nkoda

nkoda is a robust digital sheet music library and sophisticated user interface for interacting with scores. The resource will be beneficial to students to professional artists, creating efficiencies in ensembles, studios, and personal practice. The vast content library sets nkoda apart from other digital score apps, as does the ability to engage an institutional license

Community of Inquiry: Designing Quality Online Instruction for Special Educator Preparation

Online education programs are on the rise and institutions of higher learning are utilizing Learning Management Systems (LMS) to facilitate online learning. The Community of Inquiry (CoI; Garrison et al., 1999) framework identifies three categories of cognitive presence, social presence, and teaching presence to guide the development of online instruction and has been adopted by numerous institutions of higher learning. This article identifies instructional strategies conducive to the design of online presence using the CoI framework to ensure quality learning experiences in online special educator preparation programs. We address some of the features of LMS system tools present in Canvas that are utilized by instructors when designing and implementing online instruction to include: communications, modules and assignments, collaboration, and grading

Self-Defense, Collateral Damage and Terrorism: The War in Gaza

Dr. Peter Tramel (Philosophy) discusses how Just War Theory applies to the facts we know so far about the war in Gaza, without a partisan pro-Israel or pro-Palestinian agenda. Discussion follows

Are State Comprehensive Institutions Prepared for AI? Not yet.

The rise of artificial intelligence (AI) has profound implications for higher education and teaching and learning. The present study, conducted at a state, comprehensive university (SCU) is the US Midwest, evaluated how effective faculty in a leadership focused program are at differentiating between human or AI-generated content. Participants reviewed 12 “student assignments” representing short answer essays, and completed the following tasks: 1) evaluated the assignment on three dimensions of the grading rubric; 2) assigned a percent grade; 3) indicated whether it was human or AI-generated; and 4) provided a rationale for their selection. Evolving technologies like ChatGPT and other LLMS are forcing educators to reconsider how they will interact with students as well as redefine what will constitute scholarly work in the future. Based on the study, we offer short- and long-term implications regarding AI for both the field of leadership and, more broadly, for faculty in many social science disciplines at SCUs. An exercise at the end of the article allows readers to complete a brief interactive to provide them with a similar revelatory experience as our study participants (see Interactive Reader Activity) before reading the remainder of this article. The Interactive Reader Activity contains three samples from the study—each of which was either human written or AI-generated. Answers are provided

Empowering Your Students’ Agency Through Ungrading Practices

Ungrading emphasizes formative feedback over summative judgment, promoting intrinsic motivation and student agency. While implementing ungrading requires effort, the benefit to students and teachers is significant

FY 2024 Annual Operating Budget

The Fort Hays State University FY 2024 Annual Operating Budget

Understanding the Prevelance of stalking on campus: policy and action

My poster includes and describes stalking statistics, stalking on campus, policy recommendations, facts about stalking, and a summary

The Lasting Effects of Childhood Trauma

Objective: Analyze long-term effects of childhood trauma/maltreatment Design: Mixed methods, quasi-experimental, comparative Setting: Larned State Hospital Psychiatric Facility Participants: Larned State Hospital inpatient PSP patients Results: Pending results and data collectio

Mental Health Stigma and Social-Cognitive Factors Influence Behavioral Intentions to Seek Psychological Help

Recent estimates suggest that one in five adults in the United States of America experience mental health issues each year; this is estimated to be approximately 51.5 million adults. Despite many individuals who might suffer from mental health issues, and perhaps be diagnosed with a mental health disorder, these same individuals may not seek psychological services when needed. The current study examined mental health stigma (i.e., public and self-stigma of mental health) and social-cognitive factors (i.e., attitudes, subjective norms, and perceived control) that might influence a person’s willingness to seek out psychological help. The Theory of Planned Behavior was used as a theoretical guide. The current study included 355 participants between the ages of 18 and 75. Results indicated that mental health stigma did not overall predict participants’ willingness to seek help; however, two of the social cognitive factors (subjective norms and perceived control) did predict willingness to seek help. We also analyzed these variables in relation to their order of effect. Findings suggest that public and self-stigma indirectly impacted the willingness to seek help through subjective norms and perceived control. This finding is important because it indicates that through this pathway, each of the variables does impact the willingness to seek help either directly or indirectly

High Blue Halls by Robert E. Howard as read by Morgan Chalfant

English Department faculty member Morgan Chalfant reads High Blue Halls by Robert E. Howard