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Gardner-Webb Alumni from Classes of ’83, ’84 and ’85 Plan Reunion on April 13
Get PDFKim Randolph Rivera, Class of ’84, serves on the Gardner-Webb University Alumni Board. Knowing that her class would be celebrating its 40th reunion in May 2024, Rivera wondered if anybody ever held college reunions like they do for high school.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3726/thumbnail.jp
Wrestler Jha’Quan Anderson Wants to Inspire Others On and Of the Mat
Get PDF“I want to be an example,” asserted Jha’Quan Anderson, a graduate student and wrestler at Gardner-Webb University. During the 2022-2023 wrestling season, Anderson finished with more than 20 wins and made his second appearance in the NCAA Division I Wrestling Championships. Recently, he was named Southern Conference Wrestler of the Month and celebrated his 20th win for this season.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3746/thumbnail.jp
Gardner-Webb Theatre Department Presents ‘Sylvia’ Feb. 15-18
Get PDFThe Gardner-Webb University Department of Theatre Arts presents “Sylvia,” a play by A.R. Gurney, Feb. 15-17 at 7:30 p.m. and Feb. 18 at 2:30 p.m. Directed by Department of Theatre Arts Professor and Chair, Dr. Chris Nelson, the play will be presented in the Millennium Playhouse, 141 S. Main St.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3758/thumbnail.jp
Gardner-Webb Physician Assistant Students Selected for Highly Competitive Clinical Rotation
Get PDFTwo students in the Gardner-Webb University Department of Physician Assistant (PA) Studies have been selected to participate in a fall elective clinical rotation at MD Anderson Cancer Center-Texas Medical Center, Houston. Through a highly-competitive process, Taylor Jernigan and Orian Bar, from the GWU Class of 2025, are among only 25 students from across the United States invited to train at this facility. Additionally, the Gardner-Webb students were offered a five-week clinical rotation instead of the usual three to four weeks.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/3845/thumbnail.jp
A Phenomenological Study of Middle School Reading Teachers\u27 Lived Experiences of Learning Management Systems During the COVID-19 Pandemic and Their Impact on Reading Instruction
Get PDFDuring the COVID-19 pandemic, many school districts were forced to switch to remote learning, which presented a new and challenging experience for teachers. The study described the experiences of middle school reading teachers’ use of learning management systems (LMSs) during the COVID-19 pandemic and their impact on reading instruction. The study focused on a school district in southeastern North Carolina with 19 middle schools and three reading teachers per grade level. The primary method of data collection used in the study was interviews. The interviews revealed that teachers faced several challenges when using LMSs, such as limited knowledge of LMS, lack of technology professional development, student engagement, and student absenteeism. The study also showed that it is crucial to prioritize teachers\u27 and students\u27 social and emotional well-being when making instructional decisions. The findings provide recommendations for school districts to improve their understanding of middle school reading teachers\u27 experiences using LMSs and to strengthen policies and procedures to improve reading instruction in a virtual learning environment in case of another pandemic
Increasing Parent Engagement at the Middle School Level Using a Team Approach in an Urban, Title I School in Upstate South Carolina
Get PDFParent engagement declines when students are in middle school. A Title I school implemented a group text team approach to improve authentic dialogue among school staff and families and included the student as an active participant in the equation. Strategically scheduled between progress reports and report cards, students were responsible for taking a picture of their current grades and sending it in a group text to their parents, teachers, and administrators. The administrator responded to the group text with the current newsletter to keep all stakeholders informed. There was a significant improvement in satisfaction of parent engagement by participants who implemented the group text team approach. Student accountability, performance, and behavior were all affected by the study conditions. The preferred mode of communication and ideal frequency of home/school communication were addressed. The group text team approach positively affected parent engagement
Remodeling Breastfeeding Education
Get PDFMothers face important decisions regarding how to feed their infants, and successful breastfeeding requires commitment, support, and education. The numerous health benefits of breastfeeding for both mothers and infants are well-documented throughout the literature, and experts recommend exclusive breastfeeding for the first year of life. Healthcare teams play a crucial role in supporting breastfeeding success by providing education, guidance, and troubleshooting assistance when complications arise. Reassurance from healthcare providers can also influence mothers\u27 overall experiences with breastfeeding. The facility where participants deliver assists most mothers in initiating breastfeeding within 1 to 2 hours after delivery, with approximately 75% meeting this goal. However, only 30% continue to exclusively feed breastmilk at discharge. The purpose of this Doctor of Nursing Practice (DNP) project was to increase the initiation and duration rates of breastfeeding in mothers by providing breastfeeding education to pregnant mothers during their scheduled centering OB visits. Seven participants attended the first class, with two participants completing both classes. Four weeks postpartum, participants were surveyed about their breastfeeding experiences. At the end of 4 weeks, 50% were able to breastfeed within the first 1 to 2 hours, all supplemented with formula during the hospitalization, 50% of participants continued breastfeeding, and 50% switched to formula feeding based on post-delivery recommendations from the facility. This project highlights the importance of education and facility support to assist mothers with establishing and maintaining breastfeeding after delivery
Mentorships for New Graduate Nurses
Get PDFNew graduate registered nurses (NGRNs) represent a crucial segment of the nursing workforce, embodying the future of the profession. Thus, it is imperative that we utilize our resources, knowledge, and experiences to continuously strengthen and grow this generation of nurses. Mentorship is one key method that can be used to support NGRNs. This DNP project aimed to evaluate the effectiveness of mentorship for NGRNs within their first year of nursing practice and was implemented within an existing residency program at a Level I trauma facility. Experienced nurse volunteers received mentor education, and 40 NGRNs were individually paired with these volunteer mentors for support over 2 months. Pre- and post-test surveys were distributed to assess changes in burnout levels and desire to stay (retention) intentions among NGRNs. Results of the pre- and post-test survey comparison revealed a 1% decrease in feelings of burnout, with no change in retention intention for participants who completed the surveys. Additionally, both quantitative and qualitative data were collected, providing valuable insights to enhance the mentorship program moving forward to assist NGRNs with remaining in and flourishing in the nursing profession
Impact of Administrative Support on Staff Mental Health
Get PDFThe purpose of this mixed methods study was to examine the impact of administrative support on staff mental health. Research questions were created for this research study and were investigated throughout its design and implementation. This research study involved participation from three district-approved schools: one elementary, one middle, and one high school in eastern North Carolina. Two surveys were designed, one for educators and one for administrators. Once the research was completed, the data were analyzed for key themes regarding how mental health affects educators in the classroom. Themes were identified to determine the impact of administrative support on staff mental health and to answer the three research questions. The study concluded that there was a positive impact of administrative support on staff mental health. The participants provided certain qualities that were indicative of an administrator who was supportive of a staff member’s mental health. Descriptions of prevailing themes included 1. Supportive, 2. Understanding, 3. Conducting check-ins with staff (on a personal level), 4. Being empathetic, and 5. Being an administrator who listens. This study also concluded that the mental health of an educator had an impact on their work both physically and mentally. Recommendations from the study were that the results be utilized by school districts or universities in an administrator preparation program
The Principal\u27s Role in Creating a Culturally Responsive Learning Environment
Get PDFMany educators believe the implementation of culturally responsive strategies may help to increase the engagement and academic success of students of color. The purpose of this study was to determine whether or not culturally responsive leadership (CRL) strategies were consistently being implemented in schools with large percentages of minority students. The research for this study was based on the CRL Framework developed by The Leadership Academy in 2022. This mixed methods study explored the practices of current school administrators and compared them to the perceptions of staff members. Staff members from three high schools completed a 23-question survey with a 4-point Likert scale to rate their perceptions of the leadership practices in the school for the quantitative portion of the research. To collect quantitative data, three administrators from two of the high schools participated in a focus group discussion. The questions for the survey and the focus group were created by me and were based on the eight actions outlined in the CRL Framework. The qualitative and quantitative data were analyzed separately and then compared to determine overall themes. Finally, the results were compared to the literature. There was not enough evidence to prove there is consistent implementation of CRL strategies. Based on the research findings, I was unable to conclude that there is a significant presence of CRL strategies being consistently used in these high schools in Alpha County in every area of the framework