Sustainability Professor Soraya Cardenas visited the Desert Research Institute Feb. 21 to discuss how collaboration with various agencies can help obtain competitive grants. She used a case study from Fort Kent, Maine about a $97,000 grant, funded by a National Science Foundation Sustainability Initiative.
M. I. Evelina Rutdal, a SNC Psychology major and 2013 graduate, has submitted her work for review at an empirical journal called the International Journal of Humor Research. The study is entitled “The Impact of Self Induced Laughter on Psychological Stress” and the abstract is included below.
This is a particular achievement as Evelina is the first student in the history of our program to challenge herself beyond publication in an undergraduate research journal. While any publication is to be celebrated and publication in undergraduate research journal is to be revered, Evelina has set a new bar for SNC Psychology majors!
Evelina says: “Everyone who has tackled a project like an experiment knows the great deal of blood, sweat, and tears that go into it and, at times, it can seem overwhelming. What I can say now at the end of the process is that it has all been worth it. I have experienced a new world where I can do anything I set my mind to. If I can accomplish this, what can I not do? It’s a eye opening process.”
Authors: M. I. Evelina Rutdal, B.A., and Christina M. Frederick, Ph.D.
Title: The Impact of Self Induced Laughter on Psychological Stress
Abstract: American stress levels rose 39% in 2011 (APA, 2011). Research shows laughter produces endorphins that decrease health risks (e.g., MacDonald, 2008) but has primarily considered laughter produced by comic events (e.g., Ko & Youn, 2011). The current study examined the impact of self induced laughter on psychological stress. Undergraduates (33 males and 27 females) were randomly paired and assigned to laugh or read aloud. Following, participants completed a stress inducing activity (adapted from Försvarsmakten, 2013). During this activity, participants listened to and recorded answers from a soundtrack, sorted cards, and paired information. After stress induction, participants completed the Emotional Stress Reaction Questionnaire (ESRQ; Larsson, 2010) followed by a relaxation exercise. ESRQs were sorted by laughter or reading group and scored. General linear modeling indicated no significant difference in psychological stress between laughter and reading conditions (p = 0.980). No significant difference in psychological stress was found between genders (p = 0.767). Generally, the findings indicate self induced laughter prior to a stressful event does not decrease psychological stress.
Senior Samantha Van Ruiten continues to be a huge asset for the Tahoe-Truckee community as she works with several area nonprofits organizations on community events. She has created an event for the Tahoe Food Hub called Turnip the Heat Tuesdays.
She began working on a community soup night last semester for her Service Learning project and is now continuing this semester for her Senior Portfolio. The goal of Turnip the Heat Tuesdays is to create a more food-focused community, using fresh, sustainably grown ingredients.
The first Community Soup night was held Feb. 11 at Spice. The next one will be from 6-8:30 p.m. Tuesday, Feb. 25, at Full Belly Deli in Truckee’s Pioneer Center. Cost is $5 for soup and bread, and the event includes a raffle, music and drinks.
The next event will be March 11 at Coffeebar in Truckee.
Go have some soup and support Samantha!
English Professors Jared Stanley and Laura Wetherington will be hosting occasional readings at the Sundance Bookstore in Reno. The first is at 6:30 p.m. Friday, March 7, featuring Catherine Meng and Sara Mumolo. Sundance Bookstore is located at 121 California Ave in Reno.
Poet, writer and professor, Jared Stanley, once again is collaborating with visual artists; this time for the The Holland Project’s exhibit, “Bathed in Sunshine, Covered in Dust: An introduction to contemporary art in Reno, Nev.”
Stanley worked with Megan Berner, whose work, “Lake Lahontan’s Maritime Legacy,” is featured in the current group show, Feb. 3-28 at the gallery, located at 140 Vesta Street in Reno. Gallery hours are 3-6 p.m. Tuesday through Friday, or by appointment.
Congrats to June for her new book of poetry to be released next week. Here’s the press release we sent out about her achievement:
Readers will discover “deftly-crafted narrative moments that unreel like snippets of cinema” in the poems of June Sylvester Saraceno’s new book, entitled “Of Dirt and Tar.”
The second, full-length collection of poetry by Saraceno, the English department chair at Sierra Nevada College, will be released March 1 by Cherry Grove Collections, with accolades on its jacket by some of the nation’s top poets.
Patricia Smith, who won the Lenore Marshall Poetry Prize for the most outstanding book of poetry in 2013, said, “There’s a rumor making the rounds that poetry, alas, is dead — I know of no better way to refute that idiocy than to immerse yourself in these lyric stanzas, these deftly-crafted narrative moments that unreel like snippets of cinema. June Saraceno has once again infused the literary landscape with a necessary breath; this long-awaited volume couldn’t come at a better time.”
While Iraqi war veteran and poet Brian Turner, author of the acclaimed “Here, Bullet,” invites readers, saying, “I promise you: this book is just as good at 30,000 feet over the Atlantic seaboard as it is in a rocking chair on the back porch of a moonlit home in the woods.”
Student and Faculty researchers in SNC’s psychology program submitted and were accepted to present two research projects at the Association for Psychological Science (APS) Convention (http://www.psychologicalscience.org/index.php/convention#.Uvp8E8t8PIU)! This is an honor and a journey we are all excited to be on!
The titles, abstracts, and supporting summaries for each accepted project are included below. The Active Learning research will be presented as part of a special Teaching Institute at the APS Convention.
Title: Active Learning in Practice: Alignment and Misalignment of Faculty and Undergraduate Perspectives
Authors: Christina M. Frederick, Kallie B. Day, Constance A. Barnes, Robert D. King, Carly S. Courtney, and Briana T. Crespo
Abstract: This study redefined and empirically scrutinized active learning pedagogy. 40 faculty and 75 undergraduates completed institutionally-tailored surveys regarding active learning; comparative analyses were applied. Survey data indicated general alignment between undergraduates and faculty in perception with notable exceptions in practice. Considering exceptions, strategic modification to college practice is developed.
Supporting Summary: Active learning methods are variegated among the pedagogy literature, ranging across educational contexts from childhood through higher education and extending back to the origins of pedagogic theory. Despite differences, students learn to actively construct knowledge in their educational experiences through heightened participation and self-reflection (Bonwell & Eison, 1991; Prince, 2004). We operationalized active learning as self-caused learning, a definition we employed axiomatically. This allowed us to show how active learning methods require students to engage in activities that explicitly demand their increased participation in the learning process. Next, we viewed active learning from the perspective of both college undergraduates and faculty. 75 undergraduates, across class standing and major, completed the Student Active Learning Survey (SALS) which inquired into their understanding of, experience with, and perception of outcomes produced via active learning. 40 faculty, ranging in teaching experience from 1 to over 15 years, completed the Faculty Active Learning Survey (FALS) measuring their understanding of active learning, familiarity and use of specific techniques, and concerns about incorporating them in the classroom. Data were sorted and analyzed by group membership. SALS and FALS data revealed notable alignment between undergraduate (97.3%) and faculty (100%) views on the importance of incorporating active learning techniques in the classroom. Undergraduate (93.3%) and faculty (97.5%) responses also aligned indicating their value of active learning techniques. Undergraduates and faculty did, however, express various concerns. Primary student concerns included 1) the capability of faculty to effectively use active learning techniques to convey important content and 2) the overuse of particular techniques (e.g., student presentations). Primary faculty concerns included overuse of particular techniques, but also the potential cost of losing content traditionally provided via lecture and the need for financial support to facilitate development of effective techniques. SALS and FALS indicated misalignments as well. For instance, where faculty (100%) indicated the benefits of active learning outweighed the costs, students (36%) were not convinced. The SALS and FALS also offered opportunities for institutional assessment. For instance, we assessed active learning techniques currently used or experienced, undergraduate willingness to prepare outside of the classroom to balance content exposure with deeper learning, and the importance of faculty discussing the purpose of new techniques with their students prior to implementation. Ultimately, SALS and FALS data were used to forecast new institutional directives regarding active learning techniques that align perspectives across faculty and undergraduates. Based on the results of the current study, we began a series of development workshops to promote effective use of active learning techniques and expose faculty to a greater variety of techniques. Taking faculty feedback into account, we refined our axiomatic definition of active learning and also considered what it means to be an active learner. Our conclusions contribute to literature on active learning pedagogy in terms of alignment between faculty and student perceptions about its uses, aims, and purposes. Future studies will investigate the relative effectiveness of various active learning techniques for maintaining engagement and promoting student outcomes.
Title: Cosmetics Use Among Teachers is Irrelevant When Considering Student Retention
Authors: Margaret K. Burns and Christina M. Frederick
Abstract: Cosmetics positively influence confidence (Stuart & Donaghue, 2011). 60 undergraduates viewed a lesson taught by a teacher in full or no cosmetics and, then, completed a teacher confidence assessment and content quiz. Results show no significant difference in confidence (p = .22) or quiz (p = .58) scores across conditions.
Supporting Summary: Research evidence shows cosmetics positively impact female teacher confidence (Stuart & Donaghue, 2011). Female teachers who wear cosmetics indicate they feel more productive, knowledgeable, and confident than their counterparts who do not wear cosmetics (Dellinger & Williams, 1997). Confidence has also been shown to increase teaching effectiveness (Sadler, 2013). The purpose of the current study was three-fold, (1) assessment of whether female teachers appear more confident to students when wearing cosmetics, (2) analysis of whether students retain more information when provided by a teacher who appears more confident because she is wearing cosmetics, and (3) examination of a potential correlation between teacher confidence produced by wearing cosmetics and student retention. These questions were experimentally assessed with 60 participants (39 females and 21 males) who were randomly assigned to view an 8 min, pre-recorded and projected, lesson on facial anatomy led by a teacher in full cosmetics or no cosmetics. The topic of facial anatomy was strategically chosen for the lesson to draw attention to the teacher’s face and allow the teacher liberal use of facial gesturing. On conclusion of the facial anatomy lesson, participants completed a teacher confidence assessment on a 5-point Likert scale and 10-item multiple choice quiz on lesson content. Data were sorted by condition, summarized, and submitted to an Anderson-Darling test (Ryan & Joiner, 2001) to determine properties of the sample. As the Anderson-Darling test indicated the data did not source from a normal distribution, the non-parametric alternative to the two sample t-test, the Mann-Whitney U (Ryan & Joiner, 2001), was used to test for differences in confidence ratings and content quiz scores. Results show no significant difference in confidence ratings (p = .22) or quiz scores (p = .58) between cosmetics conditions. A Pearson correlation coefficient was calculated between confidence ratings and student retention in the cosmetics condition (r = -.166) and confidence ratings and student retention in the no cosmetics condition (r = .107). No significant correlations were found. These results address the three-fold purpose of the current study: (1) no significant difference was found in teacher confidence ratings across conditions indicating student perception of female teacher confidence is not impacted by the presence of cosmetics, (2) no significant difference was found in retention of lesson content delivered by a teacher wearing cosmetics or not wearing cosmetics (confidence not considered given previous finding), and (3) there was no significant correlation between a teacher wearing cosmetics and student retention. As we did not show a significant difference in perceived confidence between the cosmetics and no cosmetics condition, this lack of a correlation is no surprise. While previous research (Stuart & Donaghue, 2011) may suggest teachers who do not wear cosmetics should wear cosmetics to increase their confidence, the current study provides evidence there is no need for adjustment to cosmetic use rates. The internal feeling of increased confidence produced by cosmetics is not perceived by external audiences and, thus, does not impact content retention in those external audiences.
Sierra Nevada College’s Sustainability major was included in the High Country News’ annual Special Issue on the Future. This year’s theme: Building a more sustainable West, one city at a time, focused on the region’s more notable efforts to build sustainable urban environments.
There was a special pull-out section Sustainability Studies Guide - Sustainability: Higher Education’s New Field of Study which included SNC as one of the leading programs in the country and what we are doing to help meet the challenges of the future. Go to page 49-51 on High Country News’ pdf version of the magazine to see the blurb about SNC and the photo of Lake Tahoe next to it. We also have an ad for SNC on page 44.
The High Country News says that next year it will continue to explore the future and its challenges. As it uncovers what academic institutions, innovative and non-traditional educational programs, conservation groups, companies and others are doing to address those challenges, we expect and hope that SNC will continue to be included for its innovative work in Sustainability.
Sustainability Professor Soraya Cardenas will visit the Desert Research Institute Feb. 21 to discuss how collaboration with various agencies can help obtain competitive grants. She will use a case study from Fort Kent, Maine about a $97,000 grant, funded by a National Science Foundation Sustainability Initiative.
The DRI conducts cutting edge applied research in air, land, life and water quality in Nevada, the U.S. and internationally. It has 500 employees on two main campuses in Reno and Las Vegas and generates $50 million in total annual revenue. However, its faculty members are responsible for their own salaries from external grants and contracts.
She will be talking about her case study with the DRI scientists at noon on Friday, Feb. 21, in the DRI’s conference room. Below is the explanation of her presentation:
Adopting Collaborations with Social Sciences in Grant Opportunities: The Case Study of Fort Kent, ME
Obtaining grants have become more competitive and agencies have required greater joint parameters between institutions, such as the partnering of varying sciences. This presentation will demonstrate how this collaboration is possible through a case study, which was funded by a National Science Foundation Sustainability Initiative. Environmental Sociologist, Dr. Cardenas who was the PI for the grant, successfully secured $97,000 for an exploratory research initiative with the possibility of renewal for 4 years. This project explored the potential for biomass introduction and adoption in Fort Kent, ME and surrounding community. This grant supported faculty from the Biological Sciences, Forestry and Social Sciences. They were solicited to study varying aspects of the issue. Social Scientist, Dr. Cardenas project consisted of utilizing her students in her Environmental Sociology class and developing a documentary that describes biomass and explores the feasibility of biomass as an alternative heating initiative. This presentation will introduce the biomass project, a 15 minute video of the students’ work, followed by a brief discussion of how DRI scientists can collaborate with Sierra Nevada College to increase funding opportunities through the inclusion of student assisted research.
A stellar group of Psychology majors is out and about around SNC to collect data for their independent research projects.
During fall 2013 as part of Research Methods, a Psychology major requirement, each student designed, proposed, and applied for IRB permission to conduct their study. Now, this spring 2014, these studies are underway.
Join us at SNC’s 4th annual Psychology Research Fair on April 21, 2014 in TCES 139/141 to see the results of these studies and the amazing quality of work these students produce.