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Decriminilize Immigrants
No full textIssues surrounding the border crisis and undocumented immigrants have brutally resurfaced following the 2024 presidential election, and this PSA reflects some of the issues and trauma surrounding these situations. As a first-generation immigrant with dual citizenship, creating projects surrounding the issues that plague my community is important to me as uplifting our voices and not letting our hardships outweigh our accomplishments means the most to me. I added both hardship and joy because our lives are complex, it takes some families years to be reunited with their parents, kids, aunts, uncles, while others never reunite. Spreading awareness is never a futile action and we cannot let our issues be suppressed
Breaking Barriers First-Gen Experiences
No full textIn Breaking Barriers: First-Gen Experiences, first-gen students showcased their stories through poems, art, research, and personal reflections. Every story reflects resilience and creativity as they navigate their educational and personal journeys with a first-gen identity. These are stories that we can connect to and learn from to further build bridges for future generations in The First to Go Program
Minding The Gap: How Do New LCAP Requirements Address Equity for English Learners?
No full textCalifornia’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. In this report, Lavadenz and colleagues use a sample of 26 California public school districts with high numbers/percentages of ELs, finding that although some progress has been made, public schools continue to miss the mark in detailing explicit support for ELs. Despite changes to the LCAP template and increased attempts by the state legislature to require additional transparency and accountability, districts still fall short of articulating metrics, goals, and actions to support ELs. There are seldom plans that include disaggregated EL data or accelerated growth targets for ELs. The authors highlight three districts with promising practices for EL and LTEL supports and provide recommendations at the state and district levels.https://digitalcommons.lmu.edu/ceelreports/1010/thumbnail.jp
Introduction: The Politics and Ethics of Naming the Names of Enslaved People in Digital Humanities Projects
No full textThe Video Game Industry Needs a Buff: Accessibility Guidelines for Video Game Design
Full text linkThis Note examines the absence of standardized accessibility measures within the video game industry, focusing on the impact on game design inclusivity. First, it explores the limitations of existing frame works, such as the Americans with Disabilities Act and the 21st Century Communications and Video Accessibility Act, revealing shortcomings in ensuring equitable access for all gamers. Then, it contends that the current legal landscape falls short of ensuring that all gamers have equal access and opportunity to play. In response to these deficiencies, this Note advocates the adoption of comprehensive accessibility game design guidelines. It then addresses potential conflicts with First Amendment rights, which may impede the implementation of accessibility measures. Ultimately, this Note concludes that the importance of video games and the overarching games industry necessitates the establishment of a robust and inclusive game design standard that can guide game designers to ensure that all gamers, regardless of abilities, can equally partake in and enjoy video games
Developing Adaptive Expertise to Support All Learners: An Autoethnographic Investigation of my Teaching Journey
Full text linkEntering the profession with vastly different preparation and perspectives, teachers encounter diverse students, complex contexts, and shifting expectations for which they frequently find themselves underprepared by their preservice training. With greater awareness emerging about the significant effect that individual teachers have on student outcomes, and an understanding that the knowledge and mindsets needed for optimal instruction cannot be fully developed during preservice education, teachers need effective paths for ongoing professional development (PD). Self-directed PD, with its capacity for customization in content and pacing, has the potential to more effectively foster meaningful and continuous teacher learning. Through autoethnographic methods (e.g., Adams et al., 2015; Chang, 2013; Ellis, 2013; Ellis & Bochner, 2000; Holman Jones et al., 2013; Starr, 2010), this study sought to bridge the knowledge gap related to self-directed PD processes by investigating my journey of teacher development. Using the Five Lenses Conceptual Framework I developed based on over two decades of teaching experience and supported by extensive research, and using the theoretical framework of adaptive expertise (e.g., Bransford et al., 2005b; Hammerness et al., 2005; Hatano & Inagaki, 1986; Hayden et al., 2013; Pelgrim et al., 2022), I investigated the development of my identity, roles, and growth over two decades of teaching, and I explored how a systematic PD practice during one specific year facilitated more consistent and effective growth. The study reflects the impact of self-directed, systematic reflective teacher practices that can guide teacher growth in ways that support improved student outcomes. Effective PD paths are essential for educators seeking to be agents of change for students, especially given the complex and frequently shifting challenges of diverse student needs, inconsistent support, and socio-political inequities
A Very Important NATO Meeting
Full text linkA Very Important NATO Meeting is a slapstick farce about the futility of war. Fed up with the United States’ insatiable addiction to proxy conflicts, the rest of NATO calls an intervention to (hopefully) bring about world peace. Spoiler alert: it doesn\u27t work
On the Page
No full textWhen two grieving animators have the chance to get back their long-lost daughter, they dive into the dangerous world of classic animation and must re-learn how to be fun in order to survive and bring her home. “Finding Nemo meets Who Framed Roger Rabbit?
Live in the Prime
No full textThis study was developed in response to a brief issued by the Effie Collegiate competition, which challenged students to craft a campaign that would increase relevance and subscriptions among Gen Z for Amazon Prime. The resulting Live in the Prime campaign repositions Amazon Prime as the only brand capable of connecting Gen Z to the past, present, and future—an identity-aligned value proposition grounded in cultural and behavioral insights. Through a mixed-methods approach—including a survey (n=355), interviews (n=16), and secondary data analysis—the campaign identifies Gen Z as a cohort defined by a nostalgic affinity for past decades and an active engagement with emerging technologies. The central insight uncovers how Gen Z resists singular generational identity markers, instead embracing a fluid, remix-oriented cultural framework. The campaign’s strategy leverages this insight through an integrated media plan that combines digital advertising, interactive social media content, and experiential activations to reframe Amazon Prime as the only brand that gives Gen Z access to the past, future, and present (aka Prime). Key performance indicators include perceptual (brand sentiment), behavioral (click-through rates, engagement time), and business outcomes (subscription growth), with projected 12-month goals of a 20% increase in brand perception and a 100% increase in young adult Prime subscriptions. The campaign illustrates how nostalgia and identity construction can be operationalized in strategic communication to engage an elusive yet influential consumer segment