5257 research outputs found
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Plagiomnium ciliare (Saber Tooth Moss)
No full textPlagiomnium ciliare (Saber Tooth Moss)
4/26/2019
Group: Bryophytes
Type: Mosses
Family: Mniaceae Notes
Common Names: Saber Tooth Moss; Wavy-leaf Moss
Years Noted: 2007; 2009; 2019; 2020; 2021; 2023
Identified and First Noted By: Spencer Ruston
Also Noted By: Cindy Law; Nur Ritter; Noah Longhttps://digitalcommons.wcupa.edu/gna_bps_bry/1100/thumbnail.jp
Forsstroemia trichomitria (Fan Moss)
No full textForsstroemia trichomitria (Fan Moss)
6/24/2022
Group: Bryophytes
Type: Mosses
Family: Leptodontaceae Notes
Common Name: Fan Moss
Identified By: mjpapay (iNaturalist)
First Noted By: Nur Ritterhttps://digitalcommons.wcupa.edu/gna_bps_bry/1087/thumbnail.jp
Plagiomnium cuspidatum (Woodsy Thyme-Moss)
No full textPlagiomnium cuspidatum (Woodsy Thyme-Moss)
4/2/2019
Group: Bryophytes
Type: Mosses
Family: Mniaceae Notes
Common Names: Woodsy Thyme-Moss; Baby Tooth Moss; Woodsy Leafy Moss
Years Noted: 2007; 2019; 2020; 2022; 2024
Identified and First Noted By: Spencer Ruston
Also Noted By: Nur Ritter; Paige Vermeulenhttps://digitalcommons.wcupa.edu/gna_bps_bry/1105/thumbnail.jp
Orthotrichum cf. stellatum (Stellate Orthotrichum Moss)
No full textOrthotrichum cf. stellatum (Stellate Orthotrichum Moss)
4/9/2019
Group: Bryophytes
Type: Mosses
Family: Orthotrichaceae Notes
Common Name: Stellate Orthotrichum Moss
Years Noted: 2019; 2021
Identified and First Noted By: Nur Ritterhttps://digitalcommons.wcupa.edu/gna_bps_bry/1116/thumbnail.jp
Orthotrichum anomalum (Anomalous Bristle-moss)
No full textOrthotrichum anomalum (Anomalous Bristle-moss)
4/14/2020
Group: Bryophytes
Type: Mosses
Family: Orthotrichaceae Notes
Common Name: Anomalous Bristle-moss
Years Noted: 2020; 2021; 2022
Identified and First Noted By: Nur Ritterhttps://digitalcommons.wcupa.edu/gna_bps_bry/1112/thumbnail.jp
Artful Approaches for the Study of Multiracial Student Experiences: Not Artifact, But Aperture
Full text linkWithin higher education, various methodologies are used to collect data on student experiences, including both quantitative and qualitative approaches. This paper highlights the importance of attending to artful methodologies particularly when learning with/from mixed and multiracial postsecondary students. We share three artful productions generated by multiracial undergraduate and graduate students from three separate studies, conducted over a range of time from 2017 to 2020. We argue that in each case, the art itself goes far beyond an artifact or thick description and instead serves as an aperture to new possibilities for inquiry and analysis. Not only are artful methods a generative form of inquiry with/on multiracial postsecondary students, but also the artful productions of these students can guide and shape continued, future scholarship in this area. Implications are discussed for research and postsecondary students in institutions of higher education
Nature Is Good To Think With: How Biomimicry Creates a “Sustainabling Resource”
Full text linkDr. Nica Davidov presents slides from the 3/19 presentation on: Nature Is Good To Think With: How Biomimicry Creates a “Sustainabling Resource
Perceptions of School Garden Programming and Their Communities: A Mixed-Methods Research Study
Full text linkSchool gardening has been connected to improving student nutritional knowledge (Landry et al., 2021; Leuven et al., 2018), academics (Eugenio-Gozalbo et al., 2020), and pro-environmental attitudes (Zelenika et al., 2018; Chang, 2015). Caring for plants in the garden fosters a positive and caring relationship with plants, allowing students to see themselves as a part of the natural world and promoting environmentally active stances in adulthood (Kalvaitis & Monhardt, 2012; Chawla, 2007). This exploratory sequential mixed methods study explored the scope of how school gardening programs are being utilized across a county in Pennsylvania to promote student community involvement, how food bank partnerships impact student engagement in the garden, and to gain an understanding of the experiences of school garden coordinators who partner with the county food bank. The first phase of this study examined the perspectives of school garden coordinators who partner with the county food bank through interviews and observations at their garden sites. The findings of these interviews and observations were then utilized to develop a qualitative and quantitative survey that was administered to a larger sample. The goal of the survey was to analyze whether school gardens can promote student involvement with food bank programs. The study findings indicate that school garden coordinators held mostly positive experiences with the food bank partnership and perceived the food bank partnership to positively impact student engagement in the garden, sharing a positive relationship between garden involvement and student involvement in their local communities
Get Back to Where You Once Belonged: A Homegrown Teacher Autoethnography
Full text linkThis study centers on the experiences and identities of Homegrown Teachers (HGTs), defined for this research as teachers who graduated from the school/district in which they currently teach. Employing an autoethnographic methodology combined with ten interviews with volunteer HGT participants within a single suburban school district, this research aims to uncover and explore the lived experiences and identities of these educators. The purpose of this exploratory study is to gain a better understanding of the perspective of homegrown teachers and the ways that being a member of this group affects their professional practice as educators. Utilizing a theoretical framework informed by Social Identity Theory (SIT), the research investigates how HGTs\u27 connection to their school and community shapes their experiences and identities. Ultimately, this study seeks to contribute to the understudied phenomenon of HGTs and teacher identity, providing a preliminary understanding of their experiences and inviting further research into this unique population and the broader landscape of teacher identity and culture
Low Caregiver Engagement in Elementary Education: Exploring the Barriers and Importance of Meaningful Engagement
Full text linkLow caregiver engagement in elementary education endures as a significant challenge, with substantial implications for students’ academic achievement, social-emotional development, and overall well-being. Despite decades of research affirming the importance of strong home-school partnerships, systemic inequities, rooted in historical, structural, and policy-based barriers, continue to limit meaningful collaboration between educators and caregivers, particularly in underserved communities. This thesis examines the disconnect between caregivers and key aspects of students’ educational experiences, including academic progress, classroom behavior, and school participation. In response, this work presents the design and implementation of a targeted caregiver engagement program that seeks to dismantle these barriers, foster authentic and sustainable relationships between educators, and equip all households, regardless of socioeconomic or cultural background, with the tools, knowledge, and confidence to actively support their children’s learning. By integrating theoretical frameworks, empirical research, and practical strategies, this thesis contributes a replicable model for advancing equity and strengthening the vital link between home and school