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Indiana University's Institutional Repository
IUScholarWorks Repository is a service of Indiana University Libraries to make the work of IU scholars freely available, while ensuring these resources are preserved and organized for the future. Because your work is assigned a stable, permanent Internet address readers will always find it.
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Recent Submissions
The Vinegar Syndrome and Even This Suite
(Indiana University, 2024-04-15) Montreal, Aaron
Transcribing a work for piano and orchestra: Exploring the solo piano version of Franz Liszt's "Totentanz"
(Indiana University, 2024-04-15) Bang, Eunjin
PTSD, Relationship Satisfaction, and Social Support for EMS Workers and Their Romantic Partners
(Sage Journals, 2023-09-04) Henry, Melissa C.; Burks, M. Ashley ; Zoernig, Emily L.
Emergency medical service (EMS) personnel are subjected to intense and traumatic workplace scenarios, which place workers at risk for developing trauma reactions that lead to mental health conditions such as posttraumatic stress disorder (PTSD), depression, and anxiety. However, little research has explored the impact of EMS workers’ work-related stress on their romantic partners despite evidence supporting the impacts of secondary traumatic stress (STS). This study explored the relationship between EMS workers’ self-reported PTSD symptomology and EMS workers’ romantic partners’ self-reported PTSD symptomology, relationship satisfaction, and social support. The sample consisted of 30 couples, 13 married and 17 unmarried. Findings confirmed that EMS workers with more severe PTSD symptomology were in relationships with partners who also reported higher symptomology. Additionally, increased PTSD severity among EMS workers was associated with partners’ decreased satisfaction with the quality of social support. This study confirms the effect of STS among EMS workers and their partners and highlights practical applications for improving the mental health of EMS workers and their partners. Implications for these findings include assessing partners for dysphoric arousal, psychoeducation, counseling assistance to EMS personnel, and focusing on opportunities for vicarious posttraumatic growth among couples are discussed.
Faculty Perceptions of Disciplinary Cultures and Their Relationship to Teaching: Validating Becher’s Convergent-Divergent Dimension
(2024-04) Hiller, Stephen C.; Braught, Emily; Nelson Laird, Thomas
Becher’s (1989) seminal work on academic disciplines proposed the Convergent-Divergent dimension to capture one social dynamic that distinguished disciplinary cultures, and yet little work has explored how the Convergent-Divergent dimension relates to faculty teaching practices. This study operationalizes this dimension in items appended to the Faculty Survey of Student Engagement (FSSE). With nearly 700 responses from faculty in 98 disciplines, this study examines the relationship of a Cultural Convergence construct with faculty teaching practices and whether faculty taught similarly to their disciplinary peers. Findings indicate that cultural convergence does not influence teaching practices in four of five areas, though the more convergent a discipline, the more faculty tend to teach similarly to their peers in three of five areas of teaching.
Faculty Perceptions of Their Disciplinary Cultures: Re-Evaluating Biglan’s Dimensions
(2024-04) Braught, Emily; Hiller, Stephen C.; Nelson Laird, Thomas
Disciplinary cultures are an important part of understanding the faculty experience. For fifty years, the Biglan dimensions have been frequently relied on by researchers interested in considering disciplinary differences as parts of their studies; however, applying a cultural lens draws attention to the possibility that over time, disciplinary cultures may have changed. Through exploring faculty perceptions of their disciplines using an item set derived from key cultural aspects of Biglan’s dimensions, compared to the Biglan dimensions, this exploratory study offers insights into the evolution of disciplinary cultures, highlighting the variation and fluidity of disciplinary cultures that faculty experience in their disciplines today.