How are breaks during educational times beneficial to all students? Additionally, how does Universal Design for Learning benefit students' learning? This goal is important because it allows teachers to further their knowledge on what types of teaching styles and break methods benefit their students the most, in terms of retention and processing information. My project investigates previously written research from both educational and scientific backgrounds to merge these ideas together. This allows for many perspectives to be covered, which will provide new knowledge on how cognitive functions and education directly affect each other. I used data from previous research related to the impact of UDL and how breaks impact learning and retention. My project is a literature review, so for this, I found credible sources that discussed UDL and then later how breaks impacted learning. This research is important because it will help educators have an outline on how they can structure their breaks so that they benefit their students. Since this is only a literary review, the hope is to work with schools and try different types of breaks for a variety of grades, to see the overall impact.
In recent years, professors have increased their use of screencast resources, implementing a flipped classroom approach rather than a traditional learning style. This study aims to explore undergraduate students' perceptions and engagement with screencast lectures in one foundational course: SLHS 262 – Phonetics. Various studies have been conducted on the effectiveness of screencast material and the flipped classroom approach (e.g., Phillips & Wiesbauer, 2022). This study takes this idea one step further, exploring student perceptions of screencasts, student engagement with screencasts, the relationship between these variables, and how they relate to students’ expected final grade in the course. An online survey was sent to students enrolled in the Phonetics course near the end of the semester in three consecutive terms. The survey included questions about students’ engagement with screencasts and their feelings concerning the effectiveness of the screencast materials for that specific course. Data analysis is underway, but we hypothesize variable perceptions and engagement with screencasts; we further hypothesize that there is a relationship between students’ perceived importance of screencast material and the letter grade students expect to receive in the course.
The objective of our research is to determine the efficacy, diversity, and factors that influence intent to stay in public child welfare, specifically applied to the graduates of the Title IV-E program at the University of Wisconsin – Eau Claire (UWEC). For decades, child welfare agencies have experienced near consistent turnover rates ranging from 20-40%. We hope to use the data gathered towards improving the program at UWEC by evaluating preparedness, diversity, and retention to decrease turnover rates and increase intent to stay. Participants will be UWEC Title IV-E graduates who have been employed in the child welfare workforce for at least six months. In the study, participants (n=50) will be asked to complete portions of the Comprehensive Organizational Health Assessment (COHA) and a semi-structured interview. Examples of sections in the COHA are as follows: Peer Support, Supervision, Job Satisfaction, Intent to Stay, and Self-Care. The interview will explore burnout, secondary trauma, and compassion fatigue. We expect results that show the Title IV-E program at UWEC has better prepared social work graduates to succeed in the child welfare field. We expect that job satisfaction and supervision/peer support are major influencers on intent to stay in child welfare.
Traumatic brain injury (TBI) patients often face significant challenges after their initial hospital stay, particularly when transitioning back into the community. Resource facilitation plays a critical role in this process by connecting patients with essential community supports, such as support groups, housing services, vocational opportunities, and social reintegration programs. These resources help individuals regain independence and improve overall quality of life.
In addition, training healthcare providers who work with TBI patients is essential for increasing awareness and effective use of these community resources. When providers are well-informed, they are better equipped to guide patients toward appropriate services. Research has shown that access to and utilization of community resources not only improves patient outcomes but also reduces societal costs, including healthcare expenses, incarceration rates, and loss of tax revenue.
