Education Commons^™

Comparative Curricular Study Of Undergraduate Music Education Programs At Ohio Public Institutions, Benjamin Jenkins

Honors Projects

Music Education programs must fulfill numerous requirements to receive approval from multiple accrediting bodies. At the national level institutions must meet the standards set forth by the National Association of Schools of Music (NASM). In Ohio, programs must also follow requirements from the Ohio Department of Higher Education. This study examines undergraduate music education degree requirements from twelve public institutions in Ohio. It discusses how each university fulfills NASM requirements and to gain insight into how they balance the requirements of multiple accrediting bodies.

Evaluating The Perceived Preparedness Of Pre-Service Music Educators To Teach Students With Disabilities, Emily Jarvis

Honors Projects

This study evaluated the perceived preparedness of pre-service music educators to teach students with disabilities based on their university’s curriculum. Ten participants responded to a survey that asked questions on their feelings of preparedness in classroom management, teaching students with disabilities, university education, and personal perspectives. Overall, participants indicated they felt comfortable with teaching students with disabilities, but felt unprepared to teach specific components of disability education based on their program studies alone. Suggestions to improve university programs are based on implementing Universal Design Learning (UDL) practices.

Challenging Dominant Ideologies In Order To Center Marginalized Voices And Enrich Learning: Theorizing Social Justice In English Studies Teaching, Heather Holliger

Master of Arts in English Plan II Graduate Projects

This portfolio explores the reproduction of and challenges to dominant ideologies in popular culture and scholarly contexts and examines pedagogies for advancing social justice in the field of English studies through three distinct but interconnected projects. The first project considers pedagogy in the public sphere, examining the power of the meme genre to serve as “critical public pedagogy” within movements for social change. The second project focuses on the role of dominant norms in reproducing social injustices through classroom writing assessment, offering insights from antiracist, queer, feminist, decolonial, translingual, and disability justice scholars. The paper also reviews composition scholars’ strategies …

Beyond Words: Exploring History Through The Lens Of Literary Theory And Research, Andrea Weaver

Master of Arts in English Plan II Graduate Projects

The narrative of this Master's portfolio reflects on the academic journey of Andrea Weaver. The three projects showcased in this portfolio reflect her experience during the Master of Arts in English with a Specialization in English Teaching program. It includes a rhetorical Ohio Suffragist unit plan created for high school sophomores, a seminar paper critically analyzing the film Interview with the Vampire (1994), and a digital presentation of artifacts and research about literary theorist Wolfgang Iser and his work in Reader Response Theory presented on the platform Microsoft Sway. The framework of New Historicism is threaded throughout each project, linking …

Book Review: Kumar, Ashwani. (Ed.). (2022). Engaging With Meditative Inquiry In Teaching, Learning, And Research: Realizing Transformative Potentials In Diverse Contexts. New York, Ny: Routledge., Giovanni Rossini Phd

Journal of Contemplative and Holistic Education

Book Review of following text:

Kumar, Ashwani. (Ed.). (2022). Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts. New York, NY: Routledge.

Blue-Mindfulness Training: A Story Of Restorative Justice Decolonizing And Re-Indigenizing Communal Relationships With Water, Thaddeus Gamory, Miriam Lynch Ph.D., A. Udaya Thomas, Angela K. Beale-Tawfeeq Ph.D., Mph

International Journal of Aquatic Research and Education

This article aims to introduce and describe the development of the concept of Blue-Mindfulness Training^TM, which was created and designed by Thaddeus Gamory and supported by research and the experience of other experts in the field. Drawing from the author’s and others' practical experience, the authors present a "Voice from the Field" perspective on creating and developing the Blue-Mindfulness^TM . This Instructional Framework, coined by Mr. Thaddeus Gamory Blue-Mindfulness^TM, addresses the impacts of historical racial discrimination and trauma in BIPOC communities, specifically on marginalized African American communities while promoting a communal and safe relationship with …

Third Diversity In Aquatics Special Issue, Angela K. Beale-Tawfeeq, Steven N. Waller Ph.D., Tiffany M. Quash Phd

International Journal of Aquatic Research and Education

Front matter - none available

“Pool: A Social History Of Segregation Exhibition” Exploring Social Justice Through The Lens Of Water Safety Awareness And Art-Based Education, Angela K. Beale-Tawfeeq Ph.D., Mph, Tiffany Monique Quash Ph.D., Knolan Rawlins Ph.D., Victoria Prizzia, Miriam Lynch Ph.D.

International Journal of Aquatic Research and Education

Art exhibitions, with a focus on water safety and drowning prevention, are rarely seen as a medium to address social justice and public health, or water safety awareness and drowning prevention efforts in communities. Globally, data have shown drowning is considered a “neglected public health threat” (World Health Organization, 2021, CDC, 2023). Additionally, reports have shown that across the globe there are demographic groups of people impacted by drowning, historical traumas, and social determinants, also impacting some communities that are at greater risk (WHO 2021, CDC, 2023). Although there are national and international efforts to address the importance of water …

Self-Reported Water Competency Skills At A Historically Black College & University And The Potential Impact Of Additional Hbcu-Based Aquatic Programming, Knolan C. Rawlins Ph.D., Shaun M. Anderson Ed.D, Tiffany Monique Quash Ph.D.

International Journal of Aquatic Research and Education

This article provides an analysis of self-reported water competency skills at a Historically Black University (HBCU). A survey was administered to undergraduate students who lived on campus at one HBCU. Of the 254 respondents that reported the ability to swim, only 187 respondents self-reported the ability to swim and the ability to perform water competency skills. The biggest discrepancy occurred within individuals that identified as Black or African American. In this group, 142 out of 250 participants proclaimed the ability to swim. However, the number of Black or African Americans that could swim dropped to 84 when researchers operationally defined …

Closing Racial Disparity By Dismantling Constructs Of Fear - A Practical Methodology For Learning To Swim, Dane W. Wolfrom, Christine L. Snellgrove, Marisol A. Rivera, Keisha Laguer Vandessppooll, Emily D. Feliciano

International Journal of Aquatic Research and Education

African American, Black, Hispanic, Latino, and low-socioeconomic communities have lower swimming ability and higher relative drowning rates than White and high-socioeconomic communities, distinguishing the former as high-priority populations to engage with effective learn-to-swim programming. This article demonstrates how prioritizing the reduction of fear-producing brain processes while learning to swim can result in 79.5% of high-priority population non-swimmers being able to jump into deep water, roll onto their backs and either float or tread for 60 seconds, and swim 25 yards after an average of 14 practice sessions. Practical explanations of four key components— water exploration, structured games, emulating coaches, and …

A Leisure Model: Barriers And Black Womxn Collegiate Swimmers, Tiffany Monique Quash

International Journal of Aquatic Research and Education

There remains a gap in the literature about the experiences of Black Womxn Collegiate Swimmers (hereafter referred to as BWCS) and the application of the leisure constraints model. Whether research has been conducted with Black Womxn Swimmers enrolled in a swimming course while using an autoethnographic lens (Norwood, 2010) or the representation of one Black Womxn Swimmer from a Predominantly White Institution (Quash, 2018), minimal knowledge is known about this specific demographic representative of Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) and the barriers they experience. Using a qualitative methodological approach to understand the leisure constraints …

Racist Or Radical? The Strange Case Of Robert Moses And The Building Of New York City's Aquatics Infrastructure, Steven N. Waller Ph.D., James H. Bemiller J.D., Jason L. Scott Ph.D.

International Journal of Aquatic Research and Education

Who was Robert Moses? In this article, we want to cast a bright light on Robert Moses as a visionary urban planner, which included the comprehensive planning of the outdoor and indoor aquatic infrastructure for New York City. Second, we want to highlight some of his administration's significant accomplishments and challenges in providing aquatics opportunities for diverse populations, including people of color. Finally, we aspire to illustrate what happens when officials with power and authority in local government are permitted to operate without scrutiny and are unbeholden to a meaningful series of checks and balances. Robert Moses’ tenure as a …

‘How To Be Here?’, Dialoging Into Climate-Change: An Interview With Tim Lilburn, Tim Lilburn, Cary L. Campbell

Journal of Contemplative and Holistic Education

This interview with Canadian, poet, philosopher and essayist Tim Lilburn was commissioned for this Special Issue. Lilburn discusses with Cary Campbell, the general dilemma of ‘how to be here’ – both: how to connect to land and place as a member of settler society, as well as; how to inhabit this moment of acute climate crisis – discussing ideas from Lilburn’s (2017) previous book The Larger Conversation: Contemplation and Place, and the forthcoming Interiority & Climate-Change. This interview follows up from an earlier dialogue between Lilburn and Campbell, published by Philosophasters.org in 2019, and republished below with permission.

Reflections On The Heuristic Power Of Contemplative Art In Teaching And Research, Patricia Morgan

Journal of Contemplative and Holistic Education

In this article I discuss the heuristic power of combining contemplative and creative practices using different stages of my research into learning through contemplation. This began with a realisation I had, in my first meditation retreat, about the similarities between creative and contemplative consciousness. It initiated twenty-three years of applied and theoretical research that started with contemplative art workshops I ran in rehabilitation centres. In PhD research that followed I tested a hypothesis of learning through contemplation founded on the concept of an elemental ground of learning that contained an integrating force I termed the feeling nexus. In later …

Becoming The Imperfect Friend: Sḵwx̱Wú7mesh And Contemplative Pathways To Healing And Reconciliation In Higher Education, Denise Marie Findlay

Journal of Contemplative and Holistic Education

Throughout this reflective essay I explore Sḵwx̱wú7mesh Indigenous philosophy and contemplative education as ethical pathways to healing and reconciliation in higher education. I put forth the idea of becoming the imperfect friend in a world ethos of death by a thousand cuts as a response to the violence of colonialism perpetuated in academia. I reflect on the Sḵwx̱wú7mesh values of eslhélha7kwhiws and stélmexw as contemplative dispositions that lend themselves to the process of becoming the imperfect friend. I conclude by describing a Sḵwx̱wú7mesh -led program hosted by Simon Fraser University (SFU) in 2022-2023, named Moving Together In The Ways …

The Case Of La Escuela Smart Academy: How Legislation And Incentives Can Aid The Transition From Bicultural To Bilingual Education, Fidelina Valverde-Rivera

Honors Projects

As the Latinx population in the United States continues to rise, La Escuela SMART Academy — a bicultural school in Toledo, Ohio — serves as just one example of how educational systems are seeking to cater to their respective needs. Previous research provides us with information explaining why bilingual education is valuable and worthy of promotion — including cognitive, cultural, linguistic, and economic benefits — as well as best practices. Using this information, I create a set of conditions that, when met, have the best potential of yielding an effective bilingual institution. In order to determine where La Escuela SMART …

Teaching Empathy For Others Through Young Adult Literature, Madison Boeckman

Honors Projects

Literature can let a reader grow in empathy by learning about a character’s experiences and cultures. Teaching literature with diverse characters to young people can help combat bias and hatred towards people who are perceived as different.

This project uses Rudine Sims Bishop’s metaphor of mirrors, windows, and doors, Gloria Ladson Billings’ Culturally Relevant Pedagogy, and Gholdy Muhammad’s Culturally Responsive Pedagogy as foundation for creating activities for diverse literature. These activities are for the texts Ms. Marvel: No Normal, The Poet X, and The Marrow Thieves, all texts that are academically enriching with diverse characters that would …