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POGIL-ITS:An Intelligent Tutoring System for Guided Group Learning
No full textProcess-Oriented Guided Inquiry Learning (POGIL) is a method of learning that combines guided inquiry and group learning for content knowledge as well as process skill acquisition. Paper-based POGIL activities lack the facility of real-time feedback, progress tracking, and data gathering. In this project, an Intelligent Tutoring System (ITS) has been used to transform POGIL activities into their computer-based version but maintaining the collaborative environment. The system integrates a React/Vite frontend, a Node/Express backend, and a MariaDB database. The platform includes Google Sheets-based activity construction, role-based collaborative learning, artificial intelligence-driven feedback, and end-to-end data tracking. Students are instructed in groups of 3–4 with assigned roles (Facilitator, Spokesperson, Quality Control, Process Analyst) and post collaborative responses. Every group also has active students and observers, where the active student can type responses individually while observers contribute ideas and feedback. One of the goals of this arrangement is to foster turn-taking, with involved students randomly changing seats so that each one remains on their toes and alert, since they do not know when their turn will come. Instructors are also supported through student and teacher dashboards, real-time progress monitoring, and back-end database support for learning analytics. Methods Result
Fluorescent Tagging of Rig Genes to Understand Seasonal Reproductive Regulation in P. patens
No full textMany plants use seasonal cues, such as day length or temperature, to regulate theirreproductive cycles. The genetic components of these regulatory systems are well understood in flowering plants; however, it is unclear whether these systems extend to non-flowering plants. Previous work with the model moss Physcomitrium patensidentified the gene RAMPANT INDUCTION OF GAMETANGIA (RIG) 1as a component of the seasonal reproductive system. When RIG1is knocked out, P. patensreproduces constitutively even in the absence of proper seasonal cues. To better understand this mechanism, we aimed to identify where the Rig1 protein is located. Over the summer, we worked toward inserting a fluorescent tag at the RIG1gene, as well as its two closest homologs, using CRISPR-Cas9 homology directed repair (HDR). Upon successful insertion of the fluorescent tags, future work will proceed with observing localization of these proteins through visualization under a fluorescent microscope
A Pilot Study on the Effectiveness of Teaching Helping Skills to Undergraduates
No full textHelping skills are the skills used by therapists and other professionals to effectively help clients. Research has validated theeffectiveness of training undergraduate students in helping skills in a classroom setting, especially those pursuing professions in clinical or counselingenvironments. In this pilot study, we aimed to investigate which methods provide satisfactory data for assessing change through collecting data from students enrolled in a helping professions class (N=4). Our data sources included pre-and post-course survey questionnaires, recorded roleplays intended to simulate a semi-clinical environment, and extended reflections on their roleplays. As part of the survey questionnaires, the results indicated that CASES-HS scores after the completion of the course (M= 264.75,SD= 40.84) were significantly higherthan before the course was taken (M= 144.50,SD= 105.10),t(3) = -3.15,p= .03. Data from the videos showed evidence of helping skill usage, however, we were unable to make conclusions due to no point of comparison. The reflections provided insight into what skills students generally found to be strengths or areas for growth, aids and barriers in their learning, and overall takeaways from the course. The pilot study will inform future investigations into helping skills research
Follis of Basil I, Constantine, and Leo VI
No full textThe obverse of this follis depicts three half-figures facing frontally, with Basil I in the center. On the left smaller is Leo, and on the right smaller is Constantine. Basil I is bearded and wears a crown decorated with a cross and a loros, or traditional imperial garment. Leo and Constantine are both beardless, and each wear a chlamys (short tunic) and crown decorated with a cross.
The reverse of this follis has a six-line Greek inscription identifying the emperors on the obverse. There is a cross below the top 5 lines. Sonia Suben 2025https://digital.kenyon.edu/arthistorystudycollection/2713/thumbnail.jp
Can Advanced Chatbots Help Us Navigate Educational Advocacy? Understanding The Potential Of Large Language Models As Assistants And Guides Within An IEP (Individualized Education Program) Meeting Context
Get PDFHundreds of thousands of parents and students in New York City’s school district alone (Fancsali and Farley 2018) go through the Individualized Education Program (IEP) process every year, attending meetings and evaluations in order to determine adequate services and students with disabilities’ educational trajectories. However, most parents, especially those new to public education policy, report difficulty navigating the system or acquiring the resources necessary to successfully advocate for their children at IEP meetings (Advocates for Children 2025, Kurth et al. 2020). The rise of generative artificial intelligence and increased linguistic capabilities of interactional chatbots provokes questions about such technologies’ ability to assist humans in ethical, legal and policy-based contexts. Gemini 2.5 Pro, currently one of the most advanced large language models, exhibits exceptional reasoning and problem-solving abilities. Using a 5-point rubric for model performance and exploring two main scenarios essential to the IEP process ((a) general advice-giving and (b) IEP meeting role-play related to two classifications: dyslexia and emotional disability/emotional disturbance)), I suggest that, while Gemini is adept at advising parents new to the IEP process who may not be able to otherwise access concise explanations, resources, and role-playing in a meeting context, the model exhibits a tendency to stereotype interactions related to cultural differences. This project expands on questions of LLM capability as well as LLMs’ handling of students with disabilities’ needs and advocacy processes using Gemini 2.5 Pro as a case study. Additionally, this research holds implications for the future role that artificial intelligence might play in assisting human actors in education policy settings
Istanbul Landscape
No full texthttps://digital.kenyon.edu/arthistorystudycollection/2764/thumbnail.jp