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Factors That Correlate With Student Engagement And Success In Honors Student Theses At A New England Public Institution
Get PDFThe purpose of this quantitative study was to determine the factors that correlate to successful outcomes on honors theses at an undergraduate public institution compared to findings collected from several private liberal arts colleges. Utilizing Kuh’s (2008) theory of engagement and success as a theoretical framework, this study sought to understand how participation in a single high-impact practice – a culminating senior experience – impacted sense of belonging, engagement and success in an honors senior thesis. An anonymous online survey (Trosset & Weisler, 2018) was deployed to answer two research questions: does a positive student-faculty relationship correlate to engagement and success for students at an undergraduate public institution; and are there differences in findings of factors that correlate to success on a culminating senior experience at a public institution compared to the private liberal arts colleges (Trosset & Weisler, 2018). Graduating seniors and recent graduates of an honors program with a required senior thesis served as the study population. Results of the quantitative correlational analysis demonstrated a moderate relationship between student-faculty relationship and student commitment or quality of engagement with their thesis and a near moderate relationship between student preparation for their thesis and student commitment. Future studies will incorporate measurable evidence of success with a larger sample of capstones and independent ratings of student work to achieve generalizability of data. Finally, this study recommends further investigation between faculty advising, independent rubric scores, and thesis grade to analyze the relationship between quality and effort
The Impact Of Dexmedetomidine Use In Patients Over The Age Of 60 Undergoing General Anesthesia On Postoperative Delirium Incidence
Get PDFPostoperative cognitive dysfunction (POCD) and postoperative delirium (POD) are of concern in the elderly population undergoing an anesthetic due to increased mortality and decreased quality of life that can ensue. Sui et al. (2021) reported a 15-50% incidence of POD in elderly surgical patients. Dexmedetomidine is a highly selective, alpha-2 agonist with sedative, analgesic, and anxiolytic properties that mimics a sleep-like state and causes bradycardia and hypotension but not respiratory depression. Dexmedetomidine has neuroprotective properties, including anti-apoptosis and anti-inflammation (Wu et al., 2019). A current review of the literature revealed that dexmedetomidine use can decrease POD incidence in the aged patient population undergoing general anesthesia. Intraoperative or postoperative dexmedetomidine use should be considered in the elderly patient receiving general anesthesia
The Effect Of Clonidine On Hyperbaric Bupivacaine And Opioid In Cesarean Section Women Under Spinal Anesthesia
Get PDFPain is undoubtedly one of the most undesirable outcomes associated with cesarean section in parturients. The most effective post-cesarean section pain relief option should prioritize maternal, fetal, and neonatal safety, with minimal to no medication transfer to the fetus and neonate. In obstetric anesthesia, neuraxial approaches, with the inclusion of adjuncts like clonidine for pain management may provide some additional benefits. Consequently, obstetric anesthesia practitioners have increasingly used intrathecal clonidine to alleviate post-cesarean section pain. This manuscript examines whether intrathecal clonidine, when combined with hyperbaric bupivacaine and/or opioids (fentanyl and/or preservative-free morphine), has a sustained analgesic effect in parturients following cesarean delivery under spinal anesthesia. A literature review of relevant articles was conducted. Results of the literature review suggested that the addition of intrathecal clonidine to bupivacaine reduced the 24-hour morphine consumption and prolonged the subarachnoid block duration in cesarean section patients
Assessing The Academic Impact Of Two Adaptive Learning Technology Math Programs Using Hattie’s Visible Learning Theory
Get PDFThis quantitative study examined the academic impact of two adaptive learning technology math programs (Espark and iXL) alongside the social validity of teachers in a rural western Maine school district who used the program in their classrooms. Using Hattie’s Visible Learning Theory (2008) as the theoretical framework, the study tested two different hypotheses. The first hypothesis stated that both Espark and iXL would have an effect size of .40 or greater when the pre and post tests were compared. The study used the Northwest Evaluation Association (NWEA) assessment for its pre and post assessment because it is a nationally normed assessment that was already in use in this school district. Data for the study was taken from 24 grade five students, 29 grade seven students and 17 grade eight students for a total of 70 student data points. Student data was only taken from students who took both the pre and the post assessment, were enrolled in one of the two participating schools, and used either Espark (grade 5) or iXL (grades 7 & 8) for forty-five minutes or more a week. The study confirmed the first hypothesis that both adaptive learning programs met the .40 Hattie yearly growth threshold, with Espark having an effect size of .439 and iXL an effect size of .532. These findings should be accepted with caution given several factors including: low participant numbers, discrepancy between the effect size calculations and the NWEA expected growth measurements, and the varying design use of the programs in the three different grade levels.
The second hypothesis for this quantitative study stated that there would be a positive mean score of greater than 3 on a study-specific social validity survey given to five participants who teach math in grades 5, 7 and 8 in the site school district. The study asked four math teachers to provide their perception of the adaptive program that they were using in their classroom and rate the program in terms of student motivation, impact on student math standards, impact on the NWEA, ease of implementation, and a number of other factors in the ten-question survey.
The Espark responders had an overall score of 3.32 (average of all 10 questions given by all three responders) and the iXL responders (one seventh/eight grade and one grade 6 math teacher) had an overall mean score of 4.20. These mean scores confirmed the initial hypothesis. However, caution is noted when accepting these results for the following reasons: there were only five participants for this part of the study, the survey was created specifically for the study and therefore has not been tested in other settings, and there was a methodology change that cause the study to have to use seventh and eighth grade responders instead of the grade 6 math teacher only which was part of the original design
Mindfully Organizing Collective Teacher Efficacy: A Case Study Of Efficacious Educator Teams
Get PDFCollective teacher efficacy (CTE) has well documented positive effects on student outcomes (Goddard et al., 2017), teacher job satisfaction (Buonomo et al., 2020), and educator persistence (Guidetti et al., 2018) in the face of challenging tasks. Characterized by the collective belief in the group’s capability to successfully accomplish tasks associated with their professional practice (Donohoo, 2018), what influences group efficacy belief formation remains an underdeveloped area of academic and practical understanding (Tschannen-Moran et al., 2014). To better understand the influences that shape CTE beliefs, and how those influences contribute to the known sources of CTE, a multiple–case study design was used to conduct focus group interviews with four collectively efficacious elementary school-based educator teams. Affirmed within the findings of this study, an a priori conceptual link between the enabling conditions of CTE (EC-CTE) (Donohoo et al., 2020) and the five mindful organizing behaviors (Weick & Sutcliffe, 2015) was developed. Additionally, heedful interrelating (Weick & Roberts, 1993) was found to have a potential mediating role between the EC-CTE and mindful organizing behaviors, while psychological safety (Edmondson, 1999) was found to have a potential moderating role among all the conditions. Given the findings of four dynamic and interacting conditions that influence CTE beliefs, a complex system of CTE conditions is conceptualized, explained, and situated within the relevant literature
Exploring The Lived Experiences Of Public High School Teachers And Instructional Coaches Participating In Virtual Instructional Coaching During The COVID-19 Pandemic
Get PDFThe purpose of this qualitative phenomenological study was to explore the lived experiences of public high school teachers (grades 9-12) and instructional coaches who have participated in virtual instructional coaching during the COVID-19 pandemic. Three research questions guided this study: (1) How do public high school teachers and instructional coaches describe their experience with virtual instructional coaching during the COVID-19 pandemic?, (2) How do public high school teachers and instructional coaches describe the changes in instructional coaching experienced during the COVID-19 pandemic?, and (3) How do public high school teachers and instructional coaches describe their relationships with their instructional coaching partner during the COVID-19 pandemic? The partnership approach theory was applied as the conceptual and theoretical framework for this study.
Semi structured interviews were used for data collection. Upon completion of coding and analysis, themes emerged which included the use of flexible feedback in the virtual environment, incorporating co-teaching as part of the instructional coaching model, and the presence of positive relationships in the virtual environment. The findings of this study focused on the lived experiences of public high school teachers and instructional coaches. Participants indicated frustrations with their experiences, a desire for flexibility with virtual instructional coaching and cited more present and positive relationships during the studied time period
Possible Surf And Turf Mutualism: The Potential Of Yeast Grown From Maine Wood As Feed For Atlantic Salmon
Get PDFWith fed aquaculture expanding, challenges are being faced with increasing demands for protein for feed. Fishmeal as a protein is at high cost and low supply, and meals from terrestrial agriculture can impact fish health; both also generate environmental challenges. One potential alternative protein is yeast, which can be grown using waste softwood. Simultaneously, Maine forestry has lost buyers of waste wood with several paper mill closures. If yeast is produced as an alternative protein for fish feed using this wood, both Maine Atlantic salmon farming, Maine’s most valuable form of aquaculture, and Maine forestry could benefit. Environmental impact and stress from the cost and shortage of fishmeal could be reduced or prevented for Maine aquaculture and a new market for waste wood provided for Maine forestry. This thesis was therefore designed to assess if such a concept is reasonable and beneficial considering information from industry stakeholders.
Using feed and protein demand for salmon given by Maine salmon producers and waste softwood availability data from Maine sawmill representatives, as well as literature, it was found that substitution of wood-grown yeast for fishmeal from wild low-trophic level fish and SPC in feed provides benefits to both aquaculture and forestry. A feed formula composed of 5% yeast replacing 29% of fishmeal from wild low-trophic level fish and 15% of soy protein concentrate (SPC) is recommended. When compared to standard feeds, such a feed formula reduces forage fish consumption for fishmeal by 29%, land use for protein production by 10%, and greenhouse gas emissions and acidifying emissions from protein production by 9% each, assuming forage fishmeal and SPC as the major protein components. It also reduces the cost of proteins per metric ton of feed by 8% in such a scenario. Furthermore, there is sufficient waste wood in Maine to feed salmon production using this formula up to the global scale, and even when producing feed containing 5% yeast for only Maine Atlantic salmon aquaculture, wood consumption for yeast production can provide a significant market for waste wood to some sawmills. Although a feed formula incorporating 8% yeast was also tested and found to provide greater environmental and cost reduction benefits for aquaculture, this may exceed feed producers’ expected maximum inclusion levels for ingredients. From perspectives on woodgrown yeast protein among salmon and salmon feed producers and sawmill representatives, several concerns were listed and strategies recommended. Yet there was a generally positive outlook on the proposed protein; thus, quantitative and qualitative data from stakeholders suggests this is a reasonable concept, though much must be considered for it to succeed
Zephyr: The Twenty-Second Issue
Get PDFThis is the twenty-second 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/1760/thumbnail.jp
January 2022
Get PDFNew England Osteopathic Heritage Center\u27s annual newsletter for January 2022https://dune.une.edu/neohc_newsletter/1007/thumbnail.jp
Examining The Job Satisfaction Of Direct Care Workers During Covid-19: A Quantitative Descriptive Study
Get PDFThis quantitative descriptive study examined the job satisfaction of 39 Direct Care Workers (DCWs) who worked during the COVID-19 pandemic from March 2020-December 2021 in the United States. This was done not to determine cause and effect between the pandemic and job satisfaction of DCWs: the pandemic was simply used as a timeframe. A REDCap survey was posted to two DCWs groups on Facebook which contained information on the study, an electronic version of the Job Satisfaction Survey (JSS) by Paul Spector (2021) and general demographics questions. Snowball sampling was also encouraged for particpants to share the survey with other DCWs they may know that met the criteria for the study. The results and findings of the research were that globally the sample study scored lower than the Spector (2022) American Social Services Norms, with an 18.24 point overall difference. This can be inferred as the DCWs of the sample study being more dissatisfied than the norms. In addition to this 8 out of 9 facets were less than (0.13-3.45) the provided American Social Service Norms, indicating varying degrees of dissatisfaction/ambivalence in those areas as well. Only 1 facet of the study indicated that the sample study DCWs are slightly more satisfied (0.29 points higher) than the norms, and that was in regards to the work itself. This study’s findings coupled with further research in regards to the job satisfaction of DCWs can be used by provider agencies to address areas where DCWs report dissatisfaction otherwise known as “hygiene”, and maintain initiatives that promote satisfaction also referenced as “motivation” which is supported by the conceptual framework of Herzberg’s theory of job satisfaction (Khanna, 2017)