5346 research outputs found
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A Qualitative Phenomenological Study Of Faculty Members’ Experiences Developing Strategies For Fostering Student Engagement In Synchronous Online Graduate Courses
No full textThe purpose of this qualitative phenomenological study was to explore college instructor strategies for fostering student engagement and managing digital distractions in synchronous online graduate-level learning environments. Semi-structured interviews were conducted with five college instructors currently teaching synchronous online graduate-level courses across various disciplines. Data was analyzed via pattern coding to identify recurring themes. Four primary themes emerged from the data: establishing expectations, technology, balancing flexibility with professional standards, and barriers beyond technology. Findings revealed that effective engagement in synchronous online graduate-level learning environments requires intentional course design, relational presence, and adaptability to the professional and personal realities of adult learners. Participants emphasized that engagement depends on structured accountability, the use of interactive tools, and clear communication of expectations. This study contributes to the understanding of instructional strategies that promote meaningful engagement in synchronous online graduate-level learning and offers recommendations for designing inclusive and effective online courses
2025: Truth in the Present Tense: Wabanaki Voices, Museums, and the Struggle Against Erasure
No full textThis event will explore how museums can serve as critical spaces for truth-telling, cultural continuity, and Indigenous sovereignty in an era where historical erasure and political backlash threaten to silence marginalized voices. Speakers will discuss how museums can shift from colonial institutions to living sites of collaboration, accountability, and cultural futurism. How do we ensure that Wabanaki perspectives shape the narratives—not as artifacts of the past, but as powerful voices in the present and future
Zephyr: The Twenty-Fifth Issue
Full text linkThis is the twenty-fifth issue of Zephyr, the University of New England\u27s journal of creative expression. Since 2000, Zephyr has published original drawings, paintings, photography, prose, and verse created by current and former members of the University community. Zephyr\u27s Editorial Board is made up exclusively of matriculating students.https://dune.une.edu/zephyr/1987/thumbnail.jp
An Exploration Of Elementary Teachers’ Experiences In Providing Instruction For Students Identified As At Risk For Dyslexia
Full text linkThe problem addressed in this study was the need to understand if teachers were prepared to provide instruction for students identified as at risk for dyslexia after the implementation of a dyslexia screener. Dyslexia legislation requiring screening for dyslexia has been passed in numerous states (National Center for Improving Literacy [NCIL], 2023), but studies have indicated teachers do not feel prepared to provide instruction for students identified as at risk for dyslexia (Jones et al., 2019; Shaywitz et al., 2007; Wadlington & Wadlington, 2005; Washburn et al., 2011). The purpose of this qualitative phenomenological study was to explore the experiences of public-school elementary teachers with providing instruction for students who have been identified as at risk for dyslexia after the implementation of dyslexia screening. The analysis of data collected through semistructured interviews revealed three themes: (a) frustration with training and lack of support for students identified as at risk for dyslexia, (b) confusion with components of recommended instruction for students identified as at risk for dyslexia, and (c) display of initiative to provide support and instruction for students identified as at risk for dyslexia. Findings of this study highlighted a need for change in educational policy for local school administrators, higher institutions of learning, and the creators of policy at the state government level
An Accident On Mount Washington: Now I Understand What It\u27s Like To Have Panic Attacks
No full textThis is the story of how Dr. Radis developed PTSD after a mountaineering accident and how it affected him in his personal life and as a physician as he continued to practice and see patients
Identifying And Examining Access And Barriers To Healthcare For The Transgender And Nonbinary Individual
No full textThe purpose of this qualitative phenomenological study was to explore the lived experiences of transgender and nonbinary (TNB) individuals related to their access to basic healthcare. Currently, the TNB population is experiencing disparities in accessing general and preventative healthcare in comparison to their cisgendered counterparts. I developed the research questions to explore how TNB individuals describe their access to general and preventative healthcare, identify what were perceived as barriers in seeking basic healthcare, and describe what was subjectively identified as a positive healthcare experiences. My personal and professional interest as a physical therapist combined with a thorough literature review, and the theoretical framework of minority stress theory comprised the conceptual framework. I conducted semistructured interviews with eight participants, during which I asked them to share their stories regarding their healthcare experiences. In these subjective accounts, I explored TNB gender identity and healthcare perceptions. The primary themes that I identified included (a) learned dread of negotiating healthcare access, (b) unique challenges of the TNB individual, and (c) identifying affirming healthcare experiences. The findings included TNB avoidance of healthcare, concealment of gender identity and the subsequent negative impacts from this as well as heteronormative assumptions and stigmas regarding their gender identity from healthcare professionals
Pain Registry For ME 2 Participant Flyer
No full textFlyer calling for participation in UNE project Pain Registry for ME 2.https://dune.une.edu/mepainreg/1001/thumbnail.jp
Exploring Internal Communication At United States Higher Education Institutions
Full text linkCommunication serves a crucial role in higher education institutions (Pineda et al., 2024) which can aid organizational performance when effective (Meirinhos et al., 2022). Change can also achieve necessary support through internal communication (Lemon & Towry, 2021) and higher education institutions are currently being challenged and require change (Abushawish, 2018). Although scholars (Johnstone & Schexnider, 2023; McClure, 2017; Moran, 2016) have named many sustainability strategies, Burukina (2021) indicates that internal communication plays a central role in higher education’s sustainability efforts. However, internal communication studies within higher education institutions remain limited (Burukina, 2021; Campbell, 2018; Clemmons, 2022). The purpose of this qualitative transcendental phenomenological study was to explore the lived experiences of supervisory communication professionals with the processes, planning, and purpose(s) of internal communication at higher education institutions in the United States. Guided by strategic internal communication theory (Hume & Leonard, 2014), the study’s literature review explored organizational communication, internal communication, and higher education institutions. The research was conducted using a qualitative, transcendental phenomenological methodology. A purposeful sample of 10 supervisory communication professionals were recruited to participate in semi-structured, in-depth interviews. Three themes emerged from the data: (1) the channels used by supervisory communication professionals align with the purpose of their communication, which is mainly to inform, (2) audiences, messages, and channels are tailored to avoid information overload, and (3) internal communication processes and planning require approval. The study’s findings may be valuable to higher education leaders, communication professionals, and institutions that seek internal communication improvement. Five practical strategies are provided
Exploring The Lived Experiences Of Work-Life Balance Among Female Public School Teachers (K-12) In The Cayman Islands
No full textThis study explored how female public-school teachers (K-12) in the Cayman Islands experienced and managed work-life balance within the intersecting contexts of gender, culture, and institutional demands. Guided by phenomenological principles and framed through role theory, the study examined how participants defined work-life balance, the challenges they encountered, and the strategies they employed to sustain equilibrium between their professional and personal responsibilities. Semi-structured interviews were conducted with female teachers across the public education system, allowing their lived experiences to inform the analysis. Findings revealed that work-life balance was perceived as a continuous process of negotiation rather than a static state. Participants reported excessive workloads, administrative pressures, and cultural expectations of women as major challenges compounded by the interconnected nature of small-island communities. Despite these barriers, teachers demonstrated resilience through adaptive strategies, including boundary-setting, prioritization, reliance on faith, and seeking support from family, colleagues, and institutional resources. This study contributes to the global and Caribbean discourse on teacher well-being by highlighting how female teachers in small-island contexts navigated complex role expectations. This underscored the need for systemic reforms that address workload, promote flexibility, and strengthen well-being initiatives. Ultimately, the study enhanced the understanding of how cultural, gendered, and structural factors collectively shaped work-life balance for female teachers in the Cayman Islands, offering valuable insights for policy, practice, and future scholarship
Mapping Pain Management In Maine Participant Flyer
No full textFlyer calling for participation in UNE project Mapping Pain Management in Maine.https://dune.une.edu/mepainreg/1002/thumbnail.jp