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The Future is Inclusive
No full textVictoria McClendon THE FUTURE IS INCLUSIVE 2024-2025 Stephanie Lezotte, Ph.D. Master of Arts in Higher Education This research explores the role of Diversity, Equity, and Inclusion (DEI) programs in higher education, specifically focusing on the impact of inclusion through Rowan University’s Unified Sports program. DEI programs are designed to support historically underrepresented groups, including students of color, LGBTQ+ students, students with disabilities, and other marginalized communities. This study examines the importance of DEI in fostering inclusive educational environments and investigates the consequences of removing such programs. A qualitative case study approach is employed, involving group interviews with students and faculty involved in Unified Sports, to understand their perspectives on DEI and how it shapes their experiences. The research highlights the multifaceted nature of DEI, demonstrating that it is not limited to race or ethnicity but encompasses a broader spectrum of underrepresented groups. It also addresses the political opposition to DEI and the historical context of systemic inequities in education. The findings underscore the significance of DEI for creating a sense of belonging and support for diverse student populations and emphasize the detrimental effects of its removal from higher education institutions. Through this study, the researcher aims to provide valuable insights into how DEI programs contribute to a more inclusive and equitable academic experience for all students
Tell Me How You Really Feel: A Case Study on Restorative Practices
No full textRestorative Practices are gaining popularity as the primary form of handling student discipline. In the past, school districts have heavily relied on exclusionary practices, such as suspension and expulsions. The purpose of this qualitative case study is to explore and understand how educators make sense of restorative practices in an urban intermediate school serving students in fourth to sixth grade. The guiding framework for this study was Sensemaking Theory. Sensemaking theory helps researchers to understand how participants make sense of their experiences. Ten teachers, from an urban intermediate school, participated in this study through semi-guided interviews, observations, and document collection. According to the data, the participants in this study had a positive experience with restorative practices. Due to the disruption of redistricting, it took around three years for the teachers to see changes in student behavior. The practice recommendations are for educators to involve the voices of parents and students. As the staff of ABC Intermediate School collaborated, they can create a strong environment for restorative practices by working with parents and students
Quality Over Quantity-Current Challenges of Robotic Surgery in Poland
No full textSince its introduction in 2010, a dynamic growth of robotic-assisted surgery (RAS) has been observed in Poland. The number of healthcare institutions implementing RAS has tripled in the last 36 months, with 80 surgical robots currently utilized on a national scale. While urological procedures dominate RAS utilization (73%), adoption in gynecology (12.2%) and gastrointestinal surgery (8.5%) is rising, driven by recent National Health Fund reimbursement policies. However, significant fragmentation and alarmingly low numbers of individual RAS procedures were identified: 47.7% of surgeons perform less than 40 cases annually. Parallel to expanding the robotic surgery reimbursement program, several standardized actions are warranted to further facilitate and optimize modern surgical practices in Poland. Regional disparities in access and underutilization of robotic systems, followed by a lack of a centralized and standardized registry to evaluate surgical and oncological outcomes, represent the main challenges to integrating robotic surgery nationally. Addressing these, followed by implementing structured training and uniform evaluation frameworks for clinical and oncological outcomes, are critical to maximizing the potential of surgical robotic systems in Poland
Providing Instructional Literacy Videos Increases Literacy and Parent Engagement
No full textAbstract MaryJoAnn Wilks Providing Instructional Literacy Videos Increases Literacy and Parent Engagement 2023-2025 Thesis chair Susan Browne, Ed.D., Professor, Department Critical Literacy, Technology & Multilingual Education Master of Arts in Reading Education This qualitative research project explored the impact of a family literacy program designed to enhance third-grade students’ reading skills through the use of instructional videos and at-home literacy activities. Conducted in the town of Bridgeton, New Jersey, the study focused on themes of preparation, motivation, and participation to examine how families engaged with the program and supported their children\u27s learning. Data were collected through observations, parent feedback, and student assessments, with particular attention to changes in reading comprehension and overall engagement with literacy. The findings indicated that when families were provided with clear, accessible instructional tools, students demonstrated noticeable improvements in their reading abilities and a stronger motivation to participate in literacy activities. In addition to measurable academic gains, the research revealed the importance of family involvement and the potential for educators to extend learning beyond the classroom. Parents reported feeling more confident in helping their children at home, and students expressed greater enjoyment in reading. These results suggest that family literacy programs that integrate digital resources can serve as powerful tools to bridge home and school learning. The study concludes with a call for more teachers to implement similar strategies in their own classrooms and for communities to invest in sustainable family literacy initiatives that support long-term educational success
A Guided Board Preparation Initiative to Support Struggling Students\u27 Success in Board Exams
No full textThe Guided Board Prep Initiative was created to synthesize all the board preparation resources and provide more organized guidance for students we identified in MS1 who would struggle to pass COMLEX Level 1. Among at-risk students between 2023/4-2024/5 cohorts (N=169), the cohort of 2024/25 had significantly higher COMLEX Level 1 pass rate than 2023/24 cohort (chi-square 4.8, p-0.03
Dynamical Evolution of Kinematic Properties: The Steady Forcing Case
No full textObservations from recent large submesoscale drifter deployments in the ocean exhibit complicated time series of the kinematic properties (KP) — divergence, vorticity, shear and normal strain rates. These are challenging to interpret in the complex ocean-atmosphere system. The evolution equations for the four KP are derived from the two-dimensional momentum conservation equations on the f -plane. The resulting equations capture the submesoscale motion of drifters along fixed ocean surfaces, with time and space scales on the order of days and kilometers. They are linearly coupled through the Coriolis term and nonlinearly coupled through the horizontal divergence. The solution space, even under steady forcing, is found to be enormously rich. The present study summarizes the KP’s responses to various generic forcing scenarios, providing a basis for disentangling different effects in the observed time series. Generally, the system permits two to six equilibrium solutions; in most cases, they are characterized by positive and negative absolute vorticity and/or positive and negative divergence. Stable solutions either oscillate with periods that can be inertial, super-, or subinertial, or converge to a steady state with positive divergence. Some stable solutions take on unrealistically large values. In the unforced case, solution stability depends on the balance between the total strain rate and the absolute vorticity. No such simple stability criterion exists for nonzero forcing. Traditional diagnostics, such as the Okubo criterion or the relative magnitude of forcing parameters, are shown to be unreliable indicators of stability in the most general case
Exploring the Effects of Culturally Relevant Pedagogy on Literacy Achievement
No full textThis study examined the impact of culturally relevant pedagogy and how multicultural mentor texts could support a third grade student who has been identified as a struggling reader over the course of six weeks. This study was guided by these research questions: What happens when a struggling reader receives culturally relevant pedagogy? How does culturally relevant instruction impact engagement in literacy? What specific literacy skills improve based on culturally relevant instruction? The findings indicate that the student who participated in this study demonstrated growth in engagement and higher order comprehension skills
MEMORIES, REALITIES, AND MANIFESTATIONS: A FIFTH GRADE COLLAGE INQUIRY OF EXPERIENCES AND HOPES
No full textIn this qualitative study, I used collage inquiry to explore fifth-grade students\u27 educational, social, and emotional experiences in an elementary school. The participating students began kindergarten in 2020, a year marked by the sudden disruption of the COVID-19 pandemic. The pandemic shaped the foundation of their schooling in many ways. This study helped us understand the student experience using the arts-based research method of collage inquiry. As the principal and researcher, I invited fifth-grade students to participate in a Collage Club that meets twice weekly across five weeks. The students reflected on their experiences and expressed their hopes for the future through visual storytelling and narratives. The club became a powerful space for an authentic student voice. At the heart of this study is the belief that student voice is vital and students are powerful change agents. This club provided a meaningful opportunity for me as the building principal to reconnect with the student experience. Collage Club concluded with a student-led public art showcase and stakeholder roundtable, where students use their voices to share the themes from our collaborative data analysis process and make recommendations for improving the student experience in the K-5 setting
Practical LaTeX for Academic Writing & Teaching
No full textLearning objectives: a foundation of understanding on how to use formatting software that works with them rather than against them a vital document for them which has begun to be typeset in a way that makes sense
Formatting taking longer than writing? Join this virtual, hands-on LaTeX workshop series for faculty, librarians, and graduate students who want clean, consistent documents without having to fight their word processor.
LaTeX was built with math in mind, but it’s useful for any discipline - from physics to philosophy, English to engineering. Over the series attendees will learn how to: Create all variety of documents, including quick-start syllabi, slide decks, and more; Specify tables, lists, and figures that adapt to their content rather than the other way around; Typeset equations and all manner of data to look beautiful and professional; And more, including some pro tips and tricks of the trade.
Beginners welcome! No prior LaTeX experience required - just a desire to make your life easier.
Skill levels for attendees: Little to no experienc
TTB Podcast v3i2: Special Issue
No full textWe gathered on Zoom - authors from South Africa to Scotland - to explore a deceptively simple question: “In a sentence or two, how would you describe what it means to ‘develop creative being’ within your own practice or teaching?” What emerged was extraordinary. Despite our geographical distance and different disciplinary homes, we found ourselves grappling with remarkably similar questions, threading through the same fundamental territories. The conversation was lively, profound, generous. Everyone agreed: we need more of this - open forums where we can pause, reflect, and think together. What follows is that conversation, an invitation into the kind of shared inquiry we all hunger for