Maryville College

ABSTRACT This Teaching and Learning in Practice article describes a six‐week “Wait‐and‐See Identity Project” conducted with multilingual learners ages 9–13. Integrating identity‐based journaling and arts‐based activities, this teacher‐developed, teacher‐led project invited students to explore and negotiate aspects of their identities while engaging in meaning‐making around a shared novel. The project weaves together multimodality, student voice, and authentic literacy engagement.

Healthcare systems have begun to recognize the importance of inclusive and equitable service for all patient groups, including the LGBTQ+ community. However, LGBTQ+ individuals still face barriers when it comes to receiving fair and culturally sensitive healthcare. This study aimed to assess the awareness levels of nursing, respiratory therapy, and midwifery students regarding LGBTQ+ health disparities. It sought to identify gaps and recommend strategies to strengthen cultural competence education. Тhе studу usеd а quаntіtаtіvе dеsіgn, cоmраrіng аnd lооkіng fоr cоrrеlаtіоns. It іnvоlvеd 209 hеаlthcаrе studеnts frоm thе Nursіng, Міdwіfеrу, аnd Rеsріrаtоrу Тhеrару рrоgrаms аt Маrу Chіlеs Cоllеgе. Раrtіcіраnts wеrе sеlеctеd usіng strаtіfіеd quоtа sаmрlіng. Dаtа wаs cоllеctеd wіth а quеstіоnnаіrе dеsіgnеd bу thе rеsеаrchеrs. Тhе studу fоllоwеd еthіcаl рrіncірlеs, іncludіng іnfоrmеd cоnsеnt, vоluntаrу раrtіcіраtіоn, аnd cоnfіdеntіаlіtу. Dеscrірtіvе аnd іnfеrеntіаl stаtіstіcs wеrе usеd tо аnаlуzе thе dаtа.Respondents had moderate overall awareness of LGBTQ+ health disparities. They showed high awareness of violence and sexually transmitted infections, while moderate awareness was noted for heart disease, mental health conditions, and substance abuse. Obesity, eating disorders, breast cancer, and cardiovascular disease were all associated with low awareness. Аwаrеnеss dіffеrеd sіgnіfіcаntlу bаsеd оn аgе аnd аcаdеmіc уеаr, wіth sеnіоr studеnts dеmоnstrаtіng hіghеr undеrstаndіng. Gеndеr аnd cоllеgе рrоgrаm hаd nо sіgnіfіcаnt еffеct. Тhе fіndіngs shоw thе nееd fоr hеаlthcаrе еducаtіоn thаt іs thоrоugh, іnclusіvе, аnd culturаllу sеnsіtіvе. LGBТQ+ hеаlth tоріcs shоuld bе іncludеd еаrlу аnd cоntіnuоuslу аcrоss аll аcаdеmіc рrоgrаms. Instіtutіоnаl роlіcіеs must аctіvеlу рrоmоtе іnclusіvіtу, gеndеr sеnsіtіvіtу, аnd sаfе lеаrnіng еnvіrоnmеnts. Fаcultу mеmbеrs аrе еncоurаgеd tо usе іnclusіvе tеаchіng mеthоds, іncоrроrаtіng rеаl-wоrld scеnаrіоs аnd dіvеrsе cаsе studіеs. Futurе rеsеаrch mау ехаmіnе thе lоng-tеrm еffеcts оf еducаtіоnаl рrоgrаms оn lеаrnеrs’ аwаrеnеss аnd skіlls. Sуstеmаtіcаllу іntеgrаtіng LGBТQ+ hеаlth cоntеnt thrоugh stоrіеs аnd sіmulаtіоns іs еssеntіаl tо strеngthеn culturаl undеrstаndіng аnd рrераrе hеаlthcаrе lеаrnеrs tо gіvе іnclusіvе аnd fаіr cаrе.

Educators face challenges in identifying and implementing pedagogies that affirm students’ cultural identities, foster inclusivity, and support multiple ways of knowing. This paper explores the potential of Two-Eyed Seeing (TES), a framework introduced by Mi’kmaw Elder Albert Marshall that braids Indigenous and Western knowledge systems (Hatcher et al., 2009), as a respectful and holistic pedagogical approach that moves beyond traditional cross-cultural code switching. While code switching often requires students to shift behaviors or language to adapt to dominant cultural norms, TES offers a model that values both knowledge systems equally without requiring one to subsume the other. Through a comparative analysis of TES and code switching, and case studies in both early childhood and elementary settings, we investigate how TES promotes student engagement, identity development, and inclusive classroom environments. Findings suggest that TES supports students, especially those from non-dominant cultures, by affirming their worldviews, reducing the need for adaptive cultural shifts, and fostering deeper relationships with land, community, and curriculum. We also discuss implications for educators, curriculum developers, and policymakers, highlighting the growing need for systemic educational support and ethical community partnerships. Limitations and areas for further research are identified, including the adaptation of TES in urban, multicultural contexts and the development of culturally responsive assessment models.

Scholars have theorized that sex education could reduce rape-supportive attitudes even if the education doesn’t explicitly address rape. Three studies were conducted to develop and test a sex education intervention to reduce rape-supportive attitudes among college students. In Study 1, focus groups (N = 28) identified barriers to participation in rape prevention. Students noted stereotypical gender roles, simplistic messages about consent, and sex negativity as barriers. Study 2 was a pilot randomized controlled trial of a sex-positive sex education intervention (N = 115). The intervention resulted in a greater reduction in three out of five rape-supportive attitudes and a greater improvement in two out of five consent attitudes compared to the control condition, although some results were moderated by gender or prior knowledge. In Study 3, students (N = 119) self-selected into the sex education program or a relationship program. Men were more likely than women to choose the sex program. There were no differences in program selection as a function of sexual aggression history or rape-supportive attitudes, providing evidence that the sex education intervention was palatable even to individuals at risk for perpetration. These studies provide preliminary support for the use of sex education as a form of rape prevention.

Bu çalışmanın amacı, Amerikalı ve Türk ilkokul çocuklarında fiziksel aktivite ve beslenme davranışlarını karşılaştırmaktır. Araştırmaya, 9-11 yaş aralığında 220 Amerikalı ve Türk çocuk katılmıştır. Çalışmada “Student Health Assessment Questionnaire (SHAQ)” adlı ölçek kullanılmıştır. İstatistiksel analizlerde nicel verilerin normal dağılıma uygunlukları Shapiro-Wilk testi ve grafiksel incelemeler ile sınanmıştır. Normal dağılım gösteren nicel değişkenlerin iki grup arası karşılaştırmalarında Independent samples t test, nitel verilerin karşılaştırılmasında ise Pearson kay-kare test ve Fisher’sexact test kullanılmıştır. İstatistiksel anlamlılık p<,05 olarak kabul edilmiştir. Amerikalı çocuklar daha fazla kırmızı et, atıştırmalık, peynir, süt, şekerleme tüketirken (p<,001), Türk çocuklar daha fazla krem çikolata, yoğurt, meyve suyu, su tüketmektedir (p<,01). Amerikalı çocuklarda yüksek tempolu fiziksel aktiviteye katılma ve spor takımlarında yer alma oranı yüksek iken (p<,01), Türk çocukların haftalık beden eğitimi dersine katılma sayıları (p:0.005) daha fazladır. Amerikalı çocuklar, zaman ve arkadaş eksikliğinin (%48.2; %41.8), ailelerinin kötü beslenmesinin (%27.3), Türk çocuklar güvenli oyun alanları ve spor tesisi eksikliğinin (%55.5; %41.8) ve sağlıklı yiyeceklerin az (%45.5) ve pahalı (%37.3) olmasının aktivite ve beslenmelerini kötü etkilediğini belirtmişlerdir. Amerikalı çocukların et, yağ ve şeker tüketimi miktarı ve fiziksel aktiviteye katılım oranı Türk çocuklarından daha fazladır. Amerikalı çocuklarda zaman yetersizliği ve arkadaş eksikliği, Türk çocuklarında ise güvenli oyun alanı ve spor tesisi yetersizliği fiziksel aktiviteye katılımı etkilemektedir. Her iki ülkede de çocuklar sağlıklı yiyecekleri lezzetsiz bulurken, Amerikalı çocuklar sağlıksız beslenmelerinde ailelerinin etkisine, Türk çocukları ise sağlıklı ve ucuz yiyeceklere ulaşamadıklarına dikkat çekmektedirler.

At long last the burgeoning literature on Civil War memory has reached its most vexing and elusive target: Missouri. Many historians have considered how groups of Missourians recalled their participation in the war, including especially works on Confederate guerrilla memory in the central and western portions of the state. Amy Laurel Fluker's Commonwealth of Compromise offers the first comprehensive study of Missouri's Civil War memory. She dissects the separate memorial efforts of white Unionists, Black Unionists, and ex-Confederates (regular and irregular forces) and considers attempts to reconcile the blue and the gray through separate—and occasionally shared—cemetery spaces, memorials, and soldiers' homes. Not surprisingly, the memorial landscape in Missouri was complex, as was the state's war experience. Fluker challenges earlier interpretations, including mine, on the persistence (or lack thereof) of Unionist memory in the state. Her evidence reveals a robust Grand Army of the Republic (Gar) membership statewide, though...

Exercise is Medicine–On Campus (EIM-OC) involves promoting physical activity on college campuses and is ideally integrated into the student health clinic to assess student PA and provide exercise prescriptions. PURPOSE: To evaluate awareness, engagement, and determinants of participation in EIM-OC which is housed in the Health Science and Outdoor Studies (HSOS) Division at a small liberal arts college (1148 students). METHODS: Maryville College students completed an anonymous, online survey asking about their knowledge of and participation in EIM-OC and PA. Descriptive statistics were presented, and aware vs. non-aware of EIM-OC and HSOS majors vs. other majors were compared. RESULTS: Of the 114 participants, 85.1% were aware of EIM-OC, 67.5% participated in >1 EIM-OC event, 33.3% used the student health clinic, and 10.5% were asked the PA vital sign questions during their health clinic visit. Awareness of EIM-OC significantly increased participation in EIM-OC events compared to those not-aware of EIM-OC (72.2% vs. 41.2%, p = 0.01). The majority of students (62.3%) reported a major other than HSOS, and 37.7% identified as HSOS majors. More HSOS majors were aware of EIM-OC (97.7% vs. 77.5%, p < 0.01), participated in EIM-OC events (83.7% vs. 57.5%, p < 0.01), and valued the benefits of PA (stress management, fun, and academic productivity (all p < 0.05)) compared to non-HSOS majors. Overall, students reported an average of 226.4 ± 270.2 minutes of PA per week, with no differences between those who were aware or non-aware of EIM-OC or in HSOS or other majors. The daily campus e-mail communication was the most common way students learned about EIM-OC events, but students said they would prefer to learn about events through flyers in dorm buildings. The main reason that students participated in EIM-OC events was class credit (43.9%), fun (36.8%), because their friends participated (28.9%), self-interest (28.1%), fitness (21.9%), and the social aspect of the events (8.8%). CONCLUSION: Student awareness of EIM-OC had a positive influence on EIM-OC participation; however, it was not related to increased PA. Increasing awareness of EIM-OC beyond HSOS through increased education and promotion in dorms may encourage students across campus to engage in EIM-OC events and appreciate the benefits of a physically active lifestyle.

Translating microscale high-throughput screening hits into preparative scale chemistry often requires an understanding of scale-dependent factors, such as the effect of additives on catalyst activation pathways.