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Second Place Culture
No full textI had the honor to represent Nova Southeastern University at the XI International Symposium on Fish Parasites (my thesis is on parasites in stingrays) earlier this semester in the beautiful city of Mérida, Mexico. Mérida is the capital of the Mexican state of Yucatán and is characterized by its rich Mayan and colonial heritage.
During my time there, I was completely captivated by the cultural richness and historical significance of Mérida, such as the Mayan ruins and even the makech pendants worn by the locals (highly recommend you look up that legend!!). My favorite Mayan tradition was the art of wood carving. Mayan carving began in the first millennium B.C; when Mayan artists would sculpt in stone, wood, clay, and shell. These carvings represented folk art that reflected the cultural significance between ancient gods and the natural world.
While most of these ancient sculptures have lasted to the present day, the ancient sculptures made from wood are almost entirely lost. There are very few that survive that to the present because of the tropical environment and its humidity.
During my last day, I took this image of a large wood carving made by present-day artists to remind me of the community, tradition, and way of life of the Mayan people and their connection to natural world.https://nsuworks.nova.edu/occ_shuttershark_2025/1139/thumbnail.jp
Education About EDs: How Can Colleges Reduce the Risk and Prevalence of Eating Disorders in NCAA Female Athletes?
No full textFemale collegiate athletes are currently recognized as a high-risk group for developing eating disorders due to performance pressures and unrealistic body standards. Limited studies have analyzed the impact of tailored educational and behavioral interventions on the prevalence of eating disorders among female athletes in the National Collegiate Athletic Association (NCAA). This proposed research will be conducted at Nova Southeastern University to explore how colleges can decrease the cases of eating disorders among female athletes using a multi-component educational intervention. Participants will be screened through the EAT-26 assessment tool and initial BMI measures will be recorded to establish a baseline for eating disorder prevalence. Following the pre-assessment, participants will complete a 16-week educational intervention, featuring a weekly webinar with the Department of Human Nutrition, a weekly mental health meeting with coaching staff, and bimonthly nutrition counseling sessions with an on-campus sports dietitian. At the end of the 16-week period, the EAT-26 screening tool will be readministered and BMI measurements will be re-recorded to collect post-intervention data and assess changes from the baseline. We expect to find strong evidence supporting a decrease in eating disorder prevalence among NCAA female athletes following the 16-week intervention. The results will provide an evidence-based framework for preventing eating disorder cases among female collegiate athletes, which can be used to develop similar programs that promote positive behavior change
Percepción que Tienen los Profesores de Emprendimiento en Educación Técnica Superior sobre el Perfil Académico de los Estudiantes que Reprobaron la Asignatura EMP-100
No full textEsta disertación aplicada analiza la percepción de los docentes de emprendimiento respecto al perfil académico de los estudiantes que reprobaron la asignatura EMP-100 durante la transición a la modalidad virtual, en el contexto de la pandemia de COVID-19. El estudio trata la ausencia de habilidades digitales, carencias en el diseño de la educación remota y restricciones tecnológicas que afectarán de manera adversa el desempeño de los estudiantes y elevarán los índices de repitencia. Además, se investiga el impacto de dichas dinámicas en la administración educativa y la experiencia de aprendizaje.
Este estudio fue realizado con los métodos cuantitativo-descriptivo. Para eso se aplicaron tres instrumentos que fueron dirigidos a profesores, estudiantes y personal administrativo. También, cabe resaltar que con los hallazgos se subraya la importancia de la percepción pedagógica en reconocer los elementos vitales como: disponibilidad de recursos tecnológicos, motivación que deben tener los estudiantes y elementos esenciales en el desempeño educativo.
Además, se destacan oportunidades de mejora, las cuales incluyen la puesta en marcha de estrategias pedagógicas innovadoras y también el uso eficaz de herramientas tecnológicas para reducir la repetición y potenciar los resultados de aprendizaje. El trabajo de disertación culmina con sugerencias para la formulación de programas educativos. resilientes, adaptados a contextos virtuales, e incorpora un instrumento de evaluación que fomenta la identificación y tratamiento de factores de riesgo previo al comienzo del curso, asegurando de este modo una experiencia educativa de excelencia
Relación del Liderazgo Transformacional con las Competencias de Emprendimiento de Egresados de Administración de Empresas en una Universidad Privada en Colombia
No full textEsta disertación analizó la relación entre el liderazgo transformacional y las competencias emprendedoras en egresados de Administración de Empresas de una universidad privada en Colombia, con el fin de evaluar su incidencia en la motivación para emprender. Bajo un enfoque cuantitativo y un diseño descriptivo-correlacional, se aplicaron dos instrumentos validados: una adaptación del Cuestionario Multifactor de Liderazgo (MLQ-5X) para medir el liderazgo transformacional y el Cuestionario de Intención Emprendedora (CIE), basado en la Teoría de Acción Planificada (TAP), para evaluar las competencias emprendedoras.
La muestra incluyó 71 egresados (64,8 % mujeres y 35,2 % hombres), con edades entre 25 y 52 años. Los análisis estadísticos revelaron una relación positiva y significativa entre ambas variables, destacando la estimulación intelectual como el predictor más relevante del liderazgo transformacional. Además, se identificó que este tipo de liderazgo impacta significativamente tres dimensiones clave: influencia idealizada (conducta), estimulación intelectual y motivación inspiracional.
Como conclusión, se resalta la necesidad de que las instituciones de educación superior fortalezcan programas de formación en liderazgo transformacional, con el objetivo de potenciar las habilidades emprendedoras de los egresados y realizar un seguimiento sistemático de su desarrollo profesional
Swiping Screens Versus Turning Pages: Teacher Perceptions of the Phonics, Reading, and Me Program in Kindergarten and Grade 1
No full textAlthough the digital reading app Phonics, Reading, and Me has proven to be a successful supplemental tool for students in kindergarten and grade 1, there is little research regarding the perceptions of teachers and interventionists about the program. This qualitative study was completed to examine teacher perceptions of the piloted digital program. A group of teachers and reading interventionists was interviewed to gather a range of perspectives on the implementation of the digital reading app.
The researcher focused on addressing the following three research questions: (a) how and in what ways do kindergarten and first-grade teachers describe the advantages and disadvantages of digital reading intervention strategies? (b) how do teachers at the research site define effective reading intervention strategies?, and (c) how do the teachers’ perceptions of the digital reading intervention strategy (Phonics, Reading, and Me) compare to their perceptions of traditional reading intervention strategies?
Findings showed that teachers and interventionists in this study felt that the Phonics, Reading, and Me digital reading app cannot serve as a replacement for traditional reading intervention strategies. Teachers reported that there is a lack of student autonomy when using the digital reading app, and they emphasized that the digital reading app lacks the appropriate level of content necessary for it to be a standalone curriculum. They explained that it is a great tool but lacks content to personalize learning for individual students. Additionally, teachers and interventionists highlighted the importance of relationships and explicit instruction, and justified the need for explicit instruction by describing how modeling is a critical aspect of reading instruction, and it cannot be done on a digital reading app alone
The Experiences of Public School and Public Charter School Principals During and After the COVID-19 Pandemic: In-Person Instruction During a Teacher Shortage
No full textThe purpose of this study was to document the experiences of public school and public charter school principals who were leading schools in the midst of a shortage of certified teachers. During the 2019-2020 school year, schools were closed, and students transitioned to virtual classrooms. Once public schools resumed in-person instruction, principals were faced with the growing challenge of recruiting and retaining certified teachers. Students were in classes with substitutes who were present today, but a new substitute was there the next. Even in classes with a full-time substitute, instruction was inconsistent, and student learning was negatively affected. Although the teacher shortage did not begin in 2020 during the COVID-19 pandemic, the phenomenon worsened in the aftermath, and principals struggled to fill vacant teacher positions.
The researcher used a qualitative phenomenological approach. This design allowed the researcher to interview principals to capture their personal perspectives and experiences while they led schools during the teacher shortage. Participating principals could provide actions they took to ensure instruction was ongoing, despite not having a teacher in the classroom. Principals could give insight to their own struggles, as well as the struggles of their faculty and staff as the effects of the teacher shortage saturated the school. To document their experiences, the researcher sought to answer the following research questions: 1. What are the experiences of principals who are leading schools during the teacher shortage? 2. What adjustments do principals make to meet the needs of pupils who are in classrooms without a certified teacher? 3. As the teacher shortage crisis persists, what school-based solutions are principals implementing to ensure their students’ social, emotional, and academic needs are being met?
The results revealed that principals in public schools and public charter schools spent a significant portion of their day supporting substitutes and noncertified teachers. Principals also used innovative and creative scheduling to help students rotate to classrooms with certified teachers. Finally, principals relied on the dedication and commitment of their teachers, support personnel, and full-time substitutes to maintain a quality learning environment for the students who found themselves in classes without a certified teacher
Assessment of the Strong Kids and Strong Teens Curriculum: A Between Groups Pretest and Posttest Design to Examine Gains in Social-Emotional Competence
No full textThis applied dissertation was designed to evaluate the effectiveness of social-emotional learning interventions for adolescent students in an alternative school setting. The mental health crisis among adolescents has reached concerning levels, with more than one in three high school students experiencing persistent sadness or hopelessness. The Strong Kids and Strong Teens curriculum with emotional regulation component was implemented to address these challenges and improve students\u27 social-emotional competencies. The intervention consisted of 1-hr sessions twice per week over 6 weeks, focusing on emotional awareness, self-regulation, empathy, responsibility, and social skills.
The researcher utilized a pre-and-posttest control group design to evaluate the curriculum\u27s effectiveness with students in Grades 7–10 at an alternative school. The study included 16 adolescents with and without disabilities who were randomly divided into the experimental group and control group. The Strong Teens Social Emotional Knowledge Test was administered before and after the intervention to measure changes in social-emotional competencies in the experimental group participants. The control group participants were exposed to the pre- and post-test only without the Strong Kids and Strong Teens intervention. A Social Validity Survey was administered to the participants in the experimental group to evaluate participants\u27 satisfaction with the curriculum.
Inferential statistical analysis of data was used to determine any statistically significant differences between the groups. Results revealed no statistical significance difference between the experimental group and control group. However, social validity and anecdotal data support the participants’ satisfaction with the Strong Kinds and Strong Teens curriculum intervention.
The study\u27s findings call for a targeted social-emotional curriculum that meets the needs of adolescents with disabilities and at-risk adolescents. The study outcomes may benefit school administrators, educators, healthcare professionals, and crisis management services working with adolescents experiencing mental health challenges. This research contributes to the growing body of evidence supporting school-based social-emotional learning interventions as a strategy for addressing the mental health needs of adolescent students
Las Tecnologías de la Información y Comunicación en la Enseñanza de la Lectoescritura y su Relación con el Aprovechamiento Académico en Niños de Kinder a Tercer Grado de Escuelas Elementales de Puerto Rico
No full textEn esta Disertación aplicada se investigó el desempeño de los maestros de los niveles desde kínder a tercer grado en la enseñanza de la lectoescritura, mediante la utilización efectiva de las Tecnologías de la Información y Comunicación TIC y su relación con el aprovechamiento académico en los niños de esos niveles en escuelas elementales del área norte de Puerto Rico.
El fundamento teórico de este estudio fue el Modelo de Aceptación Tecnológica (TAM), el uso de las TIC en la educación, revisión de estudios realizados sobre las TIC y la relación entre el uso de las TIC en la enseñanza de la lectoescritura y el aprovechamiento académico.
Este estudio fue cuantitativo con un diseño transversal correlacional o causal. La muestra estuvo compuesta por 25 docentes del área norte de Puerto Rico, del Departamento de Educación de los niveles desde kínder a tercer grado. Se utilizó un cuestionario para recolectar la información que se estimó aportaría datos para el análisis y respuestas a las preguntas de la investigación.
En este estudio se pudo concluir que, desde la perspectiva de los docentes, afirman dominar el uso de las TIC en la enseñanza de la lectoescritura, con una aceptación generalizada del uso de estas herramientas, en escuelas del área Norte de Puerto Rico. Igualmente se reflejó que sí existen diferencias estadísticamente significativas entre el uso de las TIC en la enseñanza de la lectoescritura y el aprovechamiento académico en los estudiantes
Percepción de los Directores Escolares Sobre el Uso de la Tecnología de Información y Comunicación En las Escuelas Primarias de Una Región Educativa de Puerto Rico
No full textEl propósito de esta investigación fue determinar la percepción de los directores escolares sobre el uso de la tecnología de información y comunicación en las escuelas primarias de una región educativa de Puerto Rico. La metodología se desarrolló bajo el enfoque cuantitativo, con un diseño de investigación por encuestas. Se aplicó un instrumento de recolección de datos (autoadministrado) para auscultar sobre las percepciones de los/as directores/as escolares respecto al uso de las TIC en las escuelas, a través de dos variables: los atributos innovadores y el nivel de aceptación de estas. Dicho instrumento fue validado por criterio de jueces y posteriormente aplicado a una muestra de 42 directores/as de escuelas primarias pertenecientes a la ORE Mayagüez. La información aportada por los participantes fue analizada estadísticamente para medir, mediante distribución de frecuencias, los atributos innovadores y el nivel de aceptación de las TIC en las escuelas; y, posteriormente, establecer si existe relación entre ambas variables usando el coeficiente de correlación de Pearson.
De acuerdo con los resultados obtenidos, se comprobó que los(as) directores(as) de escuela, en términos generales, mantenían una percepción favorable en relación con los atributos innovadores de las TIC en el proceso educativo (ventaja relativa, compatibilidad, complejidad, experimentabilidad y observabilidad). Asimismo, demostraron tener un buen nivel de aceptación de las TIC (por encima del (67%) en las actividades escolares con tendencia a permanecer en el mediano plazo (5 años). Finalmente se demostró que existe una relación directa y significativa (rs=.646, p \u3c .050) entre la percepción de los atributos innovadores de las TIC y su nivel de aceptación en los(as) directores(as) de las escuelas básicas
A Generic Qualitative Study of College and University Student Experiences With Academic Accommodations
No full textThis applied dissertation was designed to examine the impact of academic accommodations on the success of students with disabilities in postsecondary education. Although accommodations are legally mandated and widely recognized as a critical support, many students reported challenges in both accessing and receiving consistent accommodations in the classroom. The lack of understanding among faculty and the burden placed on students to advocate for themselves created barriers to academic achievement and equitable learning experiences.
The researcher conducted qualitative interviews with students who identified as having a documented disability and had accessed accommodations through their institution. The purpose was to explore their lived experiences, including how they navigated the accommodation process, the types of support that were most effective, and how accommodations influenced their academic confidence, performance, and sense of belonging.
Themes that emerged from the analysis included (a) the emotional toll of self-advocacy, (b) the need for proactive faculty training, (c) inconsistencies in accommodation implementation, and (d) the empowering role of disability services staff. Participants highlighted that while accommodations such as extended time, assignment flexibility, and alternative testing environments were helpful, the most impactful support came from educators who demonstrated understanding and flexibility.
The findings indicated a critical need for institutional accountability, improved faculty development, and a shift toward a more inclusive campus culture. The researcher recommended policy revisions, expanded training, and strengthened communication channels between students, faculty, and disability services offices to enhance the accommodation process and ensure greater academic equity