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Promoting Culturally Sustaining Pedagogies in Multilingual Classrooms
Get PDFThis thesis capstone project aims to support teachers, school therapists and administrators who work with English Language Learners (ELLs). Many educators face challenges when implementing culturally sustaining pedagogies throughout instruction when teaching diverse students or ELL students. Research has identified three main barriers of implementing culturally sustaining pedagogies which includes non-inclusive curriculums, not enough training in teacher preparation programs and state policies interfering with culturally sustaining pedagogies. The literature shows that these barriers could improve when instruction is connected to the students' culture and experiences, providing students with authentic experiences to aid language development, getting to know your students, use of translanguaging and creating a culturally responsive environment. To address these problems, a professional development workshop pertaining to lesson planning for English Language Learner students was created. The English Language Learner population in the Dakota School District is growing exponentially, and it is essential that teachers, school therapists and administrators have the tools to incorporate culturally sustaining pedagogies. The goal of this workshop is for teachers to gain skills and confidence in lesson planning for ELLs and implementing culturally sustaining pedagogies within the lessons. Recommendations for future research include expanding the workshop with additional sessions pertaining to culturally responsive activities that allow students to move around and engage with their peers.SUNY BrockportDepartment of Education and Human Developmen
Advocacy for ELLs with Learning Disabilities
Get PDFThis capstone examines the question: How can educators advocate for ELLs who may have a learning disability. Educators struggle to detect learning disabilities in ELLs due to various factors. Underdiagnosing ELLs with real learning disabilities affects their academic growth throughout their education. This capstone aims to ensure that teachers develop an understanding about culturally responsive teaching and second language acquisition in order to be able to advocate for ELLs with learning disabilities. The literature review discloses that educators struggle with formally detecting a learning disability in ELLs and are therefore hesitant towards initiating a referral process. Amidst these two issues, the literature review also states that educators lack communication with ELLs' guardians. This capstone includes a professional development (PD) to inform 7-12 teachers about the underlying factors that can present a challenge to detecting a learning disability in ELLs. At the conclusion of the PD, participants are expected to gain insight on how to properly detect a learning disability and utilize appropriate interventions for ELLs. In relation to this capstone project, more research is required on how instructional approaches and intervention effects ELLs with learning disabilities.SUNY BrockportDepartment of Education and Human Developmen
Comparison of postoperative atrial fibrillation after total coronary revascularization via left anterior thoracotomy and conventional median sternotomy coronary artery bypass grafting.
Get PDFPostoperative atrial fibrillation (POAF) is the most common arrhythmia that occurs after coronary artery bypass grafting (CABG), contributing to increased mortality, morbidity, longer hospital stays, and higher healthcare costs. Total coronary revascularization via anterior thoracotomy (TCRAT) has recently emerged as a minimally invasive alternative to the traditional median sternotomy (MS). In this multicenter retrospective cohort study, 424 patients who underwent elective CABG between 1 January 2022 and 31 December 2024 at three centers were analyzed. Of these, 221 patients received TCRAT and 203 underwent MS. To minimize baseline differences, a propensity score matching of 1:1 was performed based on age, sex, left ventricular ejection fraction (LVEF), left atrial diameter, CHADS-VASc score, systolic pulmonary artery pressure, and baseline β-blocker use. POAF was defined as an episode of atrial fibrillation lasting a minimum of 5 min and confirmed by electrocardiography. Independent risk factors were identified using a multivariate logistic regression analysis. The rate of incidence of POAF was 16.7% in the TCRAT group and 25.1% in the MS group ( = 0.045). After matching, a multivariate analysis showed that the traditional surgical approach, MS, was an independent risk factor for POAF [odds ratio (OR), 6.12; 95% confidence interval (CI), 2.48-15.09; < 0.001]. Advanced age (OR 1.04, = 0.019), reduced LVEF (OR 0.95, = 0.019), longer cross-clamp time (OR 1.07, < 0.001), higher blood transfusion requirements (OR 1.48, = 0.004), and diabetes (OR 1.91, = 0.048) were all identified as independent predictors. Despite longer operative and cross-clamp times, TCRAT was associated with a lower incidence of POAF compared with MS.VoRSUNY DownstateCardiolog
NCCER Computer (CE-TECH 2052MV) class syllabus
Get PDFThis course is intended for students in the Trades programs to gain or enhance their computer skills. The content will include registering to the NCCER platform, as well as Introductory Microsoft Word, Excel and Outlook. Employer input clearly states that computer skills are necessary in the office and in the field as employees take computers/tablets on the job to work on estimates, etc.Future of Work Center 2023-2024WDCE DivisionSUNY Westchester Community Colleg
Principles of Clinical Documentation Improvement II class syllabus
Get PDFA comprehensive course on the impact clinical documentation has in the health care industry, and to emphasize the critical characteristics of documentation. We will develop and monitor policies and procedures that affect the documentation process. Practices or facilities may have unique needs because of different specialties and services provided. CDI should begin at the front end of all services and care. Prevention of documentation issues is the key. CDS will collaborate with all individuals within the practice who play a role in the documentation process.Pathways 2023-2024Workforce DevelopmentSUNY Westchester Community Colleg
Impact of physical activity on mental health of college students
Get PDFMental health concerns among college students continue to rise, prompting investigation into physical activity as an intervention strategy. This synthesis examined the relationship between physical activity and mental health in college students, focusing on exercise intensity and mediating factors including sleep, social support, and resilience. The research questions addressed: (1) the relationship between physical activity and mental health in college students, (2) how intensity level of physical activity impacts mental health benefits, and (3) what mediating factors influence physical activity and mental health improvements. Ten peer-reviewed studies published between 2014- 2024 were analyzed, involving 53,475 undergraduate students across multiple colleges or universities. Studies showed that regular exercise improved students' emotional intelligence and mental health, with higher-intensity physical activity demonstrating stronger benefits for reducing symptoms of depression. Moderate to vigorous physical activity, combining both aerobic and strength training, proved most effective, especially when performed in wellness centers where students could also build social connections. These findings provide evidence-based guidance for college wellness programs, suggesting the integration of varied exercise intensities while considering sleep quality, social support, and resilience as key factors in promoting student mental health.NASUNY BrockportKinesiology, Sports Studies, and Physical Educatio
Clinical Medical Assistant Internship (HLTH 112) course syllabus
Get PDFStudents will complete a minimum of 90 hours of practical, hands-on experience in a healthcare setting performing the skills of a Clinical Medical Assistant and will be subject to all legal, ethical, and professional standards required of the designated agency staff. Students will review fundamental principles of theory in practicum and discuss varying topics related to the internship experience. Students must meet in person or consult with course instructor for placements.Job Linkage 2019-2020SUNY Tompkins Cortland Community Colleg
ELL Challenges: Learning Disability or Language Acquisition?
Get PDFMany students face academic challenges and some students require additional outside classroom support to meet grade level expectations. In order to successfully educate students teachers need to be trained to identify if students are facing language acquisition challenges or have a learning disability. ELLs are often misidentified due to language acquisition challenges and not getting identified through special education. This capstone aims to educate teachers and staff on how to correctly identify students with language acquisition challenges and students with a learning disability. Through a research based professional development, teachers and staff will understand the difference between language acquisition and a learning disability. Hands on activities will aid with student classifications. Teachers will receive material to assess a student and feel confident enough to conduct their own referral if a student needs additional support. More research should be conducted to best support ELLs social and emotional wellbeing in addition to academic support.SUNY BrockportDepartment of Education and Human Developmen
Real World Percentages in Middle School
Get PDFThis curriculum project is designed for a seventh-grade middle school mathematics classroom to support the learning of percentages. The lessons incorporate problems around discounts, tax, and tips, which allow students to perceive percentages as useful real world skills. The curriculum is layered with multiple scenarios where students are asked to compare and evaluate using their acquired knowledge. The lessons allow students to gain a deeper level of critical problem-solving skills that can carry them beyond the classroom. The project contains lesson plans, student materials, and answer keys are in the appendix.SUNY BrockportDepartment of Education and Human Developmen
Addressing Long-Term ELLs (LTELs): Why Some Students Don’t Exit ESL Programs
Get PDFLong-term English learners (LTELs) are English Language Learners (ELLs) who remain in ESL programs for 6 or more years without reclassification. LTELs often appear to be fluent when conversing in social settings, but they struggle with academic language in the classroom. This capstone explores how schools and districts can design and implement effective interventions to support the academic language development of LTELs. This capstone focuses on three key challenges: lack of academic language instruction, limited access to rigorous content, and insufficient teacher training. A professional development (PD) series was designed for both general education teachers and ESL teachers to address these issues. The goal of the PD is to help teachers identify who LTELs are, what are their unique needs, how to embed academic language instruction in their lessons, and how they can support LTELs by using strategies such as scaffolding and translanguaging. The PD provides a framework to help shift practices and opens a pathway for more consistent academic language instruction practices. This capstone highlights the need for further research on how teacher practices impact LTELs’ academic growth and additional opportunities for professional learning.SUNY BrockportDepartment of Education and Human Developmen