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Longitudinal growth and use of Open Repositories in the U.S. since 2015
Get PDFOne indication of the maturity of institutional repositories (IRs) in 2015 was that the Association of College and Research Libraries (ACRL) added two questions focused on IRs to their Academic Library Trends and Statistics Survey. ACRL has continued to collect this data annually, documenting the number of IR items and downloads. This lighting talk will take a longitudinal dive into this data for a quantitative IR portrait of the past decade and include the type of U.S. higher education institution as defined by Carnegie classification. By looking at this self-reported data from the past decade, growth trends and benchmarks can be observed along with ongoing questions of the various complexities in measuring IR success. Models can also be built on this past record to anticipate future capacity needs for the IR ecosystem
Amplifying Student Voices: A Case Study on The Writing Workshop in a 10th Grade English Classroom
Get PDFThis qualitative case study explores how a white, second-year 10th-grade English teacher implemented a culturally affirming version of The Writing Workshop in a private high school serving primarily Black and Latine students from working class families. Through a yearlong collaborative coaching partnership between the researcher and teacher, this study examined how writing instruction might elevate student voice in writing instruction. Grounded in a pragmatic interpretivist epistemology and supported by five intersecting theoretical lenses—democratic education (Dewey), sociocultural constructivism (Vygotsky), culturally affirming pedagogy (Ladson-Billings), critical pedagogy (Freire), and radical love (hooks)—this case study investigated how students used writing as a means of self-discovery, socio-political critique, and community connection. Primary data sources included semi-structured student interviews, student focus groups, and a teacher interview. Findings revealed four emergent themes: the necessity of relational trust; the development of student agency through scaffolded, student-centered writing; writing as a tool for sociopolitical engagement; and the transformative potential of radical love in the classroom. The study culminates in a revised conceptual model of The Writing Workshop that integrates post-process critique and centers writing as both cognitive and affective practice. This dissertation contributes to the growing body of research on culturally affirming writing instruction and affirms that when educators and students co-construct classroom spaces, young people rise to meet the moment with brilliance, courage, and voice
Attention Problems in Black Children Presenting to Pediatric Integrated Primary Care: Comorbidities and Gender Differences
Get PDFIntroduction: Attention-deficit/ hyperactivity-disorder (ADHD) is a neurodevelopmental disorder with a lifetime prevalence rate of 8.7% (Centers for Disease Control and Prevention, 2022). Numerous previous studies have exhibited how ADHD can be debilitating with both symptoms and impairments, but Black youth remain understudied (Green et al., 2024). To add, ADHD may present differently depending on one’s gender (Young et al. 2020), and bias has been shown to influence ratings of someone’s ADHD symptoms (Fairman et al., 2020). To combat these health disparities seen within the literature, this study aimed to describe attention problems in Black youth and to investigate whether attention problems or gender were a predictor of internalizing or externalizing comorbidities.
Methods: Participants were 299 Black youth (Mage = 10.76 years, SDage = 3.70, 51.3% female, 81.6% receiving Medicaid) who presented with their caregivers to the Southeastern United States integrated pediatric primary care clinic for mental health concerns. Participants’ caregivers completed the Pediatric Symptom Checklist-17 (PSC-17; Gardner et al., 1999) and demographic information at the clinic. The PSC-17 collects caregiver concerns about youth mental health symptoms across three subscales: attention, internalizing, and externalizing problems. This study is a secondary data analysis of a larger study on the treatment of mental health problems in youth presenting to integrated pediatric primary care.
Results: In the total sample, the mean attention problems score was 6.28 (SD = 2.56), with 52.8% of the sample being rated above the clinical cut-off for the subscale (i.e., in need of treatment for attention problems). Additionally, in the total sample of Black youth, attention problems significantly predicted externalizing problems (B = .559, p.05). Finally, there were gender differences in severity, such that Black males were more likely to have been rated above the clinical cut-off for attention problems than females Χ2 (2, N = 297) = 17.29, p
Discussion: In the current sample of Black youth, boys scored higher on the PSC-17 for externalizing and attention problems, aligning with previous research. However, the girls in the sample scored higher than what was found in the literature on the PSC-17 across all domains, which contradicts previous research stating that girls are more likely to only experience internalizing comorbidities. Limitations of the study included the lack of diagnostic data. For future directions, prevention programs should be set in place with this study’s findings in mind to help mediate symptoms and impairments
Girl Scouts at Rosa Dixon Bowser Public Library
No full textA photographic print of four individuals standing indoors at the Rosa Dixon Bowser Public Library, located at 00 Clay Street in Richmond, Virginia. On the left is Girl Scout Barbara Johnson from Troop #36, who wears a Girl Scout uniform and beret, and holds open a book leaning on a library cart and smiles at the camera. Next is Ann H. Abraham, Assistant Librarian, who stands behind the cart with book shelves behind her. In front of Abraham stands Rosie May Anderson of Troop #40, wearing a Girl Scout uniform and cap and looking to the left. Behind her stands Barbara Crump of Troop #103, wearing a Girl Scout uniform, sash, and Garrison cap. On top of the bookshelves in the background there are three drawings, the one in the center reads Negro Life & History. All individuals are Black. Left To Right 1- Barbara Johnson Troop #36 2- Mrs. Ann H. Abraham Assistant Librarian - Rosa Bowser Library. 3- Rosie May Anderson Troop #40 Front Barbara Crumb Troop# 103 handwritten on back. Property of Commonwealth Girl Scout COncil Of Virginia, Incorporated 1148 Hanover Green Drive Mechanicsville, Virginia 23111 stamped on back.https://scholarscompass.vcu.edu/girl_scouts/1438/thumbnail.jp
Girl Scouts
No full textA photographic print of seven individuals sitting around a table with paper and pencils. All wear Girl Scout uniforms, likely for Senior Scouts, and five also wear Garrison caps. A large Girl Scout clover logo is partially visible on the wall behind them. All individuals are Black.https://scholarscompass.vcu.edu/girl_scouts/1439/thumbnail.jp
Computing in the Commonwealth: Specialized Education in Computer Science and Information Technology for High School Students in Virginia – An Environmental Scan
Get PDFOver the past two decades, Virginia has invested substantially in STEM education, in part through specialized programs focused on computer science and information technology (CS/IT). This study represents the first effort to identify Virginia’s specialized secondary CS/IT programs and examine them collectively. Findings from the statewide environmental scan indicate that the programs are delivered through a wide variety of institutional structures, including Governor’s STEM Academies, Governor’s Schools, specialty centers, and academies, but most often through Career and Technical Education (CTE) centers. Programs tend to be concentrated in metropolitan areas, and some rural divisions may not be served. The programs provide important opportunities for students to engage in specialized coursework, hands-on learning, and work-based learning experiences, and they support preparation for both college and careers. Major challenges the programs face include hiring and retaining teachers, especially those qualified to support advanced learning opportunities; contending with technological limitations, such as lack of equipment or restricted access to software; and ensuring adequate funding to support both technology and professional development.
In addition to this report, results are presented in a dashboard that allows families, students, educators, counselors, and specialists to explore program information by region and school division
UNcovering Graduate Student Achievement at Virginia Commonwealth University: An Exploration of Academic Advising & Administrative Processes
Get PDFVirginia Commonwealth University\u27s (VCU) Graduate School submitted a Request for Partnership, with the problem being a lack of consistency and formal advising standards for graduate students across various academic units at VCU. As a result, the Graduate School observed an impact on student success, including retention and graduation of graduate students. A capstone team was constructed to determine, through focus group interviews, surveying, and document analysis what the best practices for graduate student advising are and what the administrative processes and challenges that program directors, support staff, and faculty face in administering their graduate programs and advising. Findings suggest that various academic units meet the needs of their graduate students based on the resources and structure currently set in place. Academic units have the challenge of high turnover in critical positions, a lack of continuity from year to year, and funding shortages to support graduate students; however, there is a collaborative relationship between the Graduate School and academic units. Recommendations provided by the capstone team focused on enhancing standardization between academic units to increase equity and the graduate student experience, streamlining records management, and deepening the relationship between the Graduate School and academic units to address faculty and staff concerns better and increase student success outcomes
Presumptive Identification of Psilocybin and Psilocyn in Neat Standards using Matrix Assisted Ionization in Vacuum (MAIV) and Time-of-Flight Mass Spectrometry (TOF-MS)
No full textPsilocybin is readily dephosphorylated to psilocyn under various conditions, such as heating and hydrolysis in solution. Psilocybin identification may be accomplished by liquid chromatography-mass spectrometry (LC-MS) or gas chromatography-mass spectrometry (GC-MS) with derivatization. If these methods are not available, determining whether psilocybin was present before analysis or if it was converted to psilocyn during analysis is difficult. The Virginia Department of Forensic Science (VaDFS) uses Direct Analysis in Real Time-Time of Flight Mass Spectrometry (DART-TOF) for presumptive screening of general unknown samples. Under these conditions, psilocybin is converted to psilocyn. This study focuses on the use of 3-nitrobenzonitrile (3-NBN) crystals instead of the DART ionization source to facilitate matrix assisted ionization in vacuum (MAIV) while keeping the psilocybin intact in neat standards. The standards are combined with a 3-NBN solution and dried down to create a crystallized 3-NBN:sample matrix. The DART is turned off to remove the instrumental ionization source and the crystallized 3-NBN:sample matrix is introduced to the TOF-MS via the vacuum. This method was found to not be suitable for the analysis of psilocybin and psilocyn. Psilocybin underwent dephosphorylation, and both psilocybin and psilocin standards showed varying ionization at the optimal orifice 1 temperature and 3-NBN crystal solution. Further testing is required to fully optimize and streamline the MAIV-TOF for psilocybin and psilocyn screening and to understand how 3-NBN is facilitating the ionization at low temperatures. This method has the potential to be applied to other compounds relevant to drug chemistry, especially those with thermal instabilit
Exploring Assessment Literacy in Different Educational Contexts: Pre-Service, In-Service & Higher Education
No full textThis is a three-paper dissertation that explores how assessment literacy is developed and used across K–12 and higher education. The first paper examines how pre-service teachers develop assessment literacy within a teacher residency program. It focuses on how new teachers learn to use assessments through program design, feedback, and mentorship. The second paper analyzes how assessments are actually used in K–12 schools. It uses a latent profile analysis to identify different ways teachers work with assessment data in practice. The third paper shifts to higher education and explores how faculty apply assessment literacy in their teaching, grading, and course planning. It looks at how their understanding of assessments is shaped by their department or institutional context. Together, these three studies give a broad look at how instructors across different educational settings build and use assessment knowledge. By exploring teacher preparation and real-world assessment practices, the dissertation highlights how professional learning, context, and systems-level factors influence how assessment literacy shows up in practice