Pacific McGeorge School of Law
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Heading for the Hills: An Evaluation of the Conditions Impacting Teacher Attrition and Retention in Post-Pandemic California Title I Schools
No full textThe low rates of preservice and early in-service teacher retention in California’s Title I schools have been a longstanding concern and contributing factor in the state’s teacher shortage. However, the impacts of the SARS-CoV-2 (Coronavirus) pandemic exacerbating teacher attrition creates a concern for how frameworks of new teacher support should be re-examined in post-pandemic classrooms. This study aimed to understand what factors are most important to preservice and early in-service teachers working in Title I schools when deciding to retain or resign from their positions. Additionally, this study examined whether reported factors associated with teacher attrition and retention differ from historically relevant factors, and the degree to which teacher demographic information or independent factors moderate attrition and retention.
Findings from this study showed the only factor significantly associated with preservice and early in-service teacher attrition was the degree to which positions aligned with teachers’ personal ideologies and beliefs on effective instruction. No other factors or demographic information moderated the relationship between ideology and attrition/retention. Teachers who reported ideological alignment were 78.3% less likely to leave, while those with low alignment were 4.6 times more likely to resign. While several combinations of factors correlated with attrition/retention, only ideology and beliefs significantly predicted outcomes. Results suggest that this novel factor outweighs historically relevant predictors as well. Given the non- experimental design, further research is needed to explore how these findings can inform improved support frameworks for new teachers in Title I schools
Discrete Math for Computer Science
No full textDiscrete Mathematics and its Applications is a focused introduction to the primary themes in a discrete mathematics course, as introduced through extensive applications, expansive discussion, and detailed exercise sets. These themes include mathematical reasoning, combinatorial analysis, discrete structures, algorithmic thinking, and enhanced problem-solving skills through modeling. Its intent is to demonstrate the relevance and practicality of discrete mathematics to all students.https://scholarlycommons.pacific.edu/open-textbooks/1030/thumbnail.jp
Supporting young adolescent literacy through drama/theatre arts: Experiences from two teacher-researcher collaborations co-designing for arts integration
No full textThis chapter describes two teacher-researcher collaborations in which the authors co-designed instructional units integrating drama/theater arts into middle level curricula in California public schools. Co-designs proved to be responsive, challenging, equitable, and engaging for students in “traditional” middle level classrooms. Ayesha (5th grade/ages 10–11) integrated drama/theater arts in ELA and history-social science for equitable access to challenging texts. Pairing drama/theater arts practices with short literary and expository texts resulted in reluctant readers’ engagement with texts. Jessica (7th grade/ages 12–13) used drama/theater arts to support students’ literacy skills, particularly text accessibility for multilingual learners. Skills included understanding complex literary and informational texts, analyzing text through embodiment, developing a vocabulary for close reading, and identifying emerging themes. Both teachers followed similar instruction patterns: (1) drama/theater arts practices to scaffold reading (“unpack” texts), (2) whole-class debriefing of activities, and (3) short writings for assessment. Cross-classroom findings indicate increased engagement with and comprehension of subject-specific content, additional opportunities for self-expression and creativity, critical thinking skills development, and potential for added empathy toward others. Arts integration co-designs such as ours might be critical for diverse young adolescents to access the benefits of arts-related instruction (autonomy, subject-matter competence, classroom belonging, and identity).https://scholarlycommons.pacific.edu/ed-facbooks/1085/thumbnail.jp
Infusing race and other identity markers in secondary-classroom study of Shakespeare: A framework for design of K-12/teacher education instruction
No full textConventional K–12 approaches to Shakespeare and other pre-/early modern texts frequently render race invisible and gender, religious affiliation, and immigration status—and intersections among such minoritized identity markers—invisible or uncomplicated. We offer a framework of design and inquiry that aims to challenge, trouble, and interrogate such approaches. Our framework draws upon research and practice we conducted for several years through the Center for Shakespeare in Diverse Classrooms at the University of California, Davis (hereafter, “the Center”). We conducted this work in collaboration with leaders and practitioners of Globe Education, Shakespeare’s Globe, London. This partnership created immersive, inquiry-based, and sustained experiences for teachers using drama-based practices as a means to engage with texts and unveil possibilities for critical exploration (Athanases & Sanchez, 2020a). This chapter draws upon projects and insights from this work, informed by additional collaborators in California and London, including early career teachers, teacher mentors,[38] teacher educators, and Shakespeare scholars. We also place that work in conversation with RaceB4Race (RB4R) scholarship to provide tools and practical ideas for teachers aiming to infuse Shakespeare and other pre-/early modern works into their curricula and inquire into what unfolds in culturally, racially, and linguistically diverse classrooms...https://scholarlycommons.pacific.edu/ed-facbooks/1087/thumbnail.jp
The Safe Steps Project: Fall Prevention Amongst Older Adults in a Skilled Nursing Facility
No full textBACKGROUND: The Safe Steps Project aimed to reduce falls at Pine Creek Care Center, a skilled nursing facility located in Roseville, CA. Before this intervention, the fall rate at Pine Creek Care Center had been rising above their 15% goal in the first few months of 2025. Through an in-service education, this project has helped educate and increase nursing staff knowledge on fall prevention, such as intentional rounding with the 4 Ps (pain, position, potty, and possessions).
AIM: The Safe Steps Project addresses a major cause of injury in older adults, falls. The aim of this project was to improve knowledge regarding fall prevention to nursing staff at Pine Creek Care Center through an education in-service, ultimately reducing fall rates.
METHODS: This project was conducted through planned education in-services with a pre- and post-questionnaire, along with an interactive activity. Utilizing this method was aimed at increasing knowledge on fall prevention through a concise in-service that staff were already accustomed to this education format. The interactive activity provided the opportunity for staff to recall their knowledge prior to taking the post-survey. Data was collected from 56 participants via these questionnaires and analyzed using SQUIRE.
RESULTS: Results from 45 participants with completed surveys showed an improvement in knowledge regarding intentional rounding and the 4 Ps. Certified nursing assistants (CNAs) represented the largest group of participants. The mean participant age was 33.8 years old. The mean survey score increased from the pre-survey to the post-survey.
CONCLUSIONS: The Safe Steps Project was conducted at Pine Creek Care Center, where participating nursing staff exhibited improvement in knowledge of fall prevention education related to intentional rounding and the implementation of 4 Ps. The provision of continued education opportunities for facility nursing staff on fall prevention and access to educational materials is essential to improve and sustain positive outcomes in older adults in SNFs who are at higher risk of experiencing falls and fall injuries.https://scholarlycommons.pacific.edu/nursing-portfolios/1035/thumbnail.jp
Level Up Your Literature Reviews: Advanced Digital Tools for Emerging Researchers
No full textTired of drowning in PDFs and losing track of key themes? Transform your literature review process from overwhelming chaos to systematic mastery. This hands-on workshop will equip graduate students and emerging researchers with a powerful digital toolkit that integrates cutting-edge AI with proven qualitative analysis methods.
What You\u27ll Master: Systematic search strategies using ScopusAI to identify relevant literature efficiently Qualitative coding techniques in Dedoose to analyze and organize your sources thematically Strategic citation management using RefWorks or Zotero alongside your Dedoose analysis AI-enhanced analysis using NotebookLM and chatbots to uncover hidden patterns and generate insights From chaos to clarity: Transform coded themes into coherent outlines and compelling arguments
Complete Workflow You\u27ll Practice: Starting with search strategy in ScopusAI → importing and coding sources in Dedoose → building your citation library in RefWorks/Zotero → identifying additional themes with AI tools → creating structured outlines → writing with confidence
Why This Approach Works: This systematic method helps you move beyond surface-level summaries to develop the critical analytical skills that distinguish high-quality literature reviews. You\u27ll build rigorous research habits while leveraging AI to enhance (not replace) your scholarly thinking.
Hands-On Learning: Come prepared with your laptop and a research topic – we\u27ll work through real examples and you\u27ll leave with a functioning workflow tailored to your field.
Interactive Q&A: Get specific guidance on discipline-specific challenges, software troubleshooting, and adapting these methods to your unique research context.
Perfect for thesis writers, dissertation researchers, and faculty developing systematic review skills.
Stop reinventing the wheel – start building the literature reviews your field deserves
GateWise: Enhancing Security and Convenience in Gated Communities Through License Plate Recognition
No full textResidential gated communities require efficient vehicle access management while ensuring robust security. Traditional methods often rely on manual processes or outdated technologies that struggle with accuracy, scalability, and adaptability to real-world conditions. To address these challenges, we propose GateWise, an automated vehicle management system leveraging Automated License Plate Recognition (ALPR) technology. GateWise integrates advanced object detection algorithms with a user-friendly web-based interface to streamline vehicle authorization, tracking, and security.
Existing ALPR systems face limitations due to environmental variability (e.g., poor lighting, weather conditions) and dataset constraints, leading to inaccuracies in license plate detection. Open-source models, while cost-effective, often lack diversity in training data, reducing their reliability in dynamic scenarios. These issues compromise both security and user experience, necessitating a more adaptive solution.
GateWise employs open-source deep learning frameworks, specifically YOLOv8, optimized for license plate detection. A centralized web interface enables administrators to add or remove license plates, view all registered plates, and manage permanent or guest access with customizable expiration dates and times, ensuring seamless control over community vehicle permissions.
The development process leverages pretrained YOLOv8 models for both car and license plate detection, enabling efficient and reliable object recognition without the need for custom model training. Detection is tested using a custom-collected dataset that reflects real-world gated community scenarios, including challenging conditions such as glare, rain, and low lighting. Once a license plate is detected, the system uses an OCR engine to extract the alphanumeric text. The extracted text is then refined through post-processing to ensure it complies with California license plate formatting standards, improving the consistency and accuracy of identification. The system is developed using Python-based frameworks, integrating OpenCV for image handling, Tesseract OCR for text extraction, and a lightweight database to manage license plate records.
GateWise is designed to scale across communities of various sizes, with a streamlined, web-based interface that allows administrators to manage vehicle access easily. By focusing on practical, real-world performance and incorporating validation tailored to local standards, GateWise delivers a dependable and adaptable solution for modern vehicle access control in residential communities.
This project demonstrates how AI-driven ALPR systems can balance security and usability. GateWise automates access control while offering administrators granular oversight through its intuitive platform. Future work may explore privacy enhancements and integration with broader smart community ecosystems