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Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students.

This paper aims to further explore the impact of need and culture as they relate to orientation, training, development, and administrative policies on regional university adjunct faculty. The use of adjunct faculty has risen considerably over recent years making their university experience more relevant in today's higher education climate. Adjunct faculty express the desire for orientation, training, and professional development. In addition, adjunct faculty find administrative policies extremely isolating in nature as they struggle to develop more meaningful relationships with other faculty, administrators, and students. While adjunct faculty have vast industry experience, they often lack extensive experience in higher education. Considering that adjunct faculty have such a tremendous impact on college students, how they feel about their higher education experience is of great concern. Adjunct faculty effectiveness suffers when they do not receive adequate orientation, training, and development. When adjunct faculty are isolated from the university due to the structure of administrative policy, they become less committed to the overarching goals of the organization and thus less committed to students.

Beginning in the summer of 2019, the College of St. Scholastica endeavored to build a flexible, adaptable EdD program grounded in the guiding principles of CPED. This meant establishing a welcoming and safe program dedicated to cultivating justice-minded change makers. It also meant constructing a curriculum that would accommodate differing student backgrounds, be responsive to fluctuating consumer demands, and function as context-inclusive in an ever-evolving and intersecting space. While this alone was certainly a challenge, we did not anticipate that a global pandemic would present the most significant test of what we had created. To accomplish the aforementioned goals, the program architecture was dependent on the following structural considerations: a broadening of the target participant profile to include students across various social sectors; the use of design thinking as an asset in supporting innovation, creativity and flexibility; the inclusion of credit-bearing "third-place" courses intended to provide open-ended space and place for community building and reflective, intentional action; and an approach to course design that encouraged risk-taking by students with a focus on cultivating mindsets and skills around equity and social justice. None of these attributes on their own provided total protection from seismic societal, cultural or market shifts. Collectively, however, they offered a unique environment for the culturing of a particular type of doctoral experience, unique in its elasticity compared to more traditional, inflexible designs. This essay details the ways in which we attempted to create an inclusive, innovative, flexible structure, as validated (and challenged) by the COVID-19 pandemic.

Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: (1) no use; (2) discontinued use; (3) in development; and (4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.

As most academic libraries closed in March 2020 to help slow the spread of COVID-19, practitioners started working from home for the first time. After observing impacts on their own work, the authors sought to study the broader effects of remote work on practitioners' professional and personal life by conducting a longitudinal study between July 2020 and June 2021. The authors identified successful and unsuccessful practices and, based on this data, developed recommendations for how employers can support their employees as whole persons to ensure more productive professional performance and healthier personal lives.

Creating Compassion is an empathy-focused creative arts curriculum designed to provide short-term, low-cost, high-quality social-emotional learning (SEL) to communities and settings with limited resources. The present study sought to determine whether Creating Compassion was effective for increasing displays of prosocial behaviors and broad SEL skills for early elementary school students (n = 9) through a multiple baseline single-case design, as empathy has previously been posited as a core factor in global social-emotional skill development. Results from this study confirmed the hypothesis that Creating Compassion would increase observed prosocial behaviors with moderate effectiveness for children in first, second, and third grades, including those with identified social-emotional skill deficits. Participant scores on a pre/post assessment of global SEL competence also increased after intervention. Ultimately, findings from this study suggest the Creating Compassion intervention might be used by school psychologists and other group interventionists to expose their school communities to arts programming and engage them in a fun and creative approach to accessible early SEL intervention.

Theories of student engagement for dropout and school completion are proposed to begin as early as age five. Student engagement in elementary-age students has been linked to school completion, post-secondary education, and achievement. However, there is little research examining patterns and profiles of student engagement in this population. In an effort to provide more individualized support and intervention, work in the field of student engagement has begun to examine profiles of student engagement and disengagement or disaffection. This study explored the identification of distinguishable groups based on student engagement in a sample of third-grade students and those groups' associations with demographic and outcome variables. Consistent with findings of research with older students, four distinct profiles of student engagement were found for males and females: Engaged, Cognitively/Affectively Disengaged, Behaviorally Disengaged, Disaffected. An additional class characterized by high absences was found for males. Demographic characteristics were associated with cluster attributes for males (Free or Reduced Lunch, special education, English Learner, and race-ethnicity) and female (El status). Cluster affiliation was significantly associated with seventh grade Math and Language Arts grades for both males and females and absences for males. Implications and future directions for research are discussed. The findings from the current study indicate there are discernible classes of student engagement and disengagement that can be identified as early as the third grade. These results may aid in the early identification of those at risk for dropping out of school and more effectively link students to targeted early interventions.

Systemic institutional racism in schools engenders different and difficult educational experiences for students of Color. Relatedly, there is an enduring divide between home and school that often influences school curricula, teachers' pedagogies, and students' educational progress. Considering this preclusion to learning, this case study gleans insight from a K-5 urban elementary school that partnered families and educators in an antiracist curriculum collaboration. Utilizing tenets of critical race theory and community cultural wealth, three salient themes emerged: (1) centering family voices and experiences, (2) calling for more antiracist practices and curricula, and (3) moving beyond the racist/not racist binary. We conclude with recommendations for schools engaging in antiracist work with family members.

This qualitative study examined a group of aspiring teachers who completed a pre-collegiate Grow Your Own (GYO) teacher program. The goals of the GYO program were to recruit and introduce high school students to the teaching profession and facilitate their transition to a teacher education program and eventually back to teaching in their communities. Findings showed that learning foundational knowledge about teaching and engaging in teaching activities in the GYO program provided early opportunities for participants to experience various aspects of being a teacher and begin constructing identities as teachers. Participants also developed an increased awareness of diversity and equity issues related to education in their communities and started accumulating knowledge and strategies as culturally responsive, community-oriented teachers. Mentorship from their teachers further fostered their sense of belonging to the teaching profession and ongoing teacher identity development. Research implications and recommendations for teacher education programs and policy makers to strengthen and sustain GYOs and district-university-community partnerships in teacher preparation were discussed.

Comprehensive sexuality education (CSE) has been shown to have a wide range of positive impacts for K-12 students. Despite its demonstrated benefits, many K-12 students in the USA do not receive CSE. Because of this, college may be an opportune time to teach this information. However, little is known about the impact of CSE in institutions of higher education. To synthesise knowledge about the impacts of college-level sexual health courses in the USA, a review of the topic was conducted. A review searching Ebscohost, ProQuest, PubMed, and Google Scholar was undertaken. Following the search, a second coder reviewed the articles to confirm eligibility. 13 articles, published between 2001 and 2020, met the inclusion criteria and were included in the review. A wide range of outcomes were reported. These included increased health promoting behaviours, less homophobic and judgemental attitudes around sexuality, improved communication and relationships, and increased understanding of sexual violence. College sexual health courses have high potential efficacy to provide CSE and fill gaps in US students' sexual health knowledge. Future research should corroborate the existing outcomes using randomisation and more diverse samples, and examine whether these courses are effective in preventing sexual assault.

Data from the National Survey of Children's Health 2016-2019 was used to examine the co-occurrence of autism and ADHD and the impact on anxiety and depression among adolescents age 12-17. Rates of anxiety and depression were up to ten-fold the prevalence of adolescents not diagnosed with autism or ADHD. Over half of autistic females (57%) and nearly half of autistic males (49%) are also diagnosed with ADHD. Autistic females with ADHD had the highest co-occurrence of anxiety at 72% followed by autistic males with ADHD at 69%. The prevalence of depression was highest among autistic adolescents with ADHD yet was consistent across genders (male/female) at 38-39%. Adolescents diagnosed with autism and/or ADHD are at heightened risk for anxiety and depression.

Influenza A viruses (IAV) of avian and swine origin have caused 5 pandemics in the previous 2 centuries (1). Aquatic avian populations, the primary reservoir for IAV, harbor numerous virus [...]