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Lessons from the Learners: What Graduate Students Say About Effective Teaching
No full textHear directly from graduate students about the teaching practices that have the greatest impact on their learning. This session will explore their perspectives on effective instruction, mentorship, and course design, providing valuable insights for enhancing graduate-level teaching
No Sugar-Coating: Advice for Future Teachers of Students with Behavioral Challenges
Get PDFMany special education teacher preparation programs overlook behavior-based instruction, leaving teachers ill-prepared for students with challenging behaviors. This qualitative study interviewed special education teachers to explore their experiences acquiring behavioral knowledge and managing challenging behaviors. Results highlighted the necessity for targeted preparation and continuous professional development, reliance on peer support, utilization of proactive behavioral interventions, and specific advice for future educators. The implications for practice underscore the importance of enhancing teacher education in behavior management while suggesting avenues for further research to address this critical need in special education training
Finding High-Quality OER
Get PDFHear from three different open education professionals about finding high-quality Open Educational Resources (OER). Presenters: Jon Dyhr, Assistant Professor of Biology, Metropolitan State University of Denver Nancy Henke, Textbook Affordability Librarian, University of Northern Colorado Nicholas Swails, Dean of Academic Affairs and Online Learning, Colorado Northwestern Community Colleg
Franz Schubert’s Composition Process Seen Through His Autograph Manuscripts, with a Focus on the “Arpeggione” Sonata
Get PDFThis scholarly inquiry provides an in-depth analysis of Franz Schubert’s distinctive approach to music composition, offering a nuanced understanding that emerges from a detailed examination of his manuscripts. By placing a special emphasis on the autographic evidence left behind by Schubert, this study contrasts his intuitive and rapid compositional style with the more methodical processes of his contemporaries, such as Ludwig van Beethoven.
Schubert’s manuscripts show a composer who often worked directly from mental concepts to full musical expressions with minimal reliance on detailed sketches or iterative revisions. This approach is starkly different from Beethoven’s, whose extant sketches display a layered process of development, indicating meticulous refinement of thematic material and structural considerations.
This research meticulously analyzes various surviving manuscripts, including those for his Lieder, symphonies, and piano sonatas. The study highlights how Schubert’s swift compositional output, capable of producing intricate pieces like “Gretchen am Spinnrade” and the “Unfinished Symphony” in remarkably short periods of time, reflects both his mental agility and his unique approach to musical materials. The examination extends to his treatment of drafts and sketches, where, unlike Beethoven, Schubert demonstrated a tendency to discard earlier versions, starting fresh instead of revising, which emphasized his spontaneous creative impulses. The physical examination of Schubert’s manuscripts further enriches this study. Observations of his use of different inks and notational methods provide insights into his compositional habits and occasional deviations from them. A few manuscripts, such as the one for the “Arpeggione” Sonata, highlight moments when Schubert engaged more extensively with the revision process, offering a counterpoint to his typical method of direct and unmediated musical transcription.
Franz Schubert’s manuscripts serve not merely as archival materials but as pivotal resources that reveal the intricacies of his musical thought and craftsmanship. This study affirms Schubert’s role as a master composer whose works were not only products of spontaneous creative bursts but also of a deep, intuitive understanding of musical aesthetics and structure. The insights derived from this research contribute to the fields of historical musicology and performance studies, highlighting a compositional agility that continues to resonate in the interpretation and performance of Schubert’s music today
Linear Concepts: The Life and Music of Bill Holman
No full textFew jazz composers and arrangers have reached the level of notoriety attained by Bill Holman. Over the span of his illustrious career, Holman has composed and arranged for ensembles such as the Charlie Barnet Big Band, the Count Basie Orchestra, the Stan Kenton Orchestra, Woody Herman’s bands, the Buddy Rich Big Band, Gerry Mulligan’s Concert Jazz Band, The Terry Gibbs Dream Band, Maynard Ferguson, the Metropole Orchestra, and Doc Severinsen and the Tonight Show Band, among many other collegiate and professional ensembles. His commercial arrangements appear on recordings by Ann Richards, Anita O’Day, Peggy Lee, June Christy, Michael Bublé, Tony Bennett, Natalie Cole, and the 5th Dimension. After a brief education at the Westlake College of Music, he developed his musical skills to become one of the most in-demand arrangers and composers in modern jazz, leaving a lasting influence on the field of jazz composition and arranging. Over time, Holman’s musical style evolved independently from ephemeral trends, with distinctive features such as unique counterpoint, thematic development through economic means, manipulation of intervallic structures, innovative extensions to standard jazz forms, blues riffs and swinging figures, and exceptional playability. Most impressively, Holman seamlessly infused subtle humor into his works without relying on gimmicks while preserving emotional depth and musical unity. This dissertation examines the evolution of Bill Holman’s unique writing style and the culmination of these elements in three of his compositions for big band: “Septuagenary Revels,” “A View From The Side,” and “Zamboni.
Community-Engaged Learning as an Inclusive Teaching Practice
No full textDiscover how community-engaged learning fosters inclusion by connecting students with real-world experiences that enhance their understanding and sense of belonging. This session will explore strategies for integrating community partnerships into coursework to promote equity, engagement, and meaningful learning
Sexual and/or Gender Minority (SGM) Stigma within Nursing Schools: The Relationship Between Stigmatic School Attributes, Minority Stressors, and SGM Nursing Student Mental Health
Get PDFNursing education is heteronormative and cis-normative, which has been correlated to stigma and ignorance exhibited by nurses towards sexual and/or gender minorities (SGM). Minority Stress Theory (MST) states that circumstances in the environment that promote stigma related to minority identities lead to unique minority stressors, such as discrimination. These minority stressors subsequently affect mental health. While it is known that SGM patients experience mental health issues that relate to stigma and discrimination in healthcare settings, nothing is known about SGM nursing students dealing with stigma and discrimination within nursing education. The aim of this descriptive correlational study was to inform nursing leaders of SGM nursing student experiences in nursing education.
Using MST as a framework, 101 SGM undergraduate nursing students completed a survey measuring stigmatizing attributes within nursing education, which included right-wing authoritarianism, religiosity, non-discrimination policies, and representation. The survey also included assessing various forms of discrimination, violence, and proximal stressors, as well as mental health. Participants endorsed a lack of SGM representation within nursing education, which correlated to both increased experiences of discrimination and negative mental health. These results support the need for review of nursing curricula for inclusivity, and for continued research that is dedicated towards enhancing minority voices and experiences
Is There a Relationship Between Motivation And Nursing Student Engagement? A Quantitative, Cross-Sectional, Correlational Study
Get PDFNursing education is concerned with helping to alleviate the nursing shortage in the United States; this can be done by graduating safe competent novice nurses. Motivation and engagement levels in nursing students have been tied to better academic outcomes including graduation rates, transition to practice, and first time National Council Licensure Examination for Registered Nurses pass rates. There was a gap in prelicensure nursing education research in the United States concerning the relationship among motivation, engagement, and possible influential variables.
The purpose of this study was to investigate the relationship between motivation and academic engagement among prelicensure nursing students in the United States. The following research questions guided this study:
Q1 Is the relationship between motivation and academic engagement predictive, with motivation predicting academic engagement among prelicensure nursing students in the United States?
Q2 What is the relationship between the factors of age, school type, program type, program setting, gender, race, and first-generation college student with motivation and engagement among prelicensure nursing students in the United States?
Grounded in self-determination theory, this study examined if there was a predictive relationship between motivation and engagement in prelicensure nursing students in the United States and if any demographic variables affected that relationship. This quantitative cross-sectional correlational study asked prelicensure nursing students in the United States to complete a Qualtrics survey containing the Academic Motivation Scale, Student Course Engagement Questionnaire, and demographic factors to provide information on the relationship held among motivation, engagement, and demographic factors.
Results of this study showed nursing students to be moderately motivated and engaged with motivation predicting engagement. Demographic factors had little to no effect on either motivation or engagement. Results were consistent with similar research utilizing nursing students from other countries. This was the first known study of its kind in the United States.
Nursing educators could use this information to help frame student experiences in support of motivational factors to help students gain more self-determined behavior and completion of successful academic goals
Effects of Chronic Marijuana Use on Postural Control During Quiet Standing
Get PDFMarijuana, Cannabis Sativa, is the most commonly used recreational drug in the United States, with more than 60 million people reporting use in 2022 (Substance Abuse and Mental Health Services Administration, 2023). As marijuana consumption has increased, so have questions surrounding its acute and long-term effects. Its acute effects are well documented; however, the long-term effects are not as well understood. It is hypothesized that chronic marijuana users will exhibit a decrease in postural stability during quiet standing when compared to non-users, so the purpose of this study was to compare postural control of chronic marijuana users and non-users in a healthy adult population. All participants in the study were healthy adults between the ages of 18-35 with no current, or history of, lower extremity injury. Each participant was categorized into one of two groups: chronic cannabis user (CAN; n = 6) or non-user (NON; n = 7). Participants in the CAN group self-reported use of cannabis at least 2x/week for a period of at least one year prior to participation while participants in the NON group self-reported no cannabis consumption for at least the period of one year prior to participation. All participants consented to a drug screen prior to participation in the study. Each participant took part in four quiet standing trials in four different conditions: rigid surface eyes closed (RSEC), rigid surface eyes open (RSEO), compliant surface eyes closed (CSEC), and compliant surface eyes open (CSEO). Center of pressure (COP) was calculated for each trial and was subsequently used to quantify postural control using the COP-based stability measures popularized by Prieto et al. (1996). These stability measures showed a significant difference between CAN and NON-groups. Significant differences in dependent variables were seen in the mean center of pressure distance traveled in the anteroposterior direction (MDIST-AP), root mean square COP distance traveled in the anteroposterior direction (RDIST-AP), and total excursion of the COP in the mediolateral direction (TOTEX-ML). Significant differences were seen between conditions for most of the calculated stability measures, but these differences were expected as surface and vision conditions were manipulated to increase task difficulty. These results suggest possible psychomotor or neuroanatomical changes may occur following long-term consumption of marijuana, and further research should be conducted to identify the underlying mechanism of these deficits in postural control. This study was conducted using a healthy adult population, but the results could have implications for other populations, especially elderly patient populations, who already exhibit a decreased ability to maintain postural control and may be exposed to negative movement-related effects of long-term prescribed consumption of marijuana
Perceptive Portraits: A Qualitative Study Exploring the Adolescent Experience of Connectedness through Their Words and Photos
No full textThe mental health of children and adolescents in the United States has been in a state of crisis for over a decade. Connectedness, defined as the level of closeness individuals have to other individuals, groups, or institutions, has been shown to be a preventative and protective factor in adolescent mental health. The purpose of this qualitative study was to explore how adolescents experienced connectedness and the meaning they ascribed to those experiences. This study was guided by the following questions:
Q1 How do adolescents describe their experience of connectedness both inside and outside of school?
Q2 What meaning do adolescents ascribe to those experiences?
This study used the theoretical frames of John Bowlby and Mary Ainsworth’s attachment theory (Ainsworth & Bell, 1970; Bowlby, 1969/1982) and Nel Noddings’ care theory (1984), with Elliott Eisner’s methodology, educational criticism and connoisseurship to explore these topics.
Data were collected from five adolescents through interviews and photo elicitation, which explored their experiences of connectedness with their peers, family, teachers, and school, and the meaning those experiences held for them. Findings revealed themes of inclusion, empathy, and trust. When these themes coalesced, the concept of attunement emerged. Attunement requires deep awareness and responsiveness to the emotional state, needs, and experience of others, and is a foundational component for building institutional and relational connectedness