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Spotlight Update: the Accelerated College Transition program : Spotlight Update: the Accelerated College Transition program
No full textTranslanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics
No full textThis paper describes the translanguaging and perseverance practices of Latinx bilingual students and the careful preparation of their English-speaking, monolingual teacher to establish a supportive classroom environment. Drawing on the constructs of translanguaging mathematical practice and perseverance in problem-solving, we share our observations of a group of four Latinx bilingual students as they leverage their bilingualism to productively struggle to make sense of an exponential function. We discuss this vignette to reveal the pedagogical decisions that helped support these students to dialogically leverage their communicative resources to help persevere with in-the-moment mathematical obstacles. Such decisions included selecting and enacting a challenging mathematical task conducive for perseverance, encouraging a linguistically sensitive learning environment, and providing access to mathematical tools as learning resources. 
SADI Cover
No full textThis section consists of the cover material for the third issue of South Asian Dance Intersections
Weaving Odissi Feminine: A Malaysian Perspective
No full textRamli Ibrahim focuses on dance and gender in the context of choreographic evolution in Malaysia especially connected to the changes perceived in Odissi dance, an eastern Indian traditional art form. 
Predicting KEGG Orthologs Associated with Microbial Metabolism in Autotrophic Freshwater Microbes Using a Statistical Model
No full text
Microbes play a crucial role in Earth’s biogeochemical cycles, yet linking microbial KEGG orthologs to carbon fixation remains challenging due to fragmented datasets and limitations in functional annotation. This study analyzed microbial DNA fragments from Siders Pond in Falmouth, Massachusetts, a salt-stratified meromictic lake. Microbial DNA fragments recovered through metagenomic sequencing of environmental samples were linked to microbial activity to carbon cycling using the DNA-stable isotope probing (DNA-SIP) methods and the important features selected using the LASSO regression statistical model. Environmental samples were incubated with 12C or 13C labeled dissolved inorganic carbon to track microbial carbon incorporation, followed by metagenomic sequencing. Contigs were annotated using both the Protein Families Database (PFAM) and the KEGG Orthology (KO) database, with a bit score threshold of >30, and were linked to excess atom fraction (EAF) values representing microbial carbon assimilation. While both annotation sources were utilized, a greater number of KEGG (Kyoto Encyclopedia of Genes and Genomes) orthologs were identified in this specific dataset, guiding the focus of the analysis. LASSO regression identified key KEGG orthologs potentially involved in carbon cycling. The approach resulted in identifying acyl-CoA synthetase (K00142), BamB – Outer membrane assembly (K17713), glucose-fructose oxidoreductase (K00118), and 23S rRNA pseudouridine2604 synthase (K06182), as key features associated with microbial metabolic processes potentially influencing carbon cycling. Additionally, a domain within hydrazine synthase plays a role in anaerobic ammonium oxidation (PF18582), linking the nitrogen and carbon cycles by converting ammonium and nitric oxide into hydrazine. This suggests a potential role for hydrazine synthesis in microbial carbon metabolism under anoxic conditions. It contributes to a better understanding of microbial roles in carbon cycling and explores new ways of using statistical models to study environmental systems. The findings could help expand knowledge on how microbes influence global carbon cycles. They highlight the potential to uncover novel carbon-fixing pathways, which are crucial for climate and sustainability research
Implementing the Practice Based Coaching Model for Inclusion in Early Childhood Education
No full textThis mixed method descriptive single case research explored the effects of implementing the Practice-Based Coaching (PBC) model at an Early Head Start Center in South Texas. The Practice-Based Coaching model provided professional development by three bilingual coaches to three bilingual teachers of young children ages 2-3 about emergent biliteracy instruction. Data was collected from coaches and teachers through reflexive journals, focus group interview, pre and post observation checklists and surveys to get their perceptions and experiences with the Practice-Based Coaching model. The findings showed the Practice Based Coaching model is an effective learning practice for teachers and coaches. The model created a ripple effect that generated a coach-teacher collaboration through social learning that expanded teacher’s knowledge and skills of emergent biliteracy practices that promote inclusion. This knowledge changed teacher’s practices and performance, resulting in increased student engagement. The implications of this research are for teacher educators to use the Practice-Based Coaching model for professional development opportunities that support social learning and expands teacher’s knowledge and skills of emergent biliteracy practices that promote inclusion
Teacher Perceptions of Play in Early Childhood Education
No full textPlay is crucial for early childhood development, fostering skills like social-emotional competence, cognition, and language. Despite its recognized importance, factors like screen time and academic pressures have led to a decline in play implementation. This study used survey and interviews to examine teachers\u27 perceptions of the importance of play and challenges they faced in implementing play-based learning. Classroom observations used the ECERS-3 and the CLASS assessments and recorded time spent in play to provide measures of developmentally appropriate practice, including play. Survey and interview data indicate teachers value play but face implementation barriers such as screen time and academic expectations. Data from the ECERS-3 and CLASS indicated play quality and appropriateness had lower scores than other indicators. Observations showed insufficient playtime was associated with increased challenging behaviors. There\u27s a pressing need to promote high-quality play in early childhood education and support teachers in effective play-based learning implementation.
Keywords: structured play, free play, loss of play, curriculum, policy, early childhood education, child development, perception, standardization, teacher practic
Designing Inclusive Math Courses: Combining Contract Grading and Technology for Learner Agency
No full textTrack: Universal Design for Learning (UDL) & Accessibility
This session highlights two innovative strategies for integrating Universal Design for Learning (UDL) principles in mathematics courses, emphasizing flexibility and learner agency. The first approach centers on contract grading, an alternative grading method where students and instructors collaboratively define a contract that outlines the work required for specific grades. This method encourages students to reflect on their individual strengths and optimize their learning outcomes accordingly. The second approach leverages multiple types of technology to solve real-world mathematical problems, empowering students to select tools that best suit their skills and preferences, whether using calculators, Excel, or AI platforms. Together, these practices illustrate UDL principles by offering diverse means of engagement, representation, and action, fostering equitable and inclusive learning environments. Participants will gain practical strategies for designing courses that support diverse learners while enhancing accessibility and promoting student agency
The Digital Rams Across Campus (DRAC) Project
No full textTrack: Educational and Faculty Development
Scaling digital literacy efforts across a campus community requires creativity and intentionality. As the demand for digital literacy skills increases, the Digital Rams Across Campus (DRAC) Project engaged 25 faculty in creating digital assignments to embed in their courses by introducing over 1200 undergraduate students to different Adobe Creative Cloud applications. Guided by a new strategic plan to Unleash the Genius, the year-long DRAC Project demonstrates how digital tools can foster transformative learning experiences. Faculty of various ranks and disciplines applied to participate. To foster community, faculty had opportunities to engage in lunch and learn events, workshops, and other collaborative activities to orient and aid their progression through the project. At the close of the project, faculty report increases in their confidence to integrate digital literacy into their courses
Leveraging Faculty Expertise to Meet Emerging Needs: Creating a Faculty Fellowship Program
No full textTrack: Educational and Faculty Development
After the emergence of Generative AI (GenAI), faculty needed to learn about this new technology and adapt their teaching in a short timeframe. Without the staff to offer extensive new programming, we leveraged the expertise of faculty on campus with the creation of a Faculty Fellow for Generative AI. Our Fellow focused on building a half-day, modularized workshop introducing concepts and applications of AI that was open to all instructors. In addition, we invited units and departments to request customized versions of this foundational workshop tailored to the specific needs of their faculty. In this presentation, faculty development staff and our faculty fellow will describe our approach to creating the fellowship, creating development opportunities for faculty around GenAI, and delivering customized sessions across campus. Participants will be invited to explore how they can leverage faculty expertise in their contexts, from both staff and faculty perspectives