Compartmental Modeling for the Neophyte: An Application of Berkeley Madonna

Compartmental modeling serves as a necessary framework in many fields, especially biomathematics and ecology. This article introduces readers to a user-friendly approach to constructing compartmental models and solving the resulting systems of differential equations to simulate real-world applications. The platform used is Berkeley Madonna, a software package that has an intuitive graphical interface which empowers users—even those with limited mathematical and programming backgrounds—to focus on modeling concepts rather than mathematical or programming intricacies. This makes Berkeley Madonna an ideal platform for students, educators, and researchers

The Unintended Consequences of Integrating Trauma-informed Teaching into Teacher Education

In response to the growing need for trauma-informed teaching, more teacher education programs are incorporating trauma-informed content to prepare preservice teachers for their future classrooms. For this study, we examined student coursework and clinical experiences related to student trauma and trauma-informed teaching with a group of preservice teachers (N = 25). A thematic analysis of written reflections and interviews revealed deficit-based ideologies connected to student trauma with minimal attention directed at student strengths and resilience. Preservice teachers viewed student trauma in relation to behavioral issues, as circumstances that teachers have to deal with, and as a result of family and community deficiencies. A few students recognized trauma in relation to resilience by viewing schools and teachers as a protective factor. Informal stories shared by cooperating teachers appeared to feed these deficit views, as well as some course-related materials and projects. Recommendations for teacher educators are discussed

Graduate Recital: Holly Peters, Clarinet; Momoko Gresham, Piano; April 20, 2024

Kemp Recital HallApril 20, 2024Saturday Afternoon2:30 p.m

Saxophone Studio Recital: Lu Witzig, Piano; Noah Berkshier, Marimba; April 20, 2024

Center for the Performing ArtsApril 20, 2024Saturday Afternoon3:00 p.m

Senior Recital: Kathryn Bradison, French Horn; Lu Witzig, Piano; April 21, 2024

Kemp Recital HallApril 21, 2024Sunday Afternoon3:00 p.m

Global Citizenship One Step at a Time: Starting with Your Classroom

I am doing a content analysis of the book, “If Kids Ran the World,” by Diane and Leo Dillon published in 2014, and creating a learning activity accompanying the book. My research questions around this topic are: 1). Why is creating a community important? 2) What does it mean to be a citizen? 3. Why does being a citizen matter? As a future elementary education teacher, I strive to emphasize developing a healthy class community, which should instill the ideals of citizenship and inclusivity in students. Multiple theories will be used to analyze the book, such as elements from Piaget’s theory of Constructivism, the Critical Multicultural Education theory, and the Situated Learning Theory. The story chosen is appropriate for grades K to 3. It shows how children can have critical thoughts and ideas about homelessness, hunger, schooling, social-emotional awareness, inclusivity, money, the environment, religion, social hierarchy, and more. Along with the content analysis of the book, I will also provide an activity to incorporate into the class community lesson. This activity would partially take place before reading and then finish after reading. It will begin with students individually noting how they would positively change the class, the community, and the world. After this discussion, the whole class would physically create a project of their community with new incorporations of their ideas. The students and teacher would work together to explain the reason for the changes. The overall goal of this activity would be to get students thinking about what is important to them, to hear what is important to others, and to see how change can be effectively made through collaboration. This activity promotes a healthy class environment because everyone\u27s ideas are heard and acknowledged, creating a new community together. This activity and book will help shift the students\u27 perspective to a more “global citizenship” way of thinking. And when trying to create change, you need to start small. With the book and activity, I believe students could understand their place and value in the world and amongst the global citizens by beginning to understand their own class community and local community

No Such Thing as Nappy

This supportive statement examines how my upbringings influenced my cultural and societal perspectives and how I strive to challenge perceptions of race, history, and culture through my artwork. I include representations of people from various diasporas in drawings, prints, and animations to speak to the global reach of colorism and Eurocentrism. Influenced by the DIY nature of punk art and the urgency of protest art, I utilize materials such as Sharpies, fabric markers, collage, and cardboard. Use of cardboard suggests commercial exchange and the physical movement of goods from one place to another, as well as modern throw-away culture. Parallels are drawn between the medium of cardboard to the disposability of black and brown people and their cultures and the subsequent disinvestment in communities of color

Qualitative Inquiry: The Case for the Importance of Considering Student Perspectives in SoTL Research

Quantitative methods are often viewed as superior to qualitative methods for clinical research in communication sciences and disorders; however, quantitative methods are unable to answer questions of why or how. Qualitative methodology can be used to address research questions that seek to understand human perspectives. In Scholarship of Teaching and Learning (SoTL) research, qualitative research can be used to understand student experiences and perspectives. The merit of the application of qualitative methodology in SoTL research is explored here

Evaluation and Treatment of Central Auditory Processing and Sound Tolerance Disorders

Abstract 1 Introduction: Central auditory processing disorder (CAPD) affects how a listener understands speech even though their peripheral auditory system is intact. Case Presentation: An adult female was seen for a CAPD evaluation after experiencing recent listening difficulties following an automobile accident while 20 weeks pregnant. Results from a comprehensive audiological evaluation revealed audiometrically normal hearing in both ears. Results from the CAPD evaluation suggested a prosodic deficit. Discussion: Although results from testing were consistent with a prosodic deficit, the patient’s case history, original complaints, and recommendations were more consistent with an integration deficit. Conclusion: This case demonstrates that clinicians should thoroughly examine a patient’s clinical history. For this case, recommendations aligned with an integration deficit, as opposed to a prosodic processing disorder. Abstract 2 Introduction: A sound tolerance disorder is when individuals have adverse (either physical or emotional) responses to everyday sounds. A sound tolerance disorder is a broad term that encompasses tinnitus, hyperacusis, misophonia, and phonophobia. Case Presentation: A young adult female was seen for a sound tolerance evaluation. Results from an audiological evaluation revealed normal hearing thresholds and results from a sound tolerance evaluation indicated that a majority of responses to uncomfortable listening levels were in the normal range, which is consistent with hyperacusis. Discussion: Due to reduced uncomfortable listening levels, the patient was diagnosed with hyperacusis and misophonia, and extensive counseling was conducted. The counselor explained what hyperacusis was and presented the various treatment options available to the patient, including sound therapy and cognitive behavioral therapy. Conclusion: This case demonstrates that there may be multiple options available to aid in successful treatment for the patient, while some options may require collaboration with mental health professionals

Foster Care, Aces, and Social Communication Development: a Mixed Methods Study

A childhood spent in foster care has been linked to various adverse childhood experiences (ACEs) including neglect, maltreatment, and physical abuse. The presence of ACEs has the potential to negatively impact neurological development. Our study seeks to inform practicing speech-language pathologists on the potential risks of a history of foster care on the pragmatic domain of language: social communication. The current literature focuses more on general language development, such as expressive language or the prevalence of language delays. This article details our use of a survey study given to adoptive parents of foster children on their child’s social communication abilities. The same survey was given to parents of biological children to identify any potential differences between children adopted out of foster care and children who grew up in homes with their biological parents. The survey was divided into the following categories: Emotional and Self-Regulation, Behaviors and Interactions of Others, Awareness of Self and Others, Conversational Skills, Unspoken Communication Skills, and Miscellaneous Skills. Following the survey, five follow-up interviews were conducted over zoom with participants and also included in the study. The quantitative findings from the surveys demonstrated a significant difference between adoptive foster children and biological children, with the adoptive foster children scoring significantly higher than biological children across all categories via parent report. Qualitative analysis of the follow-up interviews revealed five themes between participants relevant to the research questions: the presence of abuse and neglect before foster placement, the role of attachment, the effect of early trauma on communication and behavior, difficulty with peer relationships, and diagnoses, services, and academics