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Scaffolding AI literacy: An instructional model for academic librarianship
No full textAs artificial intelligence (AI) becomes integral to academic, professional, and societal contexts, the demand for AI literacy in higher education is growing. Academic librarians, with their expertise in information literacy and critical pedagogy, are well-equipped to address this need. This article introduces a scaffolded model to advance AI literacy through progressive skill development across four tiers: foundational awareness, applied problem-solving, critical evaluation, and ethical advocacy. Each tier builds on the previous, fostering a comprehensive understanding of AI concepts, tools, and societal implications. Adapted from traditional information literacy workshops, this instructional model empowers students to navigate, critique, and responsibly engage with AI technologies. Tier 1 introduces basic AI concepts and tools. Tier 2 examines AI\u27s role in research and problem-solving, addressing practical applications and limitations. Tier 3 emphasizes the critical evaluation of AI-generated content and tools. Tier 4 focuses on ethical decision-making and advocacy, encouraging students to consider AI\u27s broader societal impacts. This article discusses the proposed model\u27s pedagogical design, details its application through workshop plans, and explores its implications for academic librarians\u27 roles in fostering AI literacy. By implementing this approach, librarians can equip students to become critical consumers of AI technologies
State laws leveraging the community eligibility provision to build healthy school meals for all: A content analysis
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Associations between food insecurity and child BMI: Cross-sectional versus longitudinal mediational analysis of maternal weight-related parenting practices and concerns
No full textDiscovering Stories that Matter: Exploring Appreciative Inquiry’s Strengths-Based Storytelling Technique to Complement Program Monitoring in NGOs
Get PDFNon-governmental organizations (NGOs) are essential entities in responding to complex global challenges, including social, economic, political, environmental, and health-related issues. While significant research has focused on evaluating the performance of NGO programs, comparatively little attention has been paid to the lived experiences of NGO staff—particularly how they navigate and find meaning in their work, especially during times of uncertainty and change. This capstone addresses this gap by designing a strengths-based storytelling workshop aimed at developing NGO staff’s narrative capacity. Grounded in the framework of Appreciative Inquiry (AI) and narrative theory, the workshop explores how storytelling can serve as a human-centered and participatory complement to traditional program monitoring and evaluation (M&E) methods. Using a qualitative research design, the project engaged NGO leaders and staff to assess the feasibility and relevance of AI-based storytelling practices within their organizational contexts. Reviewers affirmed the value of this approach, highlighting its potential to supplement existing M&E approaches by including personal and collective narratives. Reviewers welcomed the participatory nature of the method, noting that AI storytelling has the potential to foster voice, belonging, and mutual understanding, while also contributing to a stronger sense of community. By situating storytelling as a mechanism for reflection, learning, and resilience, this research contributes to ongoing discussions around innovative and human-centered approaches to program monitoring. It advocates for integrating narrative practices into NGO monitoring and evaluation processes to generate new insights and to support the overall well-being and professional growth of those who are the heartbeat of the NGO
Teachers\u27 Perspectives on Restorative Circles
Get PDFThis descriptive study utilizes quantitative methods to explore teachers\u27 perspectives of restorative circles on classroom relationships, student engagement, and overall classroom climate. Restorative circles are a classroom approach to discipline and are part of a larger school initiative. Understanding teachers\u27 perceptions can inform the effectiveness of this tool. Twenty-one teachers at a suburban public elementary school in Massachusetts were part of this study. Data was collected through surveys. The findings will provide insight into the importance of a teacher\u27s perspective in successfully using restorative circles.https://scholarworks.merrimack.edu/rcac_2025_posters/1011/thumbnail.jp
C.I.T.E (Campus Integrity Trainings for Everyone) Task Force
Get PDFThe C.I.T.E. (Campus Integrity Trainings for Everyone) Task Force will develop academic integrity policies that address the needs of the entire campus community. Ethics accusations can be biased and inequitable, and plagiarism violations are rising at a staggering rate. A recent study at Washington State estimated that between 60–80% of university students have engaged in some form of plagiarism at least once during their time in higher ed. (McIntyre, 2024) As A.I. proliferates and the classroom goes virtual, policies for academic integrity must adapt to include shared responsibility for a culture of accountability.https://scholarworks.merrimack.edu/rcac_2025_posters/1028/thumbnail.jp
Cultivating a New Era of Leadership: Establishing Effective College Leadership Training
Get PDFMany higher education institutions are struggling to regenerate meaningful learning experiences for student leaders in a post-pandemic world. Despite the illusion that most universities have college leadership development programs, many campuses considered themselves as being in the early stages of building critical mass, or working to enhance quality (Owens, 2012). While this problem may seem daunting, implementing educational leadership development programs is essential to ensure students gain a sense of purpose, pride, and passion in themselves and their communities. To address this problem, I have created a four-part leadership training program that aims to cultivate a new era of leadership in college students. Through participation in this project, students will develop enduring leadership skills, explore opportunities for personal and interpersonal growth, and cultivate a campus culture of belonging, inclusivity, care, and collaboration.https://scholarworks.merrimack.edu/rcac_2025_posters/1030/thumbnail.jp
Empowering Children, Strengthening Schools: A Systematic Review of Effective Interventions for Childhood Anxiety
Get PDFChildhood anxiety is becoming an increasing concern among elementary-age children in school settings. It is significantly impacting their emotional well-being and academic performance. This systematic literature review examines three key school-based interventions in managing childhood anxiety, including Cognitive Behavioral Therapy (CBT), play therapy, and Social-Emotional Learning (SEL) for elementary-aged students (ages 5-11). With childhood anxiety becoming more prevalent, this review explores which interventions are most effective in reducing anxiety symptoms, enhancing coping strategies, and fostering emotional regulation. It also examines how group dynamics, therapeutic rapport, and intervention structure influence student outcomes. By analyzing existing research, this review aims to provide school social workers with evidence-based strategies for addressing anxiety in a diverse student population, taking into account culture, gender, and socioeconomic factors. The findings will help to improve mental health support in schools, ensuring that interventions are both accessible and effective for all students. The review will also explore the role of early intervention, as anxiety during elementary school years can hinder long-term academic and emotional success.https://scholarworks.merrimack.edu/rcac_2025_posters/1045/thumbnail.jp