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An established body of research details the faculty role in promoting student engagement. Newer scholarship on agentic engagement foregrounds student-initiated engagement in classroom learning. Our SoTL project explored how participating in student-faculty pedagogical partnerships supported two undergraduate students in expanding agentic engagement to encompass student empowerment and equity both within and beyond the classroom. We draw on the students' autoethnographic accounts of three interrelated experiences: (1) joining a pedagogical partnership program as pedagogical consultants and developing confidence in, capacity for, and commitment to supporting student and faculty learning; (2) carrying that confidence, capacity, and commitment into the courses in which those students were enrolled to enact agentic engagement in their own and in support of others' learning; and (3) expanding the agentic engagement they developed in the first two instances beyond classroom learning. This study has implications for classroom instruction, faculty professional development, and student advising and retention.

Compares three Ohio districts with national trends to identify rural school characteristics that foster extracurricular activity participation. Surveys students, teachers, and community members. Reports student participation levels. Examines attraction and pressure responses, parental influence, at-risk student involvement, and urban-rural differences. Concludes rural schools offer potentially significant opportunities. (TES)

The historical and socio-linguistic analysis of the common variable rule usage in the Southern States of the US reveals that the negative auxiliary contractions of the variable rule is widely used. This is indicated by the presence of style -shifting prevalent among the speakers in the Southern States. The common variable rule originated in the Southwestern countries of the UK.