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Shaping the Future of Nurse Practitioners: A Roadmap to Clinical Reasoning, Certification Readiness, and Clinical Excellence
Full text linkTrack: Student Success & Wellness
As the demand for highly skilled and competent nurse practitioners (NPs) grows, so must the methods used to ensure their readiness for certification and clinical practice. This presentation will introduce a structured mentoring program designed to enhance the diagnostic reasoning abilities of graduate nursing students with diagnostic readiness testing. The program includes case study reviews and individualized study plans. It aims to bridge the gap between classroom knowledge and real-world clinical application, ultimately fostering student success and professional confidence.
Additionally, the program emphasizes mentorship as a central component of student success. Experienced NPs serve as mentors, guiding students through diagnostic reasoning exercises, discussing clinical cases, and offering feedback on study strategies. By fostering a collaborative environment, the program also enhances peer engagement and professional development, encouraging students to learn from one another and build networks that will support them throughout their careers
Advancing Access Through Open Educational Resources: The Syllabus Review Service
Full text linkTrack: Open Educational Resources, Open Pedagogy & Open Access Scholarship
Bluford Library at North Carolina Agricultural and Technical State University has developed an Open Educational Syllabus Review Service to support faculty in adopting and integrating Open Educational Resources (OER) into their courses. The service offers faculty individualized consultations to evaluate syllabi for OER adoption opportunities, recommending quality, openly licensed resources tailored to course objectives. Librarians collaborate with faculty to identify suitable textbooks, multimedia content, and supplementary materials while providing guidance on copyright compliance and accessibility standards. Initially developed through a library-led grant initiative aimed at expanding OER awareness and adoption, the project focused on exploring ways engage faculty and integrate open resources into the curriculum
Nurturing Home Languages to Engage and Empower Multilingual Families
Full text linkA pressing matter for early childhood educators is the need for strategies to engage families of Emergent Bilingual/Multilingual (EB/EM) children in their classroom. Research shows that EB/EM children experience negative academic and social outcomes when their home languages are not supported in the classroom and positive outcomes when their home languages are supported. The family is the greatest source of home language support for EB/EM children and their educators. Establishing partnerships with families through linguistically appropriate family engagement efforts allow children to maintain their home languages while learning a new language, help educators teach each child effectively, and allow families to support their child’s education in the classroom, home, and community. The purpose of this article is to integrate the concepts of empowerment, funds of identity, culturally sustaining pedagogy, and translanguaging into practical strategies for educators to establish and nurture engaging partnerships with multilingual children and families.
Note: The terms Emergent Bilingual/Emergent Multilingual will be used to honor the home languages of children who speak a language(s) other than the dominant classroom languag
Research-to-Practice Summary What do we know? Reflecting on changes in knowledge of mathematical development in preand in-service early childhood teachers
Full text linkThis study examines whether students in early childhoodteacher education programs gained moreknowledge of early math development in 2017-2018when compared to 2008. I compare data from eachperiod on pre- and in-service teachers’ knowledgeof mathematical development as measured by theKnowledge of Mathematical Development Survey(KMDS). I found that the KMDS mean scores ofstudents in each of the education groups (beginningversus seniors versus math course) differedwithin each collection year. In a statistical comparisonbetween the two collection periods, there wasno significant difference between the mean scoresfrom 2008 and 2017-2018 for the beginning group.However, there was a significant difference between2008 and 2017-2018 in mean scores in the seniors andmath course groups. Overall, all mean KMDS scoreswere lower in 2017-2018 when compared to 2008
Scaling Art Classification Models: Enhancing Binary Classifiers and Tackling the Challenge of AI-Generated Art
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This paper discusses the creation of an AI-based binary classification model that can efficiently classify artwork by artists, with two categories building on previous research in the area. The research topic here is to streamline current multi-classification models by using a binary classifier in assessing its performance compared to conventional multi-classification systems with multiple categories and artists simultaneously. Deep learning methods, specifically ResNet-101, were employed to distinguish between non-Monet and Monet paintings in the first study, and between Vincent van Gogh and non-van Gogh paintings in the second. The paper also discusses the implications of Artificial Intelligence (AI)-generated pieces of art, briefly delving into the difficulty of identifying if artworks are genuine or not to a computing system. The results show that it is possible to develop a theoretical multi-classifier through the fusion of various binary classifiers, thereby creating an efficient and scalable approach for handling large datasets and many artists. Nonetheless, whereas binary classification proves to be effective for traditional art with respect to accuracy, it cannot differentiate AI paintings imitating artists, thereby representing the limitation of the method. The paper concludes by emphasizing the potential for further advancements in art classification, particularly considering the growing impact of AI-generated artworks
Editorial
Full text linkThis is the editorial review by Dr. Arshiya Sethi on the state of the field of South Asian Dance Intersections as experienced through the microscopic and macroscopic narratives curated in the issue
Beyond the Institute: A 10-year View of SoTL Publication Success
Full text linkTrack: Learning Professionals as Researchers
The presentation and publication of Scholarship of Teaching and Learning (SoTL) studies are expected outcomes for teaching faculty in most higher education institutions. However, most faculty members don’t have prior training in this area and struggle to excel in this task. At North Carolina State University, faculty leaders developed an online faculty development program to provide insight into SoTL research through the delivery of an online Institute designed to connect participants with resources and experts. In this poster we will describe the design and operation of the Institute and its outcomes in terms of scholarly publications. Additional insight is provided from the perspective of the facilitators related to best practices
Designing Inclusive Math Courses: Combining Contract Grading and Technology for Learner Agency
No full textTrack: Universal Design for Learning (UDL) & Accessibility
This session highlights two innovative strategies for integrating Universal Design for Learning (UDL) principles in mathematics courses, emphasizing flexibility and learner agency. The first approach centers on contract grading, an alternative grading method where students and instructors collaboratively define a contract that outlines the work required for specific grades. This method encourages students to reflect on their individual strengths and optimize their learning outcomes accordingly. The second approach leverages multiple types of technology to solve real-world mathematical problems, empowering students to select tools that best suit their skills and preferences, whether using calculators, Excel, or AI platforms. Together, these practices illustrate UDL principles by offering diverse means of engagement, representation, and action, fostering equitable and inclusive learning environments. Participants will gain practical strategies for designing courses that support diverse learners while enhancing accessibility and promoting student agency
