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Publication Exploring the Wild: Unveiling Motivations, Barriers, and the Impact of the University of Wyoming Outdoor Program on Student Belonging and Inclusion(University of Wyoming Libraries, 2024-05-01) Johansen, Natalie; Ana HousealThe University of Wyoming’s Outdoor Program offers the opportunity to explore the role of outdoor recreation while creating a sense of belonging among college students. This case study investigates the motivations, barriers, and impacts of student participation in the Outdoor Program through collected survey data from 210 respondents. Primary motivations included exploring new places, experiencing nature, and learning new skills, while key barriers were lack of time and lack of information. Findings revealed higher engagement among seniors, graduate students, and those frequently participating in independent outdoor activities. Most participants felt included during outings and reported a strengthened connection to the university community. These results highlight campus outdoor programs’ potential to create a sense of belonging and overall student well-being. As institutions address enrollment and retention challenges, leveraging outdoor programming can be a valuable tool for engagement and success.Publication Strengthening Resilience: The Impact of Place-Based Education on Early Adolescent Students' Social-Emotional Development(University of Wyoming Libraries, 2024-05-01) Kuhn, Brittanie; Dr. Alison MercierMental health issues are on the rise in early adolescent (EA) students, with concerns such as anxiety and depression increasing at alarming rates (Fontenelle-Tereshchuk, 2021). Given that students spend a substantial portion of time in educational settings, recent literature has asserted that schools are acknowledging their critical role in students’ social-emotional development (Eccles & Roeser, 2011). However, teachers often lack strategies and support to address the mental health needs of EA students. It is also unrealistic to expect teachers who already experience role overload to address these concerns on top of implementing the curriculum (McAllister et al., 2017). If teachers are to navigate this additional role, it is clear that they require comprehensive strategies that move beyond traditional classroom methodologies. Among these approaches, place-based education (PBE) emerges as a compelling option that enriches academic learning and catalyzes student social-emotional growth and resilience (Deringer, 2017; Smith, 2013). This mixed methods, explanatory sequential case study explores the impacts of PBE on the social-emotional resilience of EA students. Surveys and interviews revealed varying levels of resilience among students of a place-based public school. Interview themes surfaced specific aspects of PBE that may impact students' resilience. The findings suggest that while autonomy is valuable, guidance and expectations within PBE are essential to support a range of students in their resilience development within a school setting. The research underscores the importance of hands-on, collaborative, inquiry-driven PBE practices in nurturing students’ growth mindsets, self-efficacy, and relational supports for fostering resilience and holistic development.Publication Systems Thinking: A Look at How Scientific Modeling Helps Students Construct Meaning Within a System(University of Wyoming. Libraries) Bauer, Michael D.; Katzmann, JasonPublication Scaffolded Summative Assessments in Algebra 2(University of Wyoming. Libraries) Peterson, Kaylee A.Publication Publishing a Children’s Picture Book: A Self Study of Research Experience(University of Wyoming. Libraries) Esh, Rachael Alexis; Houseal, AnaPublication Participant Motivations of the Bridger-Teton National Forest Ambassadors for Responsible Recreation Program: An Evaluative Study(University of Wyoming. Libraries) Matre, Abbey Flanagan; Parker, SylviaPublication Let's Talk: A Teacher's Journey in Getting Kids to Talk about Algebra 1(University of Wyoming. Libraries) Taufa, Jennifer MillardPublication Adverse Childhood Experiences, The Brain, and Strategies for Teachers(University of Wyoming. Libraries) Ballou, Erica M; Hutchison, LindaPublication Assessing Science Learning: Piloting the Science Literacy Concept Inventory in Community ScienceLumadue, Nichole Mae; Houseal, AnaPublication Wyoming Voices: Digital Storytelling as a Participatory Research Method for Identifying Community Priorities to Promote a Just Energy Transition(University of Wyoming. Libraries) Aragon, Darylann; Budowle, RachaelPublication Next Generation Science Standards Visual Literacy: Cognitive Load Theory Based Approach for Middle-Level Students(University of Wyoming. Libraries) Huhn, Colter Jerald; Houseal, AnnePublication Persistent rural educators: An extensive literature review of factors which influence rural teacher retention(University of Wyoming. Libraries) Martin, Alexandra; Welsh, Kate MuirPublication An evaluation of Latino Outdoors San Diego. Fostering Latinx connections with the outdoors(University of Wyoming. Libraries) Castillo, Cassandra; Soto, LiliaPublication A Conceptual Framework for the Development of Curricular Supports for Phenomena-Based Teaching Using Geospatial Technology(University of Wyoming. Libraries) Bisk, Matthew Jordan; Inouye, MarthaPublication Graduate Students’ Perceptions of the Impact of Nature Journaling at Teton Science Schools(University of Wyoming. Libraries) Graves, Elizabeth Jane; Houseal, AnaPublication Impactful Teaching Approaches for Students with ADHD(University of Wyoming. Libraries) Graf, Crystal Sue; Houseal, AnaPublication Place-Based Principles in Primary Versus Secondary Education Lesson PlansLewer, Colton; Burrows, AndreaPublication Teacher Knowledge and Perception of Mathematics Disabilities and Dyscalculia(2018-05-23) Graves, TheresaPublication A Transition of Self: How a Gap Year Experience Impacts Emerging Adults(University of Wyoming. Libraries, 2021-05-15) Johnson, Kimberly