Now showing items 21-40 of 303

    • Canada's Reputation and Emigration in Early American Slave Narratives

      Sellers, Rachel
      Canada regularly makes appearances in the literature, news, and even the popular culture of the United States (U.S.). Canada appears in Margaret Atwood’s novel The Handmaid’s Tale (1985), it plays an even larger role in Hulu’s television adaptation of Atwood’s novel, it appears in episodes of The Daily Show, and in other media readily consumed by the American public. Being one of only two countries to share a border with the United States, it is easy to recognize why references to Canada appear sporadically in narratives written about the United States. By exploring American Literature specifically, Americans’ varying attitudes toward its northern neighbor are apparent. The reputation of Canada is depicted both positively and negatively. One example is how early American literary narratives, especially slave narratives, depict Canada as the North Star, the Promised Land, and the terminus of the Underground Railroad. Canada’s influence and significance on the literary history of the U.S. – especially before, during, and immediately following the U.S. Civil War – is underestimated and sometimes disregarded. The ultimate purpose of this paper is to identify and examine these covert representations and illuminate the ways in which Canada became unofficially regarded as, and possibly remains to this day, a safe haven for fugitive slaves, immigrants, and outcasts of U.S. society. I will use the history of the United States in conjunction with the texts Incidents in the Life of a Slave Girl by Harriett Jacobs, Blake; or, the Huts of America by Martin R. Delany, and Uncle Tom’s Cabin by Harriett Beecher Stowe to illustrate early Americans’ attitudes toward Canada and how these attitudes were formed. These texts will show how slaves were empowered and inspired by the mere existence of Canada. Themes of resistance, marronage, and identity aid in the formation of Canada’s reputation. Furthermore, I will show evidence that these attitudes and themes persist in American culture today.
    • Collaborative Media Literacy: Co-using of Mobile Smartphones among Teens and Adults

      Apkhazishvili, Salome
      Answering the question of how many smart technologies an average American family owns takes time to count, re-count and name the exact number. Among many smart technologies, there are, at least, two smartphones in each family. The STATISTA chart shows that from 2011 through 2019 smartphone ownership in the USA increased from 35% to 81%. Even more interesting is what the Pew Research Institute study says about the decreasing level of the generational divide. When it comes to smartphone ownership, 90% of Gen Xers (ages 39-45 this year) have it, compared to millennials (ages 23-38 this year) whose percentage rate is 93%. A smartphone appears to bridge a generational divide. Yet, there is a less qualitative research on it. This thesis project examines parent-child communication when it comes to smartphone regulation. By interviewing the parents of 10-17 years old kids, the goal is to reveal the major concerns and advantages a smartphone pose in digital parenting. At the same time, this qualitative study aims to investigate what parents and kids learn from each other when it comes to smartphone usage. In the age of increasing the presence of smartphones in our lives, the major question goes to the validity of the parental mediation model that was initially created to handle TV-challenge, but does it works with the smartphone as well?
    • The Effects of the WUSTL-ALLEX Japanese Teacher Training on Participants’ Teaching

      Amioka, Shoke
      PURPOSE OF MY PROJECT The aim of this study is to clarify how the WUSTL-ALLEX Japanese Teacher Training could affect participants’ teaching. As a graduate of the teacher training course, I observed and analyzed my teaching demonstration that I did during the course. I also observed my current teaching at Beginning Japanese courses at University of Southern Indiana to analyze how my teaching style has changed and/or maintained the principles that I learned through the teaching training over. I am going to interview 7 participants who took part in the same teacher training course as trainee teachers in 2018 at Washington University in St. Louis to see what principles of the teacher training institute they have maintained or not maintained in their workplace. The result of my project will become valuable recourse to see the effectiveness of the course of the WUSTL-ALLEX Japanese Teacher Training and to find areas that should be improved. The WUSTL-ALLEX Japanese Teacher Training Institute The WUSTL-ALLEX Japanese Teacher Training Institute is a full-time intensive program which are held each summer at Washington University in St. Louis (ALLEX Foundation, n.d.). The course has mainly three goals. The first goal is “to instill an understanding of developments in language teaching (particularly Japanese language teaching,) that view language as meaning-making activity that involves reflective performance (AELLEX Foundation, n.d.)”. The second goal is “to give ample opportunities in practice teaching with abundant constructive feedback (AELLEX Foundation, n.d.)”. The last goal is “to prepare participants to assume responsibility for an elementary language program at an American institution (AELLEX Foundation, n.d.)”. The seven participants and I completed the two-month program in August 2018, as preparation for a teaching assignment at different schools in the U.S. The seven-week summer teacher training program was taught by master university instructors and experts in Japanese pedagogy. The summer program emphasized the teaching of Japanese specifically to native-English speakers, an important perspective rarely studied by language teachers trained in Asia where most language students are from nearby Asian countries and have very different language backgrounds from students in the American university classroom (ALLEX Foundation, n.d.). TOPICS COVERED IN The WUSTL-ALLEX Japanese Teacher Training Institute The curriculum of the full-time-intensive summer program included a lecture component (covering such topics as the basic principles of effective Japanese language pedagogy, classroom teaching techniques, the linguistic analysis of Japanese, and language testing); an observation component (during which participants observe and analyze actual Japanese language classes taught by master instructors); and a demonstration component (during which participants teach actual Japanese class sessions, which are videotaped and later critiqued by program faculty members) (AELLEX Foundation, n.d.). There were mainly two unique characteristics in the Beginning Japanese program they offered to Japanese language learners. The focus of the course was to train students to function successfully in the Japanese culture, using Japanese as your primary language. The program focused on teaching them how to present themselves in a way that is comfortable for Japanese people. The course aimed to help students to develop skills in Japanese to cross ethnic, cultural, ideological and national boundaries and to gain an understanding of Japanese interpersonal behavior and related thought patterns. The students were expected to build a basic Japanese language proficiency but also demonstrate a level of cultural understanding suitable for correct performance of assigned tasks in Japanese (e.g. how to appropriately make a request). The other unique feature the program had was the class format. There were two types of class. ACT classes are conducted entirely in Japanese, which means no English was allowed. In ACT classes students perform in Japanese, utilizing knowledge and skills they learned at home. Students’ performance will be graded hourly and feedback as to how to further improve your performance will be provided by the instructors on a regular basis. On the other hand, FACT classes were usually held twice a week and support your performance in ACT classes. FACT classes are conducted primarily in English to discuss mechanics of the course, connections between sentence patterns and cultural interactional strategies, strategies for communicating in Japanese, and other components of the learning materials. There are frequent quizzes in FACT classes. RESEARCH QUESTIONS What principles of the WUSTL-ALLEX Japanese Teacher Training Institute have the graduates maintained in different educational institutions where they work? What principles of the WUSTL-ALLEX Japanese Teacher Training did the participants have to change or adjust in order to meet their students’ needs or schools’ policies? How are the trainee teachers now feeling about the teacher training course? What areas they think should be improved or appreciate. METHODOLOGY Review ALLEX Philosophy and principles. Analyze my teaching demonstration which was videotaped in the WUSTL-ALLEX course. (five times in total) Analyze my current teaching which was also videotaped in JPN102 Beginning Japanese Spring 2020. (seven times in total) Interview seven graduates from the WUSTL-ALLEX course to analyze their teaching. Collect data. Results Discussion Conclusion including suggesting what areas of the teacher training course should be appreciated and what areas should be improved for the program’s development. BIBLIOGRAPHY ALLEX Foundation. (n.d.). Curriculum. Retrieved February 2020, from ALLEX Founation: ALLEX Foundation. (n.d.). ALLEX Foundation. Retrieved Feburuary 2020, from ALLXT Foundation: ALLEX Foundation. (n.d.). ALLEX Foundation. Retrieved February 2020, from ALLEX Program Overview: Banni, E., Ikeda, Y., Ohno, Y., Shinagawa, C., & Takashiki, K. (2011). GENKI ? An Integrated Course In Elementary Japanese Seond Edition (Vol. 1). Chiyodaku, Tokyo, Japan: The Japan Times, Ltd. Matthew , C. B., & Warnick, P. J. (2006). Performed culture : an approach to East Asian language pedagogy. Columbus, Ohio, USA: The Ohio State University Press.
    • Accent Reduction Strategies for Higher Employability

      Morgan, Virginia
      Foreign accents can sometimes have an impact on the credibility of an individual trying to obtain employment. Accents of certain individuals may change the way ones views their intelligence and trustworthiness. There are many strategies that one can take for accent reduction in order to highlight employability. The judgements of those that are interviewing candidates often is reliant upon what they have been exposed to in their own lives. In order to teach those that are interviewing, one must look at those strategies that lessen the gap between the foreign languages at hand. One must look at strategies for not only those that are interviewing, but also the employers and teachers. Many case studies showcase that the majority of those that have an accent are often presented with stating false statements than those that do not. We see this in employment rates where US immigrants have higher unemployment rates. One must look at this correlation between credibility and trustworthiness and accents during the interview process. Language characteristics of the interviewee may allow the future employer to identify the speaker’s ethnicity, creating a blockage in the employability due to lack of knowledge or stereotyping. The American Council on the Teaching of Foreign Languages (ACTFL) is devoted to teaching those with foreign language accents. We can use the levels the ACTFL has created with the accents in individuals looking for employment in order to train those interviewing to fully understand how and why they answer questions the way that they do. Displaying the level that a foreign accent speaker has can allow for proper employability when interviewing for a new position. With these strategies, among others, we can value those that have foreign accents and allow them to highlight their employability and diminish the higher rates of unemployment. "
    • Let’s Talk About Sex: Examining the Teens’ Sexuality in Netflix’s TV-series Sex Education

      Apkhazishvili, Salome
      Sex Education, a recently aired teen comedy (2019) is another revelation of Netflix’s ideology, create product that genuinely fits the millennial interests. An appealing title, and the highly saturated sex scenes is something that instantly grabs attention to binge watching it; however, this is an invitation to spark discussion on the way teens think and talk about sex, by whom and which circumstances they get educated about sexual health and intimate relationships, and what are the consequences of absence the proper sex education. By applying the close textual analysis, this paper examines the dominant narratives represented in this TV-show. Overall, the analysis reveals the ways teens look at their, and others’, sexual life, the needs they have to cross the border from teen to adolescence with less pain. The show also emphasizes the major players in sex education, and, ultimately, gives us a close-up shot of the issue.
    • Accessibility: ADA Compliance through the Professional Practice of Interior Design to Accommodate Americans with Hidden Disabilities

      Anderson, Alyce
      The professional practice of Interior Design encompasses the integration of functional building systems with the aesthetic application of materials. It often requires significant research and the understanding of all facets of human interaction and needs. One key aspect of such functionality relates to the concept of the physical accessibility of building spaces. A major component of the Americans with Disabilities Act (ADA 1990) existed in an inclusive approach to provide for the populous possessing physical limitations by removing barriers to those disabilities. More recently, a rise in the prevalence of conditions, although considered more hidden and often possessing less-physical limitations, yet still pose accessibility challenges has forced the development of an extensive list of disabilities to be covered under the ADA umbrella. Many of these conditions were included in the updated ADA Amendments Act (2008). Separately, as licensing requirements for the professional practice of Interior Designers has also grown, the National Council for Interior Design Qualifications developed a more expanded definition of the professional practice in 2018. Specifically, as shown on the organization’s website, Interior Designers are tasked with not only addressing code-compliance and physical accessibility but also should consider the mental and emotional needs of people. These expansions blow open the limited understanding of accessibility as previously addressed simply by removing physical barriers towards inclusivity. Many reasonable accommodations for these hidden disabilities require specific boundaries and often fall under federal privacy protections presenting unique challenges to inclusivity. Examples of such conditions include Autism, PTSD, ADHD and food allergies. With such a complex list of more than 55 hidden conditions under the umbrella, the functional practice of Interior Design requires a new approach. Significant research should be conducted to understand the relationship between the protection of this continuously growing segment of the population and the numerous privacy issues that preclude precaution. An approach of identifying the interconnective requirements of the hidden disability population into sets could provide the means of constructing a balanced solution of inclusive sets of boundaries within the construction of public spaces.
    • Everyone Deserves to Play! Adapting Toys for Switch Access

      Collins, Kaysie; Daugherty, Bailee; Day, Lauren; Healy, Lara
      Play experiences provide children with practice for skills they require later in their child and adult life (Hamm, 2005). Children learn from interactions with peers and through independent play. Toys provide a way for children to problem solve and engage in their environment (Hamm, 2005). Children with significant disabilities including, those that hinder their ability to communicate, often struggle to express their needs and engage in play. By using assistive technology, these children have more opportunities to independently experience and learn from their environments (Schaefer and Andzik, 2016). According to Schaefer and Andzik (2016), switches are simply devices that are used to complete electrical circuits so that another powered device can be activated. These can range from lights to toys with an electrical system. These switches are activated by small body movements in order to create an easier way for equipment to be used. Some have even been adapted to be triggered by a breath of air (Schaefer & Andzik, 2016). The skills required for using a switch take time and practice. Learning this skill through play provides more independent switch use as an adult (Schaefer and Andzik, 2016). Switches are a form of assistive technology that can be attached to battery operated items to activate them in an alternative way. The University of Southern Indiana occupational therapy faculty educated occupational therapy and occupational therapy assistant students on the purpose and process of adapting battery-operated items. This education and training included “Adapting a Toy for Switch Access without Soddering” from the robotics team at Ivy Tech. At the training, students learned how a simple circuit works, the toy evaluation process, the process of splicing wires, and the final toy modification process. The students received printed instructions, along with hands-on training, for future use. A total of 50 toys were switch adapted by the OT and OTA students. After completion of the training, the adapted toys were delivered to the Warrick County School Corporation. Learning how to adapt battery operated items using switches is a skill that students will be able to use in future professional occupational therapy practice. References Hamm, E. M., Mistrett, S. G., & Ruffino, A. G. (2005). Play outcomes and satisfaction with toys and technology of young children with special needs. Journal of Special Education Technology, 21(1), 29-35. doi:10.1177/016264340602100103 Schaefer, J. M., & Andzik, N. R. (2016). Switch on the learning. TEACHING Exceptional Children, 48(4), 204-212. doi:10.1177/0040059915623517
    • Service-Learning: Perspectives of Assistive Technology for Participation in Unified Games

      Williams, Emma; Arvin, Tara; Koester, Kelsey
      How can students with significant physical disabilities participate more independently in school sponsored unified games and adaptive physical education classes? That is the question that occupational therapy (OT) students from the University of Southern Indiana (USI) were assigned to answer. OT students were asked to use their clinical skills, assistive technology training, and imagination to design equipment that students could access more independently to participate in track and field type activities. Special education staff from the Evansville Vanderburgh School Corporation in southern Indiana contacted USI faculty with their needs and developed a service learning opportunity with amazing benefits for both parties. For the middle school students, the unified game events are aligned with the Indiana organization and include manual wheelchair races, power wheelchair races, standing long jump, softball throw, kickball, and baseball. For the elementary school students, the school district has developed 10 stations for the event including basketball activities, scooter activities, kicking activities, obstacle course, balancing act, throw/catch, scarf juggling, parachute play, tic-tac-toe, and animal walks. At first glance, this list of activities seems extremely challenging for children with limited motor skills. However, with the addition of assistive technology, problem solving skills, and creativity, the community and university worked together to even the playing field. Join us as we share the innovative equipment we designed; and the successes and failures we experienced along the way to break down barriers for students with significant physical disabilities. Our poster presentation will examine the implementation of the project including the following: Assistive technology (AT) equipment designed Building and modifying the AT equipment Trials with the AT equipment Outcomes of inclusive participation with our created devices
    • 2017 Celebration of Teaching Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • 2018 Celebration of Teaching Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • 3rd Celebration of Teaching & Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • 2017 Celebration of Teaching & Learning Symposium Abstracts

      Center for Excellence in Teaching and Learning
    • 4th Celebration of Teaching & Learning Symposium Program

      Center for Excellence in Teaching and Learning
    • Learning is an Inside Job

      Saxby, Lori E.
      Problem and Context: Although students have spent countless hours in instructional settings before entering college, many have not learned how to learn. Upon entering college they are often surprised to know that strategies previously used for passing courses in the past are not compatible for developing the type of deep, long lasting learning required to be a successful college student. Few of today’s students show signs of being growth-minded, proactive, self-regulated learners. They may not recognize that learning is a process that occurs over time and, as author Linda Nilson states, that “learning is an inside job.” They know neither how learning works nor what they have to do to ensure it which may have a negative impact on grades and retention. Approach and Results: Since part of USI’s mission, and a major goal of higher education, is to create life-long learners, we have the opportunity to guide students in our courses toward a growth mindset that encourages learning by including assignments and activities that foster self-regulatory behaviors. With improved engagement in their own learning, students’ motivation also rises as they see successes due to their efforts. Research supports these efforts. Albert Bandura found that self-regulation and self-efficacy reinforce each other. As a result of self-regulated behaviors, the successful learner internalizes his locus of control and feels empowered to attribute successes and failures to his own study habits and efforts. In addition, Daniel Goleman found the ability to self-regulate predicted SAT scores more strongly than did IQ, parental education, or parental economic status. Discussion: Participants will have the opportunity to discuss how students currently learn in their classroom and how an emphasis on a growth mindset and self-regulated learning behaviors may lead to improvement in their students' motivation and success. Sample self-regulatory activities will be shared.
    • Using Avatars to Improve Communication Skills and Build Mentoring Relationships in an Imaging Science Program

      Schmuck, Heather
      Students are often timid when they start clinical education and begin working with actual patients. One area that tends to suffer in the early stages of clinical education is the vital communication piece that must happen with a patient in order to put together a comprehensive clinical history for the interpreting physician. In an effort to increase student confidence in communicating with patients to obtain a clinical history prior to an imaging study, a project was developed utilizing a virtual reality (VR) environment in a web based platform for a group of imaging science procedures courses. Multiple authors (Annetta & Holmes, 2006; Falloon, 2009; Baker, Wentz, & Woods, 2009) have suggested the use of avatars as a method of increasing student engagement and learning. Novice students enrolled in the Introduction to Radiographic Procedures course collaborated with advanced students enrolled in their fourth semester of the Radiographic Procedures course sequence to create short videos showing a typical dialogue that would take place at the beginning of an imaging study in the clinical environment. Students were allowed to use their creativity in creating avatars, environments, and scripts for this project. By collaborating with advanced students, the novice students were able to establish a connection with a mentor from the advanced cohort of students while also learning new communication strategies for questioning a patient and increasing confidence. Results of student perceptions of benefits and drawbacks to the project will be discussed as well as opportunities for project improvement in the future. This pedagogical approach outside of the classroom allowed for a unique and entertaining method of learning new skills and establishing mentor and mentee relationships.
    • Planting the Seeds of Student Engagement Through a Service Learning Project at a Local High School

      Reynolds, Erin; Mustata Wilson, Gabriela
      Problem Statement: Student engagement in the classroom can be fostered by service learning activities in the community. Context: Faculty at a local academic institution were invited to grow an interprofessional partnership with the local Area Health Education Center and an alternative high school to create a wellness fair to connect at-risk students with resources. The high school serves students from a variety of backgrounds, including a high proportion of minority (43.7%), economically disadvantaged (72.6%), and four-year graduation rates of ~20%. Junior and senior students from four health services courses (HP378, HP306, HP475, and MHA642) participated in service learning projects and completed a post-project survey to evaluate their engagement. Approach: Faculty responsible for several courses developed innovative service learning projects to cultivate an environment of engagement for their students. Examples of service learning projects will be shared for two of the courses that participated in the high school wellness fair. One group of students were responsible for the design and organization of the fair, while another group acted as vendors and introduced the high school students to virtual reality stress relief methods. Results: Student outcome data will be shared that supports the benefit associated with using service learning to increase student engagement in and out of the classroom. Reflection: Hands on learning has the ability to capture the student's interest in a way that grows their engagement beyond the planting of knowledge in lecture based material.
    • Why I Flipped My Seated Accounting 201 Classroom

      Seitz, Jamie
      Accounting 201 is a required course in the Romain College of Business. Many students begin this course with a defeated mindset. Some students complain that the homework is not the same as what is presented in class. Why do Accounting 201 students have issues connecting accounting theory to assessments? The flipped classroom model allows the instructor to be present during seat time to connect the lecture to homework. How does it work? As with most classes involving numerical problems, example problem sets are often utilized to reinforce accounting theory. Students are required to take a pre-test as this assessment helps to gauge the initial level of knowledge. Students are encouraged to read the textbook and review all pre-recorded lectures for the chapter before coming to class at the beginning of the week. At the end of the week, the class works on the assigned homework under the instructor's observation. By using this model, the instructor hopes the students gain confidence inside and outside the classroom, become more successful in accounting, and use time more efficiently. The students' remarks are positive regarding the teaching model.
    • Interactive Classroom Using Clickers

      Seyler, Jeff
      Short of utilizing a flipped classroom approach, getting all students involved in classroom discussions and working out solutions to questions presented in class is a challenge. As with many science and math courses, students can learn the content best through practice and application, especially in terms of understanding mathematical relationships associated with scientific laws. I have always tried to include sample questions in class, illustrating the thought process and steps required to solve a particular problem, but I found many students were not participating or volunteering their thoughts or answers to questions presented. With the introduction of audience response systems, or clickers, I have made the effort to increase classroom participation and student interactions in my introductory and general chemistry classes. In this presentation, I will introduce my approach and provide different methods used to give students credit for their participation. I will also present some data gathered through student surveys related to how the clickers have influenced their learning and motivation towards the course.
    • If You Build It, Interactive Learning Will Come . . . Sort of.

      Valadares, Kevin
      In December 2015 a traditional classroom space in the Health Professions building (HP2025) was completely renovated into an interactive and flexible learning space. New furniture (from Steelcase Corporation) was incorporated to support flexible, mobile and adaptive student learning styles. In addition, the space was renovated to incorporate features geared towards interactive learning including full length and width whiteboard writable walls, enhanced wireless capacity to encourage the use of mobile devices, touch screen interactive projectors displayed on two walls, and enhanced sound, lighting and power sources. Eleven faculty (seven different disciplines) volunteered to teach full-semester courses in the Interactive room for the initial semester (Spring 2016). A Faculty Learning Community (made up of the eleven instructors and others) was initiated to share experiences, suggestions, and problems on a real-time basis. The group met monthly and the experiences shared had distinct similarities and differences. Students and faculty were also surveyed (1) in February 2016 on their initial experience interacting in the room and (2) in April 2016 on moderated relationships combining collaborative and self-regulated learning and class engagement. An analysis of this data is shaping the basis for a scholarly article. Over the course of the Spring 2016 semester, the room was also used as a “showcase” area for Administrative meetings, advisory council meetings, lunch meetings and tour opportunities. Reflection/Discussion The physical features of the room were ready on the opening day of the Spring 2016 semester although the technological features were not complete until mid-semester. This increased the frustration among faculty and students during this time period. The monthly Faculty Learning Committee meetings were of great benefit to share experiences and led to the decision to formally pursue outcomes related to collaborative and interactive environment as a scholarship opportunity. However, there was not enough time for faculty to alter their syllabus and teaching strategies to adapt to or use the features in the room before the Spring 2016 semester began. Credentials Kevin Valadares, PhD, is an Associate Professor of Health Services and let the team that converted an existing passive learning classroom space into an interactive learning environment. He has previously led efforts to transform two lecture-based classrooms (2007 & 2010) into collaborative learning environments.
    • To Lecture or Not to Lecture: An Inquiry-Based Teaching Attempt of an Advanced Mathematics Course

      Sarol, Yalcin
      Math 410, Introduction to Analysis, is a required, proof-based mathematics course that students typically take in their senior years. Due to the abstract nature of the course, students tend to see it as one of the most challenging courses in the mathematics major. The author taught this course in the traditional lecture format four times in the past and was unhappy with the results in terms of meeting learning outcomes and student engagement. In the fall of 2016, a radical transition has been made to teach this course in a modified inquiry-based setting in pursuit of meaningful active learning via student engagement and interaction during class which was expected to lead to better learning experiences and outcomes. Preliminary results suggest that student engagement was successfully achieved, however, there is not enough evidence yet to argue that student success in meeting learning outcomes is improved compared to traditional lecturing. This presentation will share the experiences and outcomes observed by the author during this transition.