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Pre-service Teacher Perceptions of Preparedness: Collaboration with Diverse Families of Children with Disabilities
No full textCollaboration between educators and families is a critical issue in the field of education. This topic becomes even more salient when working with culturally, linguistically, or economically diverse families of children with disabilities. Both research and practice have shown that many educators enter the profession without adequate preparation for this aspect of their role. This study examined pre-service teachers\u27 attitudes, comfort level and perceived preparedness to collaborate with diverse families of children with disabilities while completing their university teacher preparation programs. A total of 159 pre-service teachers representing 40 institutions completed an online survey addressing this topic. Results indicated a) pre-service teachers felt largely unprepared to collaborate with diverse families, b) coursework and practicum experiences were positively associated with attitude, comfort level and preparedness in collaborating with diverse families, and c) hands-on strategies, such as role play, Family as Faculty approaches and practical learning within the world of diverse settings were recommended. Implications for practice and future research will also be discussed
Theoretical Exploration: Feederism and Precarious Manhood
No full textThe internet provides a peek into the lives of niche communities that one might not otherwise encounter in daily life. Stumbling into a unique subculture can intrigue, befuddle, or even disturb the outside viewer. The traditional physical barriers between sexual fetishes and the outside world are diminished with a few clicks of the keyboard. One sexual fetish gaining internet traction, even outside of the explicitly adult online spaces, is that of feederism. Feederism’s growing infamy comes from its odd and extreme departure from what is considered “normal” – an overt sexualization of force feeding a partner with intent of weight gain to the point of morbid obesity (Charles & Palkowski, 2015). This theoretical paper seeks to understand the psychosexual processes at work behind dominant sexual roles for heterosexual cisgender men interested in extreme feederism. Theories of precarious manhood and dehumanization guide a hypothesized understanding of what may be behind this scantily researched fetish
Rocky Mountain National Park: How Might Future Warming Alter Visitation
No full textA flyer covering how Global warming may effect visitation patterns to Rocky Mountain National Park. Rocky Mountain National Park; Climate Change; Global Warming; Fisichelli, Nicholas; Ziesler, Pamela
People and Nature and the Mountaintop
No full textA Resource and Impact Study of Longs Peak in Rocky Mountain National Park
Adamson, Stan; Alexander, James; Aspinall, Wayne; Bird, Isabella; Blaurock, Carl; Bossier, Floyd; Browser, David; Butler, William; Canfield, David; Carr, Ethan; Chapin, Frederick; Charles, Eliot; Clark, Gerald; Collier, Betty; Collier, Robert; Crouch, Dee; Daske, Larry; Davis, Earl; Disney, James; Diver, Van; Eubanks, Bill; Goss, Wayne; Grove, Jim; Hartzog, George; Herkinham, Norman; Holubar, Roy; Hurley, George; Jardine, Ray; Johnson, Dale; Johnson, Lydon Baynes; Kamps, Bob; Kezlan, Richard; Kiener, Walter; Kor, Layton; Lamb, Elkanah; Mclaughlin, John; Mills, Enos; Moomaw, Jack; Muir, John; Nesbit, Norman; Nugent, Jim
Volume 1 (April 2024)
No full textA journal of student counselors\u27 reflections on culturally attentive mental health care and advocacy
The Impact of Using the Visual, Auditory/Aural, Reading/Writing, and Kinesthetic (VARK) Model in Ballet Class: A Multifaceted Approach to Teaching Ballet Technique to Children Ages Nine to Twelve Years Old
No full textThe purpose of this study was to generate data that would measure the impact of the application of the Visual, Auditory/Aural, Reading/Writing, and Kinesthetic (VARK) Model learning styles on student comprehension and execution of movement in ballet class. The researcher sought to answer these questions:
Q1 Does teaching students’ using their preferred learning style help them understand the movement thoroughly?
Q2 Does teaching students’ using their preferred learning style help them execute the movement more precisely?
There was a total of twelve participants ages nine to twelve years old and two observers, whom were colleagues of the researcher. A set of five exercises were taught to participants by the researcher. These were videotaped prior to the implementation of three concepts (Clarity of Line, Port de Bras, and Use of Plié) as well as after the implementations concluded. The researcher created a handout for each concept that outlined all of the learning styles encompassed in this model. Participants completed both a Pre- and Post-Implementation Test. Observers, after receiving and viewing the videotaped exercises, completed Pre- and Post-Implementation Evaluations for each participant.
The findings revealed an interesting contrast between students’ self-perceptions and the observers’ assessments. Quantitative data from the student participants showed minimal increase
in their perceived understanding and execution of the movement. However, qualitative reflections suggested deeper cognitive engagement than the numerical results indicated. In contrast, the observers reported a noticeable improvement in the students’ execution of the movement from Pre-Implementation to Post-Implementation. Notably, participants and observers did not receive the same information throughout the study. This inhibited observers from the ability to directly assess the students’ comprehension, though they inferred cognitive development regarding the concepts based on the refinement of physical execution of the videotaped materials.
This study generated valuable data that could encourage further research; however, the study did have limitations including the small number of participants, minimal age range, restriction on time to execute study, only being implemented in a ballet class, and unequal distribution of contextual information between participants and observers. Though this study faced certain methodological limitations, the findings highlighted the multifaceted nature of learning within dance education, where progress cannot always be fully captured through quantitative measures alone. The contrast between participants’ self-perceptions and the observers’ evaluations illustrated the complexity of assessing embodied learning; an experience that was intellectual, physical, and reflective, that encouraged future research on this topic in dance education
Pit Stop: Debrief, Discuss, & Refuel
No full textTake a break to reflect, connect, and recharge in this interactive session. Engage in open discussions, share insights from the symposium, and gather fresh ideas to fuel your next steps in teaching, learning, and assessment
Bedside Swallow Evaluation
No full textThe bedside swallow evaluation is the most common non-instrumental diagnostic tool used to assess and diagnosis dysphagia as well as recommend diet levels and compensatory strategies. Currently, because of patient variability, there are no thorough online demonstrations that help speech-language pathology students understand when to trial different consistencies versus compensatory strategies. This project walks through a bedside swallow evaluation for three common patient profiles: Parkinson\u27s Disease, Stroke, and Head/Neck Cancer. Students will make decisions to choose to change consistency, volume, and methods of bolus delivery to complete these three case studies. Students will end each diagnosis by choosing the most appropriate diet level and compensatory strategies. Errors will be provided with feedback
Help-Seeking Experiences of South Asian American Men: A Phenomenological Exploration
No full textSouth Asian Americans are defined as individuals residing in the U.S. with heritage from Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and/or Sri Lanka. Despite the rapid growth of the U.S. South Asian community in recent years, with their population increasing by 40% in 7 years (SAALT, 2019), they are severely underrepresented in the research literature. In fact, this community is often subsumed under the larger umbrella identity of Asian-American despite the uniqueness of South Asian culture from the broader Asian American culture (Farver, Narang, & Bhadha, 2002; Rao, 2006; Das & Kemp, 1997). Drawing from research on the broad Asian American cultural group can sometimes result in misleading interpretations of the South Asian community, such as overgeneralization and failure to examine the unique South Asian American cultural experience. Similarly, the limited research on help-seeking attitudes and mental health stigma in South Asian American men may stifle the potential to understand this group\u27s unique experiences, combat help-seeking stigma and meet this community\u27s mental health needs. In our phenomenological study, we sought to address this gap in research by better understanding South Asian American men\u27s mental health help-seeking experiences
Accessing Program Data for your 5-Year Program Review
No full textLearn how to efficiently locate, interpret, and utilize program data for a successful 5-year program review. This session will provide guidance on accessing key institutional data sources, making sense of assessment results, and using data to inform program improvements