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Opioid Knowledge and Experiences in Nebraska College Students
Get PDFThis study investigated opioid-related knowledge and experiences among 83 Nebraska college students, with an emphasis on awareness, perceived risks, and educational needs regarding opioids and the overdose-reversing drug, naloxone. For participants who have used opioids outside of a doctor’s orders, questions were asked regarding motivations, comorbidities, coping mechanisms, and treatment experiences. Data were collected via an anonymous survey featuring closed- and open-ended questions. Results showed that 41% of participants reported feeling moderately knowledgeable about opioid risks, while 34% felt only slightly knowledgeable. Although 80.7% of participants were aware of naloxone, most were uncertain either about (22.9%) or did not know (49.4%) how to administer it. Among the 6% of participants who reported opioid misuse, common motivations included coping with mental health challenges (100%) and recreational use (80%). There was a large variety of other substance use among these participants, particularly nicotine (80%), marijuana (60%), and prescription stimulants (60%), with 60% reporting drinking alcohol at least twice a week. Notably, 95% of all participants expressed interest in additional opioid-related education, favoring online formats. These findings highlight the need for targeted education on opioid risks and overdose prevention among college students, particularly regarding naloxone administration
Educative Leadership of Curriculum Development Reconceptualized as Leadership of Personal, Group, Institutional and System Learning
Get PDFThis paper reconceptualizes educative leadership as leadership of learning, integrating advancements in curriculum development, epistemological diversity, and ethical imperatives within a holistic pragmatic framework.
Leadership of learning positions leaders as facilitators of dynamic educational ecosystems that align curriculum goals with pluralistic epistemologies, practical solutions, and contextual relevance. Recent curriculum trends—such as personalized learning, competency-based education, cultural responsiveness, and socio-emotional learning—reflect an embrace of constructivist and critical approaches, emphasizing inclusivity and adaptability.
Holistic pragmatism strengthens these developments, advocating for curriculum designs that are theoretically sound and practically relevant, fostering co-construction of knowledge through active engagement.
Organizational development (OD) theory enriches this dialogue, offering tools such as AI-driven personalization, hybrid models, and agile principles that ensure curriculum responsiveness to societal and technological changes. The integration of Cultural-Historical Activity Theory (CHAT) and ambidextrous organizational strategies further bridges foundational knowledge with innovative interdisciplinary approaches. These alignments emphasize learner-centered environments, ethical commitments, and global citizenship.
Transformative, instructional, and distributed leadership frameworks converge within this synthesis, integrating epistemological diversity with evidence-based and ethically grounded practices. By fostering continuous improvement, professional development, and systemic reform, educative leaders advance equity, cultural sensitivity, and holistic learner development.
This pragmatic, coherent perspective prepares students, educators and educational administrators to navigate real-world complexities, ensuring sustainable, equitable educational futures
Leilani\u27s Fortune
Get PDFThis is a film review of Leilani\u27s Fortune (2024), directed by Loveleen Kaur
In the Summers
Get PDFThis is a film review of In the Summers (2023), directed by Alessandra Lacorazza
Rethinking Social Work Education in Light of the COVID-19 Pandemic: Lessons Learned from Social Work Scholars and Leaders (First Edition)
No full textFeaturing chapters written by a diverse group of social work professionals, Rethinking Social Work Education in Light of the COVID-19 Pandemic: Lessons Learned from Social Work Scholars and Leaders explores the profound effects of the pandemic on social work education.The book recognizes the pandemic took an emotional, cognitive, and physical toll on those in the academy, which also affected students’ ability to learn and instructors’ ability to teach. Each chapter explores students’ and instructors’ experiences throughout the pandemic and showcases the creative ways in which educators in the U.S., Canada, and Israel developed projects, classes, and innovative field experiences to support students while teaching remotely.The first section of the book recounts educators’ experiences teaching during the pandemic with emphasis on overcoming challenges in the new virtual classroom and innovative redesign of curriculum. The second section examines how theoretical and experimental social work classes were affected during the pandemic. The final section considers the creation of new programs to meet the needs of students and instructors in a post-pandemic era.Rethinking Social Work Education in Light of the COVID-19 Pandemic is an exemplary resource for courses and programs in social work education and administration.https://digitalcommons.unomaha.edu/socialworkfacbooks/1007/thumbnail.jp
Economic Data from the U.S. Census Bureau
Get PDFThis session will provide a brief overview of some of the many U.S. Census Bureau resources available to describe the economy and how to access some of these data resources