H.; Byerly, F. W.; Emmons, S. F.; Dickenson, A. E.; Chamberlin, T. C.; Salisbury, R. D.; Estes, Joel; Hallett, W. L.; Lamb, E. J.; Larsen, E. G.; Lee, W. T.; Long, S. H.; Marshall, R. B.; Mills, E. A.; Odessa, George; Powell, J. W.; Salsibury, R. D.; Alice Mount; Alpine Brook; Andres Glacier; Andrews Peak; Arapahoe Glacier; Aspin Brook; Bartholf Glaciers; Battle Mountain; Bear Lake; Bench Lake; Bierstadt Lake; Bighorn Mountain; Bighorn Sheep; Cabin Rock; Cache la Poudre Basin; Cascade Falls; Castle Mountain; Chapin Mount; Chasm Falls; Chiefs Head; Continental Divide; Cony Creek; Copeland Lake; Crystal Lake; Cub Lake; Deer Mountain; Dream Lake; Estes, Cone; Estes Park; Fairchild Mount; Fall River Glacier; Fall River Road; Fall River Valley; Fall River Valley; Fern Creek; Fern Falls; Fern Lake; Flattop Mountain; Forest Canyon; Gianttrack Mountain; Glacier George; Grace Falls; Grand Lake; Grand River; Grand Valley; Hagues Peak; Hallett Peak; Hanging Glacier; Horseshoe Falls; Horseshoe Park; Hunters Creek; Iceberg Lake; Lawn Lake; Lily Lake; Lily Mountain; Lilypad Lake; Linger Longer Lodge; Longs Peak; McGregor Mountain; McHenry\u27s Peak; Margate Falls; Medicine Bow Mountain; Meeker Mount; Mary\u27s Lake; Milk Creek; Mills Lake; Mills Glacier; Milner Pass; Moraine Park; Mummy Mountain; Nantia Lake; Nokoni Lake; Odessa Gorge; Oldman Mountain; Otis Peak; Ouzel Creek; Ouzel Lake; Poudre Lake; Roaring River; Saint Vrain River; St. Vrain Valley; Sandbeach Lake; Sheep Lake; Specimen Mountain; Sprague Glacier; Stanley Hotel; Steamboat Rock; Stones Peak; Storm Pass; Tahosa Valley; Taylor Glacier; Terra Tomah Peak; Thompson Glacier; Thunder Lake; Tileson Mount; Tourmaline Lake; Twin Sisters; Tyndall Glacier; Ute Trail; Wild Basin Glacier; Ypsilon Mountain
So You Think You Can Teach Dance?: Evaluating Effective Indicators and Assessments for Teaching Ballroom Dance in a High School Setting
No full textThe purpose of this study was to determine the most effective learning indicators of ballroom dancing for high school dance educators in Utah’s DSD so that a later date, updated rubrics and assessments could be created and presented as artifacts to DSD’s Fine Arts Supervisor for future teachers. The researcher sought to answer the following questions:
Q1 How are teachers currently assessing students’ ballroom dancing?
Q2 What are the most important learning indicators to teachers?
Q3 Are the learning indicators in alignment with the required standards?
This research took place over two sessions held during students’ regularly held ballroom dance class at three high schools in Davis County, Utah. The educators randomly assigned numbers 1, 2, 3 for anonymity. The identifying list of teacher names and corresponding numbers was stored on the researcher’s code-protected laptop. Quantitative data consisted of two online Qualtrics surveys. The pre-survey was a Likert scale of 25 questions, asking teachers to rate their preferred learning indicators categorized by the dance elements of Body, Effort, Space, Time as well as social skills, applying corrections, attitude, and performance quality. The post-survey of 10 questions asked teachers to rank their preferred learning indicators of similar categories from most preferred to least preferred. These three teachers were observed during and interviewed after each lesson. An email exchange allowed the researcher to access currently used rubrics. The researcher analyzed quantitative and qualitative data to create rubrics and assessments based on the findings. This study benefits the Davis School District in northern Utah by providing improved rubrics and assessments of verified learning indicators that also aligned with state and national standards as a resource collective for future teachers for the growing ballroom programs of the area
Navigating the Terrain: Sense of Belonging in Geology Field Camps
No full textSocial success and feelings of belonging within academic settings play critical roles in students’ continued engagement. Students who feel like they belong are more likely to perform better academically, create feelings of academic self-efficacy, and be more satisfied with their educational experiences (Aelenei et al. 2020; Baker 2013; Chen et al. 2020; Hoffman et al. 2021; Rosenthal et al. 2013; Smerdon 2002; Walton et al. 2012). I examine sense of belonging through analysis of secondary data focused on college student experiences in geology field camps. I approached the study using modified grounded theory (Charmaz 2014) in order to best capture the nuances of student experiences. Through my analysis, I identify a split in how students experience belonging and establish the concept of social despair. Field camp is a culminating application of geology training for undergraduate geology majors. Field camp is often regarded as a ‘rite of passage,’ and experiences at field camp can make multi-decade, if not lifelong, impacts on students’ future academic career paths. In field camps, students experience a heightened level of social integration with their peers, which highlights the barriers and contributing factors to “fitting in.” Current literature establishes that sense of belonging has an impact on academic performance (Aelenei et al. 2020; Baker 2013; Chen et al. 2020; Hoffman et al. 2021; Rosenthal et al. 2013; Smerdon 2002; Walton et al. 2012). My data suggests that belonging and academic performance have a reciprocal (as opposed to causal) relationship. Sense of belonging influences academic performance, but academic performance can also impact a student’s sense of belonging. Students identified sense of belonging on multiple axes with a divide between a purely social sense of belonging and an academic sense of belonging. Academic belonging is as central to student well-being as social belonging, and one may create scaffolding for the other. Data from field camps that moved online due to COVID emphasize this split due to the increased difficulty in achieving social belonging with forced distance. I establish the concept of social depair, a phenomenon in which students shifted focus to academic belonging when social belonging was inaccessible to them. The differences in physical proximity between in-person and online had a pronounced outcome on social belonging. Physical proximity intensifies feelings of both belonging and exclusion, and forced distance can set students up for social depair. My findings may be of use to academic institutions interested in better cultivating belonging for their students
Integrating Dance Into Early Childhood Education For Children With Developmental Disabilities: A Curriculum-Based Approach
No full textThe purpose of this thesis was to examine the effects of a structured dance curriculum on the social-emotional learning (SEL) and gross motor development of preschool-aged children with disabilities, specifically those ages three to five, as well as to explore teacher and specialist perceptions of dance as a tool for supporting children’s development. The study was conducted in collaboration with an early childhood education center. Twenty-eight children, ages three to five, participated in ten creative movement sessions designed to promote coordination, balance, and expressive engagement through themed lessons emphasizing emotional awareness and imaginative play.
Quantitative data were collected through observation checklists and emotion chart tracking, while qualitative feedback was obtained from teacher and specialist surveys. Findings revealed significant engagement across sessions with the majority of students demonstrating growth in emotional regulation, confidence, and cooperation. Motor outcomes indicated improvements in locomotor and balance skills, though object control and creative improvisation remained areas of challenge. Teachers and specialists viewed the program as beneficial for promoting self-awareness, participation, and joy in movement-based learning.
The following research questions guided this study:
Q1 Does participation in a structured dance curriculum improve social-emotional learning skills in preschool children with disabilities?iv
Q2 Does participation in a structured dance curriculum improve gross motor development in preschool children with disabilities?
Q3 How do teachers and specialists perceive the impact of dance on children’s motor and social-emotional development?
The small sample size and short program duration limited the generalizability of results. Nevertheless, findings suggested that creative movement could serve as an inclusive and developmentally appropriate strategy for supporting both physical and emotional growth in early childhood. Implications of this study extend to educators, therapists, and curriculum designers seeking integrative approaches to inclusive education. Future research should track dance-based interventions over a longer period and compare outcomes across diverse early childhood contexts
What Kind of Data Can We Use for Program Assessment?
No full textDiscover the diverse types of data that can inform and enhance program assessment beyond traditional metrics. This session will explore qualitative and quantitative data sources, offering practical strategies for collecting, analyzing, and using data to drive meaningful program improvements
Family Rituals to Help Families Mourn and Grieve: Implications for Counseling
No full textFamily rituals are an important part of every family. They facilitate transitions in a meaningful and in some cases, spiritual way. Using and collaborating with a therapist to create family rituals can e helpful in giving families meaning during tough times (Imber-Black, 2019). One of the toughest times a family can go through is to cope with the death of a loved one through the grieving and morning process. Many families, especially in these times of the pandemic and social distancing, are in need of rituals which help them facilitate the process of healing and moving forward in life when a death in the family occurs. Councilors should take into consideration how culture, ethnicity, and race could impact family rituals while going through the mourning and grieving process. Black communities in America are said to have been the most impacted bye COVID (Walsh, 2020). Knowledge about African American grief, mourning and family rituals could become a useful resource in helping families who were disproportionately affected by the pandemic. Death is a universal fact that can happen at any stage in life. Family rituals used in the grieving process can have important applications for family counselors. Counselors should be in collaboration with the specific needs of the family seeking to cultivate ways of healing and processing their grief
From Assessment to Action: The Essentials of Closing the Loop
No full textDiscover how to move beyond data collection and use assessment results to drive meaningful change. This session will focus on strategies for “closing the loop” by translating assessment findings into concrete actions that enhance student learning and program effectiveness