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UCONN Basketball
No full textAs of April 2023, UCONN men and women\u27s basketball has a combined total of 16 national championships. CT proudly calls itself the \u27Basketball Capital of the World\u27 to honor the achievements of the teams and success of this state.https://digitalcommons.sacredheart.edu/didyouknow/1045/thumbnail.jp
The Untitled Othello Project: Theoretical Implications of Untitling
No full textThis essay analyzes The Untitled Othello Project (UOP) created by Keith Hamilton Cobb. Originating out of conversations around his play American Moor and coinciding with George Floyd’s murder and the period of racial unrest and reflection in the United States, UOP is a transformative approach to Shakespeare studies around issues of pedagogy and performance. Rooted in Cobb’s frustration with systemic racism and exclusion in the capitalist American theater as depicted in American Moor, UOP applies a method called “untitling”, a collaborative and reflective process of dismantling and reimagining Shakespeare’s Othello beyond its origins. This essay examines UOP’s interdisciplinary methods. As a collaborator and witness to UOP residencies at Sacred Heart University, I argue that the untitling methodology deploys phenomenological hermeneutics, reparative reading, and critical pedagogy, drawing on Ricoeur, Sedgwick, Boal, and Freire in the context of recent developments in critical race studies, especially through scholars of RaceB4Race and #shakerace. The untitling process requires slow, collective readings of Othello, focusing on identity, language, and the racist, patriarchal, and ableist social constructs propping up Shakespeare’s play. By inviting diverse voices—including actors, scholars, students, and audiences—to the table, UOP privileges the human beings in the room over the canonical text. UOP resists universalizing readings of Shakespeare’s play and, with a spirit of inquiry, encourages collaborative authority to lift up marginalized perspectives. This essay establishes UOP within the context of Shakespeare performance pedagogy, seeking to define its affordances for humanities study at the college level
A Culturally Responsive Framework for Critically Examining Priorities in Approximations of Practice
No full textA recent focus in research is for mathematics teacher educators (MTEs) to examine the approximations of practice they use to build prospective teachers\u27 (PTs) knowledge and pedagogies for mathematics teaching. This chapter focuses on conducting an audit, or analysis, of the approximations of practice that the first author used to structure learning opportunities during secondary mathematics education coursework in a university-based classroom. Through a critical examination of her approximations, she identifies the strengths and shortcomings in PTs\u27 opportunities to develop culturally responsive pedagogies (CRP). By drawing on a recently developed CRP self-study framework, along with the second author\u27s critical friend contributions, the authors conclude that MTEs should examine opportunities for expanding teacher modeling of CRP practices, as well as collaborate with PTs to collectively brainstorm and problem solve together to enact practices in ways that move beyond what all parties have experienced previously, or are capable of creating individually
Toxicity of 2,2’,4,4’-tetrabromodiphenyl ether (BDE-47) on oligodendrocytes during embryonic zebrafish development
No full textPolybrominated diphenyl ethers (PBDEs) are flame retardants heavily utilized across plastic, textile and electronic industries. Although these PBDEs are effective in protecting property and human life from fire, their high production volumes have led PBDEs to become pervasive environmental contaminants and pose an ecological and health risk as high levels have been noted in environmental media including water and sediment, wildlife and human tissue. Here we investigate the developmental neurotoxicity of 2,2’,4,4’-tetrabromodiphenyl ether (BDE-47), one of the more dominant PBDE congeners found in human tissue, on oligodendrocytes in the hindbrain and spinal cord. We utilized the zebrafish vertebrate model system and investigated low (5 µM) and high concentrations (20 µM) of BDE-47. We find that by 6 days post-fertilization, BDE-47 negatively affects oligodendrocyte development in the hindbrain and spinal cord in a concentration dependent manner
Spectrum, Volume 55, Issue 6
No full textHighlights include: Ongoing Government Shutdown Reaches Week Four -- West Campus Welcomes “The Evans Family Atrium” -- Step by Step: The Walk to End Alzheimer’s -- Navigating AI in the Classroom -- Is Sports Betting Impacting College Students? -- Pioneers’ Basketball Ready for Season Retur
Spectrum, Volume 55, Issue 10
No full textHighlights include: Higher Education Concerns Regarding Compact Proposal -- Shutdown Caused Flight Delays and Cancellations -- Christmas Tree Lighting Kicks off the Holiday Season -- Home Away From Home: Thanksgiving at SHU -- Pioneer’s Make History (Twice!
Exploring Student Engagement in Urban Public High Schools: An Improvement Science Study
No full textThis Dissertation in Practice began with a simple question about student engagement and ended with a framework for systemic change. Set in Harborview Public High Schools, an urban and historically under-resourced district, the study examined how educators define engagement, the barriers that limit it, and the supports needed to strengthen it. Fragmented initiatives and inconsistent practices have hindered the development of a coherent classroom-anchored engagement strategy. Guided by an Improvement Science framework, this study used a twophase convergent mixed methods design that included questionnaires, focus groups, educator reflections, and classroom observations.
The first phase focused on professional discourse and sharing current practices across classrooms and the district. It gathered baseline data on educator beliefs and engagement practices through questionnaires and district data. The second phase built on those findings through professional learning that explored generational differences and the changing societal context of teaching and learning.
Findings showed that educators initially viewed engagement as behavioral but began to see it as relational and systemic through shared reflection and learning. They emphasized empathy, coherence, and adult practice as central to improvement and recognized that system conditions, more than individual student traits, shape engagement outcomes. The process also deepened educator awareness of generational shifts in learning and motivation.
The study concludes that lasting improvement depends on coherent structures, shared understanding, and alignment between educator learning, district priorities, and classroom practice. Engagement is not a student trait to fix but a system outcome to design
Understanding Emergency Department Utilization by African Americans for Routine Diabetes Care: Are We Asking the Right Cultural Questions?
No full textIntroduction: The emergency department is a source of routine care for many African Americans. Afrocentric cultural characteristics may serve as a better proxy than race for understanding preferences for emergency department use over primary care for diabetes management. Methods: A literature review was conducted including key terms related to transitional healthcare, emergency department recidivism, Afrocentric cultural characteristics, racism and health disparities, and diabetes in African Americans. An example of tailoring talking points using Afrocentric cultural characteristics is proposed using Jone’s TRIOS Model, a Afrocentric Self-enhancing and Protective Theory. Results: The literature includes evidence to support a complex explanation for emergency department use by African Americans. Cultural characteristics that are self-enhancing and protective may explain preferences for emergency department care of diabetes. Cultural characteristics such as temporality, rhythm, improvisation, orality, and spirituality may drive a preference for emergency care. Conclusion: Tailoring care by using talking points consistent with cultural framing and culturally tailored diabetes education that is theoretically modelled has the potential to be delivered in the emergency department as a possible means of preventing recidivism, and risk for hospital readmissions
Spectrum, Volume 54, Issue 3
Get PDFHighlights include: Divine Nine Panel Highlights Brotherhood - Sisterhood and Service - Kickstart Your Future at SHU’s Career Fair - Spring Colloquia Series Explores Faith - Reason and Purpose - Student Government Senate Hosts Constitutional Review - Valentine’s, Galentine’s and Self Love for Valentine’s Day - Dive into Dingle’s Digital World with SCMA - Third Time’s a Charm for Magdalena Brogioli’s Hurdle Recor