6501 research outputs found
Sort by
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
Elevating First-Generation Student Voices: A Collaborative Approach to Student Success
Get PDFNew York Institute of Technology has supported and celebrated its first-generation students for over 4 years through programs and events hosted by a standing body of students, faculty and staff. Recently, we have committed to institutionalize this initiative by moving from a taskforce model to a campus-wide committee inclusive of students, staff, administrators, and faculty representing each of the 5 schools/colleges of the university. As a First-Gen Scholars Network member, we have worked to increase the collaborative support for first-generation students through programming and starting two first-generation student clubs (one on each of our New York campuses). This session will explore the lessons learned from moving from a taskforce to an institutional committee and we will share innovative and engaging programs to support first-generation student success
STEP into First-Generation Support
Get PDFFirst Generation students are growing in numbers, but support and necessary resources are not matching the influx of students who require it. At American University we use our STEP Experience to bridge the gap of Higher Education to our First-Generation population to maximize the support and resources that allow First-Generation students to be retained at a high retention rate and find success during and after they confer their degree
GENERATING REAL-TIME SYNTHETIC DATASETS TO IMPROVE AERIAL OBJECT DETECTION
Get PDFThe widespread use of unmanned aerial vehicles (UAVs) across civilian and military applications has necessitated the advancement of real-time drone detection and tracking capabilities. Machine Learning (ML) addresses these requirements, however, to train a robust and generalizable model requires large and diverse video datasets. Curating these real-world datasets is often time-consuming and cost-prohibitive. Here, we present DyViR, a real-time customizable rendering application capable of automatically generating highly realistic synthetic, multi-modal video of aerial objects, digital environments, and automatic generation and labeling of bounding boxes. Synthetic data, coupled with real-world training sets, augment the ML training process, leading to increased performance and detection accuracy. DyViR is designed to enable non-technical users to generate datasets containing 47 different aerial objects, 4 flight patterns, and 8 environments. To verify the benefits of using synthetic data to augment existing real-world datasets, the YOLOv7-tiny model was employed to evaluate a fully real-world dataset and one augmented with synthetically generated data from DyViR, resulting in a 60.4% increase in mean average precision. This research demonstrates the potential of synthetic datasets, especially when it would be impossible or cost-prohibitive to obtain, opening the door to broader applications where data acquisition is challenging
ELEMENTARY MATHEMATICS TEACHERS’ EXPERIENCES FOLLOWING A THREE-YEAR PROFESSIONAL DEVELOPMENT ON CULTURAL RESPONSIVENESS: AN EVALUATIVE CASE STUDY
No full textElementary mathematics education must go beyond traditional approaches to foster inclusivity and empower students from diverse cultural backgrounds. This study explores the experiences of elementary mathematics teachers in grades three, four, and five in a highly diverse suburban school district as they engage with a three-year professional development on culturally responsive teaching and transfer the knowledge gained in their classrooms. By integrating students\u27 cultures into mathematics instruction, these educators enhance student engagement, nurture their sense of belonging, foster positive mathematical identities, and promote critical thinking skills. While much research on culturally responsive teaching is theoretical, few studies examine educators\u27 firsthand experiences with this pedagogy and how to implement it. Using an evaluative case study design (Merriam, 1998), this research addresses this gap, revealing how culturally responsive approaches in mathematics – when transferred from professional development into the classroom- create inclusive and dynamic learning environments that support meaningful connections, active participation, and success