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.
Gymnastics is a competitive sport requiring athletes to maintain rigorous training schedules. Athletes typically train and compete for one or more events. However, there is minimal research to determine the physiological and nutritional changes during a season. The purpose of the present investigation is to examine body composition, nutrition, and menstrual cycles during a competitive season. Division III gymnasts are completing dual x-ray absorptiometry (DXA) testing, measuring body composition, at the beginning and end of the season. Weekly nutrition logs are being collected during three months of the season, January, February and March, to determine macro and micronutrient intakes. Menstrual cycles are also being tracked during these months. If any injuries are obtained during the season, they are reported to the researchers. The data collected from this study can help determine physiological and nutritional demands for different events and athletes in gymnastics. This can help improve training practices for sport and strength and conditioning coaches.
Preseason testing for college athletes helps establish training plans and athlete profiles. Jump testing with force plates has become popular, but less is known about the relationship between force and power with body composition in basketball. PURPOSE: This study examined the relationship between body composition and jump performance of Division III men’s and women’s basketball players (MBP, WBP) during preseason. METHODS: 13 WBP and 11 MBP players completed two preseason testing sessions. During session one participants completed double and single leg jump testing on a force plate, which analyzed reactive strength index (RSI), peak power (PP), eccentric duration (ECCD), eccentric force (ECCF), and jump height. During session two, participants completed a dual-energy X-ray absorptiometry (DXA) scan that measured total/regional body fat percentage (BF), lean mass (LM), fat mass (FM). RESULTS: Results showed significant negative correlations (p
Carbon-plated (CP) shoes have become popular amongst runners with recreational and elite runners using them for training and competition. PURPOSE: The purpose of this investigation was to examine the effects of CP shoes on high-speed running performance in collegiate cross country (XC) runners. METHODS: Nine male varsity Division III XC runners (age: 19.1 ± 2.9 years, peak oxygen consumption (VO2): 65.4 ± 5.1 ml/kg/min) completed a VO2 peak test to determine their 70, 80 and 90% velocities of VO2 peak. The test was run in their traditional non-CP shoes (OWN). Participants then completed two experimental trials, in random order, consisting of running three minutes stages at 70% (14.1 ± 0.8 km/h), 80% (16.1 ± 1.0 km/h) and 90% (18.1 ± 1.1 km/h) velocities of VO2 peak in OWN and CP shoes. During each of the trials participants had blood lactate, ratings of perceived exertion, heart rate, respiratory exchange ratio, ventilation, respiratory rate, and VO2 measured. A two way (shoe x stage) repeated measures analysis of variance was used to analyze potential differences. RESULTS: There were no interaction (shoe x stage) effects for any variable (p > 0.05). No main effects were observed for shoe type for any variable (p > 0.05). Specifically, relative VO2 results remained unchanged across each trial (CP: 52.6 ± 5.1 ml/kg/min vs. OWN: 52.6 ± 6.4ml/kg/min, p = 0.991). However, there were significant main effects (p < 0.001) in each variable for stage, showing increases as physiological responses as exercise intensity increased. CONCLUSION: This study shows that while CP are popular amongst runners, there were no differences in high-speed running. Individuals should determine if the CP shoes benefit their individual running needs based on distances and goals.
Background/Purpose: Caffeine is one of the commonly used pre-exercise supplements, yet limited research has examined the optimal timing of ingestion prior to resistance training. The aim of this study is to investigate the optimal timing of ingesting caffeine with habitual consumers prior to engaging in resistance training. Methods: Nine university students participated in one repetition maximum (1RM) testing to calculate the resistance at 70% of 1RM during their leg and bench press sets post caffeine (4 mg/kg) or placebo (flour) trials. Participants underwent four randomized trials including caffeine-ingestion 30-minute prior to exercise (CAF-30), placebo 30-minute prior (CON-30), caffeine 60-minute prior (CAF-60), and placebo 60-minute prior (CON-60). Participants completed these trials documenting three sets per exercise trial until failure. Heart rate (HR) and relative perceived exertion (RPE) were also noted. Results: Outcome measures were averaged across the three sets for leg and bench press repetitions, RPE, and a percent drop in number of repetitions from initial and final sets. A two-way repeated measures analysis of variance revealed no statistically significant difference in these outcome measures across the four trials, p > .05. Conclusions: Caffeine consumption 30-60 minutes prior to resistance training had no impact on muscular endurance, RPE, or fatiguability.
This project highlights two collaborative course design projects within the Physical Education Teacher Education (PETE) program. As part of a recent curriculum revision, faculty partnered with undergraduate students to co-create two new PETE courses, integrating student perspectives into content selection, learning activities, and assessment strategies. Throughout the process, the undergraduate students helping to create these courses learned about collaboration, gained insight into their professional beliefs about teaching and learning, and experienced the process of creating a new university course from the ground up. Attendees will learn about the collaborative process, practical benefits, and lessons learned while also gaining ideas for involving students as co-creators in teacher preparation programs. KINS 321: PE Curriculum Models & Teaching Styles prepares future physical educators to better understand the fundamentals of teaching styles and curriculum models while expanding their pedagogical knowledge. Students will engage in authentic learning experiences to apply their knowledge of teaching styles and curriculum models. KINS 322: Measurement & Assessment in PE highlights implementing assessments into the physical education classroom. With students being co-creators, they were able to reflect on their own personal experiences with assessment in previous courses, which helped to formulate different topics that would be discussed.
Little is known about how students in speech, language, and hearing sciences perceive the role of artificial intelligence (AI) in their lives as learners and future clinicians. This study aims to capture SLHS students' perspectives on the potential pros and cons of AI through the lens of self-determination theory (SDT). SDT holds that well-being depends on the satisfaction of three psychological needs: autonomy, competence, and relatedness (social connection). Using a qualitative focus group design, students will first be introduced to SDT and discuss factors and experiences in student life that affect their sense of competence, autonomy, and relatedness. Students will then engage in guided peer discussions focused specifically on the use of AI, how it may positively and negatively impact the three SDT dimensions now and in the future. Data collection is ongoing. We anticipate that findings will reveal nuanced perspectives that can inform pedagogical and curricular strategies to help our program leverage the potential benefits of AI for student well-being while mitigating risks.
Speech-language pathologists (SLPs) work to provide inclusive services to children with both disabilities and medical illnesses and SLPs services often include use of children’s books. Further, research indicates that representation within children's books can shape identity and feelings of belonging. The purpose of this project was to understand the current literature related to representation of illness and disability in children’s books. To achieve this goal, we located and reviewed published research articles on this topic. We analyzed how they defined illness and disability, the specific types that were included in their analyses, and how they completed the analyses. Findings revealed varied definitions of illness and disability situated within both the medical model and social model of disability and illness. Additional findings revealed a range of methods of studying representation, including descriptive categorization and in-depth qualitative analysis of representation. These findings will inform the next phase of our research, which will be designed to better understand how SLPs conceptualize illness and disability and how this influences their selection of children’s books for use in their practices.
Speech-language pathologists (SLPs) serve an increasingly diverse population, necessitating the need to understand the impact of microaggressions. Microaggressions are unintentional and often subtle acts of discrimination that can result from often unconscious beliefs. They can occur within everyday interactions. The purpose of this study was to better understand elementary school SLPs’ perceptions of the impact of microaggressions experienced by the students they serve within the school setting. Eight elementary school SLPs were interviewed to understand their perceptions. Their interviews were qualitatively analyzed to understand the types of microaggressions experienced within the school settings and the impact of those microaggressions. Findings revealed a variety of microaggressions experienced by both the children the SLPs served and the SLPs themselves. Additionally, SLPs perceived multiple impacts on students including effects on their self-perception, decreased self-efficacy, and reduced feelings of trust, safety, and belonging. SLPs also described impact on themselves including reduced self-efficacy within their role, misunderstandings of scope of practice, and feeling othered within the workplace. Findings will help current and future professionals understand the potential impacts of microaggressions, ultimately leading to higher quality care for children of all backgrounds.
Our research question is, “How does an individual’s access to transportation impact their ability to shape the policies in the community that they live in and the services they engage in?” Much research has been done concerning access to transportation as a social determinant of health; however, there is a gap in research addressing how access to transportation impacts an individual's ability to engage with and shape the policies that impact them. We conducted a literature review concerning transportation justice and spatial justice as one area of focus, and access to transportation as a social determinant of health as another area of focus. With this background information, we began conducting interviews with those who engage with the public transportation system in the area, including bus riders, bus drivers, advocates, service providers, and city officials. The purpose of these interviews was to integrate experiential local knowledge. The goal of the literature review and integration of experiential local knowledge is to develop tools that will be used to develop community surveys and focus groups that will then allow us to draw conclusions around the primary question.
Neurodiversity is defined as any deviation from typical brain functioning. Neurodivergence remains underdiagnosed and under researched among females due to societal expectations, pressures, and gendered stereotypes. Female-identifying neurodivergent college students report elevated anxiety, depression, and social isolation relative to neurotypical peers, yet their voices remain underrepresented in campus research. Masking behaviors including suppressing neurodivergent traits to fit societal norms, contribute to increased pressure, burnout, and concerns regarding students' overall well-being, mental health, and retention in higher education.This mixed-methods study examines how neurodivergence shapes well-being across academic, social, and health domains among female-identifying students at UW-Eau Claire (UWEC). Grounded in Ryff's positive psychology framework, this research emphasizes identifying strengths and flourishing rather than solely focusing on deficits. We will administer an anonymous survey collecting demographic information and the 42-item Ryff Psychological Well-Being Scale. The scale's six domains autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance will inform focus group interview questions designed to capture both challenges and strengths. Through thematic analysis of semi-structured focus group discussions, we will identify patterns related to psychological well-being. Findings will provide evidence-based, strengths-based recommendations to UWEC departments for improving campus culture, accessibility, and targeted interventions supporting the well-being and academic success of female-identifying neurodivergent students.
This qualitative study explores how community-level stigma affects transgender individuals, focusing on how stigma is experienced, maintained, and resisted within their communities. Guided by input from a community advisory board, researchers conducted interviews using a constructivist grounded theory approach with transgender participants to better understand these dynamics and support community resilience. Findings will inform future research and interventions aimed at reducing stigma and promoting equity.
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 current study aims to examine the experiences and perspectives of Wisconsin residents with brain injury about medical, social, and case management services. About 20,000 people sustain brain injuries in Wisconsin per year (WI DHS, 2025). Nationwide, people with brain injuries report unmet needs, particularly in the chronic stages of recovery. Unmet needs typically include specialized services and referrals, mental health services, and ongoing cognitive-communication supports during chronic recovery. 180 individuals affected by brain injuries within the State of Wisconsin were recruited for this study. We distributed a survey via Qualtrics and paper copies. Questions related to demographics, brain injury history, use and adequacy of services, and perspectives on these services. All data has been collected, and analysis is ongoing. We predict respondents will report using a variety of medical, social, and case management services, but will also report a variety of unmet needs.
Parents of children with language disorders frequently face feelings of ambivalence when having to make decisions about their child’s care. Ambivalence can be characterized as conflicting feelings about decisions related to their child’s care and education. Our study examines how ambivalence manifests in conversations between a speech language pathologist (SLP) and a mother of a kindergartener currently receiving speech and language services. Counseling conversations, informed by motivational interviewing principles, between the SLP and mother were recorded and collected for more than a year. Transcriptions of these conversations were completed, and initial analysis is presented. The results of our study provide insight for SLPs collaborating with caregivers navigating ambivalence in clinical decisions.
Much research explores the representation of children with disabilities broadly in children’s picture book, including themes related to identity and agency as represented in everyday life of characters. Our study specifically explores how children who are stuttered are represented in children’s picture books. We ask the question, “How is the agency of characters who stutter represented in children’s picture books?” Initial data was collected from 20 children’s picture books. Qualitative research methods were employed to illuminate patterns of representation. Cyclical analysis of the data set, using a constant comparison approach and consensus building, provided for the creation of multiple categories and patterns of representation related to character agency. These patterns of representation have great significance, as children’s literature serves as a tool for promoting communication confidence and resilience. Understanding how agency is portrayed through characters who stutter can be important for a speech-language pathologist, as book selections and narratives promoting empowerment of agency can result in positive intervention outcomes.
This research and resulting community education outreach project aims to meet the needs of the rural population of agricultural workers in their environment to address suicidality and mental health. Farm workers have the highest rate of death by suicide of any occupation. Farmers have a suicide rate that is 3x higher than the general population. Barriers such as limited mental health care access and stigma are main contributing factors. The community education outreach project is research-informed; research was conducted by reviewing preexisting literature and media. The goal of this project was to meet farmers in their rural communities. This researcher then conducted an educational campaign in partnership with local businesses to raise awareness in rural areas of Trempealeau and Eau Claire Counties about the Wisconsin Farmer Wellness Helpline. Local representatives were contacted to voice support for this vital resource to advocate on a policy change level. It is imperative that we meet farmers in their own environments to educate them about mental wellness and resources. Education about mental health is vital to reduce stigma and provide life-saving resources.
The term community‑level stigma appears across many areas of research, but it is not always defined in the same way. This project aims to take a broad look at how the concept is used in the existing literature and to identify the different terms or ideas that researchers apply when discussing stigma in a community context. Rather than evaluating how communities produce or respond to stigma, the goal of this review is simply to understand the range of approaches currently present in published work.In reviewing work from fields like public health, sociology, geography, and community psychology, this project will note how researchers use the term, the ideas they pair it with, and the places where definitions differ. Along the way, a range of related concepts is likely to appear, including terms such as social climate, place‑based stigma, territorial stigma, and intersectional stigma.The goal of this review is simply to pull together what is currently being said about community‑level stigma and to identify common patterns in how it is framed, described, and discussed.
This presentation examines exploratory cross-institutional findings on the experiences of college students in recovery from substance use, highlighting barriers to engagement and the critical role of recovery-supportive environments. Drawing from exploratory survey data at two universities, the study identifies strategies for reducing stigma, fostering peer connections, and expanding recovery-friendly policies on campus. The project demonstrates how social work education, through undergraduate research labs, can respond to accelerated change by producing actionable knowledge and mentoring future practitioners. Implications for practice, policy, and pedagogy underscore the role of social work in advancing recovery support in higher education.
Nutritional habits prior to exercise can influence metabolic process both during and after an exercise bout. Due to the negative impact of excess body fat on metabolic health, pre-exercise nutrition and exercise interventions that target improved fat oxidation following exercise are warranted. PURPOSE: The purpose of this study was to examine the combined effects of pre-exercise nutrition interventions with high-intensity resistance training (HIRT) on post-exercise metabolic responses in overweight (OW) females. METHODS: Respiratory exchange ratio (RER) was measured in fifteen recreationally active OW females (n = 15, body fat percentage: 31.3 ± 3.9) at baseline (BASE), immediately post (IP) 30-min (30), and 60-min (60) post-HIRT. The following supplements were consumed by participants prior to completing each HIRT bout: carbohydrate (CHO), protein (PRO), caffeine (CAFF, 3 mg/kg body mass), or PRO+CAFF in a randomized, crossover, double-blind design. RER values were assessed via a 4 x 4 repeated measures analysis of variance. RESULTS: Data are presented as means ± SD. RER was not significantly different between any of the nutrition interventions (p > 0.05). However, independent of pre-exercise supplementation, HIRT significantly reduced RER at 30 (0.74 ± 0.05) and 60 (0.74 ± 0.05) post-exercise in comparison to BASE (0.81 ± 0.04; p < 0.001) and IP (0.77 ± 0.06; p < 0.01). CONCLUSION: Collectively, these findings support HIRT as an effective intervention for enhancing fat utilization up to one-hour post-exercise in OW females, independent of pre-exercise nutrition. Given the substantial time demands of traditional resistance training (>60 min), HIRT may offer a more time-efficient strategy for improving fat metabolism.
It has been argued that philosopher Alasdair MacIntyre’s concept of a practice offers a robust and valuable model for understanding how, when supported by institutions, rightly ordered work can not only produce goods effectively but also foster workers’ personal growth and flourishing. MacIntyre describes a practice as a coherent, socially cooperative human activity that aims at “internal goods” realized through the pursuit of standards of excellence specific to that kind of work. This project asks whether speech-language pathology (SLP) qualifies as a practice and, if so, what potential challenges arise in achieving its internal goods. Through a review of the literature, we examined current ethical frameworks, descriptions of practice within SLP, empirical research, and philosophical discussions through the lens of MacIntyre’s framework. Findings are presented that illustrate the ways in which the field of SLP aligns with MacIntyre’s definition of a practice, followed by theorizing about the field’s internal goods, standards of excellence, as well as the external and institutional pressures that could influence the pursuit of those goods.
Narrative language abilities are among the strongest predictors of academic achievement and social communication. Accordingly, speech-language pathologists routinely assess and treat narrative skills in ways considered best suited to help students navigate the demands of the school environment. While this approach is important and necessary, research from narrative psychology and philosophy suggests that narrative language (storytelling) serves broader purposes that extend beyond academic and social competence. The goal of this project is to gain a better understanding of school-based SLPs’ perspectives on these broader purposes, including self-authorship, meaning-making, narrative identity, moral imagination, and character development. We created a short educational video that introduces these broader purposes, along with a survey with Likert-scale questions for pre- and post-video self-reflection. SLPs were asked to evaluate their familiarity with and understanding of the expanded vision, and to offer their thoughts on whether they find this vision relevant and attainable in their work. Data collection is in progress. We expect the content to resonate positively with SLPs and their current practices, despite it being somewhat new for some. SLP input about feasibility and barriers to implementation will shape future efforts to support the broader purposes of narrative in their work.
Investigating preservice teachers’ use of behavior-specific praise in a clinical setting The purpose of this study is to examine whether the use of a visual reminder influences the rate preservice teachers use Behavior Specific Praise (BSP) in a clinical setting. Effective classroom management strategies are essential in addressing students' behavior and managing teacher burn out. Although previous BSP research has shown an increase in desirable student behaviors, limited research has been done on the use of visual reminders to specifically encourage its use with preservice teachers in a clinical setting. Using a multiple-baseline design, researchers collected data on student clinicians' (n=26) use of BSP in an interprofessional assessment clinic with school-aged clients (n=10). Baseline and intervention-phase data was collected on student clinicians during a four-hour clinical testing session. Comparisons analyzing BSP rates for pre- and post-intervention are included. Based on previous research involving tactile reminders, it is expected that the visual prompts will show an increase in the rate of BSP among preservice teachers. The anticipatory findings will work to inform education programs in providing proactive support to improve classroom management skills.
Imposter Syndrome is a phenomenon that involves persistent feelings of self-doubt towards one’s abilities despite evidence of competence. Research on imposter syndrome within the field of speech-language pathology is scarce, indicating the presence of a research gap. Previous research within other fields indicates that imposter syndrome is prevalent in environments of high stress and achievement, making the student population particularly vulnerable to experiences of imposter syndrome. The aim of this study is to better understand the awareness of imposter syndrome (IS) among Speech, Language, and Hearing Science (SLHS) students and the ways it may manifest differently in SLHS undergraduate and graduate students. To address these aims, undergraduate and graduate SLHS students at the University of Wisconsin, Eau Claire were sent a Qualtrics survey containing various questions related to imposter syndrome. The anticipated outcome of this project is to understand whether UWEC SLHS undergraduate and graduate students report feeling IS and which characteristics of IS are frequently experienced in each student population. Ultimately, this could lead to strategies to support SLHS students in developing confidence so they can better support those they serve.
The purpose of this study is to better understand childcare teachers' beliefs about multilingual language development. Understanding these beliefs is essential, as inaccurate advice or inappropriate referrals may contribute to inequities in access to speech-language pathology services for multilingual children. Researchers have found that early childhood teachers often hold false beliefs about the impact of multilingualism on language development, including the belief that learning multiple languages hinders language development or confuses children as they develop their language systems. Undergraduate researchers contacted daycare program directors via email to explain the purpose of the study and how it would be conducted. For centers that agreed to participate, researchers delivered paper surveys for teachers to complete and collected them one week later. Data were analyzed to examine the accuracy of daycare teachers’ knowledge and how factors such as previous work with multilingual children, years of experience in daycare, and level of education related to knowledge accuracy. These findings could spur action and future research aimed at increasing daycare teacher knowledge. This could improve the accuracy of information shared with parents and the appropriateness of referrals to speech-language pathologists, enhancing care for multilingual children and their families.
All individuals have the inherent right to communicate (McLeod, 2018), and every person, regardless of age, deserves the opportunity to participate in their healthcare (Ward, 2015). However, children with complex communication needs (CCN) frequently encounter barriers to effective communication in healthcare settings. Interactions between children with CCN and nurses are often compromised, resulting in frustration for both parties (Fink et al., 2008; Shilling et al., 2012). These communication breakdowns can adversely affect care, delay recovery, and prolong hospital stays (Fink et al., 2008), while also requiring parents to assume the roles of advocates and protectors (Shilling et al., 2012). Furthermore, research indicates that both nurses and speech-language pathologists (SLPs) report low confidence in their ability to support the communication needs of children with CCN. The purpose of this study was to examine the impact of a pilot interprofessional training on the confidence levels of SLP and nursing students. Graduate SLP students provided instruction to nursing students on strategies for supporting hospitalized children with CCN. Subsequently, both groups participated in simulations in which they completed mock nursing tasks while facilitating communication with a “child” with CCN. Participants completed a retrospective pre-post rating scales assessing confidence in supporting children with CCN and engaging in interdisciplinary collaboration. Results indicated increased confidence among all students, with nursing students demonstrating greater gains than SLP students.
We have seen a noticeable lack of understanding amongst undergraduate SLHS students in upper-level courses when recalling information on how speech sounds are made by mouth. We developed a game to reinforce knowledge about the articulation of speech sounds necessary for graduate school and a career as a speech-language pathologist or audiologist. To play the game, the course professor will give each student a notecard and display a prompt. Each student will identify a word that fits based on syntactic constraints. Students will identify sounds and write down the place, voice, and manner of articulation for each sound in the word. When finished, students exchange their work with another and identify the phonetic symbols for all sounds described. This game was played often throughout the 2025 Spring and Fall semesters, and the data is analyzed in the following semester. From the data analyzed for spring of 2025, students made errors in phonetic transcriptions with orthography, place, voice, manner, and the number of phonemes in the word. Through anecdotal evidence, students improved speed and accuracy of their transcriptions over time. This data indicates that the game is effective for helping students engage with knowledge about place, voice, and manner.
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.
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.
Individuals with aphasia experience changes in communication that alter identity and life outlook. The poetry modality is less constrained by rules, expresses sense of self, improving self-expression, sharing things otherwise not shared, and processing trauma and getting it out. The indirect, metaphorical language of poetry improves self-expression, partly through externalizing and distancing oneself from their writing. It leads to an increased sense of agency, new identities, sense of belonging, purpose, and a renewed sense of self. Research aim: Understanding the benefits of poetry for individuals with aphasia and CCD. 90-minute weekly sessions were delivered on Zoom to individuals with aphasia and/or cognitive-communication disorders by two graduate speech-language pathology students and a poet. Semi-structured interviews were conducted with 20 poets and analyzed through reflexive thematic analysis. Themes include poetry stigma, helping others (poems help others with aphasia, others can understand ones’ experience through poetry), helping self (processing trauma; expressing feelings is healing; accomplishment; growth; new identity; confidence), power of poetry modality (metaphors helps sharing, putting feelings into words, expressing the inexpressible), and power of group (belonging, group is relief, inspired by peer poets, feeling vulnerable). Poetry is a powerful modality for identity recovery when coupled with group interactions and project-based interventions
Traumatic brain injury (TBI) results from an external force, causing impairments to social communication between loved ones. Individuals with TBI experience word-finding, poor turn-taking, disinhibition, and repetitiveness. TBIconneCT is a 10-week manualized telerehabilitation program from Australia, shown to produce significant gains in social communication behaviors. Our first aim addressed whether the delivery of the North American version of TBIconneCT via Telehealth videoconferencing improves communication awareness and confidence in the large group context. Our second aim addressed whether the program reduces negative communication behaviors and increases collaborative communication features. Participants engaged in collaborative video review in large group, discussing reactions to pre-developed, contrasting examples of effective and ineffective conversations. Large-group portions of session videos were examined qualitatively through qualitative content analysis and reflexive thematic analysis. Qualitative content analyses identified value in sharing experiences with other individuals with TBI, recognition of communication breakdowns, metacognitive discussions of repairs and preempting breakdowns, the value of peer feedback, and partners identified the value of seeing other individuals with TBI to help put their partner’s behaviors into context. Reflexive analysis indicated that large group interactions created a sense of shared experience, better recognition of communication breakdowns, increased repairs and self-regulation, and the value of peer feedback.
This study examines Core Stabilizer Endurance Normative Biological Sex and Age Ranged Data with Correlation to Non- Specific Chronic Low Back Pain. Currently, average performance times of the McGill core stabilizer tests compare all ages with the appropriate biological sex. The primary purpose of this study is to create biological sex and age range normative tables for McGill core stabilizer endurance tests. The secondary purpose of our study is to compare normative values to the prevalence of non-specific chronic low back pain. Creating these tables is essential to educate adults on their results as higher endurance times have led to improved activity of daily living performance activity (Santos et al., 2019). Prior to testing, a brief health history questionnaire is completed to ensure eligibility and complete the secondary purpose. Testing will include a familiarization period followed by maximum effort testing of the four McGill core positions. After testing the participants receive their results compared to the current average times. This study aims to prove the importance of improving core stabilizer muscle endurance and the role active lifestyles play in a wide range of populations with different demographics. These demographics include sex, activity levels, and health status.
Metabolic dysfunction is associated with excess adipose tissue, and interventions that improve body composition may mitigate related health consequences. Acute nutritional and exercise strategies have the potential to shift metabolic processes toward those favoring fat oxidation. PURPOSE: The purpose of this study was to investigate the effects of high-intensity resistance training (HIRT) and pre-exercise protein (PRO) ingestion on post-exercise respiratory exchange ratio (RER) in lean (LN) and overweight (OW) females. METHODS: Twenty recreationally active females (LN: n =10, body fat percentage: 22.6 ± 4.0; OW: n = 10, body fat percentage: 30.8 ± 3.2) completed two experimental sessions, consisting of HIRT and two acute nutritional interventions: PRO and placebo (PLA). RER was analyzed via indirect calorimetry (TrueOne 2400, Parvo Medics Inc., Sandy, UT) at the following timepoints: baseline (BASE), immediately-post (IP), 30-min (30), and 60-min (60) post-HIRT. A 2 x 2 x 4 mixed-factor, repeated measures analysis of variance was used to assess statistical significance on 5-minute averaged RER values. RESULTS: Data are presented as means ± SD. LN and OW females displayed significantly lower 30-RER (LN: 0.75 ± 0.04, OW: 0.74 ± 0.06) and 60-RER (LN: 0.76 ± 0.04, OW: 0.73 ± 0.06) post-HIRT when compared to BASE. PRO ingestion resulted in significantly lower RER values in OW females IP-HIRT (PRO: 0.74 ± 0.05, PLA: 0.78 ± 0.08; p = 0.02), and lower RER values in LN females at all timepoints post-HIRT (all p < 0.05), compared to PLA. CONCLUSION: These results show that HIRT effectively reduces RER in LN and OW females for 60 min post-exercise, and that the addition of PRO ingestion prior to HIRT provides a synergistic effect. However, the differential responses between LN and OW females highlight the need for further research to optimize protein dosing and explore the underlying hormonal and physiological mechanisms.
Burnout is one of the most frequently cited reasons teachers leave the profession, with early-career educators demonstrating heightened vulnerability. This study examined the prevalence and characteristics of burnout among physical education teachers within their first ten years of teaching in Wisconsin, with an emphasis on understanding why burnout emerges early in the profession. A quantitative, cross-sectional design was employed, and an online survey was distributed via Qualtrics. Burnout was measured using the Maslach Burnout Inventory-Educators Survey (MBI-ES), a validated instrument assessing three dimensions of burnout: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Participants also responded to open-ended questions to provide additional insight to their experiences. Findings revealed that Emotional Exhaustion was the most prominent dimension of burnout, with respondents reporting persistent fatigue and emotional strain throughout the school week. No significant elevations were observed in Depersonalization or reduced Personal Achievement. Qualitative responses identified workload, limited preparation time, scheduling demands, compensation concerns, and insufficient administrative support as primary contributors to burnout. Overall, results suggest that structural and organizational factors play a central role in the development of burnout among early-career physical education teachers.
This creative research project documents the design, implementation, and preliminary assessment of Emotion in Motion, a ten-week curriculum designed to implement physical activity that aligns with SHAPE national standards with core SEL principles using the Zones of Regulation Framework and Collaborative for Academic, Social, and Emotional Learning (CASEL). This project was implemented at the Boys and Girls Club of the Chippewa Valley with youth aged 7-11 to explore how movement-based activity can foster emotional regulation in youth outside of a school setting.This project was created to bridge the gap in current research of SEL integration outside of schools as well as create a practical curriculum model that can be implemented anywhere that demonstrates alignment with SHAPE national standards focused on increasing emotional regulation skills in youth in a unique way.Implementation included backwards design, breaking down core CASEL components into bi-weekly units and daily SEL goals. Movement-based activities were then developed based on the SEL goal and designed to align with SHAPE standards. Pre- and post-emotional regulation and emotional lability were scored for participants using the Emotional Regulation Checklist (ERC).This project creates a replicable curriculum that is practical for youth-serving organizations looking to implement social and emotional skills into movement-based programming.
Our project examines how students navigate forming social connections during their first year of college. According to Liu et al. (2025), social connectedness is multidimensional and influenced by students’ perceptions of their relationships, the actions they take to engage with others, and the emotions associated with belonging and inclusion. We chose to focus on this topic because prior research demonstrates links between social connectedness, academic performance, and mental health.We developed a semi-structured interview and selected two pre-existing measures to explore social connectedness. The interview includes questions about respondents’ high school expectations regarding making connections in college compared to what actually occurred, as well as questions about the actions they took to build social networks. The Fear of Missing Out (FoMO) and R-UCLA Loneliness scales will be used to examine respondents’ emotions related to connectedness. Respondents have been identified using purposive sampling (all UWEC first-year students), and our goal is to meet with twelve participants.Once data collection is complete, we will conduct a thematic analysis of the interview responses and use descriptive statistics to analyze the FoMO and loneliness data. Our goal for this project is to better understand how UWEC students form social connections during their first year of college.
The broader topic in this research is the untrust in current and past sources within major sports teams, with a focus on how this untrust affects the game, culture, and how it’s played. What we intend to achieve with this research is a better understanding of how insiders in the major sports leagues can cause a shift in culture. The method we are using to conduct the research is qualitative case study. With the case, we are focusing on the recent trade rumors of Giannis Antetokounmpo before the NBA deadline. This study is expected to show a negative relationship between an NBA insider’s trade rumor and the team’s fans, culture, and morale. It matters politically, because we are seeing more news sources stretching truths in today’s society. This leads to untrust and misinformation in communities across the United States.
This research project will look at the impact of the performance by Jesse Owens at the 1936 Berlin Olympics and how his performance challenged the Nazi belief in their superiority over other races. This will be done by starting with an overview of the life of Jesse Owens and his background and achievements before he went to the Olympics to compete. This will include his winning four gold medals. The discussion will then move to the setting of the 1936 Olympics, which was held in Nazi Germany and was a form of propaganda for the Nazi belief in the superiority of the Aryan race. This will be done by analyzing the performance of Jesse Owens and how it challenged the beliefs of the Nazis. The discussion will also examine Jesse Owens's response to the performance and its impact on the world, including on Adolf Hitler. This topic is relevant because it shows the relationship that often occurs between sports and politics and how one athlete’s performance may have global implications. This research also has implications for contemporary discussions around race, equality, and athletes’ social change capabilities. My research question is: How did Jesse Owens’ success at the 1936 Olympics counter the Nazi ideology of racial supremacy?
Rural communities may experience barriers to healthcare access, such as provider shortages, long travel distances, and challenges with technology or internet connections, which have a negative effect on overall patient outcomes. The purpose of this project was to examine patient perspectives on rural healthcare access in the Eau Claire region. Older adults living in rural communities around Eau Claire were interviewed about their perspectives and experiences in accessing healthcare services. These interviews included questions related to telehealth and artificial intelligence, as these have emerged as potential solutions for addressing healthcare needs in rural communities. The participants’ responses were analyzed using qualitative content analysis. Themes, categories, and exemplars from the participant interviews will be presented.
Previous studies have indicated a gap in healthcare access between urban and rural environments, primarily associated with travel distances and relative availability of providers. Technological solutions, such as telehealth, have been proposed as a way to close the access gap, but it is unclear whether telehealth and other technologies are having a sufficient impact. The purpose of this project was to examine providers’ perceptions of rural healthcare access in communities near Eau Claire, and particularly how technology plays a role in rural healthcare. Healthcare providers from the region completed an anonymous survey to share their experiences and perceptions. The participants’ responses were analyzed using qualitative content analysis and themes, categories, and exemplars will be presented.
Individuals living in rural communities may face challenges in accessing healthcare services related to internet availability, provider options, and travel distances to healthcare facilities. Telehealth, virtual healthcare, and other technology-driven options have emerged, but may not fully address the needs of rural communities. The purpose of this study is to compare perceptions of healthcare providers to perceptions of patients, particularly related to the value and effectiveness of technological solutions to healthcare access. Surveys of rural healthcare providers and interviews with rural older adults who access healthcare were gathered. Both groups responded to similar questions related to access, as well as the use of technology, telehealth, and artificial intelligence in healthcare settings. Comparisons between the perceptions of providers and patients will be presented.
The study is an examination of how fundamental themes surrounding person and family-centered care in the field of Speech, Language, and Hearing Sciences are incorporated in undergraduate coursework. A prior study indicated that biological science-oriented courses had low visibility for cultural and linguistic content across students, while courses oriented towards social sciences had high visibility for that content. Three courses rated as having highly and poorly visible cultural and linguistic diversity topics were selected, and faculty members were interviewed about the design of the course. Student perceptions of cultural and linguistic diversity content inclusion in the corresponding courses were gathered. Comparisons of responses between faculty and students, amongst students within courses, and across high and low cultural visibility courses will be shared. Implications for program improvement and future professional development will inform future teaching and clinical considerations.
Individuals with acquired brain injuries experience changes to communication and cognition that compromise their ability to return to pre-morbid life activities. A.H.E.A.D. is an 8-week psychoeducational program for individuals with brain injury that focuses on learning strategies related to memory, attention, self-regulation/anger management, and communication. The UWEC SLHS department facilitated the 8-week program in the spring of 2025 but identified several concerns with the program. Along with five individuals with brain injuries, we implemented a co-design and co-production methodology to refine and redesign materials for the program, reducing overly text-heavy and overwhelming content. This included over ten hours of co-design thus far, with more sessions planned this spring. This aligns with best practices in development and implementation of interventions in speech-language pathology and related disciplines. All PowerPoint slides have been redesigned, reducing problematic language, excess text on slides, redundancies, reducing amount of content and fostering better discussions, rather than information dumping. A big part of co-design is coordinating interactions to elicit expertise from individuals with brain injuries, including challenges with communication that best supports participation.
During our study of community-level stigma of transgender individuals, student researchers Bee and Wind provided a vital perspective from within the transgender community. In this presentation, both researchers will discuss their experiences as transgender individuals performing research on their own community. Here, they will briefly explain the project and its findings, and discuss their perspectives throughout the process, including the need for objectivity, maintaining boundaries during participant interviews, trans perspectives they believe to be missing from the small pool of participants, and the lines drawn between personal experience and fact when drawing conclusions.
