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1915 Bill S.6309 and Accompanying Report to Establish Rocky Mountain as a National Park
No full textA report submitted by the Committee of Public Lands on Rocky Mountain National Park meant to accompany Senate and House of Representatives Bill S.6309 which established Rocky Mountain in the National Park System. The report contains various transcripts from figures such as Enos A. Mills and R.B. Marshall, as well as statistics and figures gathered from Rocky Mountain and other national parks.
Housed in National Archives at Denver; Record Group 79, Box 13, Folder: 101 Local Histor
Volume 2 (April 2025)
No full textA journal of student counselors\u27 reflections on culturally attentive mental health care and advocacy
Rapid Ascent: Rocky Mountain National Park in the Great Acceleration: 1945-Present
No full textA Master\u27s Thesis asserting that wat-time technologies cheap fossil fuels, and a culture of techno-optimism—epitomized by the Mission 66 development program—helped foster a “Great Acceleration” of human alterations of Earth’s natural systems.
Abbey, Edward; Beau, Lucas; Braudel, Fernand; Carhart, Arthur; Collins, Kay; Condon, David; Contor, Robert; Crutzen, Paul; Fry, John; Guse, Neal; Hirt, Paul; Hughes, George; Keizer, Garret; Knous, Robert; Love, John Arthur; Menning, Edgar; Mills, Enos; Mooney, David; Noland, Jerry; Olson, Sigurd; Philpott, William; Redman, Mayme; Stoemer, Eugene; Sutter, Paul; Wirth, Conrad; Zalasiewicz, Jan; Leopold, Aldo; Rocky Mountain National Park; Rocky Mountains; Great Acceleration; Anthropocene; Spindletop; Tennessee Valley Authority; Mission 66; Colorado Plateau; World Biosphere Reserve; UNESCO; Ute Trail; Trail Ridge Road
2017 Rocky Mountain National Park Research Conference
No full textThe work highlighted by this conference addresses key issues, including climate change, the spread of exotic plants, large scale restoration needs, environmental contaminants and disease, a need for greater relevancy to youth, and inadequate capacity to keep pace with growing visitation. The NPS Director\u27s Order Resource Stewardship for the 21st Century directs park managers to steward resources for continuous change that is not yet fully understood. This challenge makes research, learning, and engagement at local to global scales more important than ever. The magnitude of issues and opportunities currently facing park managers is reflected in the breadth and depth of the Continental Divide Research Learning Center\u27s research program - a program that would not be possible without a vast array of interested stakeholders.
Alexander, Ruth; Andrus, Robert; Barkley, Silva; Baron, Jill; Barton, Karen; Basch, Danny; Benedict, Katherine; Britten, Make; Brown, Cynthia; Brunswig, Robert; Butera, Brett; Collet, Jeffrey; Cooper, David; Cribby, Dan; D\u27Antonio, Ashley; Dean, Robert; Esser, Scott; Evanoski-Cole, Ashley; Fischer, Emily; Flanagan Pritz, Franklin, Scott;Gaalaas, Kevin; Gage, Edward; Galloway, Nathan; Graham, Robin; Harvey, Brian; Haskett, Danielle; Hobbs, Thompson; Johnson, Theresa; Kaczynski, Kristen; Kirkeby, Kort; Kougl, Mark; LaBelle, Jason; Lawson, Steve; Lukens, Micheal; Mack, John; McLaughlin, Paul; Merrill, Jay; Monello, Ryan; Monz, Chris; Newman, Greg; Noon, Barry; Patterson, Kyle; Pettigrew, Erin; Podzorski, Hannah; Potter, Teal; Powers, Jenny; Prenni, Anthony; Rathburn, Sara; Salkeld, Dan; Sampath, Mutu; Schichtel, Bret; Schliemann, Sarah; Schweiger, William; Scott, Bryan; Scott, Daniel; Scott, Laura; Sexton, Ian; Sibold, Jason; Sidles, Darla; Sive, Barkley;Skagen, Susan; Sparacino, Matthew; Steen, Valerie; Strumer, Kevin; Sueltenfuss, Jeremy;Sullivan, Amy; Tortoreli, Claire; Van, Breanna; Veblen, Thomas; Verhulst, Brian; Weiss, Tristan; William, Tyler; Williamson, Nate; Wilson, Mark; Zhou, Yong
From Vision to Reality: Aligning PLOs with Curriculum & Assessment
No full textLearn how to bridge the gap between program learning outcomes (PLOs), curriculum design, and assessment to create a cohesive and effective learning experience. This session will provide practical strategies for ensuring alignment that supports student success and meaningful program improvement
Implementing Transparency: A Simple Shift with a Big Impact
No full textTransparency in teaching improves communication between instructors and students, creating a more equitable environment where all students, regardless of background, understand what is expected of them. One of the more widely recognized frameworks for implementing transparency in education is the Transparency in Learning and Teaching (TILT) framework, developed by Mary-Ann Winkelmes
Felony Offenders\u27 Perceptions of Effective Rehabilitation and Reintegration Programs in Northern Colorado
Get PDFCriminal justice reform programs in the U.S. have grown and developed as studies have found that older methods of criminal punishment are ineffective in terms of reducing the likelihood of an inmate being reincarcerated after release, referred to as “recidivism.” With the growth of these reforms, ground-breaking systems have been integrated into prisons in the form of rehabilitation and reintegration programs which serve to reduce recidivism. However, with the development of numerous new unique and powerful programs, determining which rehabilitation and reintegration programs are most effective in reducing recidivism in felony offenders in the U.S. is critical. Past research suggests that different programs serve to reduce recidivism in a variety of ways. For example, while an arts-based program shows significant success with those who have a knack for being creative, work-based programming has shown to be more successful for those in need of funds to save for post-release. However, most of this prior research is done with majority quantitative data based on looking at how programs impact on the rates of recidivism in offenders after taking them and being released into the community. This current research study seeks to address this question with a mixed methods survey focused more on qualitative results, which were disseminated to halfway house clients in a medium-sized mid-western city. The research participants rated various rehabilitation and reintegration programs that they experienced while also providing short answers to open-ended questions regarding what they view as the biggest barriers to reintegration and recommendations for programs. This research study emphasizes the importance of individualized approaches in reintegration and rehabilitation programs for felony offenders, and the results can inform possible future adjustments to offered programs within this community
2024 Celebration of Faculty Scholars Condensed Program
Get PDFThe Office of the Provost, the Office of Research and Sponsored Programs, and University Libraries are proud to host the fourth annual Celebration of Faculty Scholars. This year, we recognize the achievements of 272 faculty, who have contributed over 1,000 publications, presentations, and creative works, and secured more than $6,000,000 in grant funding in 2024
Speech-In-Noise Testing for Adults
Get PDFSpeech perception is defined as a process “between the reception of the acoustic signal at the eardrum and any conscious introspection about the quality of the percept it evokes or the mnemonic, affective, or semantic associates it arouses.” (Phillips, 1998). Several factors can affect an individual’s perception of speech: the type of speech, type of noise, binaural versus monaural listening, age, male or female speaker, listener or speaker of a non-native language, cognition, central nervous system neuroanatomical differences, and hearing loss. While just a single one of these factors in isolation can create adverse conditions to perceive speech, it is typically a complex interaction of several factors that occurs.
In audiology, assessing a patient’s ability to understand speech in background noise can provide crucial information about their capabilities in noisy situations encountered in the real world. Using speech-in-noise testing (SIN) testing not only provides crucial information about an individual’s capabilities in noisy situations encountered in the real world but also allows audiologists to address the patient’s complaint and use their scores ability as a counseling tool (Wilson, 2004). There are generally three adult clinical populations that may benefit from SIN testing: those who express difficulty understanding speech beyond what is expected from their audiogram, those who are hearing aid candidates and users, and those who are cochlear implant candidates and users. There are several factors to consider when choosing the appropriate SIN test for a patient: the platform the testing is administered through, signal type and how it is scored, type of background noise, how the test is administered (including the time it takes), what type of response is expected from the patient, reliability and validity of the test, presence or absence of normative data and which population it is based upon, and lastly, the type of patient who is being tested.
There are many limitations to the generalizability of SIN testing due to restrictions on the population who can participate. Gaps in the current literature on SIN testing with insufficient research include the correlation between type and degree of hearing loss with SIN test results, a lack of diversity in the patient population, and SIN testing in tele-audiology. Expanding the types of noise available to use during SIN testing could further help audiologists understand how patients function in real-world listening environments. It would also be beneficial to address the lack of normative data on the current SIN tests available to help improve the usefulness of the testing. Due to the disproportionate number of audiologists who execute SIN testing during their appointments, it is pivotal that more audiologists include it in their test battery with all patients who report difficulty understanding speech in noisy environments
The Role of a Web-Based Collaborative Cloud Application as a Tool for Spanish Acquisition: College Students’ Attitudes and Perceptions in Language Courses
Get PDFThe purpose of this study was to examine college students’ attitudes and perceptions toward using a web-based collaborative cloud application (Padlet) for aquiring the Spanish language. Conducted during the Fall 2024 semester, the study involved 53 college students from the Colorado Rocky Mountain region who engaged with Padlet in their Spanish language courses. A quantitative method was employed to address the following three research questions related to students’ perceptions of Padlet’s effectiveness in developing four essential skills: listening, speaking, reading, and writing; their attitudes toward Padlet’s features; and their overall evaluation of Padlet as a language-learning tool.
Q1 What are college students’ perceptions regarding the efficacy of a web-based collaborative cloud application in enhancing Spanish learning across the four essential skills of listening, speaking, reading, and writing?
Q2 What are college students’ attitudes toward web-based collaborative cloud application features while completing the course assignments?
Q3 What are college students’ perceptions toward a web-based collaborative cloud application as a language-learning tool for learning Spanish?
Participants completed a variety of interactive assignments using Padlet including oral presentations, video recordings, and collaborative discussions. Data were collected through a survey instrument that included both Likert-scale items and open-ended questions. The response rate was 53%, with 53 students providing complete responses. Quantitative results showed students perceived Padlet as moderately effective in enhancing their Spanish skills, with a mean score of 3.61 (SD=0.94).
Qualitative data supported this finding, with students reporting perceived improvements in listening (85%), speaking (72%), reading (57%), and writing (51%). The students emphasized the value of Padlet features such as video presentations, peer feedback, and written responses. Regarding attitudes toward Padlet’s features, students reported a generally positive experience as reflected in a mean score of 4.06 (SD=0.83). Their favorite features included the platform’s ease of use, interactivity, flexibility, and support for collaboration. However, some students noted technical difficulties and limited customization options as drawbacks. Students also expressed a positive overall perception of Padlet as a language-learning tool with a mean score of 3.81 (SD=0.94). Themes of increased engagement and peer collaboration emerged from qualitative responses, while suggestions for improvement focused on enhancing media interaction and personalization features.
In conclusion, this study found Padlet provided an engaging and effective environment for Spanish language acquisition. Students valued its collaborative and multimedia-rich design, although they noted challenges related to technical issues and customization. These findings contributed to the growing field of technology-enhanced language learning by highlighting the importance of accessible, interactive digital tools in supporting second language development.
Keywords: apps, attitudes, collaborative learning, community of practice, language acquisition, Padlet, perceptions, Spanish language learners