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Title: Green and White
Year Created: 1958

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 1968

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 1978

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 1982

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 1991

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 2006

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 2008

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Sub-title: Student Handbook

Title: Green and White
Year Created: 2012

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
Sub-title: Student Handbook

Title: Green and White

Abstract: The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show moreThe Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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Title: Green and White Thumbnail

Title: Greg Morton Publicity Photograph
Year Created: 1992

Abstract: Digitized copy of the Greg Morton Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Group music therapy for LGBTQIA+ parents experiencing postpartum depression and anxiety
Abstract: A mixed methods research study involving an eight-week music therapy group was facilitated virtually for LGBTQIA+ parents experiencing postpartum mood and anxiety disorders. The Edinburgh Postnatal Depression Scale was administered upon first session and last session...
Show moreA mixed methods research study involving an eight-week music therapy group was facilitated virtually for LGBTQIA+ parents experiencing postpartum mood and anxiety disorders. The Edinburgh Postnatal Depression Scale was administered upon first session and last session to capture potential impact of music therapy group on mental health over time. The Brief Mood Introspection Scale was administered at the beginning and end of each session to capture short term impact of group music therapy. A semi-structured focus group was facilitated to capture experiences of and feedback from participants, and interviews were scheduled with participants who did not attend the focus group. Interviews and the focus group were transcribed and analyzed and six themes were identified: community and solidarity built around shared experiences, music within and beyond the group, expansiveness and generativity in parenthood, response to experience, attendance and timing challenges, and accessibility. The Edinburgh Postnatal Depression Scale did not show statistically significant changes in mood over the course of the eight-week group but was limited by sample size and an outlier score. The Brief Mood Introspection Scale showed more significant trends in increased pleasant mood, decreased stress, and increased positivity after the session. When LGBTQIA+ parents were able to attend the session, they reported meaningful impacts despite attendance challenges. Findings may be useful in developing music therapy practice and research.
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Year Issued: 2023

Author: Nelson, Maryrose Nieman
Sub-title: a mixed methods study

Title: Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms
Year Issued: 2024

Abstract: This study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school distri...
Show moreThis study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school district, assessed historical data. Using a pretest/posttest quasi-experimental design, thirty-five first-year paraprofessionals underwent structured training across three modules. Results demonstrated significant knowledge gains: Module One saw a 14% increase, Module Two a 16% increase, and Module Three an 8% increase. These findings underscore the importance of targeted professional development in enhancing paraprofessionals' effectiveness in ABA-based classrooms for students with ASD.
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Author: Grube-Benson, Nicole

Title: Harley Newman Publicity Photograph
Year Created: 1992

Abstract: Digitized copy of the Harley Newman Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Identifying salient factors in the retention of special education teachers :
Abstract: The purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed...
Show moreThe purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed. The study was a quantitative design including a survey and one open-ended question. Relational support factors and organizational factors were categorized into the survey questions from Billingley’s (2004) research. The participants included 90 special education teachers from Erie, Crawford and Warren counties. The survey and the open-ended question data were analyzed. The quantitative results indicated that there was a significant difference at a .05% probability level from the response data modes for relational support factors as compared to the organizational support factors. The three most common retention factors included enjoyment gained from job, ability to make a difference in the lives of students, and support of fellow special education teachers. Three themes emerged from the open-ended question: administrative support, helping students succeed and colleague support. The responses were more influential with the relational support factors than the organizational factors. This study should help administrators identify strategies to help retain special education teachers in their current special education teaching positions.
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Year Issued: 2018

Author: Mary P. Nientimp
Sub-title: what makes them stay?

Title: Imagining a post–intentional phenomenology of cisnormativity
Abstract: My original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise n...
Show moreMy original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise non-conforming to the colonial gender paradigm (TTSI+) (Lugones, 2007). However, I struggled to find any phenomenological or clinical consideration of cisnormativity as a phenomenon, and it is rarely articulated as a system immersed in white supremacist bio-essentialism. So, this thesis is a philosophical inquiry that is grounded in Vagle’s post-intentional phenomenological (PIP) paradigm (2018). This inquiry details: 1) how the PIP paradigm may nurture more nuanced investigation of bio-essentialist systems of oppression, 2) how critical phenomenological and post-structural concepts in may be utilized to attend to cisnormativity as a phenomenon that is a part of the imperialist white supremacist capitalist cisheteropatriarchy (hooks, 1997; Yancy & hooks, 2015), 3) the productions and provocations of cisnormativity that emerged through my research process, 4) how these findings connect to current music therapy and related care work literature, and 5) what research project ideas have emerged for future study. Overall, I assert cisnormativity affects everyone, not just TTSI+ people. It is urgently important to slow down and open up to ways cisheteropatriarchy emerges through our habits, through text, and through theoretical frameworks, and to ways we may retroactively and proactively shift these dynamics. I hope my work enables all to nurture their reflexivity and resistance to bio-essentialist oppression through attending to relationships and holding consideration for the more-than-visual.
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Year Issued: 2023

Author: Inmon, Braedyn D'mitri
Sub-title: A philosophical inquiry

Title: IMG_5220

Title: IMG_5237

Title: The impact of a short-term music therapy program on emotional regulation development in preschool age children following the COVID-19 pandemic
Year Issued: 2024

Abstract: Early child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concer...
Show moreEarly child development has been impacted by the COVID-19 pandemic, which effects later development through school and adulthood (Davies et al., 2021; Jiao et al. 2020; Paulauskaite et al., 2021; Spiteri, 2021; Takahashi and Honda, 2021; Timmons et al., 2021). Concerns related to early childhood development of academic and social-emotional skills, including emotion regulation, have arisen due to isolation during the COVID-19 pandemic, which have been linked to increased school readiness, forming positive relationships, and preventing maladaptive behaviors in older childhood and adulthood. Music therapy has been shown to support emotion regulation skills in older childhood and adolescence (Foran, 2009; Ross, 2016; Williams, 2018; Zhenyu and Zhenhua, 2022). There is limited research on the use of music therapy in early childhood for emotion regulation. Since the developmental impact of the COVID-19 pandemic, it is imperative to understand ways music therapy can support emotion regulation development in early childhood. This study used a short-term music therapy program focused on shifting arousal levels in preschool-age children to understand the effect on emotion regulation skill development in early childhood with two groups experiencing music therapy over the course of eight weeks compared to eight weeks of typical learning. Participants were assessed at baseline, following music therapy, and following typical learning for emotion regulation skills. 83% of participants experienced a reduction in behavioral concerns with music therapy. Half of participants increased self-regulation with music therapy. On average all participants with music therapy intervention increased social-emotional and attention and self-control skills. This research shows potential for improving emotion-regulation skill in early childhood, but future research is needed with a larger sample size. Other areas of social-emotional skills could benefit from future research in preschool-age children, such as attachment.
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Author: Oldland, Kelsey

Title: The impact of discontinue criteria on potential gifted students' scores on the Wechsler Intelligence Scale for Children - fifth edition
Year Issued: 2021

Abstract: Gifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published i...
Show moreGifted identification varies across the United States between states, districts, and school psychologists. Although multiple measures of cognitive ability exist, one of the most popular tools is the Wechsler Intelligence Scale for Children- Fifth Edition, published in 2014. This standardized assessment measures cognitive abilities and is now in its fifth edition. The most notable difference is the use of five primary index scales, rather than four, that combine to yield a Full Scale IQ score. Another change is that the discontinue criteria are shorter for a few subtests within the measure. Although this leads to a shorter test administration time, many gifted advocates believe that this shortened discontinue criteria may underestimate gifted students' abilities by not allowing them to demonstrate knowledge beyond those three missed items (National Association for Gifted Children, 2018; Silverman and Gilman, 2020). The purpose of this study is to begin to explore how those shortened discontinue criteria on the Verbal Comprehension Index may or may not impact potentially gifted students’ scores and moreover, gifted eligibility. Understanding how these shortened discontinue criteria may or may not impact scores will help to guide districts and school psychologists into proper identification methods and criteria and a further understanding of the Verbal Comprehension Index on the WISC-V. This study will focus on the following questions: How do shortened discontinue criteria impact potential gifted students' scores on the Similarities subtest? How do shortened discontinue criteria impact potential gifted students' scores on the Vocabulary subtest? With limited verbal subtests, how does the WISC-V's shortened discontinue criteria impact potential gifted scores on the Verbal Comprehension Index? How do these discontinue criteria impact how school psychologists and schools determine eligibility?
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Author: Iera, Dana