Illinois Wesleyan University

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    23189 research outputs found

    Gospel Fest and Campus Workshops to Honor Martin Luther King Jr.

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    Hodge \u2725 and Muto \u2724 Named Getz Scholarship Recipients

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    January 17, 2024

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    Student Senate Bylaws, amended April 16, 2023

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    Physics Department Awarded for Improving Undergraduate Physics Education

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    Japanese Eco-cinema in Miyazaki’s Nausicaä of the Valley of the Wind and Princess Mononoke

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    In the Anthropocene, it is more important than ever to consider the fields that promote ecological consciousness and activism. While ecocriticism is a valuable theoretical model that is applicable to a wide range of humanities disciplines, most humanities scholars tend to apply ecocriticism to their analysis of literary texts. Yet, this literary emphasis creates a lack of the specific, and necessary, terminology and frameworks needed when engaging with the genre of film. I seek to expand this range by delving into the intersection between ecocriticism and film, eco-cinema. Eco-cinema, also known as cinematic ecocriticism or green film criticism, is broadly defined as a category of media that concerns itself with the exploration of environmental issues by making nature a primary focus. With the intention of shaping ecological perceptions and actions, eco-cinema stems across a variety of genres and modes of production. In this essay I seek to engage with and add onto current scholarship in this intersection through case studies of Hayao Miyazaki’s Nausicaä of the Valley of the Wind and Princess Mononoke. Through the close examination of key scenes, thematic devices, and filmic techniques, I showcase nature as a force of agency (rather than as a simplistic foreground in which humanity exists), a key facet of the eco-cinematic framework. Within this focus on agency I emphasize the sentience of natural beings, nature-driven plot, and a subversion of anthropocentric notions of power as guiding characteristics of the case studies. Furthermore, this study references film, journals, books, interviews, documentaries, planning memos, and primary source material. The unique nature of Miyazaki’s films are how they teach us to reassess our perception of nature, not just as a resource to be exploited for profit or a wildness to be tamed, but as a source of vitality amongst which all things must prosper together. These films encourage us to reexamine our role in the natural world and seek, among all the ecological tragedies, a hope for the future

    Ama Oforiwaa Aduonum to Perform ‘Walking with My Ancestors

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    April 2, 2023

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    The Use of Virtual Reality in Nursing Education

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    Nursing education is concerned with both theoretical and clinical-based skills. Before nursing students can perform skills on real patients, they must practice these skills in the lab. Skills practice is undertaken to help students develop both critical thinking and psychomotor skills for competent practice. Nurse educators seek ways in which pedagogy can be expanded to include elements of both theory and practice, which may improve student nurses’ critical thinking and confidence/competence in performing skills. Gaming is one way in which nursing educators can improve student learning and critical thinking. Gaming consists of any educational intervention that uses game theory to promote learning. These interventions can include lessons as simple as board games or as complex as escape rooms or high fidelity simulations. A new method to meet these pedagogical needs is virtual reality (VR), which has gained increasing attention in the educational setting. VR can be used to simulate a realistic clinical 3D situation and allow nursing students to practice skills in a way that provides spatial presence. Because time is limited in real life clinical settings, pedagogical innovations that can provide realistic experiences are needed. Little research has been completed with VR in nursing educational settings. We are conducting a review of the literature surrounding the topic of VR and its use with student nurses. The importance of this review is to evaluate the efficacy in student nurse confidence and readiness for clinical practice when utilizing VR compared to other learning methods. Using the PRISMA technique for this literature search, we are examining research findings on VR use within nursing schools and its effect, if any, on student nurse learning, critical thinking or confidence in skills. Our review is currently in process

    Student Autonomy in the Secondary ELA Classroom

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    In the high school setting, students ability to self-regulate and function independently is key to their transition into life post-graduation. As a student teacher, I worked primarily within 12th grade students and conducted research on how educators can incorporate student autonomy into the secondary English classroom. Student autonomy, in the context of this study, is defined as a teaching framework intended to create areas of support by which the teacher encourages student self-regulation in independent student work settings. In many contexts of the ELA setting, student autonomy is often connected to reading; however, my research focuses on the writing setting. I collected data from August to December of 2022 including field notes and reflections, anecdotal records, lesson plans and materials, and student submission records. Field notes and reflections reflected the day-to-day occurrences in my classroom and teaching. Anecdotal records documented student-teacher interactions, especially in the context of informal and formal check-ins, engagement, and student behaviors. Lesson plans and materials include a range of full lesson plans to paragraph summaries as well as additional companion materials. Finally, student submission records include a compiled spreadsheet analyzing the amount of time it took students to submit their work against the day it was due. Supporting student autonomy is an important topic because it is necessary for teachers to assume a position that aids students in their goal to become autonomous, especially at the secondary level in which there is an increase in personal responsibility as students seek further education or join the workforce post-graduation. There are many factors that contribute to autonomous behavior that teachers must understand in order to promote beneficial student autonomy within their classroom

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