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Final Master\u27s Portfolio
Full text linkThis portfolio explores research in technical writing revolving around digital products and literary practices such as Post-Structuralism as literary theory and the methodology Docile Bodies within literary texts. While half the portfolio includes analytical essays which examine how these themes intersect and arise in literary landscape, the other half aims to investigate how the current digital marketplace prioritizes cloud-based products and what limitations are placed through extensive research
FP-25-14 Forty-Five Years of Change in Marriage and Motherhood Among Women, 1979 & 2024
Full text linkImplementing Biomimetic Technology in Today’s Architectural World
Full text linkAn interdisciplinary project exploring the correlation between nature and the built environment. This project provides a comprehensive overview of biomimicry principles and their application to architecture. D’Arcy Wentworth Thompson, the pioneer of mathematical biology, will emerge as a central research figure in the exploration of biomimetic technology. With inspiration drawn from Thompson’s accomplishments, contemporary architects have been more thoroughly integrating these approaches into their own architectural designs. The following research addresses a fundamental limitation in contemporary architectural practice: the insufficient integration of biomimetic principles into architectural design approaches. This project proposes a systematic methodology to more effectively integrate biomimetic technology through analysis of site characteristics, translation of structural logic, and evaluation of material composition
Navigating Gender and Equity in Education: Challenges, Personal Experiences, and Pathways for Change
Full text linkThis project examines how gender stereotypes influence the educational experiences of high school girls, focusing on the combined effects of gender, race, and socio-economic status. Using sources from feminist theory, educational research, and real-world examples, this study explores how societal expectations shape girls’ behavior in the classroom, their academic self-image, and their future goals. Special attention is given to African American girls and students from low-income backgrounds, who often face additional challenges due to both racial and gender biases.
The research draws on a mix of scholarly articles, reports from organizations like UNESCO and the OECD, and insights from a veteran educator. This teacher\u27s experiences highlight concerns about the lack of support for girls in STEM fields and how some students from lower-income families feel disconnected from higher education. By looking at how these stereotypes play out in everyday classroom settings, from teacher expectations to peer interactions, this project argues for the need to address these biases in teaching practices.
The study calls for changes in education that support all students, especially those who are often overlooked. It recommends using teaching strategies that recognize and value students’ diverse identities to create more inclusive, supportive classrooms
FP-25-20 Geographic Variation in the Prevalence of Same-sex and Different-sex Married and Cohabiting Couples, 2019-2023
Full text linkConstruct Validity, Test-Retest Reliability, and Inter-Rater Objectivity of the Swimming Competence Assessment Scale (SCAS)
Full text linkThis study aimed to investigate the construct validity, test-retest reliability, and inter-rater reliability of a newly developed and comprehensive instrument for assessment of children’s swimming competence. The Swimming Competence Assessment Scale (SCAS) consists of six consecutive test items (entry, swim on front, surface dive, float, swim on back and exit) that aligns with the Norwegian curricular standard of swimming competence. The exploratory factor analysis retained a unidimensional model, supporting one underlaying statistical dimension with acceptable internal consistency (α = 0.79). Intraclass correlation coefficients (ICCs) between test and retest ranged from .84 to .98, and .97 for the total score. Strong agreement among raters was obtained with ICCs from .82 to .94, and .95 for the total score. This study provides empirical evidence in key psychometric properties for the SCAS as findings support the scale\u27s construct validity, acceptable test-retest reliability and inter-rater objectivity
African American Male Reluctance in Teacher Education
Full text linkThere is a shortage of teachers among rapidly expanding populations of culturally diverse students in K-12 education. Minority students enrolled in public schools have been rising while the number of minority teachers has been falling. Twenty percent of teachers are from ethnic and racial backgrounds, however, schools educate majority-minority populations. What is most troubling, is that the most negatively impacted student of K-12 diverse populations is African-American males. This commentary focuses on the fact that there are initiatives and ideas to close the teacher diversity gap by creating pipelines of African American male teachers. However, the effort it takes to convince African American males to get on board is daunting. Why are African American males so reluctant to teach? Factors in this paper explain a host of underlying marginalized associations with African American males including historical perspectives, societal bias, academic struggles, and educational disengagement. Possibilities may lead to Ethnocentrism in K-12 schools through curricula, pedagogical practices, and school policies and practices are the beliefs, values, and assumptions which support this philosophy. As these beliefs permeate and dominate school culture, students of color, particularly, African American males will have to conform to the standards of the normalized group to succeed, and that may be where the true issue lies
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