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Articles 21931 - 21960 of 2913475
Full-Text Articles in Entire DC Network
No Child Left To Heal Alone: Rethinking Restitution For Child Victims Of Sexual Abuse, Jessica Valiani
No Child Left To Heal Alone: Rethinking Restitution For Child Victims Of Sexual Abuse, Jessica Valiani
Advanced Issues in Criminal Law: Sex Offenses
This paper examines the long-term psychological, emotional, and financial harms suffered by child victims of sexual abuse and argues that existing restitution statutes in the United States fail to provide meaningful, sustained support for survivors. Drawing on developmental psychology research, criminal restitution frameworks, and comparative state statutes, the paper demonstrates how current laws often limit recovery to narrow categories of offenses or leave compensation largely discretionary. The paper further analyzes Kentucky’s “Melanie’s Law” as a model for imposing ongoing offender-funded obligations and proposes a new child-centered restitution statute requiring convicted offenders to fund therapy and treatment for survivors of child …
The United States Still Says “I Do” To Marital Rape: An Examination Of Modern Marital Rape Exemptions, Jaiden Herald
The United States Still Says “I Do” To Marital Rape: An Examination Of Modern Marital Rape Exemptions, Jaiden Herald
Advanced Issues in Criminal Law: Sex Offenses
This paper examines the persistence of marital rape exemptions in the United States despite the formal criminalization of spousal rape in all fifty states. Through historical analysis and statutory comparison, the paper traces the origins of marital rape exemptions to common law doctrines rooted in implied consent, coverture, and the treatment of women as property. It further analyzes modern exemptions that continue to shield perpetrators through loopholes involving cohabitation, incapacity, reporting requirements, or reduced penalties. By highlighting statutes from states such as South Carolina, Arkansas, and Iowa, the paper demonstrates how marital status continues to undermine equal protection for victims …
Preparing A Qualified Workforce To Support The Disability Community Through The Lend Interprofessional Learning Experience, Megan K. Roberts, Beth W. Degrace, Mark J. Fisher, Sandra H. Arnold
Preparing A Qualified Workforce To Support The Disability Community Through The Lend Interprofessional Learning Experience, Megan K. Roberts, Beth W. Degrace, Mark J. Fisher, Sandra H. Arnold
Developmental Disabilities Network Journal
Leadership and workforce preparation are vital roles of the nation’s academic institutions to advance health care services for the members of our communities. Leadership Education in Neurodevelopmental and other Related Disabilities (LEND) programs aim to prepare leaders in health care services and advocacy to improve systems and the quality of care and supports for the disability community, specifically children with developmental disabilities. LEND programs enhance standard health care pre-service training by providing interdisciplinary learning experiences for student trainees from a minimum of ten disciplines in 300 hours of learning activities over one academic year. An innovative feature of LEND programs …
Finding Your People, Finding Your Place: Institutional Collaborative Writing Groups As A Compassionate Approach To Developing A Professional Sotl Identity, Ruth L. Healey, Sean A. Morrissey, Mick Healey
Finding Your People, Finding Your Place: Institutional Collaborative Writing Groups As A Compassionate Approach To Developing A Professional Sotl Identity, Ruth L. Healey, Sean A. Morrissey, Mick Healey
International Journal for the Scholarship of Teaching & Learning
Practising the Scholarship of Teaching and Learning (SoTL) has been shown to help staff from non-traditional backgrounds (e.g. professional backgrounds) develop a sense of belonging within academia. This article examines how institutional collaborative writing groups support inexperienced SoTL practitioners in finding their place within their institution. Drawing on literature about SoTL identity and collaborative writing groups (CWGs), we consider how these CWGs assist colleagues in shaping their professional identities. We found that some staff did not see themselves as ‘academics’ or ‘researchers’, especially when their job emphasised teaching, such as ‘Teaching Fellow’. However, they strongly desired recognition and appreciation for …
The Impact Of A 14-Day Writing Challenge On Self-Regulation Skills, Nicole M. Mishnick, Ron Rhone, Kayla Reed
The Impact Of A 14-Day Writing Challenge On Self-Regulation Skills, Nicole M. Mishnick, Ron Rhone, Kayla Reed
International Journal for the Scholarship of Teaching & Learning
This mixed-methods exploratory study, conducted with eight Ed.D. students at a single U.S. university, examines the impact of a 14-day writing challenge, an intervention designed to foster self-regulation and promote progress among doctoral students working on their dissertations. The writing challenge included daily writing tips, goal-setting prompts, and an opportunity for students to reflect on their writing practices. While exploratory, quantitative findings revealed significant growth in students’ use of goal-setting strategies and adaptive writing behavior. Qualitative analysis found that the writing challenge increased students' motivation, accountability, and self-awareness. The study findings suggest the environment created by the writing challenge positively …
Fostering Partnerships: Lessons From A Collaborative Course Design Learning Community, Sarah M. Ginsberg, Shanna R. Callewaert, Jeffrey L. Bernstein
Fostering Partnerships: Lessons From A Collaborative Course Design Learning Community, Sarah M. Ginsberg, Shanna R. Callewaert, Jeffrey L. Bernstein
International Journal for the Scholarship of Teaching & Learning
As partnerships between educators and learners become more common in teaching and learning in higher education, partners find themselves considering how to foster effective collaborations. Qualitative data for this study were drawn from the experiences of educators and learners who were part of a university learning community in which they engaged in the collaborative course redesign process to collaboratively design a course. Results revealed key facilitators of partnership work, finding communication, relationships, and mutuality as essential to promoting partnership success. A new model is presented which expands these factors, offering more distinct characteristics of successful educator-learner partnerships. With these specific …
Bayesian Or Frequentist? Testing The Association Between Statistical Approach In A Research Methods Class Project And Research Attitudes, Jacob B. Rode
International Journal for the Scholarship of Teaching & Learning
Research methods courses commonly include an empirical project. This quasi-experimental study examined whether using Bayesian statistics to analyze data would be associated with more positive student perceptions of research methods projects. At a private university in the U.S., two research methods courses were taught using frequentist statistics and two using Bayesian statistics for the project analyses. Students (N = 88) reported their attitudes towards research three times across the semester, and their perceptions of the project at the end of the course (Time 3). At Time 3, there were no significant differences between frequentist and Bayesian classes in their …
"Better Than A Boring Textbook": Studying Development Through Middle-Grade Literature, Heidi A. Sackreiter
"Better Than A Boring Textbook": Studying Development Through Middle-Grade Literature, Heidi A. Sackreiter
International Journal for the Scholarship of Teaching & Learning
College students are sometimes reluctant to purchase textbooks for various reasons, but they still must study the necessary content in a course or academic program. This Scholarship of Teaching and Learning (SoTL) research project examined college students’ perceptions of reading middle-grade novels in place of a traditional, formal textbook within an Adolescent Development course. All participants were part of a teacher education program at a four-year, public institution in the Midwest United States. Questionnaires were administered at the conclusion of two semesters, and respondents shared impressions about the middle-grade reading. Response to studying middle-grade novels instead of a textbook was …
Student Experience Of Ai-Driven Discussion Boards In An Undergraduate Course, Blake C. Colclasure, Jamie Greig, Taylor K. Ruth, Victoria Beasley
Student Experience Of Ai-Driven Discussion Boards In An Undergraduate Course, Blake C. Colclasure, Jamie Greig, Taylor K. Ruth, Victoria Beasley
International Journal for the Scholarship of Teaching & Learning
Instructional platforms that incorporate artificial intelligence (AI) are emerging in higher education. Scholarship of teaching and learning should not only examine student learning outcomes from the use of novel AI technologies but should also investigate student perceptions of these technologies. We employed the user experience (UX) framework to investigate students’ UX of the instructional AI-driven platform, Packback, as a mode for online discussion boards. A survey using the User Experience Questionnaire was developed and employed in a general elective arts and humanities undergraduate course offered online and in-person. Data from 96 undergraduate student responses were analyzed and large variability was …
Curriculum Negotiation: Supporting Student Autonomy To Enhance Student Engagement, Brenda L. Thomas, William Reynolds, Jonathan Ponce De Leon, Caroline Sorbara
Curriculum Negotiation: Supporting Student Autonomy To Enhance Student Engagement, Brenda L. Thomas, William Reynolds, Jonathan Ponce De Leon, Caroline Sorbara
International Journal for the Scholarship of Teaching & Learning
Student disengagement has become a prominent concern across higher education in the five years since the COVID-19 pandemic. Yet students who are engaged in learning tend to be more successful academically. Therefore, pedagogies that enhance student engagement increase the probability of students’ success. This qualitative study explored curriculum negotiation as one such pedagogy. Results demonstrated similar behavioral and cognitive engagement from students in traditional and negotiated classes, but greater affective and agentic engagement from those who negotiated the curriculum with their classmates. Additionally, more students in negotiated classes indicated transformative learning than students in traditionally taught classes. We examine the …
Deep Or Surface? Understanding Learning Approaches Among Undergraduate Students, Kelzang Tentsho, Jigme Wangchuk, Kencho Pelzom
Deep Or Surface? Understanding Learning Approaches Among Undergraduate Students, Kelzang Tentsho, Jigme Wangchuk, Kencho Pelzom
International Journal for the Scholarship of Teaching & Learning
Student approaches to learning (SAL) have a significant impact on the quality of their learning and academic achievement. In this study, we examined the preferred learning approaches of undergraduate students and how these approaches change over time. The Revised Study Process Questionnaire (R-SPQ-2F) was administered to 75 students enrolled in the Anthropology program to evaluate students’ preferred learning approaches. The qualitative data were collected through focus group discussions involving 20 participants. Results showed a significantly higher deep score than surface score. Final year students had the highest deep approach score compared to other cohorts. The results also indicated that students …
The Growth And Influence Of Scholarship Of Teaching And Learning Publications, Duane Knudson
The Growth And Influence Of Scholarship Of Teaching And Learning Publications, Duane Knudson
International Journal for the Scholarship of Teaching & Learning
Limited narrative reviews and bibliometric studies of SoTL were extended by a study of the size, growth, and bibliometric performance analysis of published research using three of the most comprehensive, next-generation database services. Multiple searches of Google Scholar, Dimensions, and OpenAlex were performed using nine keyword search combinations. Additional searches of ScopusÒ and Web of ScienceÔ were also performed. There has been exponential growth in indexed SoTL research since the early 2000s with up to 110,000 articles, chapters, and books indexed by Google Scholar. This body of research is larger than previously documented by reviews …
Letter And List, Mark D. Martin
Letter And List, Mark D. Martin
Lloyd Clark Papers
Letter to Lloyd and Jean Clark from Mark D. Martin, Vice President of Development at The University of Texas at Arlington, regarding the Century II Society Donor List, with an enclosed draft for review.
Pamphlet, Lloyd C. Clark
Pamphlet, Lloyd C. Clark
Lloyd Clark Papers
Pamphlet for ASU Alumni sent to Tamela Herczeg from Lloyd C. Clark.
Letter From Lloyd, Lloyd C. Clark
Letter From Lloyd, Lloyd C. Clark
Lloyd Clark Papers
Letter from Lloyd C. Clark, with a copy of the published death notice of Cothburn O'Neal, sent to the UTA Alumni Association
Letter To Mark, Lloyd C. Clark
Letter To Mark, Lloyd C. Clark
Lloyd Clark Papers
Letter to Mark Permenter, Editor of the UTA Magazine, from Lloyd C. Clark, including a list of names and addresses, a $30 check for his appreciation, and a photograph of a UTA graduate.
Publication, Laure Anderson
Publication, Laure Anderson
Lloyd Clark Papers
Issue of The Carlisle Society, a UTA publication, discussing gift annuities, sent by Laure Anderson, Development Director at The University of Texas at Arlington.
Feature Story
Lloyd Clark Papers
Publication from the UTA Magazine about the story of Amp and Ruth Millers marriage.
Letter And Magazine, Lloyd C. Clark
Letter And Magazine, Lloyd C. Clark
Lloyd Clark Papers
Letter to Kirby Taylor, from Lloyd C. Clark, with a copy of the UTA Magazine, featuring the Taylor family.
Note To Lloyd, Mark Permenter
Note To Lloyd, Mark Permenter
Lloyd Clark Papers
Handwritten note from Mark Permenter to Lloyd C. Clark
Mail To Mark, Lloyd C. Clark
Mail To Mark, Lloyd C. Clark
Lloyd Clark Papers
News article featuring Mark D. Martin, Vice President of Development at The University of Texas at Arlington, sent to him, from Lloyd C. Clark
Fax To Lloyd, Mark Permenter
Fax To Lloyd, Mark Permenter
Lloyd Clark Papers
Fax to Lloyd C. Clark from Mark Permenter, regarding the UTA Magazine, with a list of relevant Taylor family members.
Letter To Lloyd And Jean, Charles Deur
Letter To Lloyd And Jean, Charles Deur
Lloyd Clark Papers
Letter to Mr. and Mrs. Clark from Charles Deur, President of the Friends of The University of Texas at Arlington Libraries, regarding their membership. Attached membership form completed by Lloyd for him and Jean.
Mail To Laure, Lloyd C. Clark
Mail To Laure, Lloyd C. Clark
Lloyd Clark Papers
Financial Planner publication, by the ASU Foundation, sent to Laure Anderson, Development Director at The University of Texas at Arlington, with a note, from Lloyd C. Clark.
Letter To Laure, Lloyd C. Clark
Letter To Laure, Lloyd C. Clark
Lloyd Clark Papers
Letter to Laure Anderson, Development Director at The University of Texas at Arlington, from Lloyd C. Clark, regarding the honorees for the Taylor Family UTA President's Scholarship awards dinner.
Letter And Article, Lloyd C. Clark
Letter And Article, Lloyd C. Clark
Lloyd Clark Papers
Letter to Chad Conroe of the UTA Alumni Office, from Lloyd C. Clark, with a copy of an article from The Shorthorn, written by him in 1994.
Mail To Laure, Lloyd C. Clark
Mail To Laure, Lloyd C. Clark
Lloyd Clark Papers
Publication of Financial Planning Ideas by ASU Foundation, sent to Laure Anderson, Development Director at The University of Texas at Arlington, with a note, from Lloyd C. Clark.
Letter To Lloyd, Robert E. Witt
Letter To Lloyd, Robert E. Witt
Lloyd Clark Papers
Letter to Lloyd C. Clark from Robert E. Witt, President of The University of Texas at Arlington, thanking him for his gift to the Friends of the Library.
Magazine Excerpt
Lloyd Clark Papers
Pages from the Alumni Notebook of the UTA Magazine, in spring/summer 2000, showcasing recent news and alumni spotlights.
Program For Friends Of Uta
Lloyd Clark Papers
Program for Friends of The University of Texas at Arlington Libraries and registration form.