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Assay Development for Continuous Colorimetric Detection of Alpha F- Release from Polyfluoroalkyl Substances
No full textPolyfluoroalkyl substances (PFAS), often referred to as forever chemicals, are a class of highly persistent organic pollutants widely used in industrial applications due to their unique chemical properties such as water and oil resistance. However, their environmental persistence and potential health risks have raised significant concerns. Biodegradation of PFAS, particularly through enzymatic defluorination, presents a promising solution for mitigating their impact. Defluorinase enzymes, capable of breaking the carbon-fluorine bonds, are key in this process. Despite this potential, a major limitation in the study of PFAS biodegradation is the lack of efficient assays to measure defluorination, particularly in real-time. This research aims to address this gap by developing a continuous, colorimetric assay to detect the release of ��-fluoride ions from carboxylic acids during enzymatic degradation. The proposed assay relies on lactate dehydrogenase (LDH) to catalyze the conversion of NAD+ to NADH, generating a measurable color change that correlates with fluoride ion release. This method offers a sensitive and continuous approach to monitor PFAS degradation, advancing our ability to assess and optimize bioremediation efforts
Neurocognitive Teaching Strategies in the English Language Learner Classroom
No full textThe emergence of advanced medical technology in the past 30 years has allowed doctors and researchers to look inside the brain to more accurately model cognition and memory. The concept of neuroplasticity has replaced the outdated idea that we are born with all the brain connections we will ever have. Based on these new discoveries, neurocognitive teaching strategies seek to apply the model of how the brain learns best to classroom pedagogy. Teaching techniques that put the student at the center of the equation, instead of the teacher, have been repeatedly shown in the research to improve learning and knowledge retention. In the English language learner (ELL) classroom, where conventional techniques emphasize rote memorization over communicative skills, the incorporation of neurocognitive strategies can be used to embrace the need for more student-student interaction, student-teacher speaking and collaboration, and student-initiated discovery. Thirty years of research, innovation, and implementation show how effective neurocognitive strategies can be in the modern classroom to stimulate multimodal pathways, improve memory, and decrease language anxiety. Training new and experienced teachers to effectively discriminate useful neurocognitive strategies, which change education by linking pedagogy with brain learning, from “neuromyths,” such as learning style theories and hemisphere dominance, and giving teachers the tools to bring effective strategies into their classrooms, will ultimately improve teaching outcomes
The Impact of Postsecondary Programs on the Transition to Adulthood and Key Strategies Educators Can Implement to Support Students With Disabilities
No full textPostsecondary education (PSE) programs play a crucial role in preparing students with intellectual and developmental disabilities (IDD) for adulthood by enhancing employment, independent living, and social skills Zhang et al., (2023). The expansion of PSE programs has provided students with diverse opportunities tailored to their needs, benefiting both individuals with disabilities and their peers without disabilities. However, significant disparities remain in health, economic, and social outcomes for individuals with disabilities. Legislative support, such as the Higher Education Opportunity Act, has promoted inclusion. Still, challenges persist, including low self-disclosure rates and inconsistencies in Summary of Performance (SOP) documentation (Graybill et al., 2020). Research highlights the importance of vocational preparation programs in improving employment outcomes, demonstrating that skill development is more influential than the severity of impairments (Barnard-Brak et al., 2022). Addressing these challenges through enhanced support, awareness, and inclusive opportunities can bridge the gap between education and meaningful employment for students with disabilities
Always Buckle Up
No full textThis grayscale acrylic painting depicts a badger buckled into the backseat of a car. This piece is part of an acrylic painting series exploring the humor of animals\u27 interactions with human environments.https://spark.bethel.edu/raspberry-monday-art-award/1000/thumbnail.jp
Using Social Media to Enhance Student Engagement and Promote Academic Success
No full textThis thesis explores how social media can be effectively leveraged to enhance student learning rather than act as a distraction in the classroom. Drawing on a comprehensive review of current literature, the study examines the instructional potential of platforms such as Twitter, blogs, Facebook, and education specific tools like Flipgrid. It identifies the ways social media supports student engagement, collaboration, and reflective thinking while also highlighting common barriers such as privacy concerns, digital equity, and teacher preparedness. The research underscores the importance of intentional integration aligned with pedagogical goals, emphasizing the need for teacher training, clear guidelines, and inclusive access. While challenges remain, the findings suggest that when used strategically, social media can foster deeper learning, encourage active participation, and develop critical digital literacy skills. This thesis offers practical implications for educators and contributes to the ongoing conversation about the role of technology in 21st century education
The Impact of Trauma-Informed Teaching in a Middle School Classroom
No full textStudent trauma has become more prevalent in the classroom setting since the COVID-19 pandemic. More and more schools are adopting a trauma-informed/sensitive approach to teaching to serve the growing number of students with trauma in the classroom. Educators are finding themselves faced with more emotional and behavioral issues in the classroom, teacher burnout is increasing daily, and more students are being referred to special education. It is not that these students are bad kids; rather, it is that they lack certain skills to allow them to be successful. Instead of trying to change the child, educators need to look at new ways they can support these students in the classroom. Understanding the traumas that students bring to the classroom will help the success of the whole student. Having experienced students with trauma and receiving professional development around trauma-informed teaching are changing the way educators think about instructional delivery in the classroom and the approach to handling difficult behaviors
Impact of Trauma on Learning
No full textTrauma has large and often long-lasting effects on individuals, particularly in how it influences learning in educational settings. When students experience trauma—whether from abuse, neglect, violence, or loss—it can significantly disrupt their ability to focus, process information, and regulate emotions, all of which are critical for academic success. This thesis explores the profound impact of trauma on students’ cognitive development and academic performance, emphasizing the neurological basis of trauma and its interference with the brain\u27s learning pathways. Scientific research has shown that traumatic experiences can alter the structure and function of the brain, particularly in areas responsible for memory, attention, and emotional regulation. As a result, trauma can impair a student’s ability to concentrate, retain information, and form positive relationships in the classroom. This work examines how trauma rewires neural circuits, making it more difficult for affected students to engage in and benefit from traditional educational methods. The research also highlights the crucial role of key support figures, including parents, teachers, school counselors, and social workers, in recognizing trauma symptoms and responding effectively. Through targeted interventions, such as counseling, trauma-informed teaching practices, and consistent emotional support, these individuals can help mitigate the negative effects of trauma. Ultimately, by understanding the connection between trauma and learning, this thesis offers practical strategies to create inclusive, supportive, and effective educational environments for all students
Uncovering the Links: Drug Use, Mental Health, and Undergraduate Student Academic Success Using Data from the 2022–2023 Healthy Minds Study
No full textSubstance use and mental health challenges are prevalent among college students, raising concerns about their impact on academic success. Using secondary data from the 2022–2023 Healthy Minds Study (N = 76,406), this study examined associations between depression, anxiety, alcohol use, marijuana use, and academic outcomes in undergraduate students. Multiple zero-inflated Poisson regressions were used to assess the relationships between depression, anxiety, alcohol use, and marijuana use. Ordinary least squares and ordered logit regressions evaluated links with academic success. Sample numbers varied across analyses (n = 23,629 to n = 47,355). Findings revealed modest but consistent associations between mental health, substance use, and academic outcomes. Depression was significantly linked to both alcohol and marijuana use, while anxiety also predicted alcohol use. Anxiety slightly reduced the effect of depression on alcohol consumption. Depression and frequent marijuana use were associated with lower self-reported grades, while anxiety correlated with slightly higher grade categories. Across all analyses, depression emerged as the most consistent factor influencing both substance use and academic success, despite small effect sizes. These results underscore the importance of integrated campus interventions that address both mental health and substance use. Programs should include screening, early identification, and culturally competent, stigma-free support services, especially for vulnerable student populations. Future research should use longitudinal designs and explore factors such as coping mechanisms and social support to inform intervention strategies.https://spark.bethel.edu/edd-showcase-2021/1008/thumbnail.jp
From the Back of the Room: A Paraprofessional Perspective of Collaboration and Self- Efficacy in the Secondary Classroom
No full textThis non-experimental, quantitative study investigated the relationship between secondary paraprofessionals\u27 self-reported perceptions of collaboration and self-efficacy in secondary classrooms. The purpose was to explore statistically significant differences in self-efficacy, while controlling for demographic and work-related variables, including years of experience, level of education, age, gender, race, ethnicity, number of students served in a day, number of classroom teacher partners in a day, teacher or administrative supervisor, part-time/full-time status, and percent of time worked with students in a classroom in a typical week. Grounded in Bandura\u27s social cognitive theory (1977), the research design utilized survey data from secondary paraprofessionals in Minnesota. Linear multiple regressions were conducted to examine the relationship between perceptions of collaboration and paraprofessionals’ self-efficacy. The findings revealed that collaboration sparked intellectual stimulation, which enhanced measures of self-efficacy in instructional strategies and classroom management. Additionally, the study found that the collaborative domain of professional relationships had a greater impact on measures of self-efficacy than professional networks, and that years of experience significantly and positively influenced paraprofessional measures of self-efficacy. A key finding indicated that self-efficacy measures declined when paraprofessionals were supervised by licensed special education teachers or principals. These results underscored the importance of fostering effective collaboration, particularly in domains of intellectual stimulation and professional networks, to enhance paraprofessional measures of self-efficacy. Additionally, they highlighted the need to support special education teachers and principals in their roles as paraprofessional supervisors to positively influence measures of self-efficacy and, ultimately, improve students’ outcomes.https://spark.bethel.edu/edd-showcase-2021/1011/thumbnail.jp
2025 Coeval Literary Magazine Celebration
No full textCome celebrate the publication of the 2025 Coeval Literary Magazine sponsored by the English and Journalism Department. Contributors of poetry, fiction, prose and art will present their work. This magazine is edited by students of Publishing and Being Published.
Advisor: Angela Shannon Preston, Associate Professor of English
The full published version of the 2025 Coeval is linked below.https://spark.bethel.edu/primetime-presentations/1021/thumbnail.jp