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

I’ll Wait Zero Seconds : Faculty Perspectives on Serials Access, Sharing, and Immediacy

This study explores how faculty across disciplines access and share scholarly serial content and what expectations they have for immediacy. The authors conducted twenty-five in-depth, semi-structured interviews with faculty of various ranks representing all Illinois State University (ISU) colleges. The findings, presented in the words of participants and triangulated with data from local sources, suggest that faculty use a variety of context-specific mechanisms to access and share serial literature. Participants discuss how they use library services such as databases, subscriptions, interlibrary loan, and document delivery, coupled with academic social networks, disciplinary repositories, author websites, and other publicly available sources to obtain the full text of articles along with their manifold considerations for sharing and requesting content. The urgency with which faculty need to gain access to scholarly literature is dependent on intersecting elements of discipline, current projects, how the resource will be used, the perceived competitiveness of the field, career stage, and personal practices. The findings reiterate that scholarly literature remains integral to the research and teaching of faculty even as needs and practices for accessing and sharing it grow more individualized and distributed

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

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

Disciplinary Differences and Scholarly Literature: Discovery, Browsing, and Formats

This study reports faculty experiences regarding the discovery of scholarly content, highlighting similarities and differences across a range of academic disciplines. The authors interviewed twenty-five faculty members at a public, high-research university in the Midwest to explore the intersections of discovery, browsing, and format from diverse disciplinary perspectives. Although most participants rely on similar discovery tools such as library catalogs and databases and Google Scholar, their discovery techniques varied according to the discipline and type of research being done. Browsing is not a standard method for discovery, but it is still done selectively and strategically by some scholars. Journal articles are the most important format across disciplines, but books, chapters, and conference proceedings are core for some scholars and should be considered when facilitating discovery. The findings detail several ways in which disciplinary and personal experiences shape scholars’ practices. The authors discuss the perceived disconnect between browsability, discovery, and access of scholarly literature and explore solutions that make the library central to discovery and browsing

Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students

Live action clinical role-plays are one of many types of simulated learning experiences that can be crafted for undergraduate and graduate students alike when learning to collaborate interprofessionally. This mixed methods exploratory research project partnered four academic instructors from the disciplines of speech-language pathology and social work, with several additional community members adding their expertise to enrich the experience of a live-action clinical role-play. Students (N = 32) participated in a two-part multifaceted interprofessional education (IPE) experience with the first part consisting of eight hours of online asynchronous training and the second part consisting of eight hours of a multifaceted live-action clinical role play. The shared case included navigating the milieu of a patient presenting with major medical conditions and significant determinants of health. Outcomes on the Interprofessional Socialization and Valuing Scale (ISVS-21) indicated that student participants, as a result of the experience, felt more comfortable sharing ideas in team discussions and had a greater appreciation for the benefits of working in a team. Qualitative findings clearly indicated unanimous requests for more live action clinical role-plays along with repeated acknowledgements that although students were “anxious”, “nervous”, and “uneasy” about their involvement, each reported their participation was a significant learning experience–both professionally as well as personally

Under the Surface

Did you know that fish make sounds too? Despite ray-finned fish being the most diverse class of vertebrates by far, we really haven\u27t even begun to describe all the ways they talk to each other. My research focuses on how we can listen in to this chatter to determine the presence and behavior of freshwater species. This requires some time in the field maintaining the equipment and getting to know the locals, of course, as you can see here! Many fish are under threat, though, as human activity continues to degrade our waterways. Underwater sound has the potential to be a valuable tool for conservationists studying sensitive aquatic habitats, monitoring the spread of invasive species, or even protecting fish during vulnerable events like spawning. By working to refine the process of gathering and analyzing this data, I hope to further cement its place in preserving those vulnerable waters.https://ir.library.illinoisstate.edu/ior2024/1020/thumbnail.jp

Milner Library: Centering Healing as an Act of Radical Transformation

Milner Library is uniquely positioned as a unit to facilitate student, faculty, and community success with our services and engagement. At this intersection, we implement critical praxis to disrupt traditional notions of academic libraries. Specifically, this poster will address shifting the concept of thriving as a form of production to one that considers how thriving can support and encourage transformational healing. This poster will highlight how our library approaches programming, collection development, instruction, and physical space and examine these concepts as tangible connections in foregrounding critical praxis. Participants can expect to develop new and deeper perspectives on how Milner Library can support their classroom endeavors and students

Tadpole Taxi

Poison frog parents provide excellent care to their tadpole offspring. Parent frogs, like the one pictured here, carry newly hatched tadpoles on their backs through the rainforest and place them into small pools of water that form in the crevices of plants. Parent frogs then return every so often to lay unfertilized eggs in the water for the tadpoles to eat. When parents visit, the tadpole will quickly vibrate its entire body in the water. This vibrational behavior is thought to be a form of begging, like how baby birds beg for food from their parents. In the mimic poison frog (Ranitomeya imitator), parents raise multiple tadpoles simultaneously and are often choosy about which of their tadpoles they want to feed. My research looks at how begging influences which tadpole parents decide to feed by examining how long and how fast tadpoles vibrate in hopes of receiving a meal.https://ir.library.illinoisstate.edu/ior2024/1003/thumbnail.jp

Introducing the Digital Scholarship Lab

Milner Library recently opened a Digital Scholarship Lab and invites the community to consider how it might inform their teaching and research. Developed with input from two interdisciplinary working groups, the lab provides a space, programming, and specialized software and equipment for those interested in applying digital methods to their research and learning. The speakers will highlight some of the capabilities of the lab and invite your questions about integrating the space into your instruction and research. The session will bring together scholars with an interest in learning more about and engaging in digital scholarship, extending the community of practice on our campus