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Methodological Discrepancies in the Teaching/Assessment Process of EFL at the High School Level in the Dominican Public System
No full textDiscrepancies between the processes of Teaching and Assessment of English of the Middle Level. Dr. Pedro Tavárez DaCosta: 2016. Freelance Researcher, for the Regional Office of Education 11-02 in Puerto Plata, Dominican Republic Teacher\u27s Evaluation / Evaluation Criteria / Summative and Formative Evaluation / Program for Evaluation Improvement in Language Teaching. This research work consisted in the implementation of a plan in which, by way of treatment, it was possible to improve the levels of assessment competences of the foreign language, of the non-qualified teachers of English of the middle level, Districts 11-01 and 11-02 of the Regional of Education of Puerto Plata, Dominican Republic The purpose of this process was to solve the discrepancies detected between the teaching processes and evaluation of the same. In order to carry out this project, the group of these new teachers was submitted to a pre-test or diagnostic test, in order to determine their previous capacities. They were then given an induction course to assess English according to the parameters of the so-called communicative language approach, which lasted 10 weeks and was developed in 120 hours. At the end of the process they were given a second test or post-test, which resulted in an increase of 81.25%, as an expression of the improvements obtained in the evaluation competencies of the participants. It is hoped that these achievements will contribute to the formulation of similar programs in other educational and regional districts of the country, given the national nature of the tested problem
THE AI RECKONING: WHY HIGHER EDUCATION MUST EVOLVE — NOW
No full textThe transformative impact of Artificial Intelligence (AI) on education possesses a wealth of potential advantages. AI has introduced new dimensions to teaching and learning, fostering personalized education, automating administrative tasks, and expanding access to resources worldwide. Through adaptive learning platforms, AI can customize learning experiences to meet individual student needs, making education more inclusive and accessible. AI-driven tools can also aid instructors by automating grading, attendance, and other administrative tasks, enabling them to focus more on engagement. Additionally, AI-powered data analytics offer insights into student progress and performance trends, facilitating targeted interventions to support student success
A Story within Stories: Using an Analytic Framework to Move from Individual to Collective Storying in the Analysis of Academic Entrepreneurship Narratives
No full textIn this article the objective is to tell a story of one narrative inquiry that employed paradigmatic analytic procedures to explore academic entrepreneurship. Participating twelve college leaders in executive positions in vocational education schools in the USA, invited as information rich cases from personal networks, were powerful storytellers, comfortable with sharing representative anecdotes and shaping the strategic story for their organizations. Their stories were gathered during two rounds of in-depth interviews. Relational ontology and constructivist epistemology underpinned data collection and inductive analysis with assumptions about researchers and participants as co-constructors of the meaning of the social phenomenon of academic entrepreneurship. Application of an analytic framework from previous literature added a description of the entrepreneurial institutional culture as service-oriented around student needs, fast-paced and metric-oriented to stay in business, and engaging stakeholders for expansion and development. We present an analysis of individual stories enhanced with theoretical insights to show the structuring of a collective narrative of academic entrepreneurship in private for-profit vocational postsecondary education and to demonstrate how the application of the analytic framework borders and strengthens the consolidated storyline. Methodology of themeing and narrating a story, emplotted in the concepts of academic entrepreneurship is illustrated, followed by the discussion of the role of the analytic framework in narratives analysis
A Generic Qualitative Study of Barriers, Biases, and Supportive Solutions Impacting Women Leaders in Historically Black Colleges and Universities
No full textThis applied dissertation was designed to explore the underrepresentation of African American women in leadership roles within Mississippi’s Historically Black Colleges and Universities (HBCUs). The purpose of this study is to identify the barriers and biases that hinder women’s advancement while uncovering supportive solutions that promote equity and inclusion in leadership. Using a generic qualitative design, data were collected from current and aspiring women leaders across Mississippi’s HBCUs through structured interviews and documented analysis. The findings contribute to the understanding of institutional and cultural factors affecting leadership diversity and provide recommendations to strengthen pathways for African American women in higher education leadership.
The researcher conducted interviews and developed a survey to examine the impact of each participant’s personal leadership experiences. The survey was designed to address the three research questions guiding the study.
From these research questions, three overarching themes and associated patterns were identified: (a) barriers to leadership with five patterns (personal characteristics and self-reflection, family and community support, institutional barriers, gendered differences in leadership opportunities, resource limitations), (b) biases in leadership with four patterns (cultural and societal expectations, intersectional biases, professional setting biases, challenges in advocacy and decision making), and (c) supportive solutions and strategies with four patterns (support system and mentorship, professional development and training, male allies and collaborative support, recognition and celebration of achievements).
Recommendations for future research and to help solve the problem include assessing organizational policy changes to encourage transparency and equity with precise hiring procedures, pre-certification for hiring committees to reduce bias, and audits of leadership team demographics. Also recommended are increased opportunities and mentorship for African American women
From Waste to Wisdom: Biomarker Discovery in Discarded Wound Dressings for Personalized Healing
No full textAbstract
What if the key to healing wounds faster and more effectively was hidden in what we throw away? Every day, discarded wound dressings contain a wealth of biological information—clues that can reveal how the body is responding to injury and what it needs to recover.
In this talk, From Waste to Wisdom: Biomarker Discovery in Discarded Wound Dressings for Personalized Healing, you’ll learn how researchers are turning medical waste into a valuable resource for precision medicine. By studying the biomarkers found in wound dressings, scientists can uncover insights into inflammation, infection, and tissue repair—insights that may one day help clinicians tailor treatments to each individual patient. You’ll discover the science behind this innovative approach, why it matters for the future of personalized medicine, and how it bridges laboratory research with real-world patient care. This isn’t just about recycling materials—it’s about transforming overlooked byproducts into tools that could improve healing, reduce complications, and reshape the way we think about wound care.
About the Presenter
Dr. Ivan Jozic, Ph.D., is an Associate Professor in the Dr. Phillip Frost Department of Dermatology and Cutaneous Surgery at the University of Miami Miller School of Medicine and a proud graduate of Nova Southeastern University. He earned his doctorate in Cell Biology from Florida International University, followed by postdoctoral training in the Wound Healing and Regenerative Medicine Program at the University of Miami before joining the faculty in 2019. Dr. Jozic has been continuously funded since his postdoctoral years and is the recipient of numerous prestigious honors, including the 3M Postdoctoral Fellowship from the Wound Healing Foundation, the Young Investigator and Junior Faculty Awards from the Wound Healing Society, the H. Paul Ehrlich Rising Star Award from the Wound Healing Foundation, the Novartis Research Scholar Award from the American Skin Association, and the Junior Faculty Development Award from the American Diabetes Association. He holds faculty membership in the Molecular and Cellular Pharmacology Program in Biomedical Sciences (PIBS), serves on the Admissions Committee, and represents the Department of Dermatology on the Faculty Council. Dr. Jozic is an active member of several professional societies, including the Wound Healing Society, Wound Healing Foundation, and the Society for Investigative Dermatology, and he contributes broadly to the field as a reviewer for funding agencies and leading journals. His laboratory is dedicated to understanding the role of lipid rafts in cutaneous physiology and disease, with particular emphasis on chronic wounds, inflammatory skin disorders, alopecia, and skin aging. Current projects span biomarker discovery, wound healing mechanisms, the paradoxical roles of caveolae in inflammation, the regulation of hair follicle stem cells, and the contribution of lipid rafts to cellular senescence. By integrating collaborations across medicine, chemistry, and bioengineering, his team is advancing biomarker-driven, personalized therapeutic strategies for dermatological conditions and wound repair
The Challenges of Remote Learning for Underprivileged and Disabled Undergraduate Students as Perceived and Delineated by Instructors in Florida
No full textThis applied dissertation examined higher education faculty members’ experiences teaching underprivileged and disabled students in remote learning environments. The purpose of the study was to explore how instructors navigated challenges related to accessibility, engagement, technological barriers, and institutional support while delivering instruction online. Using a transcendental phenomenological approach, the researcher conducted semi-structured interviews with five faculty members from a public undergraduate institution in Florida.
Findings revealed four major themes: (a) persistent inequities in technology access and home learning environments, (b) the necessity of instructional flexibility and adaptive teaching strategies, (c) inconsistent institutional communication and limited accessibility infrastructure, and (d) the central role of human connection and instructor presence in fostering student engagement. Faculty described navigating the digital divide and homework gap, accommodating disabilities within limited technological systems, and employing Universal Design for Learning strategies to enhance accessibility and responsiveness.
The results indicated that building supportive online learning environments require more than technological tools; it required empathy, communication, and intentional design. Implications of the study include the need for stronger institutional training, clearer accessibility policies, expanded student technology support, and professional development focused on inclusive online instruction. These findings may inform institutional decision making, improve faculty preparedness, and support more equitable remote learning experiences for underprivileged and disabled students
The Impact of Theater Arts Participation on End-of-Year Reading Achievement: An Analysis of Program Involvement and Gender Differences
No full textThis applied dissertation was designed to investigate the impact of theater arts participation on the reading achievement of high school students. In schools facing pressure to improve standardized test scores, arts programs are often reduced or eliminated to create more time for core subjects like reading and math. This intense focus can lead to student boredom and disengagement, potentially hindering academic success. To investigate the relationship between arts education and academic performance, this study employed a quantitative, quasi-experimental comparative design using secure, de-identified archival data from the Florida Assessment of Student Thinking (FAST). An independent sample t-tests was conducted to compare theater and non-theater groups’ end-of-year FAST reading scores across two grade levels (10 and 11). Results revealed a statistically significant difference in end-of-year reading scores, with theater students (M = 269.77) outperforming non-theater students (M = 229.23). The effect size was very large (Cohen’s d = 1.84), suggesting a strong relationship between theater involvement and higher reading achievement. In the gender subgroup analyses, theater males (M = 270.67) did not score significantly higher than non-theater males (M = 218.60). Female theater students (M = 269.29) scored significantly higher than did non-theater female students (M = 235.88), with an exceptionally large effect size (d = 2.62). These analyses further support existing research on the relationship between arts-integrated instruction and improvements in literacy, reading comprehension, and motivation. The uneven gender balance and relatively small overall participants, especially for males, should be considered when interpreting and generalizing these findings, and the replication of these analyses in a larger-scale study is encouraged
Educators\u27 Perceptions of Computer-Mediated Communication Tools\u27 Effectiveness in Foreign Language Teaching
No full textThis applied dissertation examined how high school world language teachers in the Mid- Atlantic United States perceived and used computer-mediated communication (CMC) to develop students’ communicative competence. It focuses on how teachers integrated CMC to support interpersonal, interpretive, and presentational communication in secondary world language classrooms. The study highlighted teachers\u27 daily decisions regarding when and why to use specific CMC tools in their instruction.
Using a generic qualitative design, the researcher conducted semi-structured Zoom interviews with secondary world language educators recruited through professional networks using snowball sampling. Interviews were audio-recorded with consent, transcribed verbatim, and analyzed in NVivo following Braun and Clarke’s six-phase thematic analysis. The study addressed three questions: (a) which contextual factors affect teachers’ CMC use and how these factors shape integration; (b) which CMC tools teachers employ and the outcomes they observe for interpersonal, interpretive, and presentational communication; and (c) how often and for what purposes CMC appears within weekly instructional sequences.
Participants reported using videoconferencing for live interpersonal speaking, short-form video for presentational performances with structured response, and collaborative boards/LMS tools for planning, reflection, and feedback. Findings suggest that sustainable integration depends less on platform selection than on practice-proximal professional learning, clear facilitating conditions (time, technical help, exemplars), and equity-minded access options (e.g., multiple modes, captions, asynchronous alternatives). Implications include targeted professional development on task design and feedback economy, district-level supports for weekly routines, and future research on longitudinal outcomes