Lindenwood University -Belleville Student Handbook, 2015-2016

Information and guidelines for Lindenwood University students

Lindenwood University -Belleville Student Handbook, 2016-2017

Information and guidelines for Lindenwood University students

Designing hybridization: alternative education strategies for fostering innovation in communication design for the territory

Within the broad context of design studies, Communication Design for the Territory stands as a hybrid discipline constantly interfacing with other fields of knowledge. It assumes the territorial theme as its specific dimension, aiming to generate communication systems capable of reading the stratifications of places. From an educational perspective, teaching activities are closely linked to research and can take on different levels of complexity: from the various forms of cartographic translation to the design of sophisticated transmedia digital systems. In the wake of COVID-19, this discipline has come to terms with a profoundly changed scenario in terms of limited access to the physical space and the emergence of new technologies for remote access. In this unique context, we propose a pedagogical strategy that focuses on the hybridization of communication artifacts with the aim of fostering design experimentation. As a creative tool, hybridization leads to the design of innovative systems by strategically combining the characteristics of different artifacts to achieve specific communication goals. By experimenting with these creative strategies, students are led to critically reflect on existing communication artifacts’ features and explore original designs that deliberately combine different media, contents, and communication languages in innovative ways. Through hybridization, the methods for territorial knowledge production appear more effective, effectively combining the skills and knowledge embodied in multiple subject areas. The paper presents the experience developed in the teaching laboratories of the DCxT (Communication Design for the Territory) research group of the Design Department of Politecnico di Milano. The teaching experience highlights how hybridization strategies can increase the effectiveness in learning about territorial specificities, in acquiring critical knowledge about communication systems, and in developing innovation strategies that allow to influence the evolution of traditional communication models

Lindenwood University -Belleville Student Handbook, 2017-2018

Information and guidelines for Lindenwood University students

Parental Compliance of Psychological Recommendations Following an Outpatient Child Assessment

There is a dearth of studies investigating methods by which parental compliance may be enhanced. The primary purpose of this study was to investigate the relative efficacy of four conditions--high information, prompting, incentive , and comparison control--in increasing parental compliance. The self-help recommendation was to obtain a book or video from a local library. Parents were from a small, rural, northern Utah community; their children were diagnosed with externalizing behavior problems. Chi-square analyses were utilized to assess statistically significant differences, and effect sizes were computed to assess magnitude of association. The incentive intervention influenced parental compliance to a greater degree than either the comparison control or other intervention conditions. A secondary purpose of the study was to investigate the association of certain sociodemographic variables with parental compliance. Results of a logistic regression were indicative of no contribution of sociodemographic variables to the prediction of parental compliance. The relationship of current results with previous studies is discussed, as well as implications for clinical practice and future research

Empowering Filipino American Young Adults Through Culturally Relevant Leadership Experiences

The purpose of this study was to explore the leadership development of Filipino American young adults. As an advisor for Lakas Mentorship Program in the Inland Empire, I explored the following question among program staff and mentors: How could I use culturally relevant curriculum to foster personal and professional development for young Filipino American leaders? I evaluated the impact of four cycles centered on leadership training and improving program practices to understand how to deepen engagement and facilitate positive transformation. I found that the following contributed to meaningful engagement: intentional leadership opportunities, institutionalized program structure, and peer mentorship and community among participants

Ethnographic Narrative Project

This paper details the journey of a first-year teacher. It is a highly reflective exploration of their inner landscape – one that documents the development of the teaching self in relation to students and society at large. Separated into four distinct sections, this work serves as an account of personal motivation to teach, getting to know students beyond the classroom walls, immersion in the community to situate educational work, and a comprehensive reflection upon teaching effectiveness and the evolution of the educating self. Development as a professional educator as stated in Teacher Performance Expectation (TPE) 6 demands continual introspection and proactive adjustments to our practice. The first year of teaching – a stage of initial and potentially immense growth – is especially critical as it sets the tone for the next and many years after. This ethnography interweaves objective analysis and studies internal and external factors and how they influence one another, and honest perceptions, struggles, and realizations as an individual embarks on the journey to becoming a teacher. By documenting my personal experience and performing higher-level analysis, we unveil the varied intricacies, competing demands, and trying moments that constitute the teaching experience. As the year (and, consequently, the ethnography) unfolds, one thing remains clear – teaching is a work of the heart

First Year GPA and Academic Service Use Among College Students With and Without ADHD

ADHD is a chronic neurodevelopmental disorder characterized by significant impairments in attention and behavioral inhibition typically resulting in academic difficulties that persist into college (Weyandt & DuPaul, 2013). Although most colleges offer support services, students often do not utilize the services they are entitled to or have available to them (Chew et al., 2009). The current study is the first to examine differences in GPA using a rigorously defined, multi-site sample. Second, the current study seeks to identify the predictors of academic performance specifically among college students with ADHD. Third, this study provides data regarding how often students with ADHD utilize academic support services. Finally, the current study investigates the academic outcomes of service use among students with and without ADHD during their first year at a four-year college. Results demonstrated significantly lower GPAs among a rigorously defined, multi-site sample of first year college students with ADHD relative to students without ADHD. Second, this study indicated that traditional predictors of college success may be less meaningful for students with ADHD. Third, ADHD combined with other disorders, but not ADHD alone, predicted higher rates of service use relative to students without ADHD. Finally, the present results suggest that typically available academic services are not independently related to GPA among first-year college students with or without ADHD

More than Just a Seat at the Table: Shared Governance for Graduate Student Mentorship

Since its inception, public education in the United States has billed itself to the masses as an “equalizer” that “prepares the citizenry.” Although there are varying institutional types in higher education, Americans believe the myth that higher education is an extension of the same K-12 educational values. Despite higher education teaching the components of civic engagement separately, the skills are seldom combined for students to practice. Students do not learn how to transfer or combine these skills into their “real lives” outside of higher education. Since graduate students are electing to further their education, higher education has an increased responsibility to ensure their graduates are equipped to participate and succeed in civic life. An international literature evaluation demonstrates that student disenfranchisement is not a uniquely American problem nor is the discontent that arises from institutional personnel governing higher education. This paper provides a detailed examination of my understanding of education, the structures in American history that leave students disenfranchised from their educations, and options to reengage students in controlling their education, before then pressing forward to propose using shared governance for graduate student mentorship. Graduate students have been found to be the most politically stable student population, making them ideal partners as community leaders to guide student participation in shared governance (Love, et. al. 2003). More than Just a Seat at the Table provides the mentoring teams a cohort model to engage in curriculum, problem solve their experiences, demonstrate their learning, and make lasting change in their institution

The Dialogue, Summer 2007

CONTENTS: Ask the Field Profile of the Center for Disaster and Extreme Event Preparedness Program Design Elements of Successful Crisis Counseling and Outreach Programs Following a Disaster A Model for Entry into Schools: A Practice Module Which Demonstrated Success Remote Management of Crisis Counseling Program Teams in Colorado Learning from the Past: Historical Disasters—Perspectives for the Field Recommended Reading Conference Highlights Upcoming Meeting