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Telling the Story: Finding Meaning in the Data
No full textLearn how to transform program assessment data into a compelling narrative that drives action and improvement. This session will explore strategies for interpreting data, identifying key insights, and effectively communicating findings to stakeholders in a meaningful and impactful way
Fixed vs. Growth Mindset: Strategies for Student & Instructor Success
No full textGain a foundational understanding of fixed and growth mindsets and their impact on student learning and success. This session will introduce the key concepts of mindset theory, explore how beliefs about intelligence shape motivation and achievement, and discuss their implications for student development in higher education
The Power of Yet: Using Active Learning to Build Resilient Learners
No full textDiscover how the concept of The Power of Yet can transform student learning by fostering resilience and persistence. This session will explore active learning strategies that help students embrace challenges, develop a growth mindset, and build the skills needed to navigate setbacks with confidence
Rocky Mountain National Park\u27s Loch Vale Watershed
No full textA News Account of the National Park Service investigation whether there is an acidic deposition problem, and how acidic deposition affects high elevation ecosystems of the Southern Rocky Mountains
Rocky Mountain Administrative History
No full textThis study contains the administrative history of Rocky Mountain National Park from its creation in 1915 to 1965, fifty years. It is divided thematically into 13 chapters and a conclusion.
Trowbridge, Charles; Way, Claude; Toll, Roger; Rogers, Edmund; Allen, Thomas; Canfield, David; Miller, George; Doer, John; Lloyd, James; Hanks, Allyn; Liles, Granville; Novak, Fredrick; Thompson, Theodore; Dunning, Jimmy; Long, Stephen H; Dodge, Henry; Freemont, John; Vasquez, Louis; Sublette, Andrew; Estes, Joel; Estes, Milton; Teller, Henry M; Hollenbeck, Michael; Byers, William; Griffith; MacGregor, Alexander; Ferguson, Horace; James, W. E; Sanborn, B. D.; Stanley, F.O.; Wescott, Joseph L.; Proctor, Alexander; Proctor, Tirzah; Wheeler, Robert L; Mills, Enos; Rogers, James Grafton; Morrison Shafroth; Shoup, Oliver H; Northcutt, Forest C.; Tomblin, M. M.; Wolff, John R.; Burchfield, William C.; Beggs, James H.; Johnson, Edwin C.; MacGregor, Alexander Q.; Abner, Fred; Abner , Sprague; W. Riley, A.; Babcock, Dean; Mather, Stephen; Albright, Horace; Wallace, S. A.; Colt, W. A.; Lafferty, W. L.; Rogers, Edmund; Dunn, Van; Rechner, Robert; Hansen, Charles; Stimson, L.L.; Kelly, W.R.; Norcross, Fred; Swink, Charles; Davis, Frank; Kelley, William; Carney, Claude; Nixon, Thomas; Johnson, Edwin C.; Taylor, Edward; Bungor, M.A.; Adams, Alva; Preston, Glen; Potts, Merlin; Higby, Clifford; Mather, Stephen Tyng; Boos, Margaret Fuller; Alberts, Edwin; Gregg, Raymond; Potts, Merlin; James, H.R.; Yore, Clem
Dancing with Logic: The Impact of Integrating Dance in Teaching Introductory Computer Science Concepts on Student Understanding and Engagement
No full textThe purpose of this study was to investigate the effectiveness of dance-integrated pedagogical methods in enhancing the learning experiences of students in an introductory computer science course. In particular, the research aimed to measure the impact of creative movement on student comprehension, engagement, and perceptions of computer science. To guide this investigation, the study explored three research questions: Does integrating dance into lessons impact students’ comprehension of fundamental computer science concepts? How does dance integration affect student perceptions of both dance and computer science? And what elements of dance contribute to differences in comprehension between dance-integrated and traditional lessons? A quasi-experimental design with twenty children ages eight to eleven compared four dance-integrated lessons to traditional instruction on foundational computer science topics. Quantitative data were collected through pre- and post-tests, surveys, daily quizzes, and questionnaires to measure student comprehension, engagement, and perceptions. Findings suggested that dance-integrated instruction enhanced students’ understanding of abstract computer science concepts and increased their engagement and interest in the subject. Participants identified spatial and rhythmic elements of dance, such as repetition, direction, and size, as particularly helpful for understanding computational ideas. Overall, the results indicate that embodied, arts-integrated approaches may provide a meaningful and engaging pathway for teaching abstract and logical subjects such as computer science
Virtual Reality Protocol Development for Bone Marrow Aspiration and Biopsy in Adults with Blood Cancers
No full textPatients with hematologic malignancies such as leukemia, multiple myeloma, and lymphoma frequently undergo bone marrow aspiration and biopsy (BMAB) procedures throughout their treatment trajectory. At a comprehensive cancer research hospital in southern California, these procedures were commonly performed on an outpatient basis by nurse practitioners and physician assistants while patients remained awake under topical anesthesia. Despite these measures, patients consistently reported significant pain and anxiety during BMAB procedures (Glennon et al., 2018). Current literature supported the use of virtual reality (VR) as an effective non-pharmacologic intervention to reduce pain and anxiety in cancer populations (Ahmad et al., 2020). However, the institution did not have a standardized VR protocol in place for adult patients undergoing BMAB. The purpose of this DNP project was to develop and refine a VR practice protocol in collaboration with clinical experts and stakeholders at a comprehensive cancer hospital in Southern California, intended to be implemented it in the future for patients undergoing outpatient BMABs. The following research question guided this project
Q1 Can a review of the literature, combined with expert panel feedback, be used to develop and refine a VR protocol to reduce pain and anxiety in adult patients undergoing outpatient BMABs at a comprehensive cancer research hospital in Southern California?
Guided by the knowledge-to-action framework, this project involved a comprehensive literature review, protocol development, and expert panel validation using a SurveyMonkey questionnaire. Six hematology clinicians participated, providing both quantitative and qualitative iv feedback. Findings demonstrated 100% agreement regarding protocol feasibility, safety, and clarity, with suggested refinements implemented to enhance usability and integration. The finalized protocol provides a foundation for future pilot implementation to evaluate patient outcomes including pain, anxiety, and satisfaction
A Study of the Choral Music of Selected Asian Women Composers: Chen-Yi (China), Makito Kinoshita (Japan), And Hyo-Won Woo (Korea)
Get PDFOver the thousands of years of musical development, countless composers have contributed to its evolution. However, women composers have generally remained less recognized and celebrated than male composers. Some of the most remarkable female composers, including Clara Schumann and Fanny Mendelssohn, are frequently remembered in the context of their relationships with their more famous male counterparts, such as their husbands and brothers. This tendency has, unfortunately, overshadowed their unique artistic contributions and minimized their independent legacies in the musical canon. With the beginning of the women\u27s movement in Europe and the U.S. during the 1960s, more and more female composers became active on the international stage. In contrast, this trend did not emerge in Asia. East Asia, particularly China, Japan, and Korea, were influenced by Confucian principles—which traditionally emphasized women\u27s roles within the family and restricted their participation in the public artistic domain. Despite this, in the past thirty years, a growing number of East Asian women composers have emerged. Among these underrepresented voices, the creative contributions of Asian women composers remain largely unexamined, leaving a significant gap in the global musical narrative. This research project studies and analyzes the works of Asian women composers in the field of choral music to further expose their works to the international choral world, with a particular focus on how their cultural traditions, gender identities, and social backgrounds have influenced their compositional styles and musical themes. At the same time, it provides a comprehensive understanding of the significance of their works and their impact on the evolution of choral traditions. This dissertation adopts a qualitative research method to explore the status of choral works by three selected East Asian female composers through the analysis of their choral works. Additionally, interviews were conducted with these three female composers, representing China, Japan, and Korea: Chen Yi (China), Hyo-Won Woo (Korea), and Makiko Kinoshita (Japan)
Learning The Musical Elements from an Early Age Through the Use of Traditional Folk and Popular Tunes in The Mother Tongue and A Compendium of Music Resources in Spanish for General Music Classes
Get PDFThis document intends to fulfill three primary purposes. One is to explore the principal characteristics of early music education methods regarding teaching and learning music from an early age through the mother tongue, also known as their native language. These methods may suggest other strategies such as: playing and singing children\u27s games, singing traditional folk tunes, improvisation, dancing, or playing instruments for the general music classroom. The second purpose is to provide music educators with a compilation of various music resources written in Spanish, such as pedagogical books, workbooks, and online interactive musical platforms that can be used in the development of music lessons for their students. Lastly, this research project strives to introduce some renowned teaching methodologies to music educator living in underprivileged countries, such as Honduras, that are in need of accessible music resources and instructional methods that promote better music education experience for students, a love for teaching music, music culture and traditions, and the development of musical language in their students.
The document is presented in five chapters. Chapter I is an introduction that presents my personal experience and motives for conducting this research. Chapter II presents a general overview of the shortcomings of the Honduran Educational System and Music Curriculum, as well as a series of positive events that are happening in the music field of the country. This is to provide a panorama and context of the educational system in Honduras, and the need for a research document like this. Chapter III presents a brief biographic description and a literature summary of books that have been written or transcribed in Spanish regarding the music teaching philosophies and methodologies of worldwide renowned pedagogues such as Shinichi Suzuki (1898-1998), Edgar Willems (1890-1978), Carl Orff (1895-1982), and Zoltán Kodály (1882-1967). These methods explore early music pedagogy under the concept of the mother tongue and the use of traditional folk music as a medium for learning the musical language. Chapter IV contains a list of resources written or translated into Spanish that include pedagogical books and other materials that may be used in the general music classroom, such as instruction books, workbooks, and online interactive music platforms. Lastly, Chapter V presents the conclusion of the documents.
This research has made information available through the exploration and study of books concerning early music pedagogy, dissertations, websites, online articles, reports, and dictionaries. I hope that readers who may be unfamiliar with such methods, pedagogical characters, and resources will find this research helpful and serve their music classroom needs
Unschoolers in Higher Education: A Narrative Case Study of Unschoolers’ Sense of Belonging at University
Get PDFApproximately 20% of families engaged in homeschooling have selected unschooling as their educational approach, with estimates suggesting this number may be even higher (Vesneski et al., 2022). Unschooling emphasizes the establishment of an environment where children can autonomously direct their learning by exploring their interests, unencumbered by traditional educational milestones or specific schedules (Arnall, 2018; Riley, 2020; Riley & Gray, 2015). Despite increasing public acceptance and recognition, research on the outcomes for unschoolers—particularly those pursuing higher education—is limited (Riley, 2020). The purpose of this study was to explore the importance of supporting unschoolers after they have matriculated, specifically fostering sense of belonging, to shed light on an under-researched student population and to inform practices that create more inclusive learning environments.
Using Allen et al.’s (2021) belonging model as a theoretical framework, the study was guided by two research questions:
Q1 What experiences do unschoolers perceive as contributing to or detracting from their sense of belonging in higher education?
Q2 What common resources do unschooled students seek to increase their sense of belonging?
This qualitative study included four unschooled university students and employed a combination of narrative inquiry and descriptive case study methodologies to assess the participants’ experiences. Participants engaged in two semi-structured, in-depth interviews and provided material data. The findings demonstrated a need for the establishment of structured rolemodeling relationships, the provision of opportunities for unschoolers to undertake studentleader positions, and the necessity for enhanced education among campus administrators regarding unschooling practices