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In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

During such an unprecedented time of the largest public health crisis, the COVID-19 pandemic, nursing students are of the utmost concern regarding their psychological and physical well-being. It is important to identify and establish influences and associations within multilevel factors, including the effects of the COVID-19 pandemic on psychological distress among nursing students. The research in this study utilized a mixed-methods, convergent study design. The study population included a convenience sample of undergraduate nursing students from Southeastern U.S. with 202 students completing the quantitative survey and 11 students participating in the qualitative follow-up interview surveys. Statistical tests were performed and identified the effects of independent variables on psychological distress. Coding and qualitative content analysis were performed and identified overarching themes within participants' interviews. The findings are significant, specifically regarding contributing factors of nursing students' psychological distress, which will help to improve learning in the academic environment. [For the full proceedings, see ED631133.]

The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. ASCUE has a strong tradition of bringing its members together to pool their resources to help each other, and continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Second Quarter Century of Resource Sharing". The proceedings are divided into three sections: (1) The first section contains the refereed papers. (2) The second section holds papers from the sessions with paper. (3) The last section holds only the abstracts for the other sessions. The following are included in the 2015 proceedings: (1) Creating Games to Get Students! (Dewey Swanson, Dmitri A. Gusev); (2) Net Neutrality: The Great Debate (Mary Connolly); (3) The Next Big Thing We Won't Be Able to Live Without? Fulbright's Half-Life Theory Gives Us Some Ideas (Ron Fulbright); (4) Benefits of Synchronous Online Courses (Scott Moser, Phil Smith); (5) Mitigating Higher Ed Cyber Attacks (Gary Rogers, Tina Ashford); (6) Cyber Security Applications: Freeware & Shareware (Gary Rogers, Tina Ashford); (7) Ideas on Learning a New Language Intertwined with the Current State of Natural Language Processing and Computational Linguistics (Robin M. Snyder); and (8) An Introduction to Topic Modeling as an Unsupervised Machine Learning Way to Organize Text Information (Robin M. Snyder). Individual complete papers provide references. The following papers present with abstracts only: (9) Screencasting--A Way to Increase Contact Hours, Without the Contact (Stephen Anderson, Sr.); (10) Revitalize Your Online Class with Increased Student Engagement (Ariana Baker); (11) Streamlining Coordination and Communication in Online Program Development (Jacob Bane); (12) Working toward Maintenance-free Classrooms (Shawn Beattie); (13) Capturing Qualitative Data using Technological Aids (Suzanne Calvert, Tom Marcais); (14) Impact of 802.11AC GigaBit WiFi and How to Plan for it on a Limited Budget (Thierry Chau); (15) I Walk the "Online" (Cathleen Goode, Marlena Frank); (16) No More Lone Rangers--A Team Approach to Online Course Development (Kim Hunter); (17) Motion Based Video Gaming: Fitness, Pedagogy, and Technology Support Considerations (Seth Jenny); (18) Physical Security on Campus (Charles Johnson); (19) Establishing a Distance Learning Framework for the Institution: Part II (Sali Kaceli); (20) Creating a Predictive Analytics Model with Free Software (Steve Knode); (21) Assessment Tools and Strategies for Non-Teaching Faculty (Amanda Kraft, Allison Faix); (22) Tech Talk Sessions (Tom Marcais, M. J. Clark); (23) Providing Cloud-Based Virtual Workspaces to Students, Faculty, and Staff (Clif Morgan); (24) Using Quality Matters for Course Development Internal Reviews (Carmen Morrison); (25) Wireless Mobility without Limits (Gen Olds, Jonathan Hurtt); (26) Free & Easy Project Management Software (Mark Poore); (27) Just the FAX Ma'am. FAX in the Digital Voice World (Bill Ramsay); (28) Student-Centered Scheduling (Charles Smith); (29) Online Program Assessment Rubric and Process (Katherine Spradley); (30) Reading, Relating, and Responding: Using Technology to Engage Readers in a Literature Course (Krista Stonerock); (31) Information Technology in Higher Education--2014 Survey Results of CIOs (Tina Stutchell); (32) Access Control--Changing Systems (Hollis Townsend); (33) Sip Trunking as a Replacement for Traditional Telephone Lines (Hollis Townsend); and (34) The Power of Three--A Social Media Strategy in 3 Words (Steve Weir).