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Examination of Factors Influencing Clinical Trial Completion Among a National Sample of Middle-Aged Adults Aging with Their Long-Term Physical Disability
No full textAdults aging into midlife (45-64) with their long-term physical disability (LTPD) face new secondary health conditions (SHCs) that increase psychosocial distress and reduce self-efficacy. Neighborhood disadvantage, measured using the Area Deprivation Index (ADI), may compound these challenges; however, little is known about how these factors influence clinical trial completion, including intervention completion, among this population. The present study examines whether: 1) self-efficacy and ADI predict clinical trial completion, and 2) self-efficacy, ADI, and average amount of clinical contact per intervention session predict intervention completion among middle-aged adults (n=507) with a LTPD enrolled in a national health behavior clinical trial. Hierarchical logistic regression showed that self-efficacy, but not ADI (in most circumstances), significantly predicted study completion. As a result, ADI was excluded from subsequent models. Logistic regression showed that self-efficacy—but not clinical contact—predicted intervention completion, though this was only found when all participants randomized to the intervention arm (EnhanceWellness-Disability; EW-D) were included. Participants who were randomized to the EW-D intervention but never initiated session 1 had lower median self-efficacy than those who initiated the intervention. Exploratory analyses (chi-square, Kruskal-Wallis, Fisher’s exact test, and between-subjects ANOVA) demonstrated that interventionist assignment related to study satisfaction and clinical contact, but not intervention completion. Giving participants the option to choose (no, yes) how intervention sessions were completed did not affect satisfaction. Results highlight the importance of emphasizing self-efficacy early in interventions to improve retention and that intervention implementation characteristics may be less critical in clinical trial outcomes than person-level factors. Future research should explore neighborhood factors in a larger sample of adults living with LTPD and identify strategies for increasing study and intervention completion among those lowest in self-efficacy
AI Across the Disciplines: Bridging Perspectives in STEM and the Humanities
No full textThe presentation examines and identifies ways in which faculty members can use AI as a tool for teaching that reflects the ethos and standards of their respective disciplines. The arts and humanities tend to focus on interpretation and the expression of a unique vision across changing contexts. STEM disciplines, in contrast, seek objectivity and rely on the scientific method to verify knowledge. Four panel members, a student from engineering and a second from art and two faculty members from the College of Education with degrees in math, English and education, will share their use of AI in the classroom. The take-away will be a set of strategies for using AI set within the larger discussion of the ways in which it shapes and is shaped by our own academic traditions
Artificial Intelligence, Accessibility, and Inclusion
No full textWhile forms of artificial intelligence have existed for decades, the rapid growth of generative AI specifically in recent years has expanded opportunities to support individuals with intellectual and physical limitations and make learning environments more inclusive. Early applications, such as AI-generated captions, opened doors for greater content accessibility. Today, large language models (LLMs) add more responsive and interactive capabilities that extend into higher education and beyond. These include course design support, accessibility assessment, social skills training, personalized learning, responsive image captioning, and art collection access. This evolution demonstrates AI’s growing role as a tool for inclusion, independence, and equity
Grading in the Age of AI: Equity, Transparency, and the Role of Human Feedback
No full textAs artificial intelligence continues to shape higher education, automated grading software has become a more widely adopted—but often unquestioned—tool. While marketed as time-saving and objective, these platforms raise critical questions about equity, transparency, and pedagogical values. This presentation will draw on Neil Selwyn’s call for a “critical but balanced” lens in evaluating classroom AI tools and will examine how automated grading reshapes the fundamental practices of teaching and learning in higher education while also paying close attention to equity-related issues. Our session will share findings from a research project piloted in an English composition classroom. We will evaluate two commonly used grading platforms, comparing them to human feedback across dimensions such as linguistic diversity, writing style, and rhetorical complexity. Through a combination of literature review, a classroom trial, and student/instructor feedback, we explore how these tools may reinforce algorithmic bias or disadvantage multilingual and non-standard English writers. At the same time, we hope to identify moments where automation may support learning when used thoughtfully alongside instructor input
Bachelor\u27s Degrees and Earnings in the Mountain West, 2022
No full textThis fact sheet presents 2022 data on the median annual earnings of bachelor\u27s degree holders for specific fields of degrees (FODs) across the five Mountain West states of Arizona, Colorado, Nevada, New Mexico, and Utah. This fact sheet also examines the share and earnings of individuals with less than a bachelor’s degree compared to bachelor’s degree holders in the three Mountain West metropolitan statistical areas (MSAs) appearing among the 30 largest MSAs in the United States: Phoenix-Mesa-Chandler, AZ; Denver-Aurora-Lakewood, CO; and Las Vegas-Henderson-Paradise, NV. The “Field of Bachelor\u27s Degree in the United States: 2022” report from the U.S. Census Bureau includes information on geographic characteristics, degree attainment, and the median annual earnings for each FOD
Don’t Do More With Less: Sustainable Work as a Management Value
No full textDiscusses a series of decisions a middle manager made to keep the work of her department sustainable and how she incorporated her values into her process
Preparing for the Artificial Intelligence (AI) Economy in the Mountain West, 2025
No full textThis fact sheet presents data from the Brainly report, “Here Are the States Most (and Least) Prepared to Win the AI Race in 2025” for the five Mountain West states of Arizona, Colorado, New Mexico, Nevada, and Utah. This fact sheet highlights the national and individual rankings of four key metrics for each Mountain West state: the fixed percentage of businesses using artificial intelligence (AI); the number of AI jobs per 1,000 workers; the number of AI-related degrees per 10,000 people ages 20-24; and federal funding for small business technology innovation per $1 million of gross domestic product (GDP)
The Artificial Intelligence (AI) Economy in the Mountain West, 2025
No full textThis fact sheet reports on the artificial intelligence (AI) readiness of five Mountain West metropolitan statistical areas (MSAs): Phoenix-Mesa-Chandler, AZ; Salt Lake City-Murray, UT; Denver-Aurora-Centennial, CO; Las Vegas-Henderson-North Las Vegas, NV; and Albuquerque, NM. Using data from the Brookings Institution\u27s “Mapping the AI Economy” report, the MSAs are benchmarked based on their overall population, employment, talent, adoption, and innovation
Gambling Behaviors, Perceptions, and Risks Among Nevada Adults
No full textThis study presents a statewide assessment of gambling behaviors, perceptions, and gambling-related risk among 1,078 Nevada adults. Using a mixed-source, population-calibrated survey developed by UNLV and NORC, the research measures gambling participation, motivations, venue exposure, and attitudes toward harm, treatment, and regulation. The Problem Gambling Severity Index (PGSI) identifies substantial levels of harm: nearly half of past-year gamblers show some degree of risk, with the highest rates among younger adults, racially diverse groups, gaming and hospitality workers, and those who gamble in neighborhood bars or slot parlors. The survey also documents public beliefs about gambling addiction, youth exposure, stigma, and help-seeking, finding broad support for state leadership in reducing gambling harm but limited awareness of available services. This dataset provides an important baseline for monitoring trends and informing prevention, treatment, and policy strategies in Nevada
Reported Value of Culturally Responsive Teaching Practices of Virginia Agricultural Education Teachers
No full textTo address the increasing diversity in schools and the monolithic culture of teachers, researchers have called for pedagogies that reflect the diverse and pluralistic identities of students. While core academic areas have long adopted culturally relevant pedagogy, school-based agricultural education (SBAE) has lagged behind. This study aimed to determine the views of agricultural education teachers in Virginia on culturally responsive pedagogy dispositions and identify areas of professional development need. Teachers valued the differences among students and the communities in which their schools are located. However, results revealed a need for professional development in using the local community as a resource and incorporating students’ cultural identities into instruction. Mean weighted discrepancy scores indicated that teachers found these practices necessary, but they lacked confidence in their implementation. While teachers did not indicate a need for training in understanding their own identities, findings support the need for programs that foster cultural competence and build inclusive curricula in SBAE