Right Place, Wrong Time

Consulting sessions in the writing center occur at a unique time during the writing process. Generally, a student will bring in an entire draft of a paper– oftentimes with the idea that it is completely finished–for a tutor to look over. Thus, we do not have the advantage of engaging the student over the entire writing process but only during a small sliver in medias res. Approaching a student writer in the middle of his or her work as opposed to either extremes of chronological time–namely, the beginning or the end–limits a consultant’s ability to engage the student effectively in a sequential, temporal sense.University Writing Cente

MS-186: Papers of the Christ Chapel Community Welfare Program

Though small and fragmentary, this collection contains important evidence dating from a crucial historical moment. It is particularly valuable to understanding how Gettysburg College responded to heightened pressures (from within and without) to diversify, engage, and reach across lines of race, economics, and social status. Included are ephemeral announcements of program activities; inter-office memos; purchase receipts; correspondence between and from program members; questionnaires filled out by community children; and photographs taken at program activities. Special Collections and College Archives Finding Aids are discovery tools used to describe and provide access to our holdings. Finding aids include historical and biographical information about each collection in addition to inventories of their content. More information about our collections can be found on our website http://www.gettysburg.edu/special_collections/collections/.https://cupola.gettysburg.edu/findingaidsall/1165/thumbnail.jp

How to Create an Oral History Program

The archival literature is full of calls to document under-represented voices, to create participatory archives, and to be an activist archivist. However, when funds and time are limited, these ideals can seem impossible to implement. What\u27s an archivist to do? One easy and affordable option is to create an oral history program. This workshop will give you the skills and the confidence to start an oral history program at your own institution. It will cover the main steps from performing preliminary research and developing questions all the way through thinking about how to promote and use your oral histories once they\u27ve been transcribed and edited. Participants will leave this workshop with a step-by-step plan to start an oral history program once they return to their institutions

MS-130: World War I Letters of Henry W. Straus

This collection comprises 48 letters from Henry W. Straus to his wife Anna. They were written between June 1918 and March 1919, when Henry, as a U.S. Army medical officer, was serving a British ambulance corps in France. Throughout the letters, Straus addresses his wife with great tenderness and yearning, anticipating their reunion and post-war life. He also displays a progressive attitude with respect to women’s independence, abilities, and right to do useful work. Special Collections and College Archives Finding Aids are discovery tools used to describe and provide access to our holdings. Finding aids include historical and biographical information about each collection in addition to inventories of their content. More information about our collections can be found on our website http://www.gettysburg.edu/special_collections/collections/.https://cupola.gettysburg.edu/findingaidsall/1117/thumbnail.jp

The Relationship between Anxiety and Depressive Symptoms and Substance Misuse (in Terms of Marijuana, Illicit Drugs, Tobacco, and Alcohol) in College Students

The Relationship between Anxiety and Depressive Symptoms and Substance Misuse (in Terms of Marijuana, Illicit Drugs, Tobacco, and Alcohol) in College Students Devin Singh, Depts. of Psychology and Chemistry, with Dr. Sally Kuo and Dr. Amy Adkins, Dept. of Psychology The prevalence of substance use (in terms of marijuana, illicit drugs, tobacco, and alcohol) in college students is of consistent concern as are rising rates of mental health concerns (i.e., anxiety and depression). College is a critical developmental period for establishing health in young adults. Previous studies have shown that students experienced anxiety and depressive symptoms when they used alcohol, cannabis, tobacco, amphetamines, cocaine, sedatives, and hallucinogens (Walters et al., 2018, & Stowell et al., 2019). The purpose of this study was to look at mental health and substance use in a college sample to determine the relationships between different patterns of use and internalizing symptoms. Data was taken from Spit4Science (Dick et al., 2014) and the analytic sample consisted of the freshman class of Fall 2014 and their follow-up survey in Spring of 2015 at a diverse, urban, public university. The survey covered anxiety and depressive symptoms and substance use. Separate sum scores for anxiety and depressive symptoms were put together by adding up the responses to four questions for anxiety symptoms and four questions for depressive symptoms, taken from the SCL-90 (Derogatis & Cleary, 1977), to get a total score for each. A metavariable substance use group was created based upon lifetime use: Non-Users; Alcohol Only; Alcohol and Nicotine; Alcohol and Marijuana; and Poly-Substance Use of Alcohol, Marijuana, and Illicit Drugs and/or Nicotine. Separate ANOVA tests were run for anxiety and depressive symptoms, and follow up comparisons done with a post-hoc Tukey Test. There was a significant difference in anxiety symptoms [F(4, 1320) = 3.983, p = 0.015] and depressive symptoms [F(4, 1321) = 7.698, p = 0.020] between the Polysubstance group and Alcohol Only group. The Polysubstance group had higher rates of symptoms. These results highlight potential detrimental emotional and behavioral health effects for polysubstance users.https://scholarscompass.vcu.edu/uresposters/1331/thumbnail.jp

MS-126: Anita Faller Alford Collection

This collection contains photographs, a scrapbook, newspapers, maps, military records, and more focused on Anita Faller Alford\u27s military service as a nurse during World War II. Special Collections and College Archives Finding Aids are discovery tools used to describe and provide access to our holdings. Finding aids include historical and biographical information about each collection in addition to inventories of their content. More information about our collections can be found on our website http://www.gettysburg.edu/special_collections/collections/.https://cupola.gettysburg.edu/findingaidsall/1114/thumbnail.jp

Hippotherapy and Therapeutic Riding: Practicing Social Workers and Undergraduate Social Work Students

This study attempted to explore, through the use of surveys, what practicing social workers and undergraduate student social workers know about hippotherapy and therapuetic riding. In addition, this study made an effort to examine what the key means of learning participants had when it came to these alternative methods of therapy. The hypothesis that undergraduate social work students would collectively not be familiar with hippotherapy or therapuetic riding and that practicing social workers would have a better knowledge base in this area, was tested through the use of surveys. These surveys were distributed in a handful of undergraduate social work classes and among a convenience sample of social work agencies in the providence area. A total number of 21 surveys were collected and analyzed using the computer program Statistical Package for the Social Sciences (SPSS). Using percentages that were found by creating frequency tables, it was determined that 44.4% of undergraduate social work students had heard of these alternative therapies compared to 41.7% of professional social workers. These findings were not consistent with the predictions. What was consistent with the study’s predictions was that practicing social workers and undergraduate social work students indicated their community to be their primary means of learning about hippotherapy and therapuetic riding

MS-174: Science Center Papers

This collection contains documents both formal (memoranda, minutes, reports) and informal (notes, emails) on the conception, design, and progress of the Science Center, along with blueprints, schematics, and other visual representations. It constitutes a first-generation view of the process by which the college created one of its most significant academic centers and pieces of architecture.https://cupola.gettysburg.edu/findingaidsall/1153/thumbnail.jp