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Wetland Walk VR: Field Ecology in Northeast Florida
No full textJoin Field Ecologists of the University of North Florida as they begin to monitor the water in swamps and marshes. In this virtual reality experience you will walk through places that are normally too dangerous or harmful to visit, learning about life in these places, how we study it, and how you may connect to it
Takeaways in Creating an Online Introductory Research Course Using Student-Centered Pedagogy
Get PDFStudent-centered pedagogy is “an instructional approach in which students influence the content, activities, materials, and the pace of learning” (Collins & O\u27Brien, 2003, pp. 338-339). The constructs of student-centered pedagogy include voice, choice, competency-based progression, and the instructor’s continuous check-ins to track their students’ wants and needs (Green & Harrington; 2020; Harrington & DeBruler, 2019). This poster presentation will focus on the author’s incorporation of voice and choice into the design of an LIS 1001 Introductory undergraduate online library research course
Running the gauntlet: Barriers for Black women academics in higher education research productivity
Get PDFInternationally, research productivity bears significance for an institution’s reputation and overall research ranking. Many previous efforts surrounding faculty issues have focused on individual faculty research productivity. This study reimagined the definition of productivity as an academic’s impact on scholarly research, evidenced by their h-index.
At the same time, the need for diversity of faculty populations is becoming more urgent, even in a time when the number of tenure-earning faculty positions is diminishing and those which remain are occupied mainly by white men. To add to the disparities, it is reported that only 4% of full-time faculty are Black women. Black women who are tenured or tenure-earning present in even fewer numbers.
This examination explored if and how current measures of research productivity might inherently act as structural barriers to the success of Black women faculty. An emerging body of literature suggests that cultural taxation––additional service duties placed on minoritized academics because of their cultural identity––is a barrier to tenure and promotion.
A polygamous Ordinal Logistic Regression model was employed to understand the influence of perceived affordances and barriers to Black women’s research productivity. Results suggest that personal and environmental factors do not significantly influence research productivity, whereas behavioral factors such as cultural taxation do. This study will contribute to the literature on faculty issues for Black women in academia and suggests practical ways in which departmental leaders can foster a more equitable scholarly environment
Reentry for registered sex offenders: Navigating stigma post-release
Get PDFRegistered sex offenders (RSOs) experience extreme stigmatization and monitoring even after they are released from incarceration. This is due, in part, to sex offender registries which perpetuate high levels of stigma and can contribute to false narratives about reoffending, victimization, and the homogeneity of sex offenders. As a result of societal level stigma, RSOs often struggle to locate and maintain employment, secure suitable housing, and establish positive, prosocial relationships. This current study utilized a qualitative approach using in-depth interviews with eight RSOs to explore how offenders experience and navigate this stigma during reentry. Findings support the notion that RSOs experience and anticipate high levels of stigma which contributes to a self-perception of the sex offender status as a master label for the offender himself. Participants also illuminated stigma-management techniques of preventative telling and withdrawal as ways of coping with this and identified experiences that helped them adapt to their marginalization
Teachers’ perceptions of inclusive classrooms
Get PDFThis study examined teachers’ perceptions of inclusive classrooms. The specific areas of focus were analyzed by comparing demographic characteristics of the responding teachers to survey questions from the adapted Teachers Attitude towards Inclusive Education (TAIS) in order to determine how teachers perceive inclusive classrooms, how prepared they feel to teach in inclusive classrooms, and if there is any correlation between the workload of the teachers and their perception of inclusive classrooms. Data was collected through a survey completed by 480 teachers from a large, diverse, public school district in Northeast Florida. The findings of this study indicate that these teachers have a neutral to positive perception of the concept of inclusive classrooms but do not feel adequately prepared for the reality of teaching and supporting students with disabilities in their inclusive classrooms. A significant difference was noted in the number of special education college classes and professional development hours in special education. Results also suggested that while the type of teacher, years of teaching experience, number of students with disabilities the teacher serves each day, and the amount of support facilitation services a teacher receives each day are not significantly related to the teacher’s perception of the inclusive class, that the workload of the teacher in an inclusive classroom is significantly related to a teacher’s perception of the inclusive classroom. Implications for changes in teacher preparation programs and professional development in the area of special education are discussed, as are the importance of collaboration and available resources for teachers in inclusive classrooms
Development of practical assessment techniques for sinkhole potential in Florida based on sinkhole vulnerability indices
Get PDFSinkholes are natural geohazards prevalent in Florida\u27s distinctive karst geology, posing risks to public safety, infrastructure, and groundwater integrity. Considering the increasing frequency of sinkhole occurrences in Florida due to land development in vulnerable soils, understanding the potential for sinkhole occurrence can aid in the identification of high-risk locations and inform effective mitigation strategies. Researchers have developed three point-based indices to be used when assessing the vulnerability a project site has to sinkhole formation based on the encountered subsurface conditions. Engineers have historically used an index based on the subsurface layer thicknesses, called the Raveling Index (RI). In recent years, researchers have introduced more comprehensive point-based indices, the Sinkhole Resistance Ratio (SRR) and the Empirical Vulnerability Index (VIG + VIR), incorporating encountered soil strengths and other empirically based data fitting techniques. However, the indices, which were only validated for a dataset containing only three central Florida sites, lack calibration, which poses a challenge for engineers in interpreting the specific implications of index values and their connection to the likelihood of sinkhole formation. This study set out to validate the indices based on a more diverse database of 197 CPTs from 43 sites across Florida and develop practical techniques for the assessment of sinkhole potential in all Florida sites and for two specific sinkhole Areas I and III.
First, statistical regression was used to validate the indices and test their effectiveness in predicting the probability of historical sinkhole occurrence. The results, listed in increasing order of predictive capability for each area category, were as follows: RI and SRR for all sites; RI, SRR, VIG + VIR in Area III; and none of the indices in Area I. The probability regression functions for the indices showing evidence of correlation can thus be applied to preliminary sinkhole investigations in their respective area categories, to associate non-calibrated index values for each CPT to the likelihood of sinkhole occurrence based on historical occurrences. An example implementation of this technique is provided.
Second, to address the limitations in the first analysis for Area I, Finite Element Modeling (FEM) was used to simulate data representing the point at which failure occurs, to develop a stability chart for assessment of sinkhole potential based on encountered vulnerability for Area I sites. The simulated data was validated by a t-test affirming its utility in representing Area I field data. An analysis of the trend of simulated failure data in a stability scatter plot produced a failure threshold that separates the chart into two envelopes representing collapse conditions and non-collapse conditions for Area I sites. The resulting stability chart accurately predicted 70% of true collapse field data in the collapse envelope and 50% of non-collapse field data in the non-collapse envelope of the chart. Therefore, considering the simplistic nature of the numerical model, which assumes a homogenous clay soil whose stability is solely due to the soil strength and the size of the void, the proposed stability chart may be used by engineers to assess the potential of sinkhole occurrence based on where field data from preliminary sinkhole investigations plots with respect to the failure threshold
Students’ Ability to Calculate Their Final Course Grade May not be as Easy as You Think: Insights From Mathematical Cognition
No full textIs there an optimal grading scheme? Do psychology instructors prefer one grading scheme over another? These questions were recently posted on the Society for the Teaching of Psychology Facebook page. After reading the responses, we realized that research in the domain of math cognition might help to shed light on an optimal grading scheme and put some of the posters’ comments into context. Posters often mentioned 100-point and 1,000-point grading schemes because of the ease with which students could convert course points to percentages. In this Pedagogical Points to Ponder article, we describe the quick development of whole number understanding in the 0–100 and 0–1,000 range relative to the slow development across the lifespan of rational number understanding. Although people struggle to understand fractions, percentages might serve as an intuitive bridge between familiar whole numbers and less familiar fractions. We encourage readers to ponder the fact that grading schemes are inherently relational and people of all ages, expertise levels, and cultural backgrounds fall prey to a common mathematical misconception in which they think about the components of rational numbers—the numerators and denominators—like independent whole numbers. This misconception, known as the whole number bias, may make any grading scheme challenging for students to comprehend. There are many open empirical questions about the optimal grading scheme that college instructors should adopt. Findings from the domain of math cognition can inform empirical research designs that may lead to improvements in students’ comprehension of the course grading scheme and motivation, and may even diminish student requests for end-of-term grade bumps. (PsycInfo Database Record (c) 2021 APA, all rights reserved
Members of the Eastern Star
No full textPhotograph: Unidentified members of the Eastern Star. Undated.https://digitalcommons.unf.edu/eartha_images/1042/thumbnail.jp
2023 SOARS Conference Program
Get PDFProgram for the 2023 Showcase of Osprey Advancements in Research and Scholarship (SOARS