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These processes and objectives are to be constantly ongoing in development, and are only rudimentary in presentation style. \r\n\r\n      Additionally, this project contains a reflection on both the process of bringing Dialogue in the Dark to Cincinnati thus far, a discussion of post-capstone plans for Dialogue in the Dark, and, in the spirit of demonstrating my BIS inspired work in general, a condensed introduction to my “Theory of Grand Irrationality” and my “Social Pulse Theory”, both of which are central starting points for the grad school experience I am both seeking and planning.\r\n"],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2014"],"thumbnail_path_ss":"/downloads/qf85nc779?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["qf85nc779"],"file_set_ids_ssim":["qf85nc779"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"INTERDISCIPLINARY CAPSTONE BRINGING DIALOGUE IN THE DARK TO CINCINNATI","human_readable_type_tesim":["Student Work"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["turnergw@mail.uc.edu"],"nesting_collection__pathnames_ssim":["7m01bn01j"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697105475459350528,"timestamp":"2021-04-15T11:25:04.178Z","score":0.00049999997},{"system_create_dtsi":"2020-05-15T21:35:51Z","system_modified_dtsi":"2020-05-15T23:16:49Z","has_model_ssim":["Article"],"id":"pz50gx41c","accessControl_ssim":["fb1fa933-08c9-469c-a8c0-56ac44ec4a84"],"hasRelatedMediaFragment_ssim":["8623j0177"],"hasRelatedImage_ssim":["8623j0177"],"depositor_ssim":["kropczjn@ucmail.uc.edu"],"depositor_tesim":["kropczjn@ucmail.uc.edu"],"title_tesim":["Tilt Brush: The Utilization of a Virtual Reality Intervention for Evaluating Self-Reported Anxiety, Depression, \u0026 Stress"],"date_uploaded_dtsi":"2020-05-15T21:35:51Z","date_modified_dtsi":"2020-05-15T21:36:42Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/pnca-x073"],"journal_title_tesim":["IT Research Symposium’19"],"college_tesim":["Arts and Sciences"],"department_tesim":["- Department of Communication"],"creator_tesim":["Schaaf, Andrea"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Information Technology"],"language_tesim":["English"],"description_tesim":["With the prevalence of anxiety, depression, and stress among young adult populations, adaptive and innovative treatment options\r\nmust be considered for the future. While there are various approaches to mental health treatment, art therapy is one traditional\r\nmethod that has been used to treat the symptoms of mental health disorders across various health contexts and populations. Some art\r\ntherapists have even integrated information and communication technologies (ICTs) into their practices. With these factors in mind\r\nand considering the prominence of ICTs use among student populations, this study seeks to understand how the immersion and\r\npresence afforded by one such technology, virtual reality (VR), can impact the outcomes of art therapy practices. Through the use of\r\nan arts-based VR application, Tilt Brush, this study compares traditional art therapy methods as they are employed in and outside of\r\nVR. Through the comparison of self-reported measures, we can better understand the possibilities and effectiveness of art therapy\r\npractices delivered via Tilt Brush VR."],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2019-04-11"],"source_tesim":["IT Research Symposium’19"],"thumbnail_path_ss":"/downloads/8623j0177?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["8623j0177"],"member_of_collections_ssim":["2019 Information Technology Research Symposium"],"member_of_collection_ids_ssim":["jq085m248"],"file_set_ids_ssim":["8623j0177"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"TILT BRUSH THE UTILIZATION OF A VIRTUAL REALITY INTERVENTION FOR EVALUATING SELFREPORTED ANXIETY DEPRESSION STRESS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["kropczjn@ucmail.uc.edu"],"nesting_collection__ancestors_ssim":["jq085m248"],"nesting_collection__parent_ids_ssim":["jq085m248"],"nesting_collection__pathnames_ssim":["jq085m248/pz50gx41c"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697097420889915392,"timestamp":"2021-04-15T09:17:02.742Z","score":0.00049999997},{"system_create_dtsi":"2020-05-14T03:27:34Z","system_modified_dtsi":"2020-05-14T03:27:46Z","has_model_ssim":["Dataset"],"id":"g445cf38c","accessControl_ssim":["5afeed00-ce71-4bce-b6ac-1cb95048d311"],"hasRelatedMediaFragment_ssim":["70795878m"],"hasRelatedImage_ssim":["70795878m"],"depositor_ssim":["ivanovid@ucmail.uc.edu"],"depositor_tesim":["ivanovid@ucmail.uc.edu"],"title_tesim":["Transition to Remote Learning During the COVID-19 Pandemic: Lessons from Political Science Courses and Recommendations for Best Practices"],"date_uploaded_dtsi":"2020-05-14T03:27:33Z","date_modified_dtsi":"2020-05-14T03:27:33Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/jwn8-am72"],"alternate_title_tesim":["Lessons from Political Science Classes for Remote Learning During COVID-19"],"geo_subject_tesim":["Cincinnati, Ohio"],"time_period_tesim":["Spring 2020"],"college_tesim":["Arts and Sciences"],"department_tesim":["Political Science"],"required_software_tesim":["MS Excell"],"note_tesim":["In the wake of the growing concerns about student and faculty health and well-being, faculty and administrators at majority institutions of higher education in North America, Europe and other parts of the world made a decision in Spring 2020 that classes will continue remotely through the end of the semester. This unprecedented move spurred emerging academic literature dealing primarily with the medical aspect of education in the aftermath of the COVID-19 crisis. (Chick et al, 2020; Greenhalgh et al 2020, Keesara et al, 2020; Schwartz et al, 2020) with very little attention to educational implications in other areas such as social sciences. This study aims to fill this gap. \r\nThe aims of this study is to evaluate the impact of transition to remote instruction during Spring Semester 2020 in the aftermath of the COVID-19 pandemic. Students are asked to complete an anonymous survey. The survey includes questions dealing with various adversities that respondents had to endure during the transition and resources that they used in the aftermath of the transition. The goal is to provide recommendation for best policies and practices for remote instruction. "],"creator_tesim":["Ivanov, Ivan"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Political Science","Education","COVID-19"],"language_tesim":["English"],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2020-05-13"],"related_url_tesim":["https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv","https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["70795878m","6h440t79b"],"file_set_ids_ssim":["70795878m","6h440t79b"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"TRANSITION TO REMOTE LEARNING DURING THE COVID19 PANDEMIC LESSONS FROM POLITICAL SCIENCE COURSES AND RECOMMENDATIONS FOR BEST PRACTICES","human_readable_type_tesim":["Dataset"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ivanovid@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["g445cf38c"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697117990772801536,"timestamp":"2021-04-15T14:43:59.711Z","description_tesim":["Dataset Summary: \r\nThis dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses.\r\nBelow is the questionnaire used for this study: \r\n\r\nSurvey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis:\r\nQualtrics Link for POL1080: https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv\r\nQualtrics Link for POL2074: https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7\r\n1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class?\r\nI thought it would improve my performance\r\nI thought it would impair my performance\r\nI did not think that it would impact my performance\r\nI don’t know\r\n\r\n2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class?\r\nI did better in this class after we switched to remote teaching\r\nI did worse in this class after we switched to remote teaching\r\nThe switch to remote teaching had no impact on my performance \r\nI don’t know.\r\n\r\n3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”?\r\nCompletely agree\r\nPartially agree\r\nPartially disagree\r\nCompletely disagree\r\nNot sure/ don’t know.\r\n\r\n4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”?\r\nCompletely agree\r\nPartially agree\r\nPartially disagree\r\nCompletely disagree\r\nNot sure/ don’t know.\r\n\r\n5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)?\r\nOnline instructional videos created or made available by the instructor\r\nInstructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype)\r\nMeetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours\r\nInstructor’s lecture notes and presentation materials (e.g. Power Point Slides)\r\nOnline quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others).\r\nOnline forums made available for this course\r\nAssigned course readings\r\nBook publisher’s online resources (websites, book ancillaries, etc.)\r\nSupplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.)\r\nSupplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.)\r\nGroup activities with peers enrolled in the class (e.g. study sessions via conference platforms)\r\nOthers (please list) _________.\r\n\r\n6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)?\r\nOnline instructional videos created or made available by the instructor\r\nInstructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype)\r\nMeetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours\r\nInstructor’s lecture notes and presentation materials (e.g. Power Point Slides)\r\nOnline quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others).\r\nOnline/ web discussion forums made available for this course\r\nAssigned course readings\r\nTextbook publisher’s online resources (websites, book ancillaries, etc.)\r\nSupplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.)\r\nSupplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.)\r\nGroup activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms)\r\nOthers (please list) _________.\r\n\r\n7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)?\r\nI had to move away from campus in the middle of the semester\r\nMy physical or mental health deteriorated after we switched to remote instruction\r\nI missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI)\r\nI did not have stable and reliable Internet connection at home\r\nI had a lot of distraction at home\r\nI lost my job/ income due to the COVID-19 epidemic\r\nI had to take an additional job to support myself and/ or my family\r\nSelf-quarantine and/ or social distancing caused me a lot of stress\r\nThe news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress\r\nOther (please list) ___________.\r\n\r\n8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)?\r\nI had to move away from campus in the middle of the semester\r\nMy physical or mental health deteriorated after we switched to remote instruction\r\nI missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI)\r\nI did not have stable and reliable Internet connection at home\r\nI had a lot of distraction at home\r\nI lost my job/ income due to the COVID-19 epidemic\r\nI had to take an additional job to support myself and/ or my family\r\nSelf-quarantine and/ or social distancing caused me a lot of stress\r\nThe news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress\r\nOther (please list):\r\n\r\n9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you?\r\nOpen ended question:\r\n\r\n10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future?\r\nOpen ended question:\r\n\r\n11. What is your gender?\r\nMale\r\nFemale\r\nOther/ prefer not to disclose\r\n\r\n12. What is your major?\r\nPolitical Science\r\nInternational Affairs\r\nInterdisciplinary/ Cyber Strategy and Policy\r\nInterdisciplinary/ Law and Society\r\nAnother major (please specify)\r\n\r\n13. What is your class level?\r\nFirst year (freshman)\r\nSecond year (sophomore)\r\nThird year (junior)\r\nFourth year (senior)\r\n\r\n14. What is your race or ethnicity?\r\nWhite\r\nBlack or African American\r\nAsian\r\nAmerican Indian or Alaska Native\r\nNative Hawaiian or Pacific Islander\r\nInternational student\r\nOther\r\n\r\n15. What do you think your grade will be for this course?\r\nA or A-\r\nB+, B or B-\r\nC+, C or C-\r\nD+, D or D-\r\nF\r\nNor sure/ don't know\r\n"],"score":0.00049999997}],"facets":[{"name":"human_readable_type_sim","items":[{"value":"Dataset","hits":3588,"label":"Dataset"},{"value":"Image","hits":1408,"label":"Image"},{"value":"Article","hits":602,"label":"Article"},{"value":"Document","hits":501,"label":"Document"},{"value":"Generic Work","hits":31,"label":"Generic Work"},{"value":"Student Work","hits":12,"label":"Student Work"}],"label":"Human Readable Type Sim"},{"name":"creator_sim","items":[{"value":"Snider, Jerry A. (senior collector)","hits":3484,"label":"Snider, Jerry A. 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