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TWU values scholarship and creative works in support of the mission of the university. In such, Repository@TWU is a repository of scholarly products that inform the disciplines of academia and the larger community. Repository@TWU is another means of highlighting and disseminating scholarly contributions by providing free and unrestricted access to the TWU community and beyond.
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Perception of Work or Community Participation by Adults with Intellectual and Developmental Disabilities following Planning for Autism Curriculum Implementation
(2024) Benefield, Morgan
This capstone experience was completed to examine the effects of a program targeting self-awareness, self-care, and self-advocacy on the perception of work or community participation activities by adults with intellectual and developmental disabilities (IDD). Historically minority groups, including those with IDD have faced disparities within the community and workplace. Adults with IDD continue to display decreased employment and community participation activities compared to their neurotypical counterparts. The purpose of the program explored was to continue to decrease the disparities displayed by the target population and support their community and employment endeavors following their high school education. The program consisted of a 6-week program with 8 participants, implementing curriculum material covering self-awareness, self-care, and self-advocacy. Outcome measures were utilized to assess the perceived effects of the program by the participants. The outcome measures indicated improvements in their perceptions of community and work participation activities. Further research is needed to assess the long term effects of the program.
Go Move: A Case Study on Goal-Directed Training & Home Programs for Children with Unilateral Cerebral Palsy
(2024) Trahan, Madison
Children diagnosed with unilateral cerebral palsy (UCP) encounter obstacles in performing daily tasks due to asymmetrical impairments, resulting in compensatory strategies, learned nonuse, and developmental disregard. To enhance and sustain functional abilities, consistent engagement in meaningful motor-based activities is essential (Shierk et al., 2024). Unfortunately, many children with cerebral palsy lack access to requisite motor-based rehabilitation services, underscoring the importance of exploring goal-directed training and home programs as viable alternatives. Empirical evidence supports the efficacy of these approaches in enhancing function, parental contentment, and movement quality among youth with cerebral palsy (Novak et al., 2009). However, despite high quality research demonstrating their effectiveness, a disparity persists between evidence and the actual implementation of best practices. Addressing this gap, GO Move (Goal-oriented Movement Opportunities in a Visual Environment), a newly developed mobile website, offers guidance on goal setting, activity selection, and exercise tracking within home settings, specifically targeting motor function improvement in children with UCP. Accessible in diverse cultural and linguistic contexts, GO Move has the potential to augment rehabilitation quality, broaden access to care, and enhance clinical practice by furnishing evidence-based intervention to individuals with UCP and their care providers. The capstone student conducted a case study of the protocol to begin examining the feasibility and acceptability of the Go Move mobile website.
Improving Confidence And Content Retention With Online And In Person Learning Modules To Promote Fieldwork Success
(2024) Stewart, Nathan
This presentation examines a capstone project designed to improve confidence and content retention for graduate therapy students preparing for Fieldwork 2 (FW2). By integrating online learning modules with in-person lab reviews, the project addresses challenges such as limited experiential learning opportunities and low confidence levels in clinical practice.
The approach, rooted in David Kolb's principles of experiential learning, provides students with practical opportunities to apply theoretical knowledge. Pretest and post-test assessments indicate improvements in students' confidence and understanding of fieldwork concepts.
Experiential Learning Credit: SGA's Guide to Finding OER Courses
(2024) Canales, Beatrice
Do you want to promote experiential learning credit to students who develop OER?
San Antonio College’s Experiential Learning Credit is utilized by staff and faculty to give students post-graduation credit for their OER awareness projects. The process is based on a marketable skills rubric that allows students to document the work they do in open education on campus.
Listen to a San Antonio College’s Student Government Association (SGA) open education student champion who developed an OER guide for other students to find OER courses in the registration portal. This student leader created a resource for their peers to find OER courses and the importance of OER courses to students.
Learn from the experiences of an open education advocate who collaborated with the open education student champion to receive experiential credit for their work during the Spring 2024 semester. This collaboration bridges how student leadership work in open education could qualify for experiential credit on their AlamoExperience non-academic/co-curricular transcript.
Leave the presentation with a quick guide to see what kind of marketable skills are created when a student leader develops an OER for a community college campus.
Experiential Learning through OER: Insights from a Student-Written Essay Collection on Identity
(2024) Shelton, Sarah A.
In Fall ’23, I designed my Advanced Exposition class as an experiential learning course where students worked together to produce an edited collection of essays that would be published as an OER book through our university library’s Pressbooks platform. Students collaboratively conceptualized the collection theme and crafted a Call for Papers that they each responded to with an abstract proposal. From there, they wrote their accepted chapters, and the class was scaffolded with workshops, peer reviews, and revision sessions that emphasized the real-world iterative and processual nature of the writing process. Through student reflection and frequent check-ins, it became clear to me that the reality of a publicly accessible published product at the end of this process provided unanticipated productive and unproductive pressures that opened up time and space for students to think about their writing processes in ways that wouldn’t have been possible without the publication aspect—which wouldn’t have been possible without the OER options our library offers. This presentation will delve into the context of the course, the organization and scaffolding strategies employed for the OER published product, student takeaways from working with OER, and both successes and struggles with the project as a whole. Attendees will gain practical insights into implementing similar experiential learning through OER projects in their own courses.