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How Female Stem Undergraduate Students Form Their Science Identity
Get PDFThis qualitative case study describes how female science, technology, engineering, and mathematics (STEM) students choose their undergraduate major, the obstacles they faced when making that choice, and how they overcome gender-based obstacles. These descriptions illuminate the manner in which they form their science identity.
There is a gender gap in science, technology, engineering, and mathematics (STEM) disciplines (Viadero, 2009). This has been attributed to both biological and sociocultural causes. The biological basis for this disparity includes evidence of physiological differences between females and males, as well as the microaggressions and sexual harassment stemming from these differences (Bottia et al., 2015). The sociocultural basis for this disparity includes evidence of differences in females’ thoughts and feelings about STEM fields, the forces and influences they experience, parental and peer involvement in college and career decisions, as well as the availability of social and academic supports and female role models (Cundiff et al., 2013). Further, educational causes have been identified which include reduced access to STEM resources and supports and unequal attention in classes.
Female students reconcile their own perceptions about their place in science with that of others and with their various other social identities to form a science identity, the intersection between their performance, their competence, and their recognition (Carlone & Johnson, 2007). Science identity is a useful framework used to examine the changes that female students undergo as they choose academic majors, how they incorporate information related to the obstacles they face, and how they overcome those obstacles
Exploring The Perceptions Of Faculty And Staff Regarding The Impact A Facility Dog Has On Elementary Students’ Learning Environment
Get PDFOver the past decade there has been a drastic increase in students’ reporting and exhibiting feelings of overwhelming anxiety, depression, anger, and disengagement in the school setting (Relevette, 2020). To better appreciate these increases, one must first grasp the notion that two-thirds of school-aged students are experiencing toxic-stress, also known as long-term stress, on a daily basis. Toxic stress has been directly related to the halting of brain development in children (Rossen, 2020).
These experiences, often referred to as Adverse Childhood Experiences (ACEs), are various traumatic events children have been victims of, or directly exposed to, during their first seventeen years of life. The underlying effects of these events have left students unable to engage in their learning environment, thus changing the dichotomy of school, the role of the teacher, and the effectiveness of the classroom (Rossen, 2020). Noddings (1984) ethics of care theory, suggests that when a caring relationship or encounter occurs, the cared-for recognizes the caring and responds in some detectable manner. Supporting Noddings theory (1984), Bustad’s Human-Animal Bond theory (HAB) (1984), along with Maslow’s hierarchy of needs (1943) theory, the practice of using pets as support mechanisms to those with physical, mental, and social struggles (Fine, 2019) should be common practice in all school settings (Bradley, 2013).
A case study design was used to conduct this study. One administrator, three teachers, and three support staff from the research site were interviewed to gain their perspective and hear their observations regarding the impact a facility dog had on elementary student’s engagement in their learning environment. Interviews were conducted via Zoom®, transcribed using Otter.ai®, and coded using Atlas.ti®. Findings supported ta gap in literature pertaining to the use of a facility dog in a school setting to assist students with their mental health challenges, thus increasing their engagement in their learning environment. The results of this study confirmed that a facility dog improved relationships among all stakeholders in the building. Any and all students that had the opportunity and the desire to interact with the facility dog were observed to be happier and more engaged in school. In addition, the decrease in anxiety, angry outbursts, and students that typically were unable to remain in school for an entire day due to extreme sadness was noted. The seven participants interviewed shared their personal and professional experiences and all felt strongly that the presence of a dog helped the entire school community; young and old
Exploring Factors Influencing First Generation Undergraduate College Students’ Perceived Social-Self Efficacy (PSSE) And Ability To Socially Integrate With Academic Advisors
Get PDFAcademic advisors are an integral part of the undergraduate college student experience. Primarily recognized as one of the first connections to an institution that a college student encounters, academic advisors provide students with guidance, support, resources, and mentorship throughout a student’s academic journey at the institution. Although academic advisors are found to have a profound impact on a college student’s academic and social development, persistence to degree completion, and retention rates at the institution, many undergraduate college students are unable to socially integrate with academic advisors, primarily during a student’s sophomore year of college. A student’s sophomore year of college is found to be one of the most crucial times in a student’s academic career, and it is unknown what factors influence a student’s perceived social-self efficacy (PSSE) and ability to socially integrate with academic advisors during this critical period in their academic journey. The purpose of this transcendental phenomenological research study was to explore the factors that influence student PSSE and ability to socially integrate with academic advisors during a first-generation undergraduate student’s sophomore year of college. A conventional four-year, public higher education institution located in Maine was the setting for this transcendental phenomenological research study. This research study was guided by the following research questions: (1) From a first-generation, sophomore year undergraduate student participant perspective, what lived experiences have influenced their perceived social-self efficacy (PSSE) beliefs? (2) How do first-generation undergraduate college students feel their lived experiences have influenced their ability to socially integrate with academic advisors during their sophomore year of college? The data collected from the nine shared lived experiences of study participants were analyzed through thematic analysis to discover patterns, commonalities, and themes amongst the collected data. The revealed themes from the data analysis process were representative of both research questions and were grounded in internal & external social support systems, social relationship with academic advisor, sociocultural influences, lived experiences in high school, lived childhood/adulthood experiences, perception of self, and institutional resources. The results from this transcendental phenomenological research study found that a student’s PSSE was predominately shaped during the lived experiences encountered in high school. Results also found that being a first-generation college student influenced a student’s PSSE and ability to socially integrate with academic advisors during a student’s sophomore year of college, as well as a student’s perception of self. Additionally, results found that a student’s first year of college provided an instrumental path for social integration during their sophomore year. With current relevant literature on the college student sophomore experience being limited, data from this transcendental phenomenological research study can be used to assist other higher educational professionals in understanding the factors that influence student PSSE and their ability to socially integrate with academic advisors during their sophomore year of college
Postcard, Dr. George Still, Present President of American School of Osteopathy and Chief Surgeon, Still Hospitals, Kirksville, MO
No full textHeadshot of George Still, D.O. president of American School of Osteopathy and Chief Surgeon at the Still Hospitals in Kirksville, Missouri
Postcard, Missouri Woman\u27s Hospital
No full textColor image of Missouri Womans Hospital, Kirksville, MO., one of the Still Hospitals
Osteopathy and the Profession of Medicine
Get PDFLetter written to the Atlantic monthly in response to an article critical of osteopathy written by Dr. Channing Frothingham.https://dune.une.edu/kimballcollection/1029/thumbnail.jp
Teachers’ Perceptions Of Professional Learning Experiences Intended To Promote Growth In Their Discipline And Pedagogy
Get PDFProfessional learning is an essential tool for teachers to effectively learn and grow in their discipline. The professional learning model has not developed in tandem with the teacher certification requirements, as well as the changing dynamics in education. With the increase in mandated requirements, teachers have not witnessed an enhanced professional learning model that can align with their adult needs and guide them along the path to accomplish the goal of learning.
Preliminary research identified a gap in relationships from professional learning to the implementation in the classroom (Fulmer, 2016). The study’s research problem was that while professional learning experiences have been provided for teachers, it was unclear whether these experiences help teachers learn and grow in their disciplines and pedagogy. The purpose of this qualitative narrative study was to explore through stories, teachers’ perceptions of the professional learning experiences they participated in to identify optimal learning environments that can promote their own learning and growth in their discipline and pedagogy.
The findings in this study revealed that all participants identified a need for professional learning that enhances the importance of teacher motivation, provides a clear purpose for the professional growth, and offers empowerment for teachers through individual choice. Future studies can focus on the culture of the teaching faculty and its impact on professional learning, how to increase motivation with teachers, the impact of professional learning and student learning, as well as change with the culture regarding professional learning
How Do My Hormones Affect My Body Weight?
Get PDFA Brochure about Hormones and Body Weighthttps://dune.une.edu/an_studedres/1198/thumbnail.jp
The Perceptions Of School Psychologists Regarding The Disproportionality In Special Education For Students Of Color: A Qualitative Phenomenological Study
Get PDFRacial disproportionality in special education has been a problem of practice since Dunn called attention to it in 1968. Research has demonstrated the adverse effects on students including stigma, labeling, reduced access to high-quality educational opportunities, restrictive settings, and lower expectations and educational outcomes. Little research on disproportionality has examined how individual characteristics and societal factors intersect with specific school variables and contexts. Using disability critical race theory as a lens for exploration, this qualitative phenomenological study examined the phenomenon of disproportionality situated within a specific context to uncover how local factors may contribute to the incidence of disproportionality. Seven school psychologists from a suburban school district cited by the state for racial disproportionality in special education were interviewed to capture their lived experiences with the phenomenon. This study found five themes and eleven subthemes. Themes included lack of consistent pre-referral policies and practices; disparity patterns in the identification of students in the Open Choice population; staff perceptions in their low sense of self-efficacy to support students and perceived benefits of special education; bias; and disparity patterns in student externalizing behaviors and teacher response. Findings indicate the need for further allocation of resources to strengthen the pre-referral process and data collection, increased professional learning in the areas of intervention strategies and culturally responsive teaching practices, and leveraging of protective factors for struggling students
The Effect Of Post-Harvest Storage Temperature And Drying Method On The Pathogen Load Of Edible Kelp
Get PDFThe American seaweed industry is growing, primarily into the edible sector, and as a result, more seaweed products are available for human consumption. It is necessary to evaluate the safety of industry’s current post-harvest storage and processing methods to ensure the risk of foodborne pathogens on edible seaweed remains low. We evaluated the pathogen load of edible kelp post-harvest under three different storage temperatures (4˚C, 10˚C, 20˚C) and two different drying methods (air- and freeze-drying). The focal pathogens for this project were six of the most common food-associated pathogens in the United States: Listeria monocytogenes, Salmonella enterica, Staphylococcus aureus, pathogenic Escherichia coli, Vibrio vulnificus and Vibrio parahaemolyticus. We tested all six pathogens under each treatment condition on both sugar kelp (Saccharina latissima) and rockweed (Ascophyllum nodosum) as these are the most commonly farmed and wild-harvested species in Maine, respectively. We inoculated a known concentration of pathogen onto freshly harvested kelp, treated it under a storage temperature or drying method, and sampled it over time to determine the impact of treatment on pathogen load. Our results showed that storage at 20˚C led to replication while storage at 4˚C and 10˚C were effective at halting the replication of focal pathogens; however, as expected, no storage temperature resulted in notable pathogen death. On the contrary, both air-drying and freeze-drying were effective means to produce significant log scale reductions in surface pathogen load for all focal species. For both kelp species and a majority of pathogens, air-drying reduced pathogen load more than freeze-drying. Lastly, storing dried kelp for 6-weeks further reduced pathogen load across all cases. These results are promising for industry as they corroborate historical evidence that current post-harvest storage and processing conditions are producing products safe for human consumption