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98. Patient characteristics associated with pain remediation one year after endometriosis-related surgery: EndoQUEST
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Confessions of a Just War Theorist: My Challenges Embracing a God of Absolute Nonviolence
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Miscounting Immigrants in South Africa: Understanding Misperceptions in the Immigrant Population Innumeracy Capital of the World
No full textThe Burden of Pelvic Pain Associated With Endometriosis Among Women in Selected European Countries and the United States: A Restricted Systematic Review
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Building Disability Sensitivity: How Person-Centered Supports Can Help People with Disabilities Reach Their Full Potential as Individuals and Within Their Communities
Get PDFBackground: People with disabilities face disproportionate barriers when it comes to social and community participation. Barriers are present across all areas and stages of life and encompass attitudinal, communication, environmental, policy, programmatic, and social barriers. Objective: This research has two major goals: 1) to build perspective taking skills by improving disability sensitivity evoking an attitudinal shift and 2) to introduce the Charting the LifeCourse (CtLC) framework exploring person-centered strategies and community support opportunities (allyship) in achieving life goals. Methods: For the purpose of this exploratory-descriptive mixed-methods research approach, an in-person workshop titled “Building Disability Sensitivity: Moving from Reflection to Action” was conducted in partnership with the Merrimack Institute for New Teacher Support (MINTS) at Merrimack College in North Andover. A post workshop online survey was implemented, participants’ behaviors during workshop activities were observed, and activity results were collected. Results: The results of this study clearly indicate that education around disability sensitivity positively affects people’s ability for perspective taking, enhance comfort levels conversing with PWD and has the potential to shift attitudes toward PWD. A majority of participants found the introduction to the CtLC framework useful and believes the tools can enhance their ability to positively influence the lives of PWD
Teacher Retention Programs: Intrinsic and Extrinsic Factors that Contribute to Higher Teacher Retention and Overall Pride in the Profession, A Community Approach
Get PDFTeacher turnover and attrition is a significant issue in the education system and if it persists, it is likely that education will not be sustainable. This capstone features areas of research that highlight the intrinsic and extrinsic factors that contribute to teachers leaving the profession and analyzes current teacher retention programs to rate the effectiveness of their programs and incentives as it relates to theory. This research implicates that level of participation, job commitment, working conditions, professional development, incentives, and job satisfaction play a role in maintaining teachers if these criteria are directly addressed and teachers feel supported in these areas. Utilizing Arnstein’s Ladder of Citizen Participation and Olmo’s Teacher Attrition and Retention Conceptual Model, I analyze three existing teacher retention programs within the United States using a data comparison table to measure their effectiveness based on these criteria. This capstone concludes with some reflections based on the literature review and my findings, which reinforces existing research surrounding the importance of professional development, mentorship, and job commitment that result in higher odds of teacher retention. It also concludes with suggestions for schools and districts to implement to better support their teachers and therefore increase teacher retention rates
Embedded Support in the College Writing Classroom: A Teaching Reflection on Late Pandemic Pedagogy for TRIO Students in an Intensive Transitional Summer Course
Get PDFIn this teaching reflection, the authors discuss their experiences as professor and embedded support for an intensive summer college writing course for incoming undergraduates participating in a TRIO program. The reflection considers the contextual factors making this cohort of students vulnerable, including the relationship between family income level and pandemic-era learning loss. The authors devised a pedagogy to flip the classroom, allowing students to write deeply during long class sessions, and delivered intensive, layered support at the point of writing to accelerate progress through challenges in writing development