Samford University

A project-based learning approach to booking and promoting a live performance can empower music students to not only develop performance skills but also develop essential social, entrepreneurial and technological abilities. By guiding students through a collaborative, semester-long project, the author demonstrates how this hands-on experience fosters independence, creativity and adaptability – essential qualities for success in any field, but particularly the ever-evolving music industry. Utilizing evidence-based instructional approaches and scholarly research, the author presents an argument for educators to consider their ensembles more than a platform for developing rehearsal and performance techniques, but incubators for creativity and innovation that extends beyond the music. The article highlights the integration of diverse student roles such as show producer, production manager, booking agents, social media marketing managers, street team coordinators and graphic designers, providing them with valuable exposure to real-world business practices. Additionally, it emphasizes the importance of technological proficiency, from digital marketing to production management, teaching students how to navigate modern performance requirements and thus develop a portfolio that demonstrates their viability as candidates for future tech-driven jobs. Through reflective assessment and collaboration, students not only enhance their artistic abilities but also gain crucial leadership and problem-solving skills.

The purpose of this study is to determine if speech-language pathologists' (SLP) ratings of palpated hyolaryngeal excursion (pHLE) during a clinical swallow evaluation (CSE) are predictive of spatial measures of hyolaryngeal excursion determined by instrumentation (iHLE). Adults between the ages of 18-99 were recruited with a physician referral to complete a CSE and videofluoroscopy swallow study. Four SLP investigators completed ratings of pHLE palpation during a CSE. Spatial measures of hyoid peak elevation were taken from videofluoroscopy swallow studies. Statistical analyses included multiple linear regression to determine the best-fitting model to predict iHLE from palpated ratings. Data from 77 volunteers (44 female, mean age 71.6) were used for statistical analyses. The linear regression model indicated three significant predictors of superior (upward) hyoid peak position, including palpation, bolus consistency, and the number of swallows. There were no significant predictors of anterior (forward) hyoid peak position from the tested factors. The emergence of these significant predictors suggests that palpation may provide insight into superior HLE movements during a CSE. Next steps will be to determine if palpation improves SLPs' diagnostic accuracy and clinical decision-making during swallow assessment without instrumentation.

Swearing, or the use of taboo language, has been linked to increased psychological flow, self-confidence, and state disinhibition, raising the possibility that it may function as a psychological warm-up to enhance fine motor skills. This study investigated whether repeating a swear word, compared to a neutral word, improves manual dexterity. Two randomized, repeated-measures experiments were conducted. Experiment #1 (n = 61) assessed manual dexterity using the Minnesota Manual Dexterity Test (MMDT) and state disinhibition via the Stop-Signal Reaction Test (SSRT). Experiment #2 (n = 42) used the Nine-Hole Peg Test (9-HPT) and examined the moderating role of daily swearing frequency. In both experiments, participants repeated a self-selected swear or neutral word for 15 s before performing the dexterity task. Swearing significantly improved performance on both the MMDT (p < 0.001, η2p = 0.268) and the 9-HPT (p = 0.036, η2p = 0.105). However, no differences in state disinhibition were observed between conditions, and daily swearing frequency did not moderate the effects. These findings suggest swearing enhances manual dexterity, but mediating and moderating factors remains unclear.

Up to 15% of U.S. higher education students have a learning disability (LD) such as ADHD, dyslexia, or dysgraphia, which impacts academic skill acquisition. Limited research exists on students with LDs in healthcare science programs, and their representation in Doctor of Physical Therapy (DPT) programs is unknown. This study aimed to explore the presence of students with LDs in Alabama DPT programs and to examine their perceptions of how their LDs impacted them and whether programs provided adequate accommodations. A 12-item online survey was distributed to 326 students across five Alabama DPT programs. Ninety-two students completed the survey; these students were mostly female (n=72) and in the age range of 23-24 years old (n=51). Data revealed that students with LDs were present in these programs. Some reported that their LDs influenced their ability to gain admission and that accommodations during enrollment were insufficient. However, most students felt their LDs would not hinder their clinical practice. The findings suggest that DPT programs should acknowledge the growing presence of students with LDs, address potential barriers to admission, and ensure effective accommodations are provided. Encouraging students to utilize accommodations offices could enhance their academic experience. The confidence of students with LDs in their clinical abilities should inspire both prospective students and DPT programs to support diversity in physical therapy education.

ABSTRACT Adults who experienced separation from parental care and resided in alternative care settings often face challenges transitioning to adulthood. This study explored perceived supports and barriers during this transition through an online survey of 962 care‐experienced adults from over 20 countries. It combined demographic analysis and thematic analysis of qualitative responses. Key findings indicated that the reasons for separation from biological parents included parental death (29.9%), abandonment (22.2%), family instability (19.1%) and poverty (19.4%). The following three overarching themes emerged: (1) relationships and social networks, including the importance of supportive relationships and psychosocial services; (2) well‐being and resilience, including how mental health challenges impacted functioning, while resilience led to growth; and (3) resources and opportunities, including how education and long‐term support were vital, while financial difficulties and lack of resources hindered progress. Recommendations aimed to improve support systems for more stable transitions to adulthood are discussed.