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This Notes in Brief contribution explores the use of autosomal DNA to engage college faculty and staff in a different approach to diversity and inclusion discussions, including antisemitism, on campuses. The author provides results from DNA testing and how he has used his results to discuss his common ancestry with students to build bridges as a former chair of the Diversity and Inclusion Council on his campus.

The South Carolina Master Naturalist Program provides nature-based education to citizen volunteers who will promote environmental stewardship and is offered at six host sites across the state. We conducted a mixed-methods evaluation (the integration of qualitative and quantitative data) of the South Carolina Master Naturalist Program. Overall, the South Carolina Master Naturalist Program is achieving its mission but there were some differences between host sites. We identified where there were differences and why those differences may exist. We make recommendations to help strengthen the program across all host sites in the areas of program fidelity, delivery, and administration.

Since the 2016 U.S. presidential election, increasing attention has been paid to rural communities. For our study, we used a multicase study approach that included five states to study the difference between the rhetoric about the need to focus more attention on rural communities soon after the 2016 election and the practiced reality of state conditions (e.g., policies, practices, constraints) changing to support postsecondary education outcomes (e.g., enrollment, retention, and graduation) for rural students between 2017 and 2021. We collected and analyzed two forms of data for our study, legislative records and newspaper articles. We noted inequitable funding for rural K-12 education in several states. While some state policymakers responded to these inequities, their responses raised questions about the unintended consequences for some of the decisions. In addition, we found state policymakers and leaders have placed increased attention on postsecondary education enrollment and affordability, but we found limited evidence that attention was paid to rural students and rural-serving higher education institutions and to postsecondary education retention and graduation for rural students.

Practitioner-focused educational doctoral programs have grown substantially in recent years. Dissertations in Practice (DiPs), which are the culminating research report and evaluation method in these programs, differ from traditional PhD dissertations in their focus on addressing a problem of practice and on connecting theories with practice. As part of our ongoing program evaluation, we reviewed DiPs from doctoral students who graduated from an online asynchronous Educational Doctoral program in Learning Design and Technologies at the University of South Carolina. Findings revealed that most students chose a pragmatic philosophical paradigm, adopted a mixed methods research design, reported an action research intervention implemented with populations in K-12 schools, used surveys and interviews as data sources, and analyzed data with descriptive/inferential statistics and thematic analysis. Implications for the program curriculum are discussed.

This paper focuses on the Education Systems Improvement EdD program (EDSI) at the University of South Carolina and how the program faculty utilize the signature methodology of the program, improvement science, towards its improvement efforts towards enhancing its equity focus, especially post-pandemic. We utilize the framework of improvement science including tools such as gap analysis, program evaluations, empathy interviews, and focus groups to better understand the problem and best design the appropriate improvement efforts. Broadly, three program improvement foci were identified for the improvement arc: program purpose, curricular design, and continuous improvement processes. Findings from this study provide details about program improvement efforts in improving an EdD program's equity focus post-pandemic, in a particular setting. In the spirit of continuous improvement, this work is never done. It will be forwarded by follow-up improvement endeavors and activities.

Female forest landowners (FFLO) are increasing in numbers but have been marginalized in technical training programs in the past. We conducted chainsaw safety training programs geared towards FFLO and compared program evaluation results with results from male-dominated chainsaw training workshops. FFLO are limited in their technical knowledge at the beginning of a workshop, are more likely to own different types of chainsaws than male participants, and generally liked having a women-only workshop. The takeaway is that FFLO strive in a women-only environment and that more women-focused extension training programs are needed to provide with a safe and inclusive learning environment.

The Train-the-Trainer approach is widely used in Cooperative Extension education to efficiently disseminate research-based information to many clientele groups, including farmers. This paper compares the traditional Train-the-Trainer model to a comprehensive Collaborative Train-the-Trainer model and discusses weaknesses of the traditional model that are addressed in the Collaborative model. Sources of information used by farmers (growers) and overall effectiveness were measured through a survey instrument created and distributed to farmers in South and North Carolina. The Collaborative Train-the-Trainer model, which emphasizes peer-to-peer interaction and feedback loops, represents an enhanced approach for conceptualizing and implementing Extension educational programs.

The future of teaching will increasingly rely on overseas-trained teachers (OTTs) to address teacher shortages. While research on OTTs in the United States is expanding, studies focusing on Afro-Caribbean teachers are emerging. Despite the growing call for more teachers of color, Afro-Caribbean OTTs' contributions are often overlooked due to their immigrant status. We propose the concepts of "radical transparency" and "fugitive care" to articulate how these teachers' classroom practices offer alternative possibilities for schooling, making the learning process both explicit and equitable for all students. Drawing on a Transnational Black Feminist Framework (TBF), we highlight the unique politics of care practiced by these teachers, revealing gaps in our cultural understanding and underscoring their vital, yet understudied, contributions to education.

Purpose: Aging increases risk for hearing loss, cognitive decline, and social isolation; however, the nature of their interconnection remains unclear. This study examined the interplay between age-related hearing loss, cognitive decline, and social isolation in adults by testing the ability to understand speech in background noise, a challenge frequently reported by many older adults. Method: We analyzed data collected from 128 adults (20-79 years of age, M[subscript age] = 51 years) recruited as part of the Aging Brain Cohort at the University of South Carolina repository. The participants underwent testing for hearing, cognition, and social interaction, which included pure-tone audiometry, a words-in-noise (WIN) test, a hearing questionnaire (Speech, Spatial and Qualities of Hearing Scale [SSQ12]), a social questionnaire (Patient-Reported Outcomes Measurement Information System-57 Social), and the Montreal Cognitive Assessment. We used a single pure-tone average (PTA) threshold value and a single WIN threshold value for each participant because there were no differences on average between the left and right ears. Results: Poorer hearing was significantly associated with cognitive decline, through both PTA and WIN thresholds, with a stronger association observed for WIN threshold. Adults with poorer hearing also exhibited greater social isolation, as evidenced by their WIN threshold and SSQ12 score, although not through PTA. This connection was more pronounced with the WIN threshold than with the SSQ12 score. Cognition was not related to social isolation, suggesting that social isolation is affected more by the ability to understand words in noise than by cognition in a nondemented population. Conclusions: Understanding speech in challenging auditory environments rather than mere threshold detection is strongly linked to social isolation and cognitive decline. Thus, inclusion of a word-recognition-in-noise test and a social isolation survey in clinical settings is warranted.

Early adolescent children communicate on smartphones and social media, resulting in online sexual risks and potential adverse health outcomes. This study investigated parents' awareness of early adolescent engagement in online sexual risks on smartphones and social media and the protective practices used to mitigate these risks. Semi-structured interviews were conducted with 15 English-speaking parents of early adolescent children 11-14 years old in North and South Carolina. Data were analyzed using a qualitative descriptive approach and thematic analysis. Parents expressed awareness of online sexual risks on smartphones and social media and engaged in protective practices to mitigate online risks, including communication and restrictions tailored to accessed content and social connections with unknown individuals online. Professionals can support parents through education targeted to risks and protective measures associated with these online devices and platforms.

Purpose: The "Fragile X Messenger Ribonucleoprotein-1 (FMR1)" premutation (FXpm) is a genetic variant that is common in the general population and is associated with health symptoms and disease in adulthood. However, poor understanding of the clinical phenotype during childhood has hindered the development of clinical practice guidelines for screening and intervention. Given that social communication difficulties have been widely documented in adults with the FXpm and are linked with reduced psychosocial functioning, the present study aimed to characterize the communication profile of the FXpm during early childhood. Method: Eighteen children with the FXpm who were identified through cascade testing (89%) or screening at birth (11%) were compared to 21 matched typically developing children, aged 2-4 years. Participants completed standardized assessments of language (Mullen Scales of Early Learning) and adaptive communication (Vineland Adaptive Behavior Scales--II). Social communication was rated from seminaturalistic interaction samples using the Brief Observation of Social Communication Change. Results: Children with the FXpm showed delayed social communication development, with the magnitude of group differences highlighting social communication as a feature that distinguishes children with the FXpm from their peers (p = 0.046, [partial eta-squared] = 0.12). The groups did not differ on the standardized language and adaptive communication measures (ps > 0.297, [partial eta-squared]s < 0.03). Conclusions: Early screening and treatment of social communication delays may be key to optimizing outcomes for children with the FXpm. Further research is needed to replicate findings in a larger sample, delineate the trajectory and consequences of social communication difficulties across the life span in the FXpm, and determine the potential epidemiological significance of "FMR1" as a mediator of developmental communication differences within the general population.

State mandates imposed by governors during COVID-19 affected extracurricular activities for children and youth. To continue providing 4-H programming during quarantine, Clemson Extension 4-H Youth Development Agents created the SC 4-H@Home program. Daily activities were developed that could be completed at-home using common household items and were delivered via email to registered participants. A survey was conducted at the conclusion of the program that included open- and closed-ended questions to gauge the effectiveness of the program. Results indicate that, overall, the SC 4-H@Home program was beneficial to youth and contributed to their education during the COVID-19 crisis.

We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) college students' perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture at PWIs Deep South. The data was viewed through a minority stress theory framework. Four major themes emerged: (1) supports for students; (2) barriers for students; (3) undergoing personal change; and (4) influencing systemic change.

This study seeks to share teachers' and principals' voices from middle schools in the Southeastern United States who are attempting to help their students achieve academic success. Obtaining a snapshot of middle schools in the Southeastern United States provides opportunities to recognize trends and identify challenges about the current implementation of middle level programs and practices related to academics. The last large-scale survey was completed over 10 years ago (McEwin & Greene, 2010, 2011) and was focused on principal voices only. When attempting to assess the level of implementation of various school improvement efforts or to gain a deeper understanding of the challenges faced daily in the classroom, the voices of teachers and principals are powerful voices that must be heard. Among other results, educators called for more meaningful collaboration among elementary and middle schools to address gaps in content and skills, and a better focus on educating the whole child in their schools. Implications and future directions are discussed.

International pharmacy students enhance the healthcare landscape through unique vantage points and diverse communication abilities. Their impact actualizes beyond pharmacy settings into community service arenas. This paper describes a collaboration between international pharmacy students and a statewide human immunodeficiency virus (HIV) needs assessment project in the United States (South Carolina). By translating a survey designed for people living with HIV from English to French, Spanish, and Vietnamese, the international pharmacy students reported greater familiarity with HIV nomenclature and treatment parameters. They also shared their paths to the United States and the importance of frequent use of non-English languages to their survey translations. The international pharmacy students viewed the survey's lengthiness as a possible barrier to participation. Articulating these experiences may heighten awareness of the value international students embody along with motivate other international students to embrace moments that center their linguistic latitudes.

Future Forward is an early elementary literacy program which, through a family-school-community partnership approach, integrates one-on-one tutoring and family engagement to support literacy development at school and at home. In the 2020-21 school year, as part of an Education Innovation and Research (EIR) Mid-Phase grant, the impact of a modified Future Forward on reading achievement was tested with a randomized control study of students in nine schools. In the context of COVID-19, implementation was modified to support virtual tutoring. Although consistent in magnitude with other studies, the modified Future Forward program was not found to have a statistically significant impact on student achievement. Sample size limitations and implementation challenges, both resulting from COVID-19, hindered our ability to measure an impact. Even considering these challenges, we still found evidence that Future Forward had a positive impact on the reading achievement of Black students (0.34 standard deviations, p =0.095) and, even more so, Black male students (0.54 standard deviation, p =0.052).

The purpose of the current study was to develop and validate the Online Teaching Motivation Scale (OTMS), a survey instrument designed to reliably measure motivational constructs related to online teaching and learning. The widespread prevalence of online and hybrid teaching modalities, many established during the COVID-19 pandemic, has necessitated reliable, valid measures to better understand factors that impact teachers' motivation for online teaching and learning. The OTMS went through a rigorous validation process, including a pilot survey for content review, digital administration to K-12 teachers (N=379), and confirmatory factor analysis. The result was a 24-item survey designed to measure teacher motivation for online teaching based on three factors: teacher self-efficacy for online teaching, teacher perceptions of online teaching and learning, and perceived administrative support for online teaching. The OTMS was found to have a strong model fit, as well as strong reliability and validity measures. Future research includes wide administration of the OTMS to examine the relationship between K-12 teacher motivation for online teaching and students' achievement and to inform the development of appropriate support models.

The impact of the New Tech Network (NTN) design on several academic measures was tested on ninth graders in four schools in one state located in the Southeastern United States. Research questions explored the extent to which achievement test scores, dual credits earned, and dropout rates differed between ninth grade students in high fidelity NTN schools and similar students in traditional schools. A quasi-experimental design using student-level variables from the state's PowerSchool database was conducted in order to test hypotheses related to the research questions. Results suggest that, when implemented with fidelity to the model, there was a significant effect of NTN on achievement test scores as students in NTN schools scored higher on both the End of Course (EOC) Math and English Language Arts (ELA) tests compared to students in control schools. This effect remained after controlling for poverty, race, and preexisting achievement level. Students in NTN schools also were slightly more likely to earn dual credit compared to similar students in control schools. However, there was no effect of NTN participation on dropout rate as students in NTN schools were more likely to be retained in their current grade level and not moving to the next grade level compared to students in control schools.

The Pediatric Symptom Checklist-17 (PSC-17) is a popular screening instrument used by parents and clinicians to assess children's behavioral functioning. However, more schools are examining the potential of the PSC-17 as part of a Multi-Tier System of Support framework. To investigate the potential of the PSC-17 in the schools, a sample of 1,779 U.S. preschool and kindergarten-aged children rated by parents (n = 667) and teachers (n = 1,112) was used to assess the measurement invariance of the PSC-17 across respondent groups. Multiple-group Confirmatory Factor Analysis supported partial scalar invariance for the PSC-17, indicating functional equivalence across teacher and parent respondents. Latent mean testing revealed teachers rated children as exhibiting a lower level of Externalizing Problems relative to parents; however, no significant differences in children's Internalizing Problems and Attention Problems were found between teacher and parent ratings.

Historical and modern scientific thought is dominated by the English language, colonized science, patriarchal norms, and Westernized "ways of knowing." By making materials that lie outside that narrative discoverable (e.g., non-Western science, Indigenous/Aboriginal knowledge, women in science, etc.) we can assert that science is a global endeavor by representing diverse scientists on physical library shelves or ebook "shelves." The Cataloging and Metadata Librarian and Science and Outreach Librarian at Furman University, a small liberal arts college, collaborated on a project to address discriminatory practices in the catalog records of a subset of the libraries' STEM collection. Spurred by another project to update deprecated Cutters in Library of Congress call numbers, we assessed collection content with an eye to improve future collection development and created a local method for collocating DEI materials within an Alma consortium catalog. The intended goals of the project were to update the collection, improve metadata to increase discoverability, and develop an auditing process to use for other collections.

Although School based agricultural education (SBAE) teachers have a variety of responsibilities within a comprehensive program, supervised agricultural experience (SAE) programs are considered an intracurricular component. Unfortunately, the ability for teachers to plan for and facilitate SAEs has been reported as lacking. The purpose of this study was to identify the current perceptions, barriers, and implementation of current middle school SAEs in the Southeast United States, which was carried out by a modified Delphi approach to reach consensus on the perceptions, barriers, and implementation of middle school SAEs from a panel of experts. After three rounds, 18 items achieved consensus related to perceptions of Middle School SAE integration, 19 items outlining barriers for Middle School SAE implementation, and 22 items indicating best practices for Middle School SAE integration. When we consider the uniqueness of middle school SBAE programs, the overall list of perceptions, barriers, and best practices is of great value for future implementation as additional programs are added. Recommendations for practice begin with purposeful professional development opportunities specific for middle school SBAE teachers.

Online learning is one form of distance education mediated through information and communications technology. We used a descriptive research design to develop and validate a multidimensional instrument to assess readiness and motivations for online learning. We provided a theoretical framework to better understand the concept of readiness for online learning and motivations to learn online. We assessed the need for a professional online Master's degree in Agricultural Education from Clemson University and participants' experience with online learning. Participants in this study included 531 Cooperative Extension agents, Natural Resource Conservation Agency, Farm Service Agency employees, and School-based agricultural educators from South Carolina, North Carolina, and Georgia. Of those, 96 participants completed the open-ended question. The study findings revealed that the survey instrument is a valid and reliable tool. Most participants reported a tendency for self-directed learning as they indicated having higher learning expectations performances. Individuals who perceive themselves as capable of performing a specific task or behavior have high levels of self-efficacy. Participants expressed that distance from campus--no need to relocate, and flexibility were their primary motivators to enroll in online learning. Many prefer using asynchronous technologies since they provide a more convenient environment where they can work at their own pace and better balance their work and school responsibilities. Results may also suggest that participants who are motivated to pursue an online degree place a high value on being self-directed learners since they can plan, monitor, and evaluate their own learning process.

As U.S. school leaders anticipate the end of Elementary and Secondary School Emergency Relief funds and contemplate possible budget shortfalls, they will have to make hard choices about how best to leverage limited resources to improve student outcomes. With the stakes high, lawmakers and experts urge school system leaders to rely on research and program evaluation to guide decisions. Unfortunately, high-quality research that demonstrates positive outcomes and aligns with the Every Student Succeeds Act (ESSA) evidence standards (U.S. Department of Education, 2023) is rare for many types of educational interventions, including professional learning. This article examines how practical evaluation is timely, uses accessible data collection methods, produces results that are easy for stakeholders to understand, and yet uses methods that go beyond pre-post comparisons so stakeholders can make inferences about what contribution an intervention may have had to an outcome.

Transition to kindergarten is an important developmental milestone for children and families. This study explored factors associated with kindergarten readiness focusing on the impact of a summer kindergarten transition program. A mixed-method design was employed, and the qualitative data from interviews with 16 randomly selected kindergarten teachers and the quantitative data of assessment scores of 320 kindergarteners were analyzed. Compared with children who were eligible but did not participate in the transition program, those who participated in the program had significantly more family engagement and stronger home-school relations. Smaller class sizes were associated with children's higher readiness scores in both academic achievement and social-emotional development. Larger school enrollment was associated with children's higher readiness scores in academic achievement, more family engagement, and stronger home-school relations. Higher school poverty was associated with children's lower readiness scores in social-emotional development. The findings can be used to inform program development and policymaking.

Using data from 11 institutions, the authors investigate enrollments in intermediate microeconomics to determine characteristics of successful and unsuccessful students and follow the retake behavior of unsuccessful students. Successful students are significantly different from unsuccessful ones, and unsuccessful students differ by type (unsuccessful completers vs. withdrawers). Aptitude is a strong predictor of success but not of retake. Having taken or concurrently taking intermediate macro reduces the likelihood of withdrawal and increases that of retake. Proficiency in calculus reduces the likelihood of unsuccessful completion but is uncorrelated with withdrawal and retake. Predictors of unsuccessful completion, withdrawal, and retake are similar in direction and significance for males and females, although magnitudes differ. URM students are more likely than white and Asian students to earn less than a C-.

In response to rising college tuition and student debt over the past three decades, some institutions, localities, and states have implemented a range of tuition-free promise programs to promote college access and success. Programs vary widely in their design features, including eligibility stipulations and award structure. I explore the growing but understudied trend of tying eligibility for a free college program to enrollment in vocationally oriented fields. Using web-scraped data on nine statewide promise programs with program-based eligibility requirements, I describe which programs are and are not eligible and discuss policy considerations for tying program eligibility to academic programs geared toward the workforce. These findings hold important implications for students in their enrollment decisions and labor market trajectories and for public perceptions of the purpose of higher education.