49053 research outputs found
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UNI Sword Fighting, 01
No full textAlt Text: RodCon attendees and the UNI swordfighting club practice with foam weapons and shields outside the library.https://scholarworks.uni.edu/rodcon2025_photos/1025/thumbnail.jp
Comic Art Wall
No full textAlt Text: Three RodCon attendees looking at the Comic Art Wall, featuring local elementary student\u27s art curated by the UNI art education students.https://scholarworks.uni.edu/rodcon2025_photos/1032/thumbnail.jp
Ghostbuster Car
No full textAlt Text: The Ghostbuster Car, belonging to the Iowa Ghostbusters, parked outside the Rod Library.https://scholarworks.uni.edu/rodcon2025_photos/1037/thumbnail.jp
25. Dragaganza 2025: Group Photo [photograph]
No full textA group photo of 6 students at the \u27Dragaganza\u27 event.https://scholarworks.uni.edu/lgbtq_projects/1008/thumbnail.jp
[47a] Emancipation Monument, Boston, Massachusetts, United States [front]
No full textWhy would a statue in Boston that honored one of the most important events in US history get removed? Although it was put up in good faith, it depicted the enslaved man as a common stereotype. Lincoln is shown as a tall, standing, white man who freed and saved the crouching and shirtless enslaved black man. This was a common theme. White men tended to be depicted standing or riding a horse above their minority counterparts, who were shown seated, crouched, or in a subservient position.https://scholarworks.uni.edu/his_monuments_sp2022/1092/thumbnail.jp
2025 Summer Undergraduate Research Program
No full textThe program for the Summer Undergraduate Research Symposium of the College of Humanities, Arts and Sciences.https://scholarworks.uni.edu/surp_programs/1012/thumbnail.jp
Access for Schools: The Challenge for Success
No full textIn the book Power Shift, Alvin Toffler stated, Those who can access information and use it to their advantage will succeed in the 21st Century ... those who cannot will be condemned to a permanent underclass (cited in O\u27Conner & Kempster, 1993). If Toffler is correct, we need to ensure everyone has full access to the Internet and additional telecommunications of the future. To underscore Toffler\u27s statement, O\u27Conner and Kempster (1993) suggested:
The challenge of teaching and learning in the next century will be to know how to seek out information, how to ask the relevant questions, how to use this information to express new ideas, and how to find the resources available to each user. It is essential that our schools join with all other aspects of society in increasing their productivity through appropriate applications of technology. The most disadvantaged in the 21st Century will be those whose access to interactive information systems is limited or nonexistent.
The point is clear: We need to be teaching our children and adults now about accessing and using available technology, namely the Internet
The Educational Perspective of At-Risk Students: How Standards-Based Grading Affects Students in Alternative Education
No full textThis dissertation explored the widespread challenges within educational systems by investigating the transformative potential of Standards-Based Grading (SBG) for atrisk students in alternative education settings. In an epoch where traditional grading systems often perpetuate inequities and focus on punitive assessments that undermine student growth, this study will explore how SBG can redefine how students in alternative education settings perceive their academic success and understand their learning environments. By providing a fair and transparent system, SBG reassures students and educators alike, instilling confidence in the system. Through in-depth, semi-structured interviews with recent graduates from a Midwest alternative school, the research examined how SBG influences student motivation, self-efficacy, academic performance, and ability to set and achieve meaningful learning goals. This study examined grading practices, positioning SBG as a tool to improve educational outcomes for marginalized populations. By revealing the impact of SBG on student agency and achievement, this research contributed to the more significant movement for educational reform, providing crucial insights that could reshape policies and practices to create more inclusive, equitable, and student-centered learning experiences. The findings intended to prime future dialog for educators, policymakers, and advocates working to dismantle barriers and unlock the full potential of all students, especially those most vulnerable to being left behind in traditional academic environments. The central research questions guiding this inquiry were: How did at-risk students perceive the relationship between SBG and their personal perspectives on learning and academic success? In what ways did SBG influence at-risk students’ ability iii to identify and work toward their intended learning goals? This phenomenological qualitative study provided educators and policymakers with insights regarding the effectiveness of SBG in alternative education environments, ensuring more tailored support for at-risk students