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CONNECT Program @ Molloy University (MU): Helping Neurodiverse students achieve in higher education
No full textNeurodiverse students entering higher education face multiple obstacles including academic (Hadley et al., 2017) and social ones (VanHees et al., 2015) amongst others. Emotional support, peer mentoring, self-advocacy training, and social support have helped significantly improve student outcomes in higher education. At Molloy University, a student-focused transition program for neurodivergent high school and college-aged students (called CONNECT) was implemented during the summer of 2022 and ran for three consecutive summers. Pre- and post-program data were collected from students and their caregivers. Results showed that post-CONNECT, students reported being able to advocate for their needs. Additionally, caregivers reported that their children will more easily engage in new extracurricular activities, connect with peers, make connections with professors, advocate for their needs, and navigate new environments as they transition from high school to college. These data highlight the importance of transition programs to help neurodivergent students flourish in higher education.
The IRB application # is [1928114-2] Neurodivergent Summer Boot Camp
Keynote Address: Becoming Human Through Research
No full textIn a world increasingly shaped by automation and uncertainty, research remains one of the most distinctly human pursuits. Undergraduate research experiences cultivate critical thinking, creativity, and resilience. There is value in asking foundational questions, and an urgent need to defend and invest in research despite delayed or unpredictable outcomes. Through personal narrative and historical context, this address highlights research as both a transformative educational experience and a societal imperative
Isolated, Accommodated, or Elevated? English Language Development Teachers in Professional Learning Communities
Full text linkThis qualitative study examined the experiences of ten elementary English Language Development (ELD) teachers in interdisciplinary Professional Learning Communities (PLCs) across the Twin Cities metro area. Although PLC teamwork improves student academic outcomes through collaboration and collective efficacy, ELD teachers often faced challenges integrating their language expertise into these structures, limiting their ability to address English Learner (EL) academic achievement and language growth. Guided by DuFour’s six elements of effective PLCs and Wenger’s Communities of Practice (CoP) theory, the study analyzed data from ten semi-structured interviews, teacher-submitted artifacts, and district guidance documents. Data were coded and thematically analyzed to explore three central research questions: 1) How do ELD teachers perceive their PLC roles? 2) What language expertise do they contribute? 3) How does their PLC participation address EL student achievement? Four significant findings emerged. ELD teachers reported experiencing role ambiguity within PLCs and feeling professionally isolated. However, when ELD teachers were elevated in their PLC roles, they contributed critical language expertise that supported EL student learning and general education teacher instructional growth. Findings indicate that strong collaboration, trust, and administrator support of ELD teachers positively influenced instructional growth and achievement. Findings also demonstrate that ELD teachers are tremendous language and instructional experts who advocate for EL instructional inclusion in PLC planning. The study concludes that leveraging ELD teacher expertise within PLCs requires intentional leadership focus on EL achievement, inclusive PLC structures, and committed instructional collaboration. Effective PLC practices, such as clearly defined ELD teacher roles and enhanced instructional collaboration, promote educational equity and achievement for ELs. The study includes recommended PLC practices for teachers, leaders, and policymakers, and suggestions for future research to continue building on the findings of this study
Teacher Special Education Certification and Self-Efficacy to Address Students with Disabilities\u27 Needs in an Inclusive Nonpublic School Setting
Full text linkIn New York State, the inclusion of students with disabilities (SWD) in nonpublic schools is governed by individual institutional policies, as state legislation does not require standardized training or certification for nonpublic school educators (New York Education Law § 3204.2, n.d.). This mixed-methods study investigates how teachers’ special education (SPED) certification status and demographic characteristics influence their attitudes toward inclusion and self-efficacy in supporting SWD in urban nonpublic school settings. Findings reveal that SPEDcertified teachers consistently reported more positive attitudes toward inclusion and greater selfefficacy in areas such as instructional differentiation, classroom behavior management, and curricular adaptation compared to their non-certified counterparts .Nevertheless, participants across both groups expressed concerns about the overall effectiveness of inclusion ,underscoring the importance of systemic factors ,including professional development, staffing support, and institutional commitment. While demographic variables such as gender, age, and years of teaching experience were not statistically significant predictors of attitudes or self-efficacy , teachers with more than 10 years of experience reported enhanced confidence in instructional strategies and behavior management .Although SPED certification was associated with more favorable perceptions and higher self-efficacy ,the study concludes that certification alone is insufficient .Sustainable ,inclusive practices require ongoing professional development and robust school-level support to serve students in nonpublic school setting meaningfully
Applying Artificial Intelligence, Deep Learning models to support disease diagnosis
No full textApplications of artificial intelligence (AI) are becoming very popular in many different forms. The application of these advanced techniques to support disease diagnosis is one of the topics that has received much attention. In this presentation, we will present some key points of AI, specifically about Deep Learning models. From there, we will present some applications of these models in supporting the early detection of Alzheimer\u27s disease or brain tumors. The presentation also presents some recent research results of the author group that have been published in good peer-reviewed journals in the SCIE/Scopus category on these topics
Breaking the Rules: Creating Opportunities for Undocumented Teacher Candidates
No full textThis oral history study explores the lived experiences of mid-career educators with Deferred Action for Childhood Arrivals (DACA) status, focusing on their professional trajectories, aspirations for leadership, and the impact of ontological precarity on their work. Drawing on Castro’s (2022) framework of precarity as an ontological experience, the study highlights how DACAmented educators navigate their tenuous legal and professional statuses as workers in U.S. public schools.
Despite DACA’s creation of a temporary pathway to employment, the increasing precarity of the teaching profession complicates the lived experiences of educators with varied documentation statuses. This study reveals that professional advancement often required breaking institutional “rules” with the guidance of allies and mentors, particularly in navigating credentialing, certification, and systemic barriers. Using grounded theory and snowball sampling, the research examines the oral histories of three mid-career DACAmented educators. These narratives provide insight into their educational histories, migration journeys, motivations for entering the teaching profession, and future career goals.
Key findings suggest that systemic barriers persist even when pathways to employment exist, often due to uninformed gatekeepers and institutional policies that fail to address the needs of undocumented or DACAmented educators. Professional mentorship and support systems were critical to overcoming these obstacles, particularly for those pursuing leadership roles. Furthermore, the interplay of political, economic, and social pressures shapes their leadership aspirations, emphasizing the need for “undocufriendly” institutional practices.
This study highlights the importance of creating accessible pathways for DACAmented and undocumented professionals, not only in education but across service-oriented fields. By addressing institutional barriers and advocating for inclusive leadership development, schools and higher education institutions can ensure that the voices and experiences of immigrant educators are represented at all levels of the profession
Enhancing Lesson Design with AI: A Guide for Future Educators
No full textIn the evolving educational landscape, Artificial Intelligence (AI) has become a pivotal tool for enhancing instructional design and fostering classroom innovation. This presentation, Designing Hands-On Lesson Prompts with AI: A Guide for Future Educators, aims to equip Molloy University education students with the knowledge and skills to effectively integrate AI into their teaching practices. Participants will explore AI\u27s role in creating engaging, hands-on learning experiences and learn to utilize AI-driven tools for prompt generation, content creation, and assessment. The session will also address ethical considerations, inclusivity, and practical strategies for implementing AI in diverse educational settings. Through interactive conversations and real-world examples, attendees will gain a comprehensive understanding of how AI can transform traditional teaching methodologies, fostering a more dynamic and personalized learning environment