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Full-Text Articles in Entire DC Network
Effects Of Human-Animal Interaction On Positive Youth Development: A Replication Study, Allison Pachunka, Jay Jeffries, Lisa Karr, Lena Luck, Bryan A. Reiling, Douglas H. Schultz, Jeffrey R. Stevens
Effects Of Human-Animal Interaction On Positive Youth Development: A Replication Study, Allison Pachunka, Jay Jeffries, Lisa Karr, Lena Luck, Bryan A. Reiling, Douglas H. Schultz, Jeffrey R. Stevens
People and Animals: The International Journal of Research and Practice
Interacting with animals can improve health and well-being across the lifespan. Some programs such as 4-H and FFA center around youth interacting with animals, potentially enhancing youth development. Mueller (2014) investigated whether these interactions and attitudes about animals influenced measures of positive youth development. The aim of our studies was to replicate Mueller’s methods and extend her work by evaluating whether membership in animal-focused youth programs moderate associations between interactions, attitudes, and positive youth development. We did not find strong relationships among human–animal inter-action and positive youth development, which failed to replicate Mueller’s findings. However, we did find relationships between …
Purdue University School Of Nursing Guidelines For The Use Of Generative Ai Tools, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue University School Of Nursing Guidelines For The Use Of Generative Ai Tools, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue School of Nursing Generative AI Toolkit
The Generative Artificial Intelligence Use and Disclosure Policy establishes School of Nursing expectations for the ethical, responsible, and transparent use of generative artificial intelligence (GenAI) in teaching and learning. The policy defines responsibilities for faculty and students, emphasizes alignment between GenAI use and course or learning activity requirements, and requires appropriate disclosure of GenAI-assisted work. It also addresses academic integrity, privacy, data security, intellectual property, accuracy, bias, and accountability. Used with the Generative AI Acceptable Use and Disclosure Scale, the policy provides a consistent framework for communicating permitted levels of GenAI use while supporting AI literacy, equitable learning, and …
Purdue University School Of Nursing Ai Level Designation And Student Disclosure: Level 1-5, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue University School Of Nursing Ai Level Designation And Student Disclosure: Level 1-5, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue School of Nursing Generative AI Toolkit
The Purdue University School of Nursing AI Level Designation and Student Disclosure: Levels 1–5 is a companion tool to the School of Nursing AI Use and Disclosure Scale. It allows faculty to clearly designate the permitted level of generative artificial intelligence (GenAI) use for a learning activity or assessment and provides standardized language for students to disclose their actual use of GenAI. The document includes disclosure options aligned with each of the five cumulative levels and reinforces student responsibility for the accuracy, integrity, and quality of submitted work. The tool supports consistent expectations, transparent communication, responsible GenAI use, and efficient …
Purdue University School Of Nursing Generative Ai Syllabus Statement, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue University School Of Nursing Generative Ai Syllabus Statement, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue School of Nursing Generative AI Toolkit
The Purdue University School of Nursing Generative Artificial Intelligence Syllabus Statement provides standardized language for communicating expectations for generative artificial intelligence (GenAI) use in School of Nursing courses. The statement directs students to use GenAI only as permitted by the instructor and the designated level of the School of Nursing AI Use and Disclosure Scale. It addresses required disclosure, student accountability, use of Purdue-approved platforms, and protection of copyrighted, confidential, and otherwise protected information. The statement also connects inappropriate or undisclosed GenAI use with applicable School of Nursing and University academic integrity policies, promoting consistent and transparent expectations across courses.
Purdue University School Of Nursing Suspected Unauthorized Generative Ai Use: Faculty Review And Escalation Process, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue University School Of Nursing Suspected Unauthorized Generative Ai Use: Faculty Review And Escalation Process, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue School of Nursing Generative AI Toolkit
The Purdue University School of Nursing Suspected Unauthorized Generative AI Use: Faculty Review and Escalation Process provides a structured, evidence-informed approach for responding to concerns about unauthorized or undisclosed generative artificial intelligence (GenAI) use in student work. The process guides faculty through an initial holistic review, student communication, documentation, and consideration of relevant course and assignment expectations. It includes a three-tier framework for determining proportionate, learning-focused, or formal responses based on the nature and severity of the concern. When evidence is inconclusive or concerns remain unresolved, consultation with the course coordinator and nursing leadership is recommended. The process promotes consistency, …
After A Fire: Considerations Of Personal Safety When Visiting Fire-Damaged Property, Andrew J. Whelton, Todd Thalhamer, Eric Bollens
After A Fire: Considerations Of Personal Safety When Visiting Fire-Damaged Property, Andrew J. Whelton, Todd Thalhamer, Eric Bollens
Resilience to Emergencies and Disasters
No abstract provided.
Purdue University School Of Nursing Ai Use And Disclosure Scale, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue University School Of Nursing Ai Use And Disclosure Scale, Laura M. Moffat, Amanda Obourn, Courtney Henchon
Purdue School of Nursing Generative AI Toolkit
The Purdue University School of Nursing AI Use and Disclosure Scale provides a five-level framework for communicating expectations for generative artificial intelligence (GenAI) use in learning activities and assessments. The cumulative scale ranges from work completed without GenAI assistance to activities in which extensive GenAI use may be permitted. Each level identifies allowable uses and corresponding disclosure expectations while maintaining student responsibility for the accuracy, integrity, and quality of submitted work. Faculty may select the level appropriate to the learning outcomes and assessment purpose. The scale promotes consistent communication, transparent disclosure, responsible GenAI use, and the development of AI literacy …
Using Hip Hop Pedagogy To Bridge The Culture Of Black Children Identified With Behavioral Disorders In The Curriculum, Monique Matute-Chavarria, Pricella Morris, Monica R. Brown
Using Hip Hop Pedagogy To Bridge The Culture Of Black Children Identified With Behavioral Disorders In The Curriculum, Monique Matute-Chavarria, Pricella Morris, Monica R. Brown
Journal of the Arts and Special Education
Black and other minoritized children have listened to hip hop in the streets, in clubs, in basements, and anywhere else that they could create a space to enjoy this art form. However, hip hop has not always been welcomed in school spaces because of the lyrical content. Despite the objections to hip hop (specifically rap), minoritized children often look to it as representative of who they are and the communities they come from. Therefore, in this paper, we propose the use of hip hop strategies in the schools, utilizing its pillars (i.e., rap, DJing, breakdancing, graffiti art, and knowledge of …
Ábreme La Puerta Y Entraré: Utilizing Hip Hop Pedagogy To Build Community For English Learners With Disabilities, Ebony Nicole Perez, Georgina Rivera-Singletary
Ábreme La Puerta Y Entraré: Utilizing Hip Hop Pedagogy To Build Community For English Learners With Disabilities, Ebony Nicole Perez, Georgina Rivera-Singletary
Journal of the Arts and Special Education
English Language Learners (ELL) with disabilities face complex educational experiences due to their limited English-speaking ability, coupled with their unique learning challenges. Often, they are viewed from a deficit rather than an asset perspective, leading them to feelings of isolation and marginalization. Providing opportunities to engage in transformative learning experiences, ELL students with disabilities can experience a sense of belonging and empowerment in educational endeavors. Hip-hop can offer dynamic opportunities for ELL students with disabilities by creating an inclusive, affirming space that validates diverse linguistic and cultural backgrounds. Through Hip-hop cyphers, rap battles, and collaborative songwriting, students can grasp new …
Flows That Teach: Multimodal Hip-Hop Pedagogy For Equity In Special Education, Camille O'Quin, Sara Jozwik
Flows That Teach: Multimodal Hip-Hop Pedagogy For Equity In Special Education, Camille O'Quin, Sara Jozwik
Journal of the Arts and Special Education
Hip-Hop can be more than a soundtrack played at home, it can be a bridge between culture, language, and learning at school. This article shows how Hip-Hop pedagogy, translanguaging, and code-meshing can support students with disabilities, especially those who speak African American Vernacular English (AAVE), in the classroom setting. Grounded in culturally relevant pedagogy and translanguaging theory, the approach uses rhythm, storytelling, and performance to build narrative fluency, language awareness, and confidence. Examples include students drafting rap verses about personal experiences, holding structured cypher circles to practice turn-taking and self-expression, and blending AAVE with Mainstream American English in writing for …
Jase 6.2 Table Of Contents
Journal of the Arts and Special Education
No abstract provided.
Focus Daily: Jase Special Issue On Hip-Hop, Disability, And The Continuing Evolution Of Arts-Based Pedagogy In Special Education (Side B), Jonte C. Taylor
Focus Daily: Jase Special Issue On Hip-Hop, Disability, And The Continuing Evolution Of Arts-Based Pedagogy In Special Education (Side B), Jonte C. Taylor
Journal of the Arts and Special Education
Hip-hop has long served as an educational tradition, emerging from the Bronx as a cultural response to systemic inequities that fostered identity, critical consciousness, creativity, and community through its core elements of emceeing, DJing, breaking, graffiti, and knowledge of self. In this second special hip-hop issue of the Journal of the Arts in Special Education (JASE) and building on the initial 2025 JASE special issue, this collection advances hip-hop pedagogy beyond an engagement strategy by positioning it as a culturally inclusive framework that supports academic achievement, identity affirmation, and meaningful participation for students with disabilities. The contributing scholars explore how …
We Are All In This Together Now: Exploring Community Based Partnerships Focusing On Hip-Hop Based Education, William C. Hunter, Tarol Page Clements, Gregory Washington
We Are All In This Together Now: Exploring Community Based Partnerships Focusing On Hip-Hop Based Education, William C. Hunter, Tarol Page Clements, Gregory Washington
Journal of the Arts and Special Education
This article explores a community-based collaborative partnership between three Hip-Hop educational nonprofits, Upward Light Community Cyphers, Project STAND (Social-Emotional, Transition, Academic and Network Developing), and the Center for the Advancement of Youth Development (CAYD), all focused on mental health support for youth, and a public-school program that has serves students with and without exceptionalities. The goal shared by all organizations involved is enhanced educational access and engagement for students with and without exceptionalities. Rooted in the core elements of Hip-Hop — emceeing, DJing/music production, breakdancing, and graffiti art, the collaborative partnership has offered culturally sustaining, arts-integrated instruction that supports both …
Developing Flow Theory For Black Girl Genius: A Conceptual Framework Grounded In Discrit, Endarkened Feminist Epistemology, And Hip-Hop Pedagogy, Keishana L. Barnes, William C. Hunter
Developing Flow Theory For Black Girl Genius: A Conceptual Framework Grounded In Discrit, Endarkened Feminist Epistemology, And Hip-Hop Pedagogy, Keishana L. Barnes, William C. Hunter
Journal of the Arts and Special Education
Twice exceptional Black girls, those who are both intellectually gifted and identified with a disability, navigate classrooms shaped by racism, ableism, and sexism. These overlapping systems often render their brilliance illegible, leading to misidentification, exclusion, and under-support in both gifted and special education. This conceptual essay introduces Flow Theory for Black Girl Genius, a liberatory framework that considers Disability Critical Race Theory (DisCrit), Endarkened Feminist Epistemology, and Hip-Hop Pedagogy. DisCrit helps uncover the structural barriers that marginalize students at the intersection of race and disability. Endarkened Feminist Epistemology centers ancestral, embodied, and spiritual ways of knowing rooted in Black …
Jase 6.2 Cover
Journal of the Arts and Special Education
Artwork: “Scrapbook" by Elias Farrell
Journal Of The Arts And Special Education: Volume 6, Issue 2
Journal Of The Arts And Special Education: Volume 6, Issue 2
Journal of the Arts and Special Education
No abstract provided.
The Effects Of Using Hip-Hop Song Lyrics During Instruction For Students With Emotional And Behavioral Disorders, Jonte C. Taylor, Millie Rodriguez
The Effects Of Using Hip-Hop Song Lyrics During Instruction For Students With Emotional And Behavioral Disorders, Jonte C. Taylor, Millie Rodriguez
Journal of the Arts and Special Education
Hip-hop pedagogy has emerged as a culturally responsive instructional framework designed to increase student engagement, identity affirmation, and academic achievement by incorporating elements of hip-hop culture into classroom instruction. Despite growing interest in hip-hop-based education, limited empirical research has examined its effectiveness for students with disabilities, particularly students identified with emotional and behavioral disorders (EBD). This study investigated the effects of using hip-hop song lyrics during English language arts instruction to teach literary devices to three secondary students with EBD using a single-case multiple-baseline-across-participants probe design. Three comparison students receiving traditional textbook-based instruction were also included. Dependent variables included instructional …
Biodata Analysis Group (Formerly Bioinformatics Core), Bartek Rajwa, Purdue University Office Of Research
Biodata Analysis Group (Formerly Bioinformatics Core), Bartek Rajwa, Purdue University Office Of Research
University Research Core Facility Boilerplate Descriptions
No abstract provided.
Digital Enterprise Center, Nathan W. Hartman, Purdue University Office Of Research
Digital Enterprise Center, Nathan W. Hartman, Purdue University Office Of Research
University Research Core Facility Boilerplate Descriptions
No abstract provided.
Leapp Scope And Sequence, Chenell Loudermill, Tamar Greenwell
Leapp Scope And Sequence, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Assessment Toolkit
The LEaPP Scope and Sequence provides a structured guide for explicit and systematic teaching of phonics, morphology, syllabification, and word study to strengthen orthographic mapping skills and support the development of reading and spelling skills. The document is arranged in order of early basic concepts (EBC; 1-31), Late Basic Concepts (LBC; 32-44) Early Advanced Concepts (EAC; 45-66) and Late Advanced concepts (LAC; 67-86). The Scope and Sequence outlines 86 concepts and allows educators to track skills that have been taught and mastered in reading and spelling for each learner. It contains a form for early learners that allows educators to …
Leapp Writing Rubric, Chenell Loudermill, Tamar Greenwell
Leapp Writing Rubric, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Assessment Toolkit
The LEaPP Writing Rubric can be used to assess foundational and compositional writing skills for all learners. Foundational skills that are assessed include capitalization, spacing, punctuation, and spelling. Compositional skills that are assessed include writing purpose, topic maintenance, vocabulary, sentence structure, grammar usage, and organization. This rubric allows an educator to quantify and categorize a learner’s writing skills as poor, emerging, developing or consistent. It can be tailored for use with any writing sample at the sentence, single paragraph, or essay level. This document contains directions for use and a brief scoring guide.
Leapp Decoding Screener, Chenell Loudermill, Tamar Greenwell
Leapp Decoding Screener, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Assessment Toolkit
The LEaPP Decoding Screener is an educational tool to systematically map a learner's phoneme/grapheme knowledge and decoding skills along a progression. The screener starts with establishing phoneme/grapheme knowledge and continues to word level decoding skills from basic to advanced. The screener can be used in part or whole and can be repeated as needed for progress monitoring. Tables for data analysis are provided. Data from the decoding screener can be mapped to the scope and sequence progress monitoring form to help determine point of instruction.
Leapp Basic And Advanced Spelling Inventories, Chenell Loudermill, Tamar Greenwell
Leapp Basic And Advanced Spelling Inventories, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Assessment Toolkit
The LEaPP Basic and Advanced Spelling Inventories are educational tools to systematically map and track a learner’s ability to encode words containing spelling features along a progression. The Basic screener starts with single graphemes and closed syllable words and moves through additional concepts such as digraphs, blends, VCe, vocalic r, basic vowel teams, and basic roots and affixes. The Advanced screener starts with beginning advanced code such as blends and moves through additional advanced concepts such as vocalic r, vowel teams, diphthongs, complex consonants, roots, affixes, and syllable junctures. The screeners can be used in part or whole and can …
Leapp Phoneme-Grapheme Chart, Chenell Loudermill, Tamar Greenwell
Leapp Phoneme-Grapheme Chart, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Instructional Toolkit
The LEaPP Phoneme-Grapheme Chart contains sounds in the English language and the corresponding orthographies to spell each sound ranging from single phonemes and complex vowels to blends and clusters. The Phoneme-Grapheme Chart also contains various spellings for vowel sounds and the approximate number of words in which these spellings occur in stressed syllables. Additional vowel spellings that are used less frequently are also included.
Leapp Vowel Spelling Visual Chart, Chenell Loudermill, Tamar Greenwell
Leapp Vowel Spelling Visual Chart, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Instructional Toolkit
The LEaPP Vowel Spelling Visual Chart is a spelling aid that can be used to support learners as they acquire knowledge of basic and advanced vowel spellings. This document contains basic and advanced spellings for vowel sounds in the English language. It also contains a key for educators and a template for learners to tailor to their known spelling patterns.
Leapp Sight Word Protocol, Chenell Loudermill, Tamar Greenwell
Leapp Sight Word Protocol, Chenell Loudermill, Tamar Greenwell
Purdue-LEaPP Instructional Toolkit
The Sight Word Protocol provides guidance for explicit teaching of a sight word. It includes a script for the educator that provokes multiple modalities supporting errorless learning. The script provides 15+ trials for learners to spell a target word during the learning process and includes a special template to be used with instruction. This document also includes instructions on how to use the special template, helpful instructional hints, list of materials needed, and optional items to support the learner as they work through the sight word protocol. This protocol should be used after the educator has completed the basic or …
Purdue University General Institutional Description, Purdue University Office Of Research
Purdue University General Institutional Description, Purdue University Office Of Research
University General Facility Boilerplate Descriptions
Overview of Purdue University mission, statistics, and key cross-campus infrastructure.
Neurodivergent Peer Tutoring And Anti-Ableism: Two High Schoolers’ Lived Experiences While Working In A Neurodiversity-Based Writing Center, Daniel S. Harrison
Neurodivergent Peer Tutoring And Anti-Ableism: Two High Schoolers’ Lived Experiences While Working In A Neurodiversity-Based Writing Center, Daniel S. Harrison
The Writing Center Journal
Neurodivergence is naturally present in the writing center and most often recognized by labels like ADHD, autism, OCD, dyslexia, and so on. However, neurodivergent voices in writing center scholarship have been few and far between in postsecondary institutions (Babcock, 2017; Batt, 2018; Kleinfeld, 2023), and in the secondary writing center even less so. Therefore, the purpose of this multiple case study was to explore the personal, relational, and formative aspects of the lived experiences of two neurodivergent students through a critical disability theory lens as they provided writing consultations to their neurodivergent peers in a Mid-Atlantic, independent special education school. …
Benchmarking Success: Insights From A Formal Assessment Of A Writing Fellows Program, Ghada Gherwash, Aaron Mills
Benchmarking Success: Insights From A Formal Assessment Of A Writing Fellows Program, Ghada Gherwash, Aaron Mills
The Writing Center Journal
This article reports on the first formal assessment of the Writing Fellows program at Colby College’s Farnham Writers’ Center, established in 2008. Unlike previous assessments at other institutions focused on perception or implementation, our assessment aimed to harness the potential of an already successful program. The creation of the Writing Fellows coordinator role and the implementation of intentional improvements resulted in a 99% increase in utilization rate in the 2022–2023 academic year. Our findings underscore the program’s significant impact of these interventions on student writing, faculty perceptions of academic support, and the writing center’s overall campus outreach efforts.