65 research outputs found
Examining Black students’ perceptions and perspectives of conduct violation outcomes at a predominantly White institution in the Midwest
No full textSubmission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo termsThe student, Prince Robertson, accepted the attached license on 2023-12-01 at 00:00.The student, Prince Robertson, submitted this Dissertation for approval on 2023-12-01 at 00:14.This Dissertation was approved for publication on 2023-12-01 at 14:24.DSpace SAF Submission Ingestion Package generated from Vireo submission #20097 on 2024-03-01 at 13:15:20The primary objective of this study was to investigate the perceptions and viewpoints of conduct violation outcomes among Black college students attending a Predominantly White Institution (PWI) situated in the Midwest region of the United States. To accomplish this, the study employed a theoretical framework rooted in Critical Race Theory (CRT) to delve into the key components of how Black college students perceive the student conduct process. Qualitative research methods, including interviews, were employed to uncover emerging themes related to Black students' perspectives on student conduct at their Midwest higher education institution. The overarching question that guided this study can be summarized as follows: What do Black students think and feel about the outcomes resulting from violations of student conduct? Findings encompass the Black students' encounters with the university's charges, the equitable application of the Student Code of Conduct, the influence of sanctions and racial background on outcomes, the role of race in the determination process, their overall perceptions, and the potential application of restorative justice principles
Using Online Materials Created During the Pandemic to Create a More Active In-Person Classroom : Summer Online Faculty Institute, 2021
No full textThe 2020-2021 academic year was filled with recorded lectures, online discussions, and other remote teaching strategies. We all worked incredibly hard and have accumulated materials that we perhaps aren’t sure how to utilize as we transition back to face-to-face teaching. This session is designed to help you use those materials to create a more active and inclusive classroom.Center for Innovation & Technology in Education, Center for Teaching & Learninghttps://www.youtube.com/watch?v=3Uc2j-gsP1Q
The Impact of an Immersive AI Training Model on Faculty and Students
No full textIn 2024, our Center for Excellence in Teaching and Innovation launched immersive AI Institutes to empower faculty with the skills to integrate AI into their teaching. Over 150 faculty members participated, enhancing their ability to create active learning activities, transparent assignments, and engaging AI-driven coursework. A December 2024 follow-up survey revealed significant positive outcomes for both faculty and students, including improved engagement and effective AI implementation. This session will explore the Institute\u27s design, faculty and student feedback, and actionable insights to support AI integration in higher education
Aquarelli: a SIP Presentation in Watercolors and Pastels for Fall of 1989
No full text11 p.The author describes the process of creating a collection of seven watercolors and pastels, based on organic forms. She discusses her use of color and the inspiration of her teacher, Bernard Palchick, Denice Luceky, Georgia O'Keefe, and William Turne
The Implications of the Target-Area Hypothesis on the Population Dynamics of the Spotted Spiny Lobster, \u3ci\u3ePanulirus guttatus\u3c/i\u3e
No full textThe target-area hypothesis, based on the theory of island biogeography, predicts that larger islands are more effective at intercepting passive immigrants. Most marine invertebrates have meroplanktonic larvae and open population dynamics, so immigration to populations in isolated benthic habitats is primarily by pelagic larval recruits. Thus, recruitment to isolated habitat “islands” may be more continuous and predictable on large islands than on small ones. Consequently, populations on large islands should not only be larger than those on small islands, but should also have more evenly distributed size structures. These differences in size structure among populations in isolated habitats of differing size could have profound impacts on the local reproductive success of species if mating is size-dependent or if fecundity is related to male or female size.
I used laboratory experiments and field observations to test these predictions of the target-area hypothesis by determining if patch reef size influences the size structure and reproductive success of isolated populations of the spotted spiny lobster, Panulirus guttatus in the Florida Keys, Florida (USA). In chapter I, I provide a general introduction to the problem. Chapter II describes how growth and size-at-maturity of P. guttatus in isolated populations on coral patch reefs may be impacted by trade-offs with predation, food limitation and reproduction. In Chapter III, I explore the mating dynamics of P. guttatus as a function of different population size structure distributions that might occur on small and large patch reefs. Finally, in Chapter IV I examine the population size, size structure, and reproductive success of P. guttatus on patch reefs of varying size. Chapter V is a synopsis of these studies.
I found that the growth of P. guttatus declined significantly with the onset of reproductive activity. Although this species matures at a small size, its age-at-maturity is similar to other spiny lobster species in comparable environments. Male P. guttatus compete for mates, but it is female choice that establishes the size assortative mating system I observed in this species. Fecundity is positively related to both male and female size, which suggests that fertilization success may at times be limited by sperm availability.
The abundance of P. guttatus increased with reef size and population size structure was more evenly distributed on larger reefs, as predicted by the target-area hypothesis. Total reproductive output for local populations increased significantly with reef size, but more importantly reproductive output (i.e., success) was significantly more variable on small reefs. For isolated populations with limited immigration and size-dependent fecundity, population size, size structure, and reproductive output are impacted by the size of habitat patches on which they are resident
Denice Catani: notas de leitura sobre memória, história e formação docente
No full textThrough a qualitative approach, the following text is a compilation of reading notes from three researchers in the field of teacher education, from three different universities in the country. It is a systematic review that explores the contribution of Professor Dr. Denice Barbara Catani, University of São Paulo, in the field of education, with a focus on the intersections between memory, history, and teacher education. The methodology used in this review is the systematic review, which involved the detailed analysis of a series of 24 works by Catani. The study reveals that the author addresses memory as a central element in the construction of teacher identity and professionalization. Her works demonstrate how the collective and individual memory of educators plays a fundamental role in shaping professional identity and influencing pedagogical practices. She argues that reflection on one\u27s own history and memory can strengthen teachers\u27 ability to understand and improve their performance in the classroom. Furthermore, it examines how educational policies and reforms are shaped by collective memories and historical narratives, influencing government decisions and school practices. Her analyses provide insights for researchers, educators, and policymakers interested in enhancing the quality of education and the professional development of teachers.A través de un enfoque cualitativo, el siguiente texto es un encuentro de notas de lectura de tres investigadoras del campo de formación de profesores, de tres universidades diferentes del país. Es una revisión sistemática que explora la contribución de la profesora e investigadora Doctora Denice Barbara Catani, de la Universidad de São Paulo, en el campo de la educación, con un enfoque en las intersecciones entre la memoria, la historia y la formación docente. La metodología empleada en este artículo es la revisión sistemática, que involucró el análisis detallado de una serie de veinticuatro obras individuales de Catani, que fueron analizadas a través de la herramienta de análisis cualitativo Voyant. El estudio revela que la autora aborda la memoria como un elemento central en la construcción de la identidad docente. Sus obras demuestran cómo la memoria colectiva e individual de las (os) profesoras (es) desempeña un papel fundamental en la formación de la identidad profesional docente y influye en las prácticas pedagógicas. La autora argumenta que la reflexión sobre la propia historia y la memoria puede fortalecer la capacidad de las (os) profesoras (es) para comprender su práctica docente. Además, examina cómo las políticas y las reformas educativas se articulan con las memorias colectivas y las narrativas históricas, influyen en las decisiones gubernamentales y afectan las prácticas escolares. Sus análisis ofrecen ideas para investigaciones sobre la formación de profesoras (es) y formuladoras (es) de políticas interesadas (os) y comprometidas (os) en la educación brasileña.Por meio de uma abordagem qualitativa, o texto que segue é um encontro de notas de leituras de três pesquisadoras da área de formação de professores, de três diferentes universidades do país. É uma revisão sistemática que explora a contribuição da professora e pesquisadora Doutora Denice Barbara Catani, da Universidade de São Paulo, do campo da educação, com foco nas interseções entre memória, história e formação docente. A metodologia empregada neste artigo é a revisão sistemática, a qual envolveu a análise detalhada de uma série de vinte e quatro (24) obras solo de Catani, que foram analisadas por meio da ferramenta de análises qualitativas Voyant. O estudo revela que a autora aborda a memória como um elemento central na construção da identidade docente. Suas obras demonstram como a memória coletiva e individual das (os) professoras (es)[1] desempenha um papel fundamental na formação da identidade profissional docente e influencia as práticas pedagógicas. A autora argumenta que a reflexão sobre a própria história e a memória pode fortalecer a capacidade das (os) professoras (es) de compreender sua prática docente. Além disso, examina como as políticas e as reformas educacionais se articulam as memórias coletivas e pelas narrativas históricas, influenciam as decisões governamentais e incidem sobre as práticas escolares. Suas análises oferecem insights para pesquisas sobre a formação professoras (es) e formuladoras (es) de políticas interessadas (os) e engajadas (os) na educação brasileira.
[1] Este texto é apresentado para o Dossiê: "Mulheres brasileiras: pesquisadoras marcantes na formação de professores na contemporaneidade". Neste sentido, toma-se por bem padronizar neste texto o termo professoras (es)
A road less traveled: the experiences of black male collegians at a PWI
No full textThe objective of this study was to identify the social and academic factors that contribute to the success of African American male undergraduate students at Predominantly White Institutions. While numerous authors have conducted research on black males in higher education, many seem to focus on those who have been identified as either high achieving or low achieving students.
Utilizing a qualitative approach, the author will conduct individual interviews with four participants. Each person will self-identify as a black male undergraduate student who is currently enrolled at a Research 1 university and has completed at least one semester at the university.
At the conclusion of his study, the author identifies positive factors that contribute to the academic success of these men at the collegiate level. The narratives of these scholars may assist researchers in expanding the amount of positive, rather than negative, literature on black male achievement in post-secondary education. More importantly, it could aid practitioners in better understanding how to support these men throughout their tenure in education.Item withdrawn by Mark Zulauf ([email protected]) on 2012-04-27T13:09:30Z
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An exploratory study of the relationship between psychosocial stressors and coping techniques among stepfamilies, 1996
No full textThe objective of this study was to examine the psychosocial stressors experienced by stepfamilies and the types of coping techniques they utilize in order to reduce the impact of the stressor on family equilibrium. To attain this objective, an original questionnaire was developed and a survey was administered to forty-two subjects in a self- administered, one-shot episode. The findings revealed that the normal psychosocial stressors experienced by stepfamilies involved finances, previous marriages, doubts about the relationship, housing, careers, the discipline of stepchildren, the partner's former spouse, and in-laws. The findings also revealed that the normal coping techniques utilized by stepfamilies to reduce the stress involved: Fighting, negotiation, compromise, open communication, ignoring the family, trusting the family, and establishing realistic family goals
Profiles of thirty black female prostitutes in the Fulton County and city of Atlanta jails in Atlanta, Georgia, 1992
No full textA tale of two courses: exploring the relationship between identity, modern language, and career aspirations of undergraduate students in language for specific purposes classrooms
No full textThis study concerns itself with how identity, modern language, and career aspirations function on a micro-level and macro-level as it pertains to the Trump administration. Through two language for specific purpose (LSP) classrooms, questions explore personal identity, Spanish major and minor connections, and how Spanish connects to career aspirations. This also explores the professor’s perspective with her personal identity, Spanish connection, and experience as a professor of Spanish teaching students in these LSP courses. Based on sixteen semi-structured interviews with seven students and one professor, observations, and my experience as a modern language learner, a key finding is that language is political and complex as it lends itself to how students view themselves and their interests in the future. This finding has implications for the creation of LSP courses as well as better practices for academic/career advising, teaching, and the increased enrollment of language learners.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2019-08-01The student, Robin Mosley Vaughan, accepted the attached license on 2017-07-10 at 12:33.The student, Robin Mosley Vaughan, submitted this Dissertation for approval on 2017-07-10 at 12:43.This Dissertation was approved for publication on 2017-07-12 at 15:24.DSpace SAF Submission Ingestion Package generated from Vireo submission #11367 on 2017-09-29 at 10:46:50Made available in DSpace on 2017-09-29T17:45:10Z (GMT). No. of bitstreams: 3
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Previous issue date: 2017-07-12Embargo set by: Colleen Fallaw for item 103440
Lift date: 2019-09-29T17:48:06Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 103440
Lift date: 2020-03-02T19:56:41Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 103440
Lift date: 2020-03-02T19:59:52Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 103440
Lift date: 2020-03-02T20:02:46Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemU of I Only Restriction Lifted for Item 103440 on 2020-03-03T10:15:35Z
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