{"response":{"docs":[{"system_create_dtsi":"2020-06-18T20:43:53Z","system_modified_dtsi":"2020-10-07T21:38:56Z","has_model_ssim":["StudentWork"],"id":"7m01bn01j","accessControl_ssim":["addc7a12-d9b1-4b5c-9c57-8d63c8e81b90"],"hasRelatedMediaFragment_ssim":["qf85nc779"],"hasRelatedImage_ssim":["qf85nc779"],"depositor_ssim":["turnergw@mail.uc.edu"],"depositor_tesim":["turnergw@mail.uc.edu"],"title_tesim":["Interdisciplinary Capstone: Bringing Dialogue in the Dark to Cincinnati"],"date_uploaded_dtsi":"2020-06-18T20:43:53Z","date_modified_dtsi":"2020-10-07T21:38:53Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/ygp7-wf27"],"alternate_title_tesim":["Dialogue in the Dark, Theory of Grand Irrationality, and Social Pulse Theory"],"geo_subject_tesim":["Earth","Global","Cincinnati, Ohio"],"advisor_tesim":["Sanders, Rebecca","Ris, Cynthia"],"degree_tesim":["BIS (Bachelor of Interdisciplinary Studies)"],"college_tesim":["Arts and Sciences"],"department_tesim":["Bachelor of Interdisciplinary Studies"],"genre_tesim":["Document"],"note_tesim":["The first half of this work is a report on my capstone project. The latter half of this work contains a rushed and imperfect attempt to distill frameworks, theories, and thoughts I developed in the course of my undergraduate program, and which I did and do intend to formalize as a book at some point in my career. Shortly after submitting my capstone, I realized I had made some errors in trying to communicate my ideas in the latter half, and in my private documents I wrote notes concerning these. \r\nIn this sense, this uploaded document is not the best representation of what I thought or was/am attempting to say, but I felt it is still worth formally documenting the existence of, and may even be of interest to some."],"creator_tesim":["Turner, Grant"],"publisher_tesim":["Grant W. Turner"],"subject_tesim":["Social Change","Social Psychology","Interdisciplinary","Ontology","Action Research","Peace and Conflict Studies","Philosophy","Education","Sociology","Ethics and Morality","Visual Anthropology","Development","Axiology","Organizational Psychology","Epistemology","Metaphysics"],"language_tesim":["English"],"description_tesim":["      The purpose of this capstone was to organize and pursue the creation of a Dialogue in the Dark exhibition in Cincinnati. Dialogue in the Dark is an organization that, since 1988, has internationally utilized exhibits that allow visitors to be led through an hour long simulation of blindness as lead by a visually impaired guide through four pitch back simulated environments. The purpose of this exhibit is twofold. In an immediate sense it is meant to demonstrate to visitors that those who we often marginalize due to their disabilities are in fact quite capable, effectively serving as a platform to recognize, address, and overcome problems created by perceived \"otherness\". The larger lessons derive from experiencing a profoundly different reality than is normally accessible in terms of both the specific type of experience and the degree of contrast of realities it poses. Such jarring experiences open a brief window for dialogue. \r\n\r\n      Drawing from actor-network theory, various principles and techniques from action research, and from fields such as organizational psychology, visual anthropology, and sociology, this capstone contains workable processes and objectives relevant to both the creation of a Cincinnati based Dialogue in the Dark and the framework for a Coalition for Community Action and Cooperation. 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":"2020-05-14T03:27:34Z","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},{"system_create_dtsi":"2018-05-25T11:19:52Z","system_modified_dtsi":"2019-06-06T15:15:25Z","has_model_ssim":["StudentWork"],"id":"8623hz13r","accessControl_ssim":["87a922cd-a1d3-491e-9740-5ae2382314ac"],"hasRelatedMediaFragment_ssim":["pv63g0609"],"hasRelatedImage_ssim":["pv63g0609"],"depositor_ssim":["nguye3tp@mail.uc.edu"],"depositor_tesim":["nguye3tp@mail.uc.edu"],"title_tesim":["How Society is Racialized in America: A Content Analysis on Sherman Alexie’s  The Absolutely True Diary of a Part-Time Indian"],"date_uploaded_dtsi":"2018-05-25T11:20:04Z","date_modified_dtsi":"2019-05-23T15:23:26Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/C20D75"],"alternate_title_tesim":["Content Analysis of Young Adult Novel Inspires Strategy For Teaching Students About Racialization in America"],"geo_subject_tesim":["Cincinnati, Ohio"],"advisor_tesim":["Sulzer, Mark"],"college_tesim":["Education, Criminal Justice, and Human Services"],"department_tesim":["Secondary Education English Language Arts"],"genre_tesim":["Poster"],"required_software_tesim":["Microsoft Office"],"creator_tesim":["Nguyen, Thao"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Young Adult Literature","Racism","Race","Education"],"language_tesim":["English"],"description_tesim":["This research explores race related issues within Sherman Alexie's novel The Absolutely True Diary of a Part-Time Indian to generalize how race and racism is portrayed between different races within America, in this case Native Americans and white Americans. From there, the research presents the need to present these racial aspects through high school classroom instructions in order to raise awareness of race in secondary education. This research was presented at University of Cincinnati's 2018 Scholarly Showcase and was awarded in Top 25 poster presentation at the showcase."],"license_tesim":["http://creativecommons.org/licenses/by/4.0/"],"date_created_tesim":["2017-12-14"],"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":["fj236245z","pv63g0609"],"file_set_ids_ssim":["fj236245z","pv63g0609"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"HOW SOCIETY IS RACIALIZED IN AMERICA A CONTENT ANALYSIS ON SHERMAN ALEXIES THE ABSOLUTELY TRUE DIARY OF A PARTTIME INDIAN","human_readable_type_tesim":["Student Work"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["nguye3tp@mail.uc.edu"],"nesting_collection__pathnames_ssim":["8623hz13r"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697089809488543744,"timestamp":"2021-04-15T07:16:03.943Z","score":0.00049999997}],"facets":[{"name":"human_readable_type_sim","items":[{"value":"Student Work","hits":2,"label":"Student Work"},{"value":"Dataset","hits":1,"label":"Dataset"}],"label":"Human Readable Type Sim"},{"name":"creator_sim","items":[{"value":"Ivanov, Ivan","hits":1,"label":"Ivanov, Ivan"},{"value":"Nguyen, Thao","hits":1,"label":"Nguyen, Thao"},{"value":"Turner, Grant","hits":1,"label":"Turner, Grant"}],"label":"Creator Sim"},{"name":"subject_sim","items":[{"value":"Education","hits":3,"label":"Education"},{"value":"Action Research","hits":1,"label":"Action Research"},{"value":"Axiology","hits":1,"label":"Axiology"},{"value":"COVID-19","hits":1,"label":"COVID-19"},{"value":"Development","hits":1,"label":"Development"},{"value":"Epistemology","hits":1,"label":"Epistemology"}],"label":"Subject Sim"},{"name":"college_sim","items":[{"value":"Arts and Sciences","hits":2,"label":"Arts and Sciences"},{"value":"Education, Criminal Justice, and Human Services","hits":1,"label":"Education, Criminal Justice, and Human Services"}],"label":"College Sim"},{"name":"department_sim","items":[{"value":"Bachelor of Interdisciplinary Studies","hits":1,"label":"Bachelor of Interdisciplinary Studies"},{"value":"Political Science","hits":1,"label":"Political Science"},{"value":"Secondary Education English Language Arts","hits":1,"label":"Secondary Education English Language Arts"}],"label":"Department Sim"},{"name":"language_sim","items":[{"value":"English","hits":3,"label":"English"}],"label":"Language Sim"},{"name":"publisher_sim","items":[{"value":"University of Cincinnati","hits":2,"label":"University of Cincinnati"},{"value":"Grant W. 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