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“A Document Of Independent Force”: Towards A Robust Ohio Constitutionalism, Nathaniel M. Fouch

University of Dayton Law Review

On August 11, 1993, the Ohio Supreme Court handed down its decision in Arnold v. Cleveland. The Court held that the Ohio Constitution confers a fundamental individual right to bear arms—nearly 15 years before the United States Supreme Court enunciated a similar right guaranteed by the Second Amendment. Perhaps even more consequentially, the Arnold court declared that “[t]he Ohio Constitution is a document of independent force.” This assertion about the fundamental nature of the state constitution, and the willingness of the Court to engage with and interpret the document on its own terms, breathed new life into Ohio’s otherwise …

Another Obstacle For Survivors Of Sexual Violence: The Effect Of Limiting Emotional Distress Damages In Title Ix Cases, Allison Mauk

University of Dayton Law Review

In April 2022, the Supreme Court of the United States decided in Cummings v. Premier Rehab Keller, P.L.L.C. that emotional distress damages were not recoverable in private rights of action brought under anti-discrimination statutes. Pursuant to their authority under the Spending Clause, Congress has enacted four distinct anti-discrimination statutes including Title VII, the Rehabilitation Act, the Affordable Care Act, and Title IX. In Cummings, a deaf and blind plaintiff sought emotional distress damages under the Rehabilitation Act and Affordable Care Act after she was denied an interpreter at a physical therapy appointment. The Court developed a test to determine whether …

Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo

Research and Reflection on Learning and Teaching in Higher Education

The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting …

Bridging Worlds: The Role Of Universities In Promoting Human Rights, Satang Nabaneh

Research and Reflection on Learning and Teaching in Higher Education

I believe that a compassionate and harmonious society can only be created when the rights of everyone, without distinction, are recognized, appreciated, respected and safeguarded by all others, including in all Nation States. Thus, my end goal is to contribute to a more equitable and just world while shedding light on the issues that marginalized communities are facing and advocating for meaningful 40 and impactful changes to the world order that perpetuate these injustices and inequalities.

Preparing Future Leaders In The Arts Through The Community Arts Engagement Certificate Program: What I Learned From Teaching The First Introductory Seminar, Sharon Davis Gratto

Research and Reflection on Learning and Teaching in Higher Education

The University of Dayton’s Community Arts Engagement certificate program was recently launched with the teaching of its first introductory seminar. The program and this course were conceived to be broader in scope for arts majors than the more familiar arts administration minor program. Several of the outcomes of the seminar—both those planned and those unforeseen—can be informative in thinking more expansively about experiential learning and community collaboration in arts education or other disciplines. This article represents a narrative description of the program and its introductory seminar and a personal reflection after teaching the seminar for the first time.

Calling All Students? Enrollment In Community-Engaged Learning Courses At A Marianist University, Molly Malany Sayre, Castel V. Sweet, Kelly Bohrer

Research and Reflection on Learning and Teaching in Higher Education

‘Community’ is a pervasive concept at the University of Dayton, a Catholic, Marianist institution in Dayton, Ohio. As such, it was unknown how students who enrolled in community engaged learning (CEL) courses were different from their peers in demographic characteristics, previous experiential learning, and views of community engagement. Findings can inform CEL recruitment as well as evaluation of CEL outcomes, especially at institutions with a similar values orientation. This mixed-methods study indicates that among four semesters of students in three selected CEL courses, few differences were found with students in non-CEL control groups. One significant difference found was in racial …

Editors' Message: A New Platform For Pedagogical Practices And Perspectives, Karen Velasquez, Matthew A. Witenstein, Christina Klimo, Katerina Tsouma, Patrick W. Thomas, Maureen E. Schlangen

Research and Reflection on Learning and Teaching in Higher Education

At the heart of the University of Dayton’s mission lies a commitment to learning, scholarship, and excellence in teaching, along with a dedication to sharing and implementing new knowledge across disciplines and among members of our diverse educational community. With these values in mind, Research and Reflection on Learning and Teaching in Higher Education (RRLTHE) is an exciting opportunity for colleagues at UD to join forces and form a community of scholars committed to promoting learning and teaching.

Cover, Title Page, Table Of Contents, University Of Dayton

Research and Reflection on Learning and Teaching in Higher Education

Cover, title page, table of contents, and other information about the journal

Short-Term Improvement In Self-Perceived Knowledge And Weight Bias Following A 15-Week Course On Pediatric Obesity, Rosanna P. Watowicz, Harrine Ramesh

Journal of Dietetic Education

Registered dietitian nutritionists (RDNs)are an integral part of weight management teams; however, previous research indicates that RDNs may hold weight-related biases. Additionally, there may be a gap between what RDNs learn about weight management during their education and training and the competencies that RDNs should achieve before working in weight management. The objective of this study was to examine whether a 15-week graduate course on pediatric obesity led to a short-term increase in self-perceived knowledge of 13 Obesity Medicine Education Collaborative competencies, as well as a short-term decrease in weight bias. Nutrition graduate students enrolled in the course completed a …

Effectiveness Of Simulation-Based Learning On Clinical Competence In Dietetics Students: A Narrative Review, Claudia W. Scott, Rena Zelig, Diane L. Rigassio Radler

Journal of Dietetic Education

Clinical supervised practice experiences offered through dietetic internships have historically been among the most challenging to obtain. The COVID-19 pandemic heightened the scarcity of these experiences and forced dietetics education programs to offer alternative experiences in the absence of direct patient care opportunities. Simulation-based learning experiences (SBLE) or objective structured clinical examinations (OSCE) are one method of providing these alternative options, and if effective, could be routinely incorporated into dietetics education. This review evaluates five original research articles to determine the effectiveness of simulation-based learning on perceived or observed clinical competence in dietetic students. The findings of the studies unanimously …

Dietetic Students’ Changes In Attitudes After Participating In Online Interprofessional Education, Kelly Jackson, Terri L. Kurz, Mary Marian

Journal of Dietetic Education

Interprofessional education (IPE) is an accreditation requirement and an important component of training for future registered dietitian nutritionists (RDNs) and access to quality IPE is often limited in online programs. An online IPE module was developed to provide dietetics students the opportunity to build collaborative skills with students in other healthcare training programs. A research study was designed to answer the following research question: How and to what extent does participation in an online IPE module impact online dietetics students’ attitudes of interprofessional practice? Participants were dietetics students enrolled in an upper-division online dietetics course. Data gathered included a retrospective …

Undergraduate And Graduate Students’ Retrospective Perception Of Flipped Learning In Dietetics Curricula, Rachel L. Vollmer, Teresa Drake

Journal of Dietetic Education

Most studies investigating flipped learning fail to assess how student perceptions of flipped learning may change once the class is complete, and students have a chance to reflect on the experience. Follow-up studies are needed to evaluate the sustainability of the benefits from flipped learning among students and how they feel it prepares them, if at all, for future classes and/or their professional lives. Therefore, the objective of this study was to explore how graduate and undergraduate dietetics students retrospectively perceive a course that used flipped learning 2 years after they completed the course. Two focus groups with undergraduate (n=5) …

The Impact Of A Graduate-Level Applied Research Course On Graduate-Level Nutrition Students’ Research-Related Perceptions, Attitudes, And Knowledge, Alexandria Caljean, Kaitlyn M. Eck

Journal of Dietetic Education

Nutrition professionals report low levels of research utilization and engagement. This study explored the associations between completion of an applied nutrition research (capstone) course and students’ research-related perceptions, attitudes, and knowledge. Nutrition graduate students at a university in Pennsylvania completed an online survey at the beginning and end of a semester. The survey assessed perceptions of research participation and application, attitudes regarding research, and self-efficacy for conducting research, engaging in evidence-based practice, and collaborating on research. Students in a capstone course (n=17) learned about applying research in the field and conducted a research project. Non-capstone students (n=11) were not in …

A Cross‐Sectional Survey Of Research Involvement And Interest Among Graduate Dietetics Students, Courtney Wedemire, Rebecca Brody, Joachim Sackey, Laura Byham-Gray

Journal of Dietetic Education

Background: Dietitians are not frequently participating in or leading research. Cultivating greater research interest and involvement starts with dietetics education, but little is known about dietetics students’ research involvement and interest. This study examines relationships between research involvement and interest among graduate dietetics students. Methods: This study was a cross-sectional survey design incorporating participant characteristic data, the Practice-Based Dietitian Research Involvement Survey (PBDRIS), and the modified Interest in Research Questionnaire (IRQ) tools; 89 of 327 (27.2%) graduate dietetic students from 3 US universities were included. Participant characteristics, PBDRIS scores, and IRQ scores were analyzed using descriptive statistics. Relationships between variables …

Table Of Contents, Editors' Message, Editorial Board, Diana Cuy Castellanos, M. Elizabeth Miller

Journal of Dietetic Education

No abstract provided.

Conscience-Based Objections To Transgender Health Care In Ohio, Kyler J. Palmer

University of Dayton Law Review

No abstract provided.

Cover And Front Matter, University Of Dayton

University of Dayton Law Review

Cover, table of contents and administrative information

The Demon On The Flight Deck: A Proposal For Substantive And Procedural Reform In Aviation Medical Regulations, Brendan J. Keegan

University of Dayton Law Review

No abstract provided.

Not High Value Because, High Value Unless: A New Threshold Question For Speech, Tamara Lemmon

University of Dayton Law Review

No abstract provided.

The Meme Stock Bidding War Viewed From The Lenses Of The American And Canadian Securities Regulators, Boutros Imad

University of Dayton Law Review

No abstract provided.

Why Justice Thomas Is Right: State V. Burke And The Futility Of The “Primary Purpose” Test In The Context Of Sexual Assault Nurse Examiner Testimony, Phillip T. Kelly

University of Dayton Law Review

No abstract provided.

The Conservative Paradox And The Formation Of 5–4 Coalitions, Nicholas L. Georgakopoulos

University of Dayton Law Review

This analysis springs from the need to resolve a paradox. The paradox is that 5–4 decisions from the post-World War II United States Supreme Court lean conservative—they are about 58% conservative. The explanation is that the median justice has tended to be ideologically closer to the next conservative justice than the next liberal justice. A coalition with the conservative wing has tended to be easier to form than with the liberal wing. The contribution is the comparison of three models of how 5–4 vote splits may occur.

Breaking A Bad Stigma: Breaking Bad And The Need For Dynamic Fatherhood Roles To Overrule Historical Stereotypes, Ella Bellflower

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper is the recipient of the Best-Researched Argument award.

The overarching theme of my English 114 course focused on the depiction of family in popular culture. Thus, the final research project required me to research some aspect of family in American or popular culture, which led to my decision to analyze the 2008 television series Breaking Bad. My initial research question sought to answer how fatherhood was depicted in the show. However, I was unable to find much research on the show in general, leading me to choose a more physical and psychological route. I came …

Maimonides And Julian: A Guide To Love, Alexandra Amrhein

Line by Line: A Journal of Beginning Student Writing

For this project, the goal was to write an explanatory analysis of Maimonides’ Guide of the Perplexed, reconstructing his case on divine revelation and intellectual perception. We were asked to then compare Maimonides’ themes to those represented in Julian of Norwich’s Revelations of Divine Love. I began by closely rereading the assigned section of the Guide’s introductory chapter and taking some notes on the main ideas Maimonides presents. Afterwards, I drafted the body of the essay, summarizing these themes and supporting the summary with specific textual evidence. I then reread Julian’s Revelations, brainstormed major similarities and differences between …

The Truth Untold: The Compromised Election Of 1876, Julie Pugh

Line by Line: A Journal of Beginning Student Writing

My writing process always begins with a slow start. The first steps of this historiography were spread over a long period of time, with a majority of the essay being written within a couple of weeks. I begin by choosing a topic for my paper which I selected from a list of options collected during the preliminary research period. Once I decided on the Election of 1876 and the Compromise of 1877, I drafted a topic proposal and a list of sixteen potential research sources from online databases and the library. From the potential sources, I narrowed my research to …

School Is Now In Session: African American Education During Reconstruction, Kathryn C. Finfrock

Line by Line: A Journal of Beginning Student Writing

Editor's note: This article is the recipient of the issue's award for Excellence in Historiography.

I began writing my ASI 120 historiography paper by selecting the topic of African American education during Reconstruction. I spent several weeks researching how the historiography of African American education during Reconstruction has changed over time and creating an annotated bibliography of my nine sources. While creating my annotated bibliography, I grouped my nine sources into three interpretive categories based on how each author choose to interpret the history of African American education during Reconstruction. Finally, I used my annotated bibliography to create my historiography …

Another Brick In The Wall: A Historiography Of Black Education In The Reconstruction Era, Jane Carney

Line by Line: A Journal of Beginning Student Writing

This project involved several intermediate assignments, including a topic proposal and annotated bibliography. I also submitted a draft to my professor for review and attended a peer review session in class.

The Onus Of Absolution: Real Presence, Modern Absence, And How It All Connects To Luther, Ava G. Merriman

Line by Line: A Journal of Beginning Student Writing

I began this project by pulling quotes and phrases from my sources (Robert Orsi's History and Presence and Martin Luther's The Freedom of a Christian). After creating summaries of the main points of both works, I started writing my essay. I submitted my rough draft to my professor and then had a conference with her later that same week. After the conference, I made some revisions in accordance with my professor's comments and submitted my final draft.

Reconstruction Out West: The State Of Postwar Texas, Kevin O'Connell

Line by Line: A Journal of Beginning Student Writing

Editor's note: This paper is the recipient of the Barbara Farrelly Award for Best Writing of the Issue.

I studied Eric Foner's historiography: A Short History of Reconstruction:1863-1877. I then used my knowledge on the era to focus on the role of politics during Reconstruction in the state of Texas. I gathered sources from Roesch Library and JSTOR that covered many different aspects of Reconstruction Texas and used those sources to build a history of how historians' perspectives on the topic have changed over the last century.

Cover And Front Matter, University Of Dayton

University of Dayton Law Review

Cover, table of contents, administrative information