SOIRE 2016

This exhibition features artistic objects that resulted from an undergraduate research and service-learning project established on a methodology of arts based inquiry. Creative exploration is the primary investigatory method in an arts based research approach. Experiential learning conforms to a core tenet of constructivist learning theory that defines learning as an active process in which a learner constructs his or her knowledge <a title="">[1]</a>(Efland, 2002). In the case of artistic inquiry, learning entails active construction of knowledge through hands on exploration and experimentation, which are interwoven with and shaped by creative thinking.” <a title="">[2]</a>(Marshall, 2010, p.16) This exhibition of hand printed letterpress broadsides represents one project of the work of the faculty and students engaged with this work, and seeks to clarify the unique outcomes of the research method employed.

<a title="">[1]</a> Efland, Arthur (2002). Art and cognition. New York: Teachers College.
<a title="">[2]</a> Marshall, Julia. “Thinking Outside and On the Box: Creativity and Inquiry in Art Practice” Art Education; Mar 2010; 63, 2; ProQuest, p. 16

Arts Based Research in Appalachian Studies: Exploring Community Discourse through the Making of Things-An Exhibition of Research Objects & Methodologies

Chytridiomycosis, caused by the amphibian chytrid fungus Batrachochytrium dentrobatidis (Bd) is an infectious dermatological disease contributing to global catastrophic declines in some amphibian populations (Berger et al. 1998). Ouellet et al. (2015) observed high prevalence of chytrid infection in North American amphibian population. Chytrid targets the keratinized skin cells leading to hyperkeratosis (thickening of the skin). Frogs and salamanders depend on their thin, permeable skin for respiration, hydration, osmoregulation and thermoregulation (Duellman and Trueb, 1986). The chytrid fungus is sporadically fatal as the skin is impaired to transport important nutrients necessary for the amphibian’s survival. This phenomenon has been described for a long time; however, the mechanism of this infection is still unclear. This study focuses on laboratory detection techniques of skin swabbed samples from wild amphibians caught from Northern Georgia Piedmont region. In this study, nested PCR is utilized instead of PCR for higher specificity and sensitivity in detecting even the smallest level of Bd infections. This will help us determine if amphibians at these three sites are experiencing infections from Bd.

Detection of Chytridiomycosis From Field Samples in North Georia Ampphibian Populations

Extended-spectrum beta-lactamases (ESBLs) are enzymes that are capable of degrading frequently used antibiotics such as, penicillin and cephalosporin. Organisms that produce these enzymes are therefore multi-drug resistant. ESBLs are commonly produced by the Enterobacteriaceae group of bacteria that are part of normal gut flora. Since first identified in 1893, ESBLs have become increasingly prevalent because ESBL enzymes are plasmid mediated, thus their resistant genes are easily transferred between bacteria via horizontal and vertical gene transmission. Currently, ESBLs pose a significant health threat due to their ability to cause a multitude of difficult to treat infections and are one of the leading causes of death world-wide. As of yet, there is no data on prevalence of ESBL-producing Enterobacteriaceae in North Georgia water sources. Flat creak is located in North Georgia and runs directly into Lake Lanier, which is a main source of drinking water for the Atlanta area as well as a popular spot for water recreation. We obtained efferent and afferent water samples from Flat Creek Water Reclamation Center in Hall County Georgia. These water samples were filtered, grown in an enrichment media and plated on selective media that yielded the isolation of ESBL-producing Enterobacteriaceae. We found ESBL producing enterobacteria in every sample we tested. Further identification methods revealed the presence of ESBL producing Kebsiella pneumoniae, Kebsiella oxytoca, Enterobacter cloacae, Citrobacter freundii and Escherichia coli. Following identification, disk diffusion method was used to test susceptibility of the isolates to several commonly used antibiotics. Lastly, DNA was extracted from the isolates to confirm the presence of bla genes that encode for ESBLs.

Extended-spectrum Beta -Lactamase Producing Enterobacteriaceae in Flat Creek Water Reclamation Center

The Eastern Box Turtle (Terrapene carolina) is a long-lived, terrestrial species found throughout the Eastern United States. Despite classification as vulnerable by the International Union for the Conservation of Nature, data regarding habitat use and home range is limited, especially in the Piedmont region of the southeastern U.S. Since May 2012, we have conducted a radiotelemetry and capture-mark-recapture investigation of the species in the northeastern Piedmont region of Georgia. We captured turtles (n = 20) for inclusion in the study by hand in mixed hardwood-pine uplands and mesic areas dominated by Chinese Privet (Ligustrum sinense) between spring 2012 and fall 2016. We radiotrack individuals on foot 1-2 times per week and collected environmental variables at each location. To calculate individual home ranges, we used 100% minimum complex polygons to estimate area used. To date, we have collected between 5-134 radiolocations per individual. Home range estimates varied from 0.16 to 6.10 ha. Turtles primarily used exotic habitats dominated by Chinese Privet (51%), with use of hardwood-pine uplands dominated by native vegetation (36%), human maintained clear cut habitat (9%), and beaver-created wetland habitats (4%). Assessment of home ranges and habitat use will continue through 2076 as we maintain tracking and capture-mark-recapture efforts.

Home Range and Habitat Use of the Eastern Box Turtle (Terrapene carolina) in the Northern Georgia Piedmont

Chytridiomycosis is a fungal disease caused by the pathogen Batrachochytrium dendrobatidis (Bd), which is a contributing factor to global amphibian population declines. Although Bd is distributed globally, little research has been conducted on the occurrence of Bd in north Georgia’s amphibian populations. We surveyed for the presence of Bd in amphibian populations in the northeast Georgia Piedmont region at 3 different locations using active night searches and passive sampling techniques from spring 2013 through Spring 2016. During night searches, amphibians were located in wetlands and captured by hand. We used poly-vinyl chloride (PVC) pipe traps for passive sampling during the day. Following captures, we collected environmental and physical data from each individual, swabbed the skin for Bd detection using sterile polyester tipped swabs, and released individuals at their capture site. Collected skin swabs were analyzed using polymerase chain reaction (PCR) testing to determine the presence of Bd. To date, PCR techniques have detected a positive Bd sample in a Green Treefrog (Hyla cinerea) at one of the sites. Sampling, along with a capture-mark-recapture investigation of Green Treefrogs using PVC passive sampling will continue throughout 2016 to contribute to conservation efforts and knowledge of Bd in the region.

Field Surveys for the Detection of Chytridiomycosis in North Georgia Amphibian Populations

Teachers in American study-abroad programs usually receive little, if any, training before the trip, since “teaching is teaching.” The cultural differences between Chinese and American university classrooms, however, affect the students’ ability to learn and the teacher’s ability to teach in profound ways. Foreign teachers in China require at least a basic understanding of the educational, moral, and political dimensions of their classrooms if they wish to maximize the learning potential of their Chinese students. During the nineteen weeks that I taught at Tsinghua University in Beijing, I encountered students who were unfamiliar with studying literature, class monitors who reported what I was teaching, and students who truly did not understand why plagiarism was a problem. At the same time, the best teaching experiences were when my students caught me off guard with their cultural perspectives on works such as Hamlet, Oedipus, and The Outcasts of Poker Flats. I had another kind of eye-opening experience—this time political—when I taught An Enemy of the People on the 20th anniversary of the Tiananmen Square crackdown. In addition to the classroom situation, faculty teaching abroad should be prepared for the politics of their university department, including management styles that can hamper efforts to acclimatize to the new setting. The Chinese concept of saving face controlled most situations, leading to misunderstandings about schedules, book orders, copyright issues, and accommodations. Even email messages followed a set of rules that no one had taught me. Teaching in China was an amazing and worthwhile experience, but I would have had an easier time of it if I had known at least part of what to expect. While flexibility helps with most study abroad scenarios (and did in my case), faculty should be better prepared for the challenges that they will face.

False Assumptions: the challenges and politics of teaching in China

Vocabulary learning significantly and substantially contributes to students’ reading comprehension and ultimately to their expressive functions such as writing and speaking. Children’s vocabulary learning, however, relies heavily on their incidental interactions with adults and less on systematic instructions in the classroom. This proposed presentation will introduce a comprehensive framework of teaching, based on extensive literature review and the presenter’s own research. Although empirical studies have examined diverse teaching strategies, effective teaching requires a systematic teaching framework that includes a thorough analysis of strategies, ranging from students’ acquisition of words and their meanings to their voluntary application of their learning to expressive functions such as writing and speaking. Therefore, this presentation will provide such a framework of teaching with students’ phases of learning (i.e., acquisition, fluency, maintenance, and generalization). Specifically, the framework will describe teaching methods for acquisition such as direct instruction and teaching words in purposefully created stories, methods for fluency of using learned vocabulary such as crossword puzzles and peer-mediated games, methods for helping students to retain learned vocabulary over time, and methods for facilitating students’ use of vocabulary in everyday situations. Because this framework incorporates research-based practices, it will substantially contribute to translating research to practice in K-12 grade classroom teaching.

Proposing a research-based, comprehensive framework to teach English vocabulary in K-12 classrooms

(For a panel)
With the support of Presidential Semester and Summer Awards, I was fortunate enough to conduct my research on Korean traditional puppet theatre (aka “deolmi” or “kkokdugeuk”), which is the only full-length traditional puppet theatre in Korea and is designated as Intangible Cultural Heritage of Humanity by UNESCO. Part of my project is to translate the performance script of Seoul Namsadang’s full performance (the most authentic performance that is led by Korean “human cultural asset,” Master Park Yong-Tae) into English.
I am proposing to share my research at the 2016 UNG Symposium on Innovation, Research, and Engagement (SOIRE), by illustrating the implications of my research according to Ernest L. Boyer’s model of scholarship. Discussing Korean traditional puppet theatre as a form of oral indigenous memory as well as written and embodied drama in Korean and English translations, I will discuss how my current project demonstrates 1) original research in the field, 2) synthesis of cross-disciplinary research, 3) its application in reciprocal relationships with communities, and 4) its application for teaching.
Specifically, I will discuss my current translation project in the context of previous English translations and will illuminate the project’s implications in the fields of world theatre, world literature, and translation studies. I will also share specific theoretical and critical issues that arise in my translation project, providing some examples and exploring possible solutions. Some of these questions include: How should one translate puns, word play, and rhymes in the Korean traditional puppet play into contemporary English? How should one translate songs in the Korean traditional puppet play, making them singable in English? In other words, how should one translate musicality from Joseon Korean to contemporary English? Further, how could one ensure the performability of the English translation of the Korean traditional puppet play? How should one translate the Korean traditional puppet play in such a way as to bring newness or “foreignness” to English-speaking readers/audiences?

Research on Korean Traditional Puppet Theatre and Its Implications

The following abstract references my book published May 2016: The Impact of Reason on Faith, Ethics and Belief. Wilmington, DE: Vernon Press, 2016. It is available at Vernon Press: <a href="http://vernonpress.com/title?id=92" target="_blank">http://vernonpress.com/title?id=92</a> and Amazon: <a href="http://www.amazon.com/Impact-Reason-Ethics-Belief-Philosophy/dp/1622730577" target="_blank" title="http://www.amazon.com/Impact-Reason-Ethics-Belief-Philosophy/dp/1622730577 Ctrl+Click or tap to follow the link">http://www.amazon.com/Impact-Reason-Ethics-Belief-Philosophy/dp/1622730577</a>
 ABSTRACT
The purpose of this book is to examine the credibility of the theological claims of ethics, faith, and belief from a philosophical perspective. The Abrahamic and Mosaic covenants of the Old Testament, the Jesus of the synoptic gospels, and Paul’s writings serve as the frame of reference in examining a biblical expression of reason and structured logic. The clash of philosophy and theology is evident with theological presuppositions that are based on spiritual insight and divine revelation but which have no philosophical basis of proof. Uncovering the identity of YHWH in the manuscripts and religious practices of Canaanite culture clearly associated YHWH with the polytheism of the Ugarit texts. YHWH was one of the seventy sons of the Canaanite Most High God El and took on a unique identity that was rooted in El and the polytheistic nature of the pantheon of gods. Theological truths stand within the context of faith and reason stands apart from faith and infers only that which can be proven based on evidence. That which is knowable by faith cannot be known by reason since reason cannot validate that which is not proven to exist.

The Impact of Reason on Faith, Ethics and Belief

The illicit use of methamphetamine has been a rising concern in the United States since the turn of the century. There is a well-established association between methamphetamine intoxication and neurodegeneration. Many studies have suggested that the death of neurons is in part contributed to an overzealous response of the immune system following methamphetamine exposure. The immune system utilizes a variety of compounds to carry out its functions, including the naturally found element, zinc. Conversely, excessive buildup of zinc in the brain has been implicated in many neurodegenerative diseases. Similar to the damage that occurs following methamphetamine exposure, neurons are the primary cells that are impaired in these terminal illnesses. Therefore, we hypothesize that accumulation of zinc in the brain could be resulting in neurodegeneration following methamphetamine intoxication. Briefly, mice were injected intraperitoneally with either sterile saline (n=6) or 5 mg/kg methamphetamine (n=6) for ten days. On Day 10, the prefrontal cortex, midbrain, and striatum were isolated and sonicated. Levels of zinc were determined by Total Reflection X-Ray Fluorescence. Zinc levels were significantly increased in the midbrain of animals treated with methamphetamine compared to animals treated with saline (p0.05). These findings can translate into a clinical setting to prevent substantial brain damage following methamphetamine intoxication or overdose in the community. Furthermore, if zinc proves to be a mediator of the immune system and thereby compromises neuron integrity, zinc could serve as a potential biomarker for terminal illnesses that target the brain, including Parkinson’s disease and Alzheimer’s disease.

Zinc accumulation in the midbrain following methamphetamine exposure as a potential biomarker for neurodegeneration

In the field of Public Relations, the notion of what defines the "identity" of an Organization is topic of increased discussion. (Balmer, 2001). Over the past few decades, the disciplines of marketing, public relations, graphic design, and business have all contributed to formulating a comprehensive definition of organizational identity that includes employees' values and practices, company logo and branding, and history and mission statement. This construct, although all encompassing, is largely theoretical. This project attempts to use the concept of organizational identity as an analytical tool to examine the corporate identity of the University of North Georgia. Research was conducted during the summer of 2016 and funded through a FUSE grant award. In-depth interviews and document analysis reveal an organization oriented towards the future, yet suffering from growing pains.

The University of North Georgia and Organizational Identity: The

This spring I had the opportunity to teach at our partner college, Liaocheng University, in China. The lab activities and lectures were designed as explicit modeling of science instructional strategies, physical and earth science topics, and some American educational philosophies. I was amazed at the degree to which college learning has vastly different spectrums of practice in different cultures. For the purposes of this presentation, a discussion will be made concerning the roles of self-discipline, divergent thinking, and creativity in classes in USA and China. I will also discuss the roles of intrinsic and extrinsic motivation in how student perceive learning in general and their science educators specifically. Suggestions of how college instructors could shift their teaching paradigms will be made.

CREATIVITY IN EDUCATION; SHIFTING CULTURAL PARADIGMS

This presentation will feature a lecture recital educating and enlightening the participants about the wide range and scope of music for brass instruments, specifically the euphonium. The presentation will include a brief history on the euphonium and highlight a variety of repertoire from various historical periods. Material will span from showpieces transcribed from other instruments by the presenter that show the technical mastery of the instrument as well as lyrical music that demonstrates another side of musical performance. The presentation will also feature a major work specifically composed for UNG faculty member, Adam Frey. The commission and performance of new music represents current research in the music field.

Brass Fireworks - A Performance Presentation of Music for Brass and Piano

The Latino/a population has increased in Georgia and contiguous states in the past 30 years, which has changed the social dynamics in Prek‑12 education (Maxwell, 2015). As part of the Latino/a heritage, many Latino/a students are passionate about soccer and devote important time to playing this game, watching international soccer leagues and other activities, often with family members and close friends. Researchers on the effects of youth participation in sports (Team Up for Youth, 2009) have argued that sports can engage students with the task of learning as they make connections to other students and caring adults. In this presentation, I show how educators can develop culturally significant practices that trigger the Latino students’ interest and engage them in participating in science/soccer activities. Drawing on sociohistorical analysis (De Landa, 2006) and assemblage theory (Deleuze & Guattari, 1987), theories that encourage experimentation considering different organization of elements, I co-developed a set of five soccer with science activities with a middle school science teacher and two university researchers. For these soccer and science activities, I use a modified structure of the science assessments developed by the Language‑rich Inquiry Science with English Language Learners (LISELL) project, a National Science Foundation funded project. A total of 20 Latino students from a local middle school participated in five soccer and science activities to promote and support the teaching and learning of the language of science investigation practices using English and Spanish. These five activities showed that soccer is a powerful tool that offered teachers and students possibilities for learning and engaging in science. I conclude with a set of recommendations for science teachers and researchers to explore learning activities based on the soccer and science relationship.

Engaging middle school Latino students in science learning using soccer activities

Diversity education deepens undergraduate students’ experiences, enhances personal growth, and fortifies communities (McLaughlin, McLaughlin & McLaughlin, 2015). While there have been notable efforts to increase inclusion of diversity and multiculturalism in disciplines across the university curriculum, these are often confined to specialized “diversity” courses or focus on only one aspects of diversity such as race, class or gender (Fuentes & Shannon, 2016). A more effective approach to diversity education involves analyzing the intersectionality of aspects of diversity in courses interwoven all across the curriculum (Deuze, 2006). This project seeks to interweave multiculturalism and diversity across the curriculum by using a multicultural teaching framework in two undesignated Communication courses. This framework consists of diversity teaching methods suggested by Feuntes and Shannon (2016) such as cultural self-assessment, shared definitions, and safe academic environments as well as Gunn, Peterson & Welsh’s (2015) case study approach. Change in students’ cultural awareness will be measured at the beginning and end of the term using the Cultural Diversity Awareness Inventory.
<h1>Works Cited</h1>
Deuze, M. (2006). Multicultural journalism education in the netherlands: A case study.Journalism & Mass Communication Educator, 390-401.
Fuentes, M. & Shannon, C. (2016). The State of multiculturalism and diversity in
undergraduate psychology training. Society for Teaching of Psychology, 197-203.
Gunn, A., Peterson, B., & Welsch, J. (2015). Designing teaching cases that integrate course content and diversity issues. Teacher Education Quarterly, 67-81.
McLaughlin, J., McLaughlin, G., & McLaughlin J. (2015). Using composite metrics to measure Student Diversity in Higher Education. Journal of Higher Education Policy and Management. 222-240.

Incorporating Diversity Training into Journalism and Public Relations Curriculum

With the rapid development of online social networks, exploring influence maximization for product publicity and advertisement marketing has attracted strong interests from both the academia and industry. However, due to the continuous network topology changing, updating the variation of an entire network moment by moment is resource intensive and often insurmountable. On the other hand, the classical influence maximization models IC and LT together with their derived varieties are all computationally intensive. Thus developing a solution for dynamic networks with lower cost and higher accuracy is in an urgent necessity. In this paper, a practical framework is proposed by only probing partial communities to explore the real changes of a network. Our framework minimizes the possible difference between the observed topology and the real network through several representative communities. Based on the framework, an algorithm that takes full advantage of divide-and-conquer strategy which reduces the computational overhead is proposed. The systemically theoretical analysis shows that the proposed effective algorithm could achieve provable approximation guarantees. Empirical studies on synthetic and real large scale social networks demonstrate that our framework has better practicality compared with most existing works and provides a regulatory mechanism for enhancing influence maximization.

Influence Maximization by Probing Partial Communities in Dynamic Social Networks

Studies have confirmed that critical thinking skills are necessary for a comprehensive education and successful business career, but methods for developing these skills are often missing in the classroom. The “Student Self-Initiated Challenge of Examination Questions” method is a pedagogical technique that encourages and increases critical thinking skills by allowing students to challenge objective examination questions through written feedback and classroom debate. The method was found to facilitate class discussion and participation while simultaneously reinforcing course content and was well liked by the students surveyed. Discussion and areas for future research follow presentation of data.

IMPROVING CRITICAL THINKING SKILLS: AUGMENTED FEEDBACK AND POST-EXAM DEBATE

When people manipulate moving objects such as motor vehicles or video game avatars, the sense of being "in control" depends on monitoring the predicted and actually perceived consequences of their actions. Previous work has shown how situational variables (e.g. predictability of action effects and achievement of goals) influence the sense of control during visuomotor tasks. However, relatively little is known about individual differences in action monitoring ability in non-clinical populations. This research investigated whether stable psychological traits predict sensitivity to loss of control by measuring response times to the onset of loss of control in a video game-like tracking task. Response times were correlated with individual differences on a battery of tests with theoretical links to action monitoring and sense of control.

Detection of visuomotor loss of control

This project digitally renders, in an interactive map, Victorian poet and essayist Matthew Arnold's first lecture tour of North America. In addition to accurately plotting the locations Arnold visited, users can click on each location to view archival images of these buildings, as well as archival ephemera related to Arnold's visit and lecture. Finally, in order to bring the past into communication with the present, each location has been photographed in its current condition. The project's purpose is to digitally render the reality of this important visit and bring its vanishing traces to light as well as expose opportunities for archival research. This project has been made possible through the Shott Scholar Award.

Mapping Matthew Arnold's First North American Lecture Tour

Gesture Analysis for Yoga Alignment (GAYA)
Paula Seffens1, Nataly Gonzalez1, William Seffens2
(1) Department of Health & Physical Education, University of North Georgia, Oakwood, GA.
(2) Physiology Department, Morehouse School of Medicine, Atlanta, GA.
Introduction
Yoga Therapy research has recently become the focus of rigorous scientific inquiry to understand and quantify its benefits for a wide variety of medical conditions. There remains health disparity between population segments who can readily access yoga classes and therapies. For difficult to reach individuals, yoga in an exergame format could be utilized in clinical or home environments. Objective of this study is to analyze yoga posture alignment using a gesture analysis program to produce a yoga exergame using the Microsoft Kinect sensor. We captured five yoga postures demonstrated by an advanced yoga teacher, as a gold standard for comparison purposes.
Purpose
The purpose of this research is to utilize existing gesture analysis software to provide skill improvement feedback to students in a college Yoga course setting.
AIM 1: To measure yoga posture alignment over the course of a 10-week period to provide objective feedback toward the goal of improved posture alignment.
AIM 2: To improve balance and kinesthetic awareness utilizing noninvasive measurements via an x, y, and z-point skeletal joint measurement platform.
AIM 3: To provide a hands on research experience for our Graduate Student Assistant in the department of Health & Physical Activity.
Results and Discussion 
Convenience sample of undergraduate students with various levels of yoga experience, was recorded executing the same five postures at the first, middle and final yoga class session. Based on preliminary results the greater the self-rated yoga experience level, the higher the gesture score. Higher gesture scores are closer postures to the “gold standard” (obtained by capturing the postures performed by yoga instructors). Because of the limited sample size it is difficult to conclude the accuracy of the VisualGestureBuilder program in determining the statistical confidence of the study participants experience with yoga. However, because of the inherent differences in participant’s ability to perform yoga at a beginning skill level, the study should yield useful measurements of the skill growth as students learn yoga.
Gesture analysis for yoga alignment training may be a useful tool for the development of home and clinical yoga therapy for hard to reach populations. The Kinect sensor provides a tool that could score the performance of yoga therapy and provide quantitate measures of posture adherence and improvement. Our future plans to increase the sample size, study the potential effects of body mass and age on posture alignment, and assess breathing, heart rate and limb stretch.

Gesture Analysis for Yoga Alignment (GAYA)

For decades, research findings have suggested that counselors’ subjective inner experiences with clients tap into their own prejudices, which subsequently influence the process of counseling (e.g., Butcher & Scofield, 1984; Strohmer & Shivy, 1994; Ridley, 2005). Most of the time, these prejudices operate below an in-the-moment conscious level. Not surprisingly, research findings have suggested that when counselors garner an understanding of their prejudices, through examining subjective inner experiences, they simultaneously boost their ethnic/racial identity development (Pope-Davis & Dings, 1995). This is key for counselors because ethnic identity development has been positively correlated with multicultural counseling competence (Vinson & Neimeyer, 2003).
The Scripted Prejudice-Awareness Narrative Strategy (SPANS) is process developed by the researcher designed to enlighten counseling students on the development and salience of their internalized prejudices. The process also illuminates how the counseling students’ prejudices may influence their counseling relationships. Through individual supervision the counseling student learns to confront the stereotypes he or she has internalized, so that those prejudices have less of an impact on their counseling relationships.
The research paradigm undergirding this study was constructivism. Constructivism adheres to a relativist philosophical position, which purports that reality is constructed in the mind of the individual and therefore multiple realities exist. These realities are equally valid and they can be apprehended (Ponterotto, 2005). Moreover, constructivism supports the belief that meaning is usually hidden and gradually emerges through a reflective mental process (Schwandt, 2000). Thus, the primary goals of researchers who are guided by this paradigm are to stimulate the reflective process in an effort to uncover these deeper meanings (Heppner, Wampold, & Kivlighan, 2007). In so doing the researcher and participant co-construct reality (Ponterotto, 2005). Qualitative research methods provide the primary means of investigation within this paradigm.
Narrative analysis is a method that utilizes narratives (i.e. stories) as the primary object of inquiry. Narrative analysis is often employed as a means to explore the complexities and contradictions inherent in individuals’ experiences, and the social influences that shape individuals’ realities (Phoenix, Smith, & Sparkes, 2010). Given the specific qualities and assumptions of narrative methodology we found it particularly relevant to the exploration of individuals’ prejudicial attitudes and beliefs, and the examination of the difficult emotional process involved in becoming self-aware of such beliefs. The stories that emerged uncovered significant prejudicial attitudes regarding the cultural variables of gender, religion, and socioeconomic status. Analysis revealed that these prejudices had clear effects in counseling.

Stories of Internalized Prejudice: The Socialization of Four Counseling Students

During the Great War, community singing became a popular activity for American troops and civilians alike. The practice quickly spread throughout the country and found a home in factories, department stores, movie theaters, and community centers. Even before the war, however, two extraordinary women were experimenting with community singing in the city of Baltimore. Their repertoire choices, presentation style, educational goals, and—most importantly—their enormous success influenced the practice of community singing over the next decade.
This paper explores the career and accomplishments of May Garrettson Evans, founder of the Preparatory Division at the Peabody Institute, and Henrietta Baker Low, Music Supervisor for the Baltimore School District and President of the Music Supervisors National Conference. In March 1915, these two women incorporated community singing into an orchestral program put on by the young musicians of the Preparatory Division. They advertised the novelty and hoped that it would attract a larger crowd than usual, but on the night of the concert they were astonished to find that the hall was packed, despite a torrential downpour. They continued to offer community singing at the Conservatory in the coming months, inviting attendees to sing uplifting and patriotic songs from books that were distributed at the door. In April, the president of the Baltimore Park Board invited Evans to stage her singing events in Patterson Park. By the end of the summer attendance had reached 2,500 at each weekly gathering, with participants singing from lyric sheets that had been printed the previous week in the Baltimore Sun.
Evans was a fascinating woman. In addition to overseeing the Preparatory Division at the Peabody, she was also the first female journalist for the Baltimore Sun, music supervisor for the Baltimore public schools, president of the national organization for music educators, and the author of five books. Low is remembered as a leading figure in music education, although she abandoned her formal roles upon her marriage in 1914. Their work as community singing organizers paved the way for other women to take on this role; even during the war, when song leaders were usually men, women often served as organizers and promoters.
This paper is based primarily on materials held in the archives and records of the Peabody Institute, including concert programs, photographs, and family scrapbooks. These sources are supplemented by articles from the Baltimore Sun.

Community Singing in Baltimore, 1915–16

Alternative schools are often a school system's major defense against dropout (Souza, 1999). Today, close to 11,000 public alternative schools or programs are believed to exist in the United States education system (Foley & Pang, 2006) and as many as one million students are currently attending alternative learning programs in the United States (Lehr, Tan, & Ysseldyke, 2009). Still, little research has been devoted to these institutions, or the professionals that work in them.
In this study, we took an interdisciplinary approach to understanding the ways teachers, administrators, and nurses in alternative settings collaborated to support mentally healthy school environments for marginalized student populations as well as how they self-defined mentally healthy school spaces. Drawing on the process of rationale development (Shaver, 1977; Shaver & Strong, 1982) as rooted in social studies education, we explored the perceived purposes of these professionals as they worked with some of the nation’s “riskiest” children. The results of this study are derived from focus groups and one-on-one interviews which were transcribed and coded for theme development. This work offers insight into the rationales of alternative educators, administrators, and nurses and provides a platform for helping professionals undergo the rationale development process.

Professional Perspectives of Mentally Healthy Alternative Schools

Archaeological exploration at the Yahoola High Trestle site in Dahlonega Georgia explored the construction, use, and abandonment of an important component of America’s first gold rush. This trestle was a structure that supplied high-pressure water to hydraulic mining operations in Dahlonega, Georgia, facilitating large-scale mining operations during the industrialization of America. This poster presents the results of archaeological excavations conducted in 2015 and 2016 by student volunteers and members of the local community. These excavations confirm that the trestle was not as substantial as it was originally intended and was systematically disassembled after it became obsolete. Furthermore, this poster demonstrates the utility of archaeological field research to engage students in a meaningful manner, encouraging critical thinking while contributing to community heritage.

Exploring the Yahoola High Trestle: Industrial Archaeology in Dahlonega, Georgia

Engaging Students Through Building Community in the College Classroom discusses innovative and creative best practices, techniques, activities, and policies that can be used by college instructors to develop a sense of supportive and enhanced classroom community for students within college courses. Applying and extending concepts from Boyer’s SoTL and E. Barkley’s research on Student Engagement, a central theme explored is how and why the college instructor can be a facilitator for engaging students in active learning by promoting constructive classroom community through attitude, communication, and class policies and practices. Concepts presented can be used across disciplines.

.repo-1h6ne0y{background:#ffffff;text-transform:uppercase;padding-right:1.5rem;}.repo-1h6ne0y:after{content:'';position:absolute;background:#adadad;transform:translateY(-50%);top:50%;left:0;width:100%;height:0.1rem;z-index:-1;}Items in this collection

Items in this collection