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2025 OER Deep Dive Materials
Get PDFThe Affordable & Open Educational Resources (AOER) Committee at UNC, with support from the Colorado Department of Higher Education, UNC’s Center for the Enhancement of Teaching and Learning, and the University Libraries, held a day-long, in-person OER Deep Dive professional development session on Thursday, May 29, 2025. This day-long session was for faculty and staff who were curious about Open Educational Resources (OER) but had not yet used them in their work. Participants explored what OER are, how they differ from other free resources, how they support diversity, equity, and inclusion, and how to start integrating them into their teaching. The session also included an introduction to open pedagogy and hands-on time with a librarian to identify relevant OER.
This document includes the materials used in the session, including relevant handouts, activities, and slides
Examination of the Criterion-Related Validity of the Scales for Assessing Emotional Disturbance – 3rd Edition
Get PDFIn this study, we sought to determine if the Scales for Assessing Emotional Disturbance – Third Edition (SAED-3; Epstein et al., 2020) demonstrated adequate validity using criterion validation techniques. The associations between the SAED-3 subscales and composite scores were examined in relation to similar scores from the Behavior Assessment System for Children – Second Edition (BASC-2; Reynolds & Kamphaus, 2004) and the Strengths and Difficulties Questionnaire (SDQ; Goodman, R., 1997). SAED-3 ratings were conducted with either the BASC-2 or SDQ with 121 students ages 6 to 17 years. The overall criterion prediction evidence of the SAED-3 was strong, particularly with the BASC-2 Behavioral Symptoms Index, SDQ Total Difficulties ratings, and Inappropriate Behaviors and Inability to Learn subtests. These results provide further support for the use of the SAED-3 in determining the emotional and behavioral problems of children and adolescents
From Vision to Reality: Aligning PLOs with Curriculum & Assessment
No full textLearn how to bridge the gap between program learning outcomes (PLOs), curriculum design, and assessment to create a cohesive and effective learning experience. This session will provide practical strategies for ensuring alignment that supports student success and meaningful program improvement
Development of a Flowchart-Based Algorithm for Alcohol Screening, Brief Intervention, and Referral to Treatment in a Womens’ Healthcare Setting
Get PDFAlcohol is the most frequently used and misused substance in the United States and is attributable to more deaths each year than the opioid epidemic. Historically, studies have shown that males are more likely than females to drink alcohol and to drink more heavily than females; however, this gender gap is closing, with emerging research showing women are the fastest growing segment of alcohol consumers in the United States. Compared with men, at-risk alcohol use by women has a disproportionate effect on their health and lives including more rapid progression to alcohol related problems and alcohol use disorders, and harms to reproductive function and pregnancy outcomes. The U.S. Preventative Services Task Force (2018) recommended that all U.S. adults, including pregnant women, be screened for alcohol abuse and a brief intervention provided for those drinking at risky or hazardous levels. Screening, brief intervention, and referral to treatment (SBIRT) is an evidence-based, integrated public health approach to identify and intervene with individuals who might be at risk for negative alcohol related consequences. The purpose of this Doctor of Nursing Practice scholarly project was to develop a flowchart algorithm for screening, brief intervention, and referral to treatment for harmful alcohol use to be utilized by advanced practice providers in the women’s healthcare setting to improve population health. The following research question guided this project:
Q1 How can current evidence and feedback from a panel of subject matter expert clinicians be integrated to develop an algorithm to guide the routine alcohol screening, brief intervention, and referral to treatment (SBIRT) in the women’s healthcare setting?
Utilizing current evidence from the literature and expert clinical feedback, a flowchart-based algorithm unique to women was developed and validated for use by advanced practice providers in the women’s health care setting through electronic survey. The Stetler (2001) model was the conceptual framework used to guide this DNP scholarly project
Implementation Fidelity: Getting the Results You Expect
No full textEnsure your programs and initiatives produce the intended results by focusing on implementation fidelity. This session will explore key strategies for maintaining consistency, monitoring execution, and making data-informed adjustments to enhance effectiveness and impact
Temporal Dynamics in Spatial Random Field Theory: A Methodological Advance in fMRI Data Analysis
Get PDFFunctional magnetic resonance imaging (fMRI) is a noninvasive tool for studying neural correlates of cognition by measuring task-evoked brain activity. Accurate interpretation of fMRI data depends on modeling the hemodynamic response (HR), which varies across brain regions and conditions. Brain plasticity adds complexity as functional changes during development and aging affect cognition, emotion, and behavior. BOLD signals display complex temporal dynamics influenced by both neural and physiological factors, challenging conventional models. This highlights the need for adaptive frameworks that account for temporal dependencies and spatial heterogeneity in neural activity detection. This current study enhances fMRI data analysis by integrating temporal dynamics into spatial random field theory. We developed a new test statistic, within the time-adaptive Gaussian Random Field Model, focusing on signal detection in fMRI data. It captures the global maximum across spatial and temporal dimensions. Our methodology, employing the Functional Autoregressive model order one(FAR (1)), focuses on temporal dependencies and spatial arrangements in data. This research utilizes a time-adaptive Gaussian random field model with the test statistic Xmax to enhance neural signal detection in fMRI data. Simulations assessed its performance under varying conditions, including amplitude (ξ), signal scale (σ0), spatial location (s0), temporal decay (σρ), and i multiple time points, demonstrating the model’s effectiveness in capturing complex spatial-temporal patterns. The results demonstrate that Xmax consistently outperforms the time-invariant Ymax, with detection power improving under higher amplitude, signal scale, and temporal factors, while spatial location has minimal impact. This study advances spatial random field theory by integrating temporal dynamics, enhancing neural signal detection in fMRI data. Future work should explore scale-space and rotation-space analyses and scenarios with multiple signals to increase model applicability
Copyright and Academic Writing
No full textReal students. Real graduate works. Real examples. When graduate students discover copyrighted materials fundamental to their own research projects, how do they legally and ethically incorporate those materials into their own works? Join us to review examples of copyrighted materials that were used in graduate works. We\u27ll analyze examples of fair use, instruments, social media posts, and more.
For this session, we are partnering with GradCO, a collaboration of universities across Colorado designed to deliver a variety of high-quality professional development workshops, information sessions, and trainings to our graduate students and postdoctoral fellows.
Register at https://forms.office.com/r/UEg5uJ7sS
Current Debates & Teacher Reflections on Critical Race Theory in the United States
Get PDFThis study examines teachers\u27 beliefs about Critical Race Theory (CRT) in the U.S. educational system. Given the controversy surrounding CRT, understanding these beliefs is crucial for informing professional development, curriculum design, and instructional strategies. The study employed an online survey to assess over sixty U.S. preservice and current teachers\u27 knowledge and perceived importance of CRT. Results indicated moderate awareness and importance of CRT among participants, with significant variability. Newer teachers tended to have higher CRT knowledge, likely due to recent emphasis on diversity in teacher training programs. However, years of teaching experience did not predict the perceived importance of CRT. Despite the controversy, equipping teachers with CRT knowledge is essential for fostering inclusive and equitable learning environments. These findings highlight the need for targeted professional development to address educational disparities and promote an inclusive curriculum. Understanding teacher beliefs about CRT contributes to the broader discourse on educational equity and reform
Theorizing “Reflection” and “Refraction” for Teaching Argumentative Writing about Literature in the Secondary English Language-Arts Classroom
Get PDFThis study theorizes two new constructs—“reflection” and “refraction”—for teaching argumentative writing about literature in secondary classrooms. Derived from a year-long ethnographic study and through contextualized analysis of a student\u27s essay, it examines a Latinx student\u27s argument about the novel Sing, Unburied, Sing. The analysis that follows demonstrates how her writing was influenced by both conventional argumentative practices in schools and the specific racial narratives present in the classroom environment. Drawing from the perspectives of New Literacy Studies, the study advocates for writing instruction to consider elements reflection and refraction in English language arts classroom. By doing so, it suggests moving beyond traditional writing norms and genres, thus fostering more equitable and inclusive teaching practices. These concepts offer potential for innovation in writing instruction, encouraging educators to consider how teaching contexts impact student writing and to value students\u27 ability to adapt their writing for authentic and socially just purposes
Literature as a Tool for the Introduction of Mental Health to Children
Get PDFIn childhood, literature is a quintessential learning tool, so it is imperative it is used in the introduction of mental health. Around the ages of seven to nine children begin to become aware of their own needs and comprehend others\u27 perspectives (Short et al., 2017, p. 13). At this time non-fiction books can be used to present information when it is organized, accessible, and informative (Short et al., 2017, p. 13). This can be effectively paired with fiction which can help contextualize abstract ideas, and develop self-monitoring skills (Gunawardena, 2023; Short et al., 2017). Mental health, which encompasses thoughts, feelings, and social interactions impact on the wellness of our mind, can be introduced this way (U.S. Department of Health and Human Services, 2024). Mental health is of life-long importance to children and mental illnesses can begin to appear in childhood (U.S. Department of Health and Human Services, 2024). Among these, anxiety, with a primary symptom of excessive worry, and depression, with a primary symptom of excessive sadness or irritability, are the two most common in children (U.S. Department of Health and Human Services, 2024). Rcognizing one’s own mental health and the ability to take care of are important to children, and education on the issue could help prevent misinformation and the development of stigma (Bale et al., 2020; Beckman et al., 2023). Barriers to mental health care, like lack of information, and not knowing how to access services can also be removed with education (Radez et al., 2021)