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Assessment of Walkability of University Campus and Communities: Associations with Perceived Safety & Student Retention
Get PDFIntroduction: Approximately 80% of Americans do not meet minimum guidelines for regular physical activity. Among ways to promote physical activity is to optimize the Built Environment to promote and increase access to walking and cycling. Walkable and accessible university campus environments and proximal communities can promote physical activity and are assessed and compared in this study. Purpose and Methods: Approximately 20 million students attend colleges and universities in the United States with over 100,000 students enrolled in the state of Connecticut. These students can potentially engage in physical activity within a campus or around the surrounding communities for university related activities – like traveling from class to class or for leisure. Using the CDC’s walkability audit tool, the walkability of university campuses in the state of Connecticut are being assessed and compared to the walkability scores of the proximal communities to the campuses. To date, ten campuses and communities have been assessed with more to be included by the date of the presentation/poster. Walkability audit (WA) scores for the CDC WA tool generally range between a minimum of 20 and maximum of 100 allocated points derived from Likert scale responses. WA scores are weighted with high, medium, and low priority variables. For example, a high priority variable is the presence or absence of crosswalks. A medium priority variable is the size of a sidewalk or path, and a low priority variable is the presence or absence of light. When individual scores are weighted and calculated together, an aggregate range score between 0-39 represents a high-risk and unappealing environment, followed by 40-69 a medium- risk and average environment, and finally a score of 70 and above numerically describes a low-risk and pleasant environment for walking. Initial Results: The average WA scores for assessed university and college campuses is 74 (63-82 range) compared to 51 (24-80 range) for the communities proximal to the university and college campuses. Initial findings point to a significant contrast between the walkability of the campus and proximal community. Subsequently collected data will include confidence intervals for data and a rank order of high, medium, and low priority and risk variables on campuses and within communities assessed by the WA tool. Conclusions and Applications: Knowledge of the walkability of a university campus compared to the community proximal to the campus can potentially direct and inform infrastructure to optimize the walkability, bike ability, and accessibility of university campuses and proximal and surrounding communities. Similar to findings that associate walkable communities with increased real estate values, more walkable college campuses and communities can potentially promote health and also attract more students, faculty, and staff to health promoting campuses and communities
Unlocking Potential: Empowering Educators to Support Girls With Adhd Through Gender-Informed Training
Get PDFThis mixed-methods action research study examined the systemic and perceptual barriers contributing to the under-identification and insufficient support of Attention Deficit Hyperactivity Disorder (ADHD) in female students. Framed within Improvement Science, the study addressed how gender-based expectations influence educators’ recognition and interpretation of ADHD symptoms. Utilizing a two-phase approach, the research explored the impact of an eight-week asynchronous professional learning series aimed at enhancing educators’ skills in recognizing ADHD characteristics more frequently observed in girls, such as inattention, emotional dysregulation, and internalized behaviors. The findings show that participants developed a more nuanced, gender-aware understanding of ADHD, shifting away from hyperactivity-centered models toward more inclusive identification and support practices. Participants reported increased confidence in identifying less overt symptom presentations and implementation of more responsive, individualized instructional strategies. These outcomes underscore the limitations of traditional diagnostic frameworks and emphasize how educator bias—particularly when shaped by male-centric views of ADHD—can lead to the exclusion of girls and other marginalized students from timely support. Future research should explore how intersecting factors such as race, gender identity, and socioeconomic status influence ADHD recognition
Establishing Benchmarks
No full textThis is the seventh article in a new series designed to provide readers with insight into educating nurses about evidence-based decision-making (EBDM). It builds on AJN\u27s award-winning previous series—Evidence-Based Practice, Step by Step and EBP 2.0: Implementing and Sustaining Change (to access both series, go to https://links.lww.com/AJN/A133). This follow-up series on EBDM will address how to teach and facilitate learning about the evidence-based practice (EBP) and quality improvement (QI) processes and how they impact health care quality. This series is relevant for all nurses interested in EBP and QI, especially DNP faculty and students. The brief case scenario included in each article describes one DNP student\u27s journey
Spectrum, Volume 54, Issue 9
Get PDFHighlights include: Second Annual Women’s Appreciation Reception - This Week in the White House - Guest Speaker Discusses Irish and American Culture - Campus Club Empowers Women - Hack the Future with the Cybersecurity Club - How Does SHU Listen to Music? - Women’s Rugby Working Towards Two-Pea
Predicting African Participation in Olympics: Gender and Sport Type Trends
No full textThis paper presents a comprehensive analysis of historical Olympic Games data, with a particular focus on trends in athlete participation, gender distribution, medal counts, and sports popularity. Using a dataset from Kaggle that spans over 252,566 athlete records, the study delves into the evolving landscape of the Olympics, highlighting a notable increase in female participation over recent decades a trend aligned with the International Olympic Committee\u27s efforts toward gender equality. Country performance analysis underscores the dominance of nations like the United States, China, and Russia, while also shedding light on emerging contributions from African countries, including South Africa, Kenya, Egypt, and Nigeria. Additionally, this study uses machine learning models to predict participation trends and medal outcomes in future Olympic Games, with a specific focus on forecasting the performance of African nations. The findings offer valuable insights into both historical patterns and potential future developments in global sports, contributing to a deeper understanding of the Olympics’ changing dynamics and aiding policymakers in promoting equitable participation and success
Pioneer Times, Volume 1, Number 12
No full textHighlights include: Professor and keynote speaker Brandon Frame embraces King’s ideas as a roadmap for the future, Pursuit of Master of Public Health Reflects Commitment to Community Wellness, How a Master of Arts Degree in Strategic Communication Can Translate Across Diverse Industries, Faculty Spotlight: Fellowship Brings Manufacturing Trends to SHU Classes, Upcoming Event
Spectrum, Volume 54, Issue 6
Get PDFHighlights include: SHU Health Science Class Partners with the CT Mirror - SHU Professor and Student Collaborate on Children’s Book - Senior Week 2025: The Final Show, Off-Campus Food Finds - Celebrating Saint Patrick’s Day in Connecticut - The Stage is Set for TheatreFest Round Three - Short Filmmakers Club Showcases Reel Talent - Men’s Hockey Advances to AHA Semifinal
Protecting The Dignity Of The Child: A Study In Trauma-Sensitive Practices And Collective Efficacy In An Alternative Educational Setting
Get PDFThis dissertation addresses the issue of ineffective proactive approaches to students\u27 emotional regulation by educational staff, which contributes to a high incidence of punitive discipline. The study aims to increase teachers\u27 trauma-sensitive approaches to students\u27 emotional needs to reduce the use of punitive and exclusionary discipline practices. Using a convergent mixedmethods research design, data were collected through interviews, exit tickets, classroom observations, focus group discussions, student behavior data, and pre-and post-assessments of collective efficacy. Participants included elementary teachers, support staff, and behavioral staff. The findings demonstrate that professional learning focused on trauma-sensitive approaches, the science of emotions and the brain, and educator self-care significantly enhance educators’ abilities to support students with intensive emotional and behavioral needs. Moreover, these professional development efforts improve educators’ collective efficacy and provide actionable strategies to foster emotionally supportive classroom environments. These results have implications for educators, school leaders, and policymakers. By prioritizing trauma-sensitive practices and educator well-being, schools can reduce reliance on punitive discipline while improving outcomes for students with complex emotional and behavioral needs. This research contributes to the growing body of literature on trauma-informed educational practices underscoring the importance of equipping educators with the knowledge and tools to promote inclusive and supportive learning environments
Using Community Circles to Build A Sense Of Belonging In Kindergarten
Get PDFThis Improvement Science Dissertation in Practice explored how implementing daily community circles in kindergarten classrooms equipped teachers with strategies to support dysregulated students. The participants for this study consisted of three kindergarten teachers. Using a convergent parallel mixed-methods research design, the practitioner investigated the impact of delivering five Professional Learning Series (PLS) sessions and implementing community circles on students\u27 behaviors and sense of belonging. The practitioner merged quantitative data comprising pre- and post-survey results from the Community Circles Teacher Survey and prosocial and antisocial frequency student behavior data with qualitative data from semi-structured interviews to answer the proposed research questions. Quantitative results from the survey did not yield a significant change in teachers\u27 knowledge and comfort level when implementing community circles. However, the quantitative student behavioral data and qualitative results support previous research on community circles\u27 impact and how they can create a sense of belonging and foster positive relationships. The data presented in this study supports the conclusion that implementing community circles in kindergarten classrooms improved student prosocial behaviors, decreased student antisocial behaviors, and created an environment where students feel connected and have a strong sense of belonging. The data presented in this study also supports the conclusion that the PLS sessions and implementation of community circles increased adult SEL strategies to regulate kindergarten students
Gradual Release of Responsibility
Get PDFIn the TCAPC, I demonstrated strategies to make complex text accessible to a fourth grade class of 18 students. As a student teacher, I supported their learning in terms of reading, writing, and use of academic language. This consisted of contextualizing, planning and preparing, instructing, assessing and reflecting. Due to a Literacy crisis around the world, I tested out research based teaching strategies to effectively teach my students. My central theme was understanding point of view within a text, and I focused on utilizing the gradual release of responsibility throughout my lesson planning and instructing. In the end I was able to pinpoint the key moments of the lesson segment that benefited my students, while also figuring out what I could do better next time. The class was able to prove their understanding of the narrator\u27s point of view and their feelings expressed throughout the given story. This was a learning process for both me and the students, and as a teacher candidate I will continue to question what I could do better in future lessons