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Hearing on the Colorado-Big Thompson Transmountain Water Diversion Project
No full textTestimony at the Hearing before Secretary of the Interior Ickes concerning water rights and other issues pertaining to the Big Thompson Project. Includes Maps
Using Canvas to Streamline Learning Outcomes & Program Data
No full textDiscover how to leverage Canvas to efficiently track learning outcomes and manage program assessment data. This session will provide practical tips for using Canvas tools to collect, analyze, and report data, making assessment more seamless and impactful
Beyond the Classroom: Unlocking the Power of High Impact Practices
No full textGet introduced to High-Impact Practices (HIPs) and learn how they enhance student engagement and success. This session will provide an overview of what HIPs are, why they matter, and how they can be effectively incorporated into academic and co-curricular experiences
Designing for All: Making Learning Accessible & Engaging
No full textLearn how to create inclusive learning experiences that are accessible and engaging for all students. This session will introduce principles of Universal Design for Learning (UDL) and practical strategies for designing courses that accommodate diverse learning needs while fostering student success
Consumer Choice
No full textThis module provides a short lecture video and hands-on worksheet activity to help students make informed choices when purchasing goods and services. These resources will encourage active participation and deepen students\u27 understanding of economic decision-making in their daily lives
The Effects of Childhood Trauma and the Ongoing Coronavirus-19 Pandemic on College Student’s Mental Health, School Performance, And Smartphone Usage
No full textSeveral individuals who attend post-secondary education have experienced at least one instance of Adverse Childhood Experiences (ACE). Those who experience significant ACEs in their lives are at risk for a number of negative mental health outcomes, such as PTSD, depression, anxiety, or substance abuse problems, among others. Past studies have demonstrated that there is a potential mediating factor that leads to negative mental health stemming from ACEs. One of these mediating factors is psychological wellness, characterized by overall life satisfaction, resiliency, positive relationships, and self-acceptance. During times of uncertainty, the risk for exacerbating problems brought on by past trauma may be much higher. This is especially true during Coronavirus-19 Pandemic, wherein nearly everyone worldwide was affected by the pandemic in some way. The purpose of this study was to investigate student wellness by understanding the current mental health climate of students enrolled at the University of Northern Colorado (UNC) during the Coronavirus-19 Pandemic. The current study investigated the following questions. What effect do ACEs have on the mental well-being and the changes in school performance and self-reported smartphone usage of college students? Did Coronavirus-19 Pandemic have a differential effect on the psychological wellness, changes in school performance, and self-reported smartphone usage of students who experienced a low (0-1 out of 10), moderate (2-3), and high (4 or greater) number of ACEs in their childhood? How different is the negative effect of Coronavirus-19 Pandemic on mental health and well-being between those who have low ACEs, moderate ACEs, and high ACEs? Does wellness mediate the relationship between ACEs and changes in school performance and self-reported smartphone usage? The current study used Smartphone usage and GPA as proxies for mental health outcomes. The present study explored the mediating relationship between ACEs, wellness, and smartphone usage during Coronavirus-19 Pandemic using a mediation analysis of self-reported data of 293 university students. The number of ACEs was found to be positively correlated with psychological wellness. There was a significant negative relationship between wellness and change in smartphone usage. Lastly, Psychological wellness was found to fully mediate the relationship between ACEs and the proxies for mental health. Implications of these findings and directions for future research are discussed. These findings demonstrate that stakeholders concerned with the mental health of students can focus their attention on improving overall wellness to address past trauma or lack of coping strategies
Integrating Diversity, Equity, and Inclusion into an Undergraduate Sport and Exercise Science Program: A Holistic Case Study Utilizing Social Justice Education
No full textIt has been recommended by many scholars to integrate diversity, equity, and inclusion (DEI) content into higher education curricula across disciplines; however, several institutions have yet to do so. The ongoing discourse surrounding social justice continues to influence the careers of future professionals, especially in the fields of sport and exercise science. Yet, there remains a limited understanding of the perceptions and experiences of students who have participated in a college course centered on DEI topics. Therefore, the purpose of this holistic case study was to provide an in-depth examination of a newly developed DEI course by exploring the authentic experiences and reflections of undergraduate sport and exercise science students who enrolled. Grounded in the theoretical framework of social constructivism and the conceptual framework of social justice education, this study centered student voice and the co-construction of knowledge within a socially conscious learning environment.
The participants were 11 students who completed the 16-week DEI course in Spring 2024. Utilizing four forms of data collection, including two semi-structured interviews, course material data, and pedagogical reflections from the instructor, data were thematically analyzed. Five themes emerged: (a) Enlightened Awareness, (b) Growth in Critical Consciousness, (c) Cultivating a Brave Space, (d) The Power of Interactive Learning, and (e) Universal Relevance. Findings revealed that the pedagogical approach, including relational teaching practices, reflective inquiry, and dialogic engagement, significantly influenced students’ experiences and outcomes. Students reported meaningful academic, professional, and personal impact stemming from their participation in the course.
By amplifying students’ voices and highlighting individualized perspectives, this study contributed to a deeper understanding of the significance of embedding DEI content in higher education. Practical implications include (a) further rationale for integrating DEI content across the curriculum, (b) moving beyond one-time DEI sessions, and (c) implementing intentional strategies to cultivate a brave space within the classroom. This dissertation served as a call to action to prioritize students’ learning experiences and the development of critical consciousness as essential not only to educational practice, but also to prepare students for meaningful, equity-minded engagement in their future professions and personal lives
It shouldn’t be about where they sit, but about where they can succeed: A Pilot Study About Teachers’ Experiences with LRE in a Rural Middle School
No full textOne of the key principles of the Individuals with Disabilities Education Act (IDEA, 2004) is to ensure that students with disabilities receive quality education with their non-disabled peers in the Least Restrictive Environment (LRE). Teachers are pivotal in fostering inclusive classrooms, yet rural schools face challenges in resource allocation, professional development, and recruitment and retention of qualified teachers and other personnel, making implementing inclusion and the LRE principle difficult. Research indicates rural educators feel ill-prepared to implement inclusive practices due to a lack of knowledge, limited resources, and specialized skills to support students who have disabilities. The purpose of this study was to explore general and special education teachers\u27 knowledge and experiences with LRE in a rural middle school. Fourteen general and special education teachers from a rural school in a southern state participated in this study. Findings from this qualitative study identified three major themes. Each theme is presented in detail. Implications for practice and future research to inform the field will also be discussed
Theoretical Review: Finding the Light in Logotherapy
No full textAs humans, we face many forms of fire: the singe of a broken relationship, the smolder of death, and even the blaze of abuse. However, we endure the burn, and eventually, our resilience illuminates into hope. Viktor E. Frankl (1946) once said, “What is to give light must endure burning.” This tumultuous journey of rising from the ashes was familiar to Viktor, as it was a matter of his survival during his experience of the Holocaust. While imprisoned in concentration camps, Viktor developed logotherapy as a theoretical lens to promote freedom. With four universal tenants, the theory is an act of social justice exploring the fundamental existential concerns of freedom, isolation, meaninglessness, and death