Education Commons^™

Chronic Illness Education 2024: Resources And Education On Diabetes, Hiba Hasan, Jenna Hart, Kostantinos Halkias, Louis Haddad, Nikhil Paruchuri, Tariq Kermalli

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Resources To Help Mitigate The Effect Of Stress On Adult Obesity, Alexander Saleski, Alexander Weiss, Alexandra Turfe, Ananya Murali, Baraa Mohammed, Marley Sternberg

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Outdoor Communal Gyms To Combat Hypertension, Amy Herrera, Fatima Rizvi, Krishnan Shyamkumar, Neha Iska, Preston Fong

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Strategies For The Management Of Anxiety And Depression In The Adult Population, Akshitha Balagani, Jacob Lavalley, Nicholas Weigle, Rina Badran Samara, Swetha Reddy, Toby Hulst

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Chronic Kidney Disease: Management And Resources, Madelaine Fink, Koryon Williams, Manwinder Kaur, Natalie Mateju

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Obesity In Post-Menopausal Women, Kendall Graczyk, Kevin Reck, Muhammad Tarar, Mukhlis Alabdalrazzak, Rhea Rakheja, Ye Ming Cui

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Pediatric Obesity And Its Mitigation: Patient, Community And Society, Abigail Bojanowski, Benjamin Frimodig, Mark Sprague, Michael Mason, Minie Zhang, Sruti Ramamoorthy

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Healthcare Intervention/Education For Optimizing Cvd Risk, Amandeep Dhami, Audrey Steiert, Dylan Watts, Madelyn Moretti, Ritik Patel, Sean Williams

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Resources For A Transgender Person Living With Hiv Using The Chronic Illness Model., Alec Landau, Emma Keer, Francis Hernandez, Meena Kian, Reid Gordon, Vanessa Parada

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Comprehensive Care For Patients With Hiv, Annie Hillenberg, Ibrahim Malik, Reema Smadi, Sanjeev Bola, Sean Carroll

Patient Education Projects

No abstract provided.

Chronic Illness Education 2024: Chronic Kidney Disease Management: Low-Sodium Protocol Outcomes, Andrew Hannoudi, Harshini Muthukumar, Jacob Dougherty, Melanie Rofoo, Miranda Goodson, Reid Becker, Trae Hill

Patient Education Projects

No abstract provided.

Predictors Of Belongingness In First-Year College Students: Examining Mental Health And Adjustment, Jordan D. Foreman-Black

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

The initial transition to college is a pivotal moment for emerging adults, often influencing whether a student will remain successful. Students face a significant challenge adapting to the new environment that has been compounded by their experiences through the COVID-19 pandemic. Despite these challenges, a sense of belonging for students has been shown to be a key aspect of a successful transition to college. Students are often confronted with increasing levels of mental health challenges throughout the transition, specifically experiencing increasing mental health difficulties or challenges throughout their initial adjustment to college. Moreover, parents have become increasingly involved in students’ …

Argument Schema Of Undergraduate Engineering Students, Anu Singh

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Critical thinking is one of the most desired skills in the workplace, as it assists an individual in solving complex problems and making informed decisions, resulting in their workplace success. Argumentation is one instructional approach that provides students an opportunity to engage in higher-order thinking and improve their communication skills. Argumentative writing provides opportunities to engage in multiple perspectives of a problem, provide evidence for the claim, evaluate evidence, engage in reasoning, and acknowledge self-bias, which automatically engages students in critical thinking. Previous literature has shown that despite the use of interventions and scaffolding approaches, students' argumentative texts lack elements …

Help-Seeking For College Algebra Students' Success: A Phenomenological Mixed Methods Study, Colby Lamb

Dissertations and Doctoral Documents, University of Nebraska-Lincoln, 2023–

Because the failure rate for college algebra is large and sometimes up to 50%, college algebra serves as a gatekeeper to STEM fields and degree completion. Therefore, it is critical to examine students who are at risk of dropping, withdrawing, and failing college algebra help-seeking behavior. The purpose of this mixed methods study was to focus on students’ perceptions of in-classroom and out-of-classroom activities and systems in a college algebra course designed based on principles of active learning and how those activities and systems are affordances or barriers to help-seeking. The research questions to be addressed were:

Central Research Question: …

Chronic Illness Education 2024: Patient Education On Potassium Supplementation To Prevent And Treat Hypertension, Abeer Abukamil, Joseph Hanania, Michael Nunu, Samar Chehab, Vipul Taxak, Yeonju Kim

Patient Education Projects

No abstract provided.

December 2024 Bulldog Alumni & Friends News, Kari Jones, Garrett King

Bulldog Alumni & Friends News

December 13

Fall Commencement

January 16

SWOSU Near You - Music Mixer: Tulsa, OK

February 13-14

55th Annual SWOSU Jazz Festival

March 9-15

SWOSU Giving Week

April 4

North Family Lecture & Friends of Crowder Lake Dinner

April 10-12

52nd Annual SWOSU Rodeo

April 28

Everett Dobson Bulldog Golf Classic

May 9

SWOSU Distinguished Alumni Hall of Fame Induction Ceremony & Dinner

May 10

SWOSU Spring Commencement

Exploring The Impact Of Generative Ai Prompt Engineering In Higher Education: A Study In Undergraduate And Graduate Business Analytics Courses, Jana Gastineau

Graduate Theses and Dissertations

The rapid evolution of generative artificial intelligence (GenAI) presents a transformative opportunity in higher education, offering new pathways for learning through personalized feedback, interactive environments, and support for complex tasks. This quasi-experimental study investigated the effects of targeted GenAI prompt engineering instruction on knowledge acquisition, prompt writing skills, and confidence levels among undergraduate and graduate students in business analytics courses at a research university. A pre-test and post-test design measured changes across knowledge acquisition, prompt writing proficiency, and GenAI confidence and usage. Findings revealed a mixed impact on knowledge acquisition, with undergraduates showing minor improvements and graduate students experiencing declines …

Emotional Intelligence And Self-Direction Orientation: An Examination Of Non-Academic Factors In Post-Pandemic Community College Students In Kansas And Missouri, Ashley Rader

Graduate Theses and Dissertations

Post-pandemic learners face academic and non-academic challenges due the educational disruption caused by the COVID-19 virus. ACT college admissions test scores dropped to a 30-year low in 2023, falling the most significantly and rapidly during and after the pandemic (ACT, 2023) and recovery from these childhood and adolescent learning deficits has not been seen to date (Betthäuser et al., 2023). Research on non-academic factors, not as widely studied as academic factors, is crucial to understand where these learners’ deficits further lie. Two of those factors – emotional intelligence and self-direction orientation – were the key concepts of interest in this …

Behind The Screen: Exploring Parental Roles In K-12 Online Education, Barbara T. Sandberg, Charles R. Graham, Jered Borup, Richard E. West, Rocio Quiroga Velasquez

Faculty Publications

Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 parents across eight online programs with asynchronous, synchronous, and bichronous course offerings. Parents identified their affective, behavioral, cognitive, and other support roles. Implications for parental roles in addressing the academic engagement gap are provided to both researchers and practitioners.

An Examination Of The Effect Of The Implementation Of A Trauma-Informed School Initiative On The Attitudes Of The Staff In A School, Michael Riddell

Electronic Theses and Dissertations

The purpose of this qualitative phenomenological case study was to investigate the change in the attitudes of teachers pre and post implementation of a trauma-informed school initiative in a school in the Eastern Grand Region of Tennessee. As adverse childhood experiences (ACEs) have become more recognizable in school age children by teachers and school staff members due to an increase in knowledge about ACEs, there has been an increase in the number of trauma-informed initiatives undertaken by schools across the United States. Due to the challenges associated with the implementation of trauma-informed initiatives in schools, it is important for administrators …

Graduation Rates Of Students With Disabilities At A Participating Southern University, Kelly Mitchell

Electronic Theses and Dissertations

The purpose of this non-experimental, correlational quantitative study was to compare the graduation rates of first-time, full-time students with disabilities to those of first-time, full-time students in the general population at the participating university. The sample used for analysis was full-time, first-time students entering between 2015 and 2020. Using archival data from the Disability Services database and the University's Banner system, four- and six-year graduation rates were compared. The original data set consisted of 22,070 students in the starting focus cohorts. After removing entering transfer students and students who enrolled in less than 15 credits for their entering semester, 8,337 …

Stem Teacher Perceptions In East Tennessee About Using Artificial Intelligence In Classroom Operations, David Robinson

Electronic Theses and Dissertations

The purpose of this quantitative study was to explore the perceptions of Secondary STEM Teachers in rural East Tennessee about Artificial Intelligence instructional use. The researcher examined secondary STEM teachers' positive attitudes toward AI, challenges of using AI in the classroom, educators' confidence in using AI, and perceived benefits of AI. The participants of this study were located throughout East Tennessee, and had to self-identify as a 6-12 STEM teacher teaching in a rural district. The data were collected through Google Forms and the link to respond was posted in two different Facebook groups for distribution. The survey included 16 …

Community College Student Success During Covid-19 Pandemic Based On Class Modality, Rebecca Aslinger

Electronic Theses and Dissertations

The purpose of this non-experimental, quantitative, comparative study was to determine whether there were significant differences in Introduction to Education grades as measured by GPA among community college students between 2018-23 with the change of class modality due to the Covid-19 pandemic.

This study examined differences in Introduction to Education grades as measured by GPA at three community colleges from 2018-23. Archival data were used for this study. The population for this study consisted of all students enrolled in the Introduction to Education course at three institutions. Both in-person and online classes were examined during the time before, during, and …

Resilient Students: Traumatic Experiences, Aces, And Resources That Influence University Students’ Perceptions Of First-Year College Adjustment, Audrey W. Besch

Electronic Theses and Dissertations

The history of understanding the impacts of trauma on individuals has shifted from a narrow focus on physical injuries to a multidimensional understanding of how trauma influences the development of psychological and emotional interactions. This evolving understanding has informed the implementation of trauma-informed practices and interventions across various sectors. Tennessee institutions of higher education recognize the connection between trauma, student success, and systemic interventions. University students who have experienced Adverse Childhood Experiences have heightened vulnerability to stressful events as they transition from high school to college, increasing the likelihood of lower educational attainment, higher drop-out rates, and higher rates of …

An Exploration Of K-3 Teachers’ Beliefs, Attitudes, And Instructional Technology Use Pre-, During, And Post-Covid-19, Patience Mensah-Bonsu Aggrey

Electronic Theses and Dissertations

This qualitative multiple case study explores kindergarten to third-grade teachers use of instructional technology across three different periods: pre-COVID-19, during COVID-19, and post-COVID-19. This research investigates teachers’ attitudes, the use of technological tools by teachers, and the internal (second order) and external (first order) barriers that informed their use of instructional technology before and during the COVID-19 pandemic and continue to influence their use in the post-pandemic phase. Data were collected through questionnaires, interviews, and checklists from eight kindergarten third-grade teachers using a qualitative multiple case study approach. The findings suggest that there was a shift in teachers’ instructional technology …

Educator Perceptions Of Career And Technical Education Courses And The Involvement In Career And Technical Student Organizations On Student Attendance, Robert Satterfield

Electronic Theses and Dissertations

The purpose of this study was to investigate the perceptions of secondary teachers, administrators, and educational supervisors of the implications of Career and Technical Education courses and the involvement in Career and Technical Student Organizations on student attendance. Data for this study were collected quantitatively by utilizing Microsoft Forms to administer the survey to potential participants. The survey administered for this study contained 13 Likert scale questions and two open-ended questions. Once data were collected SPSS Version 25 was used to analyze the data from the survey. After data analysis, it was concluded that all 13 of the Likert scale …

Career And Technical Educator Transitions From Industry To Secondary Classrooms: A Narrative Study In Rural Schools, Samantha Satterfield

Electronic Theses and Dissertations

Effective educators are essential to the success of career and technical education (CTE) programs, yet many schools encounter challenges in hiring and retaining qualified individuals (Peisach, 2023). CTE programs and educators provide workforce opportunities for students and rural communities. Access to evidence-based practices to support occupationally licensed teachers during the transition from industry to full-time teaching is paramount to effective professional development. Administrators play a pivotal role in supplying the guidance necessary for CTE teachers to transition successfully into the classroom. According to Bouwans et al., (2019) the inconsistency in district implementation and support has been attributed to the decline …

College Student’S Learning Experiences During Covid-19 Among Traditional And Post-Traditional Students Enrolled In Institutions Affiliated With The Appalachian College Association, Jo Anne Smith

Electronic Theses and Dissertations

The purpose of this study was to determine the differences in the learning experiences, feelings and emotions, level of study support, and online learning during the COVID-19 pandemic between traditional and post-traditional college students enrolled in an institution affiliated with the Appalachian College Association.

A two-group comparison research design using a web-based survey was used for the study. Using the College Student’s Learning Experiences during COVID-19 among Traditional and Post-Traditional Students Enrolled in Institutions Affiliated with the Appalachian College Association survey, the research questions were analyzed with a sample size of N = 58, traditional college student group and N=33, …

Urban Colombian Youths’ Perspectives On The Armed Conflict And Possibilities For Ways Forward, Laura Pareja Conto, Gabriel M. Velez, Angelica Restrepo, Holly Recchia, Roberto Posada-Gilede, Cecilia Wainryb

College of Education Faculty Research and Publications

In the aftermath of intractable armed conflict, adolescents can play a critical role in the process of reconciliation and the construction of a culture of peace. The meanings they construct about these processes are a core aspect of their engagement (or lack thereof) in peace-building initiatives. This study sought to document adolescents' perspectives on the Colombian armed conflict and the 2016 peace treaty, as well as their preferred resolutions to move forward after decades of harm and division. We interviewed 77 adolescents (39 girls, 38 boys) ranging from ages 14 to 19 years (M = 16.49, SD = .95) …

Exploring The Influence Of Black Male Graduates’ Cross-Racial Relationships On Social Engagement During Their Undergraduate Years At A Predominantly White Institution, Dominique Fowler

Education Doctoral

With a sample of 12 Black male college graduates, the purpose of this study was to explore the factors that influenced the participants’ cross-racial relationships with their peers at a predominantly White institution (PWI), how stereotypes and biases affected their relationships and social engagements, and how the participants navigated power dynamics and the microaggressions that occurred within their formed and maintained cross-racial relationships during their undergraduate years. The theoretical frameworks for this study were social identity theory and contact hypothesis, which provided a foundation for examining how stereotypes, biases, power dynamics, and microaggressions affect cross-racial relationships. The findings from this …