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Descriptions and Differences by Regions and Divisions in the United States: Female Secondary School Administrative Leaders
Get PDFThis ex post facto comparative, non-experimental study investigated the demographics and characteristics of female secondary school administrative leaders (N = 1,068) to determine if the community types, individual characteristics, school leader characteristics, and school characteristics varied by regions and divisions in the United States. To determine the demographics and characteristics of female secondary school administrative leaders, survey data from the National Teacher and Principal Survey (NTPS) from the 2017-2018 school year published by the National Center for Educational Statistics (NCES) data were analyzed in this study. The results of this study indicate that there were statistically significant differences among female secondary school administrative leaders regarding community type, race, ethnicity, participation in an aspiring administrator program, experience as a department chair, highest degree earned, school size, and working at schools accessing Title 1 funding by regions and divisions in the United States
EVGP Go-kart Propulsion System
No full textThis team designed and prototyped a boost system that can propel an electric go-kart out of turns during the Electric Vehicle Grand Prix collegiate competition. The system is driver actuated and utilizes compressed air to power a secondary motor connected to the go-kart\u27s drive axle.https://pilotscholars.up.edu/egr_project/1070/thumbnail.jp
Helvetia Creamery - Team Cheese
No full textThis team designed and created a semi-automated cheese washing machine that will be used to wash swiss alpine cheese wheels with a salt brine. This process is usually completed manually every day to ensure cheese quality, so our innovation aims to save time and energy throughout this process.https://pilotscholars.up.edu/egr_project/1066/thumbnail.jp
A Transcendental Phenomenology of Homeless Parenting Youth in a Clackamas County Rehousing Program: Examining Their Lived Experiences and Educational Prospects
Get PDFLiterature is limited on the experiences of parenting homeless youth in rehousing and education programs. This study filled a research gap by discerning the experiences of parenting youth living with homelessness in the Clackamas County Youth Housing Initiative. Utilizing a transcendental phenomenology, this study explored how three Clackamas County parenting homeless youth experienced the housing program and the education services provided by the Clackamas County Youth Housing Initiative; and how the program and services impacted them during re-entry into mainstream daily life. Three young mothers, ages 18-25, were interviewed to extract respective experiences. Interviews were then analyzed to distill pertinent statements, themes, and essences to solidify a composite description of the youths’ lived experiences with housing and education programs through the Youth Housing Initiative. The data revealed participants were at different points in their journeys, but also exhibited that the youth were bound by extenuating structures, such as sense of motherhood, sense of safety, ongoing impacts of homelessness, all while deducing who they could trust in the process of pursuing an education or providing for their young children. The study yielded an ongoing need for holistic and individualized support to assist these youth in their thriving. Also, the ongoing use of Positive Youth Development was cited as a practice with which to situate the evolving experiences of these youth in their housing and educational prospects. Future research prospects include studying a second evolution of the same youths’ involvement in the Youth Housing Initiative programming as well as studying how their distinct journeys with parenting might affect these youth in their second year of programming
Onward Rose City
No full textMedium: Pen and watercolors on paper.
Description: Portland Timbers vs. LAFC at Providence Park. Portland, OR.https://pilotscholars.up.edu/thaynecovert_exhibit/1019/thumbnail.jp
Memorandum for Maureen
No full textPortrait of the artist\u27s late grandmother, Maureen Quinn. Depicted when Maureen was the same age as the artist at the time of the piece\u27s creation.
Medium: Graphite and Inkhttps://pilotscholars.up.edu/quinn_soleia_exhibit/1002/thumbnail.jp
Year Five
No full textThe painter, age 5 in an aerial view partly submerged in the bathtub.
Medium: Acrylic paint on canvashttps://pilotscholars.up.edu/quinn_soleia_exhibit/1001/thumbnail.jp
Let Loose Your Longing
No full textAbstraction of a classical piece.
Medium: Acrylic paint on canvashttps://pilotscholars.up.edu/quinn_soleia_exhibit/1007/thumbnail.jp
Faculty Development and Interdisciplinary Partnerships: Supporting Change in Instructional Practice of Engineering Faculty Members Through Professional Learning and Pedagogical Expertise
Get PDFA shortage of science and engineering professionals has led to an effort to engage and retain higher education students in science, technology, engineering, and mathematics (STEM) majors in the United States. School reformers call on faculty members to shift their teaching practices towards evidence-based instructional strategies that involve students in the learning process. Professional developers provide awareness of innovative strategies, but support during implementation is rare. This case study research examined how one unique professional learning partnership (PLP) between a School of Engineering and School of Education in the Pacific Northwest supported an instructional change.
Faculty members supported by the PLP created, implemented, and assessed curriculum in an undergraduate engineering program through training, ongoing coaching, and local and national engineering education networks. In aggregate, 19 faculty member surveys, six interviews, and 42 artifacts and were collected for this study. Key findings revealed that faculty members desire more pedagogical training with their colleagues and implement evidence-based instructional strategies if they see value in the changes. While the COVID-19 pandemic disrupted instruction, faculty members continued to implement strategies that connected students to the real-world using problem-based learning. Conditions that led to continued implementation included support from colleagues, pedagogical coaching, and ongoing feedback. Data evidenced an educational-related research component for faculty development could improve participation and application of new initiatives
Exploring the Graduation Gap Between Oregon Virtual and Traditional High Schools
Get PDFThe purpose of this causal-comparative study was to compare graduation rates, defined as completing high school within five years, of students who learned online in Oregon virtual schools to students who attended traditional schools. The study utilized longitudinal data provided by the Oregon Department of Education connected to literature-supported graduation indicators to explore and compare graduation rates of traditional and virtual students. Analysis of data in the study was guided by three research questions: (1) when examining the ratio of the number of school days spent in a virtual school setting to the student graduation rates, does the increase of days in a virtual setting impact the likelihood of high school graduation, defined as completing 24 credits, (2) do predictive graduation indicators from the literature (i.e., attendance, behavior, demographics, performance, and mobility) explain the discrepancy, if any, in virtual and non-virtual Oregon five-year high school graduation rates, and (3) what combination of indicators is most useful for predicting a virtual student’s graduation outcome? The analysis used descriptive statistics and binary logistic regression to address the research questions. Key findings of the study included: attending a virtual school was not a good predictor of whether a student would graduate; behavior was not an effective indicator in virtual schools; it was easier to predict a graduate than a non-graduate; adding measures of mobility to previously studied indicators, attendance, behavior, and course performance, improved the ability to predict graduation outcomes for both traditional and virtual students; for virtual students, results of this study suggest that mobility may be a valuable substitute for behavior in a predictive model focused on students who attend school virtually