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Mathematical Models of Disease Transmission in Long-Term Care Facilities
No full textClostridioides difficile, also known as C.difficile, is a prevalent cause of infectious diarrhea in United States healthcare facilities. Spread through the fecal-oral route and primarily through contact with spores on contaminated surfaces, C. difficile can cause severe diarrhea, stomach pain, and colitis. Most individuals can mount an effective immune response, but older populations, immunocompromised individuals, and those taking antibiotics have an increased risk of being colonized by C. difficile. While extensive research has been conducted in hospital-based settings to improve understanding of the transmission of this bacteria, few studies apply mathematical models in the context of long-term care facilities. Residents in these settings require care from staff for many activities of daily living, and often have a more social and active environment than in hospitals since residents may stay in their private rooms or visit common areas, especially during meal times.
This talk will focus on two mathematical models aimed at quantifying the transmission of C. difficile in long-term care facilities. Our work, completed in collaboration with undergraduate student researchers, introduces a system of ordinary differential equations and an agent-based model to represent C. difficile transmission dynamics in long-term care facilities, with their interactive nature and high-risk factors. We used data from the Emerging Infections Program at the Centers for Disease Control and Prevention for parameter estimations and performed sensitivity analyses to quantify the impact of varying these parameters on incidence. Mitigation strategies such as frequent disinfection, increased handwashing compliance, and a lower ratio between residents and healthcare workers had the greatest impact on reducing the incidence of colonization with C. difficile in these facilities
Applying the Learning Cycle to Introduce Research Practices in General Chemistry Lab
Full text linkCUREs are a great way to engage students in research practices but can be onerous for instructors and teaching assistants to administrate and facilitate. There is added challenge in providing research experiences to students at the introductory level when they have developed limited knowledge and skills. Here we describe a more structured approach that applies the learning cycle to a traditional experiment to allow students to explore the technique, “invent” the parameters for systematic analysis, and apply the technique to a researchable question of their own construction
Enhancing teacher preparation: Assist Faculty with Navigating emerging technologies
No full textWith the rapid advancement of technology, it is essential to equip teacher candidates with the confidence and skills needed to navigate emerging technologies. By doing so, they can better prepare students for the opportunities and challenges of an ever-evolving world. To achieve this, targeted professional development is urgently needed to strengthen teacher educators\u27 technological, pedagogical, and content knowledge (TPACK), ensuring that future teachers are well-prepared for technology-rich classrooms.
This panel discussion explores the implementation of a collaborative TPACK framework to promote equitable technology integration in teacher education programs. Panelists—including faculty members who teach teaching methods courses and an Educator Preparation Program (EPP) faculty representative from the Department of Education—will share best practices, challenges, and strategies for effectively integrating digital tools across diverse learning environments. The discussion will highlight the vital role of collaboration between methods course instructors and technology experts in designing and implementing technology-enhanced instructional practices that align with the TPACK framework.
Attendees will gain actionable strategies for implementing collaborative technology integration in teacher preparation programs. This session will also offer opportunities to connect with peers and explore ways to integrate emerging technologies, such as AI and interactive digital tools, to enhance instruction. By the end, participants will leave with practical ideas and resources to strengthen teacher readiness in digital literacy, ensuring future educators are equipped to use technology equitably and effectively to support all learners
Navigating the transition: A study of faculty experiences with institutional and collegial support
No full textFaculty in higher education, especially in applied disciplines like social work, are expected to excel in teaching, research, service, and collegiality. Despite these demands, formal preparation for new faculty is often limited. This qualitative study explored the experiences of 36 full-time faculty members in social work and related disciplines regarding their preparedness for academic roles. Using an exploratory approach and thematic analysis, four themes emerged: (1) Mentorship and Professional Support, (2) Institutional Training and Resources, (3) Self-Directed Learning and Adaptation, and (4) Challenges and Barriers to Preparation. Findings revealed inconsistent onboarding, limited mentorship, and a reliance on self-navigation, with disparities especially affecting early-career and underrepresented faculty. Some participants described helpful formal programs and collegial support, while others reported unclear expectations and overwhelming workloads. Guided by mentoring theories and Self-Determination Theory, the study emphasizes the need for structured, equity-informed professional development. Implications for social work education include stronger induction practices, culturally responsive mentorship, and institutional investment in faculty success. Future research should examine the long-term effects of faculty development on retention, productivity, and advancement
