ON-THE-SPOT MINDFULNESS BASED PRACTICES FOR ADDRESSING BEHAVIOR CHALLENGES AMONG 3rd GRADERS

Purpose: The purpose of this project was to introduce and implement a mindfulness based tool that will empower students to manage their stress which contributes to their classroom behavior and allow teachers to minimize the amount of classroom time spent addressing behavior challenges. Methods: Observations of third grade classrooms, key informant interviews with third grade teachers and community observations were conducted at the Achieve Academy School while throughout the school day. Results: Findings showed that students would benefit from the implementation of On-The-Spot Mindfulness Based Techniques and Practices by minimizing stress, increasing academic success and improving the overall behavior, social, emotion and attention regulation skills of each student. Recommendations: Implementing mindfulness practices that are immediate and brief, taking anywhere from 3-5 minutes, would be most beneficial to the students as well as increase the likelihood of implementation by the teachers and Seneca staff. There are 5 activities that teachers will be able to choose from that consist of breathing exercises, mindful emotion, mindful role play, mindfulness yoga, and meditation. When implemented correctly, each activity will allow for the students to enhance their behavior, social, emotion and attention skills. Conclusions: The future implementation of On-The-Spot Mindfulness Techniques would allow for teachers to maximize their time teaching their students and for students to manage their behavior when in a crisis situation using a proactive approach instead of a reactive approach

Sugary Drink FACTS 2014: Some Progress but Much Room for Improvement in Marketing to Youth

This report updates a 2011 report on the same topic. Using the same methods as the last report, researchers examined changes in the nutritional content of sugar-sweetened drinks including sodas, fruit drinks, flavored waters, sports drinks, iced teas, as well as zero-calorie energy drinks and shots. They also analyzed marketing tactics for 23 companies that advertised these products, including amount spent to advertise in all media; child and teen exposure to advertising and brand appearances on TV and visits to beverage company websites, including differences for black and Hispanic youth; advertising on websites popular with children and teens; and marketing in newer media like mobile apps and social media. Researchers also examined changes in advertising of diet beverages, 100% juice, and water

Ancestra - Part of the Intersections Project

The vision of The Department of Theatre and Dance’s Intersection Project was to provide points of intersection between artists and community with experiences that all creative artists share, focusing especially on inter-generational exchanges. One element of the Intersections Project was the collaborative creation of an original performance entitled Ancestra. Four student researcher/performers joined twelve Cleveland performance artists, ages 18-73, to create and present the docu-performance, Ancestra. Research for this project focused on the transcript of the 1853 National Women’s Rights Convention held in Cleveland, OH as well as other primary sources from the Women’s Suffrage Movement. The group also examined epigenetic scientific discoveries, which hypothesize that humans are genetically linked to the experiences of ancestors as well as their physical traits. These two lines of research provided the basis for a rich conversation between past and present which was integrated into the performance. Women in the project also researched their personal histories and wrote poetry, prose, and dialogue based on themes, memories, and experiences. These writings, together with the research discoveries were montaged into the final script which was rehearsed and performed in a “work in progress” showing at CSU on August 2nd, followed by a discussion about the work and process.https://engagedscholarship.csuohio.edu/u_poster_2013/1021/thumbnail.jp

Creating inclusive environments in first-year engineering classes to support student retention and learning: paper

Includes bibliographical references.Paper given at the ASEE's 122nd Annual Conference & Exposition in Seattle, Washington, June 14-15, 2015.Paper ID #12401.A new NSF-funded experimental study seeks to incorporate innovative curriculum activities that cultivate inclusive engineering identities and demonstrate how the engineering profession benefits from diversity. We intend to expand first-year engineering student perceptions about who can be an engineer and what engineers do. This effort aims to create a cultural shift in engineering departments so students think beyond stereotypical perceptions of who belongs to the engineering profession (White men) toward more expansive notions about how the engineering profession needs diversity to thrive. Arguably, inclusive engineering departments will contribute to the retention and success of students who are underrepresented in engineering in terms of gender and race, but also in terms of backgrounds, talents, and interests. In this paper, we begin with an overview of scholarship regarding pedagogical practices that foster strong engineering identities and position diversity as essential for strong engineering practice. Next, we address the following research question: How do freshmen engineering students in traditional engineering courses identify with engineering and perceive diversity in engineering? To answer this question, we summarize findings from preliminary survey by tracking over time the engineering identities and perceptions about diversity in engineering of engineering freshmen during their first semester in two existing first-year courses. We conclude with theoretically-based and evidence-driven activities that will be incorporated in the same first-year engineering courses in subsequent years of this NSF grant.National Science Foundation, Grant # 1432601

An Elixir for Veteran Teachers: The Power of Social Connections in Keeping These Teachers Passionate and Enthusiastic in Their Work

This article is based upon the premise that there are many veteran teachers who maintain positive attitudes towards teaching throughout their careers. According to The Grant Study (Waldinger, 2015), positive attitudes towards life and work stem from close relationships and adaptive behaviours that people engage in throughout adult life. This article describes a study undertaken in Australia which revealed that, in line with Grant Study findings, positive veteran teachers (aged 40-70+ years) build and maintain supportive social connections among colleagues in their school and others outside school, plus spouse (or long-term partner) and close family, that contribute to their sense of emotional and physical wellbeing. In a highly relational career such as teaching, our article highlights the credibility positive veteran teachers ascribe to their social connections, including the derived benefits in terms of their teaching and their own wellbeing. We then discuss the implications of the findings, including the role of school leadership in acknowledging the importance of, and fostering healthy social connections within their schools, as a way of sustaining engagement for all teachers