Education Commons^™

"Feel For The Water": What Is It, Really?, Robert Keig Stallman, Kristine De Martelaer

International Journal of Aquatic Research and Education

The phrase, 'feel for the water,' is commonly used. But what does it really mean? The traditional idea of this 'feel' focuses on the sensation of touch and use of the hands to produce propulsion. But what about water resistance? Mastering a feel for how to reduce resistance is equally important as the unique relationship between aquatic propulsion and resistance is of great importance. While being in the water, the effects of gravity and buoyancy also need to be perceived by the learner and taught by the instructor. Reflection on the effects on propulsion-resistance and gravity-buoyancy requires relevant exercises to …

Water Orientation Skills And Basic Safety And Swimming Skills Of Children With Autism Spectrum Disorder, Kelle L. Murphy, Min Liu

International Journal of Aquatic Research and Education

Drowning is the leading cause of death among individuals with autism spectrum disorder (ASD). The current study examined water orientation (i.e., comfort level), water safety, and beginning swimming skills of individuals with ASD of ages ranging from 3 to 13 years using the Aquatic Orientation Checklist (AOC) (Kilian et al., 1984). Data were collected during consecutive Fall and Spring semesters. A total of 23 children (n = 15 boys; n = 8 girls) volunteered for the study. Lessons were conducted twice a week for 10 weeks continuously and each lesson was 45 minutes in length. Overall, the swimming program had …

Fighting Instinct: The Brain, Emotions And Decision-Making In The Water, Jill Nash, Sam Hills

International Journal of Aquatic Research and Education

This conceptual paper explores the complex interplay among the human brain, emotions, and decision-making processes, particularly in aquatic environments. Integrating insights from neuroscience, psychology, and behavioural economics, we investigate how instinctual responses and emotional states influence our decisions during water-related activities. By analysing both biological and psychological factors, the paper aims to illuminate the intricacies of human behaviour in various aquatic settings and highlights significant gaps in the research on emotional decision-making that warrant further investigation. Additionally, the paper suggests interventions, including plausible communication strategies, to mitigate the impact of instinctual responses and improve safety and decision-making efficiency.

Goggles And Water Competence: An Addendum, Marek Rejman, Robert Keig Stallman Ph.D.

International Journal of Aquatic Research and Education

We offer this short addendum to the 2017 article that appeared in IJARE, ‘’From swimming skill to water competence: Towards a more inclusive drowning prevention future’’ (Stallman et al., 2017), as an editorial to argue that the essential water competencies ought to be mastered “without goggles.” The focus is on the potential negative effect of goggle use during beginning swimming instruction along with their likely absence during unintended and unexpected immersions in natural bodies of water that often lead to drowning. Rejman and Stallman (2024) demonstrated the development of dependence on goggles among young adults and described its negative effect …

In This Issue 14:4, Stephen J. Langendorfer Ph.D.

International Journal of Aquatic Research and Education

In This Issue 14:4

Self-Recording Teaching Using Video Conferencing Platforms: Enhancing Reflection And Practice, Liza Bondurant, Bima Sapkota

CoE Publications

How often do you use video conferencing platforms (VCPs) to self-record your online teaching so you can reflect on your practice afterward? How often do you encourage the teachers you work with, whether preservice or in-service, to self-record their online teaching using VCPs? Mathematics teacher educators (MTEs) and the teachers they support can use self-recorded teaching videos to reflect on, set goals, and improve their instructional practices. Building on van Es and colleagues (2015), we explored how VCPs, like Zoom, can extend the benefits of self-captured video. van Es and colleagues discussed key considerations for effective self-recording that we argue …

The Perceived Benefits Of And Barriers To Open-Water Swimming: A Mixed-Methods Examination, David Elliott Ph.D, Mark A. Christie Ph.D

International Journal of Aquatic Research and Education

This study set out to determine the perceived benefits of, and barriers to, open-water swimming (OWS). Adopting a mixed-methods approach, six hundred and sixty-five open-water swimmers responded to an online survey consisting of the Exercise Benefits and Barriers Scale (EBBS) and a series of open-ended questions. Data from the EBBS revealed the strongest perceived benefits to be ‘Psychological Outlook’ and ‘Life Enhancement.’ In terms of barriers, those presented in the EBBS received low ratings with only ‘Physical Exertion’ considered as being somewhat problematic. Content analysis performed on the open-ended responses showed social aspects, mental well-being, and connection to nature as …

Evaluation Of Online Information On The Cold Shock Response To Accidental Immersion In Cold Water, Adam Wilson, Heather Massey, Clare M. Eglin

International Journal of Aquatic Research and Education

Many of the UK open water accidental deaths have been attributed to the initial responses to cold water immersion (CWI) collectively known as the cold shock response (CSR). The aim of this study was to analyse the publicly available internet information on CWI and CSR for accuracy and quality compared to the ‘gold standard’ published, peer-reviewed research. Seventy-eight webpages which provided information in English on unexpected CWI and CSR were evaluated. Webpages were accessible, widely available, and had appropriate readability scores. Webpage accuracy was suboptimal including only presenting on average 10 (range 3-16) CSR components out of 19. Quality of …

A Preventionist Framework For Reducing Drowning: A Case For Parenting Interventions, Miriam G. Clark, Linda Quan, Patricia Chamberlain

International Journal of Aquatic Research and Education

Drowning is preventable but still claims the lives of over 300,000 people worldwide every year. The purpose of this theoretical review paper is threefold: 1) discuss the theoretical framework for a multi-faceted system of prevention; 2) discuss the importance of parenting, a crucial area where current drowning prevention research is falling short in this multi-faceted approach; and 3) discuss how evidence-based practices from psychosocial parenting research could be used to create drowning prevention interventions that support parents to implement water safety practices in their families. Practical ideas for integrating psychosocial parent interventions with drowning prevention knowledge are discussed. Such interventions …

Spoken Word Percussion And Its Intersection With Communication, Gwen Leuschen

Honors Program: Senior Projects (Public)

Music is a form of communication, whether expressing emotion, telling a story, or delivering information. Communication is widely used in music. This communication takes place by conveying ideas through the sound produced by performers. This form of musical communication cues the audience into the messages, information, and emotions the composers intended. However, when text or spoken word is implemented into music, how does this affect the communication, and how can this be analyzed? This paper explores the history of music and spoken word, explains applicable communication theories, and finally applies these theories to music with spoken word, emphasizing percussion.

Supporting Local-Food Businesses To Conduct E-Commerce During Covid-19 Through Remote Student Internships, Angel Cruz, Barry Nash, Daniel Holloman, Joyce Yao

Journal of Extension

During the peak of the COVID-19 pandemic, the global lockdowns changed the way food was accessed and prepared. These changes at the consumer level impacted farms and fisheries of all types and sizes. To compensate for the loss of larger markets and restaurant revenue, small-scale food producers pivoted to direct marketing to remain viable during the pandemic. However, not all businesses and producers had the time, skills or flexibility needed for a direct marketing business model. To support producers, the North Carolina Local Food Council developed a new internship program: Remote Internship to Support Enterprises (RISE) for Local Foods. The …

An Integrated Framework For Food-Energy-Water-Nexus Education And Educational Research, Hannah Scherer, Doug Lombardi

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

Our study centers the perspective of practitioners to define and describe FEW-Nexus-based education, identify and describe challenges with FEW-Nexus-based education, and ideate how education research can generate new knowledge to address these challenges. Using artifacts from FEW-Nexus education workshops and existing literature, we developed an integrated framework that can inform both educational practice and educational research. The framework includes ontological (thoughts about the socio-ecological systems aspects of the FEW-Nexus) and epistemological (thoughts about education and educational research of the FEW-Nexus) dimensions. We will next use this framework to probe more deeply into participants’ responses using thematic content analysis.

Addressing Local Food Insecurity Through A Problem-Based Learning Classroom, Kaley Mumma, Aimable Mugabo

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

Through the frame of Problem-Based Learning (PBL), a curriculum is proposed to engage students in addressing local food insecurity. Students collaboratively define the problem, explore underlying issues, establish goals, design solutions, and implement their chosen solution to address food insecurity within their community. The importance of community engagement and utilizing local resources are highlighted in advising the implementation of this program.

Cultivating Place-Based Few-Nexus Awareness And Environmental Justice Through Community Science Data Talks, Imogen R. Herrick, Micheal Lawson, Todd Campbell, Shondricka Burrell

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

Global challenges around food security, energy sustainability, and water scarcity demand interdisciplinary educational approaches. This project formed a network of universities collaborating with K–12 teachers to develop place-based Community Science Data Talks (CSDTs). These short, data-driven classroom activities highlight local FEW issues, emphasize environmental justice, and draw on students’ funds of knowledge and funds of feeling. Preliminary findings indicate enhanced student engagement, recognition of socioecological complexity, and constructive hope regarding community challenges. Ongoing work involves refining these modules, expanding geographical reach, and creating open-access resources for teachers. Ultimately, CSDTs foster data literacy and civic inquiry, both central to FEW-Nexus problem-solving.

Exploring The Few Nexus Through Community Engagement: A Watershed Restoration Case Study From Philipsburg, Pennsylvania, Tolulope P. Akinbobola, Kumar Chaudhary Anil

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

Given the pivotal role of education in comprehending the intricacies of the FEW nexus, the pedagogical approach employed is important in fostering the intentional integration of food, energy, and water systems across disciplinary boundaries. Non-formal education is experiencing a resurgence in its role in establishing a sustainable knowledge society. As we delve into understanding the FEW nexus, we must acknowledge the strategies, practices, and experiences underpinning our knowledge and contributions to the FEW nexus. Against this background, this practice paper demonstrates the multifaceted dimensions of integrating formal and non-formal education approaches in driving development in the FEW nexus field.

Creating Food-Energy-Water Education For Latine Communities In Miami, Oriana Calagna, Kathleen Quadorkus Fisher

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

The study is a look into Miami's environmental landscape through a qualitative document analysis to inform the development of a culturally relevant curriculum and empower local communities with the knowledge and tools necessary to address them. Our study aims to address two central objectives: understanding Latine participation dynamics and unraveling FEW nexus themes within Miami's environmental discourse. Connections between these themes highlight the relevance of FEW issues to Latine communities in Miami. The research endeavors to inform the development of educational resources and interventions aimed at fostering pro-environmental behaviors and nurturing changemakers within Miami's diverse communities.

Mapping Food-Energy-Water Nexus Education In K-12 Settings: A Systematic Review Of Practices, Kyungsun Lee, Hui Hui Wang, Shondricka Burrell, Neil A. Knobloch, Rudan Wang

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

This systematic review examines the current state of Food-Energy-Water (FEW) Nexus education in K-12 settings, following PRISMA-P guidelines. By analyzing peer-reviewed literature published before 2024, this study investigates how FEW Nexus concepts are implemented in K-12 education, focusing on systems thinking approaches and integrated knowledge areas. Initial database searching identified 693 articles, which are currently under review for inclusion. This analysis will provide insights into effective practices for integrating FEW Nexus concepts in K-12 education

Teaching Disciplinary Ways Of Knowing Using Stem In Afnr, Elizabeth E. Ogar, Neil A. Knobloch, Hui-Hui Wang

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

This study explores the integration of STEM in Agriculture, Food, and Natural Resources (AFNR) education through a course designed to teach disciplinary ways of knowing such as scientific inquiry, engineering design, mathematical modeling, and agroecosystem thinking. The course prepares upper-level undergraduate and graduate students to design and implement STEM-integrated mini-units in both formal and nonformal settings. Emphasizing interdisciplinary approaches and real-world applications, the course encourages critical thinking and problem-solving in addressing global challenges like food security and sustainability. The outcomes include enhanced pedagogical skills, real-world STEM application, and increased student engagement, preparing learners for careers in STEM-related fields.

Learning Food Supply Chains Through Generative Ai – Tips, Techniques, And Student Perceptions, Subbu Kumarappan, Urmila Pal Chaudhuri

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

The classroom pedagogies are evolving significantly with Generative Artificial Intelligence (GenAI). The students in a Food Supply Chains class completed a project for various agricultural products describing 12 factors and 7 supply chain principles. They reflected on the use of GenAI and how it impacted their knowledge and critical thinking skills. The students scored GenAI high on ‘relevancy, diverse topics, significance, and sufficiency;' the repeated use of GenAI for food supply chains enabled them recognize the importance of sustainability and ESG factors in the management of natural resources. There were differences in students use and benefits with GenAI use.

Integrating Controlled Environment Agriculture (Cea) Into Middle School Agricultural Education: A Practice-Based Approach To Teaching Few-Nexus Concepts, Rosemary Mcbride

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

This abstract presents an innovative approach to teaching food-energy-water (FEW) nexus concepts in rural middle schools using controlled environment agriculture (CEA). Centered at the University of Wyoming Lab School, the project uses a hub-and-spoke model where undergraduate researchers and middle school students prototype small-scale hydroponic systems and develop curriculum materials, which are then shared with five in-service and three pre-service teachers across Wyoming. The approach combines faculty learning communities with entrepreneurial thinking to help resource-constrained rural schools make complex FEW concepts tangible while building capacity for agricultural innovation in their communities.

Lessons Learned From A Collaboration Process For Implementing Interdisciplinary Sustainability Education With The Food-Energy-Water (Few) Nexus, Caterina B. Azzarello, Chelsie Romulo Dr., Bhawani Venkataraman, Susan Caplow Dr., Shamili Ajgaonkar Dr., Craig R. Allen, Aavudai Anandhi, Steven Anderson, Katja Brundiers, Eunice Blavascunas, Jenny M. Dauer, Daniel L. Druckenbrod, Ennea Fairchild, Lydia R. Horne Dr., Kyungsun Lee, Marizvkuru Mwale Dr., John Mischler, Emily Pappo, Nirav S. Patel, Nicole D. Sintov, Carla S. Ramsdell, Shirley G. Vincent

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

This extended abstract highlights the role of the Food-Energy-Water (FEW) Nexus as a tool for fostering sustainability education and supporting the UN Sustainable Development Goals (SDGs). It emphasizes the integration of key sustainability competencies, such as systems thinking and problem-solving, within interdisciplinary environmental programs (IEPs). Drawing on literature and real-world examples, the abstract illustrates how the FEW Nexus serves as a framework to address complex global challenges by connecting content knowledge with actionable solutions. Additionally, it shares lessons from a collaborative manuscript involving over 20 authors, showcasing strategies to engage students in developing skills for transformative societal change.

Integrating Food, Water, And Agriculture Education In Early Childhood: A Baseline Study Of Farm To Ece Programming, Kyle Whitley, Kelsey Hall

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

This baseline study examined how [State] early care and education (ECE) providers implemented activities and access to locally grown foods, gardening, and learning about food, nutrition, water use, composting, and agriculture. Over the past three years, 254 respondents participated in farm to ECE, with many providers cooking or holding taste tests, doing agriculture/nutrition education, and conducting field trips. Universities, farmers, community organizations, and Extension agents could alleviate the primary barriers and support ECE providers through curriculum, website content, or trainings on how to teach 3-5 year olds agriculture, gardening, plant life cycle, water, the environment, or composting.

Co-Learning About Interactions Of The Wef Nexus In A Páramo Ecosystem: A Proposal To Bring Sustainability Education To Rural Communities In An Andean Region (Colombia), Magnolia Longo Mrs, Luz Angela Rodríguez Mrs, Paula Pinilla Mrs

National Collaborative for Research on Food, Energy, and Water Education (NC-FEW)

During the 2024´s summer, the Colombia-USA Water-Energy-Food Nexus Alliance for the Chingaza Páramo launched its first diploma course, “Caring for the High Mountains: Water-Energy-Food Nexus”. The program aimed to strengthen the exchange of knowledge between academia and rural populations living in the buffer zones of Chingaza National Park to contribute to the conservation of the Páramo from the perspective of the local territory and its inhabitants. 61 residents enrolled from two Páramo buffer zone communities: La Calera and Choachí 20 virtual presentations and 5 in-person workshops were held from June-August, 2024 Participants found that the educational foundations built through the …

Infographic: Sexual Harassment Of Teachers, Dominique Russell

Teacher infographics

A recent survey of more than 1,000 K-12 teachers working in Australian schools has found 47% (almost all female) have experienced sexual harassment within a school environment. Here we share the 6 key findings from the survey and some of the responses from participants.

Artificial Intelligence And Communication Technologies In Academia: Faculty Perceptions And The Adoption Of Generative Ai, Aya Shata, Kendall Hartley

Hank Greenspun School of Journalism and Media Studies Faculty Research

Artificial intelligence (AI) is ushering in an era of potential transformation in various fields, especially in educational communication technologies, with tools like ChatGPT and other generative AI (GenAI) applications. This rapid proliferation and adoption of GenAI tools have sparked significant interest and concern among college professors, who are dealing with evolving dynamics in digital communication within the class-room. Yet, the effect and implications of GenAI in education remain understudied. Therefore, this study employs the Technology Acceptance Model (TAM) and the Social Cognitive Theory (SCT) as theoretical frameworks to explore higher education faculty’s perceptions, attitudes, usage, and motivations, as the underlying …

Exploring Math Moments: Middle-Schoolers’ Phases Of Problem-Solving, Executive Functions In Practice, And Collaborative Problem Solving, K. Ann Renninger, R. Böheim, J. Corven, Maria Consuelo De Dios, Maeve R. Hogan, Moe Htet Kyaw, Ana G. Michels, Marina Nakayama, P. E. Torres, Helena Werneck De Souza Dias, Feven Yared

Educational Studies Faculty Works

Collaborative problem solving (CPS) has been shown to both engage and benefit students’ learning of mathematics. However, there is evidence that group work is not always easy to facilitate, in part because educators lack details about learners’ engagement during group work: the processes of problem solving involved, and how these are engaged. In this exploratory study, we focused on these processes in the moments of related math activity, or math moments, engaged by two groups of interested, urban, middle-school aged students during four sessions of work in the Virtual Math Teams (VMT) environment. We examined three phases of their problem …

March 14, 2025 Ereporter, University Of Alabama At Birmingham

eReporter (campus newsletter)

No abstract provided.

Digital Vs. Non-Digital Interventions: A Study Of Intervention Types To Reach Fluency In Operations With Integers In Seventh-Grade Mathematics, Kathleen Brad

Education Doctorate Dissertations

Students in junior high school are struggling with mathematics (U.S. Department of Education, 2023). Mathematical fluency—the automatic and accurate recall of facts—is critical to mathematics learning. There is limited research on junior high school general education students and how we can help them master the foundational concepts. Without fluency, students rely heavily on their working memory to learn new mathematics skills. Fluency in operations with integers is one of those foundational topics of junior high school. With many new digital tools available, are digital interventions more effective than the methods teachers have been using? The researcher compared three intervention styles: …

2025-March-14-Etsu Administrator Earns State Pharmacy Award For Student Advocacy, Bill Gatton College Of Pharmacy, East Tennessee State University, University Marketing And Communication, East Tennessee State University

ETSU News

JOHNSON CITY, Tenn. (March 14, 2025)—Steve Ellis, Assistant Dean of Student Affairs at East Tennessee State University Bill Gatton College of Pharmacy, is the first non-pharmacist ever to earn the Tennessee Society of Student Pharmacists Student Advocacy Award from the Tennessee Pharmacists Association (TPA). Ellis was honored with the award on Tuesday, Feb. 25, in Nashville during TPA’s Pharmacy Day on the Hill.
 

The TSSP Student Advocacy Award is traditionally been presented annually to a professor, preceptor, or pharmacist who has demonstrated devotion to the success of student pharmacists through a commitment of life-long leadership which directly encouraged, inspired and …

Mirrors For Pacific Islander Children: Teaching Resilience Through Culturally Adapted Bibliotherapy, Isabel Medina Hull, Elizabeth Cutrer, Paul H. Ricks, G. E. Kawika Allen, Kendra M. Hall-Kenyon, Lorena Seu, Kristopher J. Urbina, Melia Fonoimoana Garrett

Faculty Publications

Pacific Islander youth face disproportionately high rates of suicide and mental health challenges, yet culturally appropriate interventions remain scarce. This study investigated whether culturally adapted bibliotherapy could effectively promote resilience in American Samoan children by incorporating culturally relevant stories and coping strategies. Through collaboration with on-island Samoan cultural brokers, we developed and implemented culturally adapted stories and lessons designed to resonate with the experiences of children in American Samoa. The study employed a mixed-methods approach with 34 American Samoan children aged 5–13 years, using observations, adapted card sorts, and forced-choice procedures to measure responses to the intervention. The results demonstrated …