Equine Piroplasmosis: Uncommon Transmissible Disease with International Impact

In the Equine Diseases course, students were tasked to create a slideshow and video project on a disease or condition that is rare or foreign to the United States. Equine Piroplasmosis is a blood disease that is majorly unidentified to the average horse owner. It is a condition where protozoa (single-celled organisms) enter the bloodstream through a tick bite and attach themselves to the horse’s red blood cells. The protozoa develop and reproduce the best in warm, tropical climates. It is not something we see much in the United States, but this equine disease has a human counterpart that is common around the Northeast known as babesiosis. The ticks that carry Piroplasmosis also survive in the United States, however, they do not have access to the protozoa or asymptomatic carriers. As researchers and students, we believe that horse owners and the general public should be informed of this due to the increasing vector (ex. ticks and mosquitos) populations over the past several years

Social and Emotional Learning Skills Following the Covid-19 Pandemic

Prior to the COVID-19 pandemic, social and emotional learning and the safety of students were a concern for educational leaders (DeArmond, 2021). The Department of Education introduced metrics under the Every Student Succeeds Act (U.S. Department of Education, 2015), and social and emotional learning initiatives rose to the top of districts’ priorities. Following the COVID-19 pandemic, it is recommended that administrators consider a review of their multi-tiered interventions (MTSS) for social and emotional learning to address students’ increased social and emotional needs (Minkos & Gelbar, 2020). The purpose of this mixed-methods, explanatory study was to investigate how educators rate students’ social and emotional skills and examine referral rates returning from interrupted instruction due to the COVID-19 pandemic. The research explored the amount of professional development educators have received and are currently needing in social and emotional learning. Phase One utilized quantitative survey data investigating educators’ perceptions of students’ social and emotional abilities and examined referral rates during 2021-2022. Phase Two explored educators’ perceptions of students’ social and emotional learning skills and what professional development staff is needing in social and emotional instruction. The study addressed the following research questions: 1. How do educators rate their students’ social and emotional learning skills following COVID-19? 2. Is there a significant difference reported in the number of student referrals for social and emotional learning to the multi-tiered system of support prior to and returning from COVID-19? 3. How do educators describe students’ application of social and emotional skills since returning from distance learning? 4. How do educators describe the support they currently need within the area of social and emotional instruction? The results revealed that students are struggling with social and emotional competencies and educators are seeing an increase in negative behaviors returning from Covid-19. The data suggests that educators had concerns about students’ social and emotional learning and did not refer the students for intervention. The data also suggests that educators need professional development within social and emotional instruction. The results may support educators’ and students’ social and emotional learning returning to school following the COVID19 pandemic

JWU Sustainable Food Systems: Brand Identity

JWU Providence’s Sustainable Food Systems program offers career pathways through which chefs and food enthusiasts can be agents of change around the world as food strategists, entrepreneurs, policymakers, nonprofit professionals, educators, sustainability officers and more. This unique bachelor\u27s program is unlike any major offered by other institutions in the area. For that reason, it deserved a brand identity to highlight its focus on sustainability, agriculture, and culinary expertise. A student design team made up of three graphic designers worked during the Fall 2022 semester to create a distinctive brand for this bachelor\u27s program. By incorporating innovative vectorized symbols, strong uses of textual hierarchy, and design elements and principles, our design team conveyed all aspects of the curriculum

Providence Performing Arts Center: Disney Musicals in Schools Program

In the partnership with the Providence Performing Arts Center (PPAC), students from DEE3999 will produce videos for the partner’s objective: to bring Disney Musicals in Schools, the theater program, to urban schools in Rhode Island. The project with PPAC will encourage DEE students to brainstorm concepts, film on-site, and edit to deliver creative and on-strategy videos to the client. The videos will highlight the program and inform parents, teachers, and school districts about the importance of performance arts in grade schools. The design of Disney Musicals in Schools gives students in urban school districts the opportunity to learn and perform theatrical pieces, which ultimately contribute to their educational experience. Overall, the videos for PPAC will address the importance of arts in grade schools and the overall contribution Disney Musicals in Schools will have on the culture and community of Providence

The Campus Conscience: Perspectives of Underrepresented Chief Diversity Officers at Predominantly White Institutions

Chief diversity officers (CDOs) are leaders in higher education and are called upon to play a transformational role in diversity, equity, and inclusion (DEI). Williams and Wade-Golden (2013) position CDOs as change agents, strategic partners, and invested advisors on our college campuses (Aguilar, 2020; O’Neil Green, 2013). Although the role of the CDO will differ at each institution based on type, mission, and goals, studies show that when institutions fail to retain diverse professionals, their departure negatively impacts campus culture (Harper & Hurtado, 2007; Milem et al., 2005; Turner et al., 2008; Williams & Wade-Golden, 2013).Melaku and Winkler (2022) suggest that DEI work should be integrated across the institution rather than assigned as the sole responsibility of a single individual. Compared with other senior-level administrators in higher education, CDOs are under increased scrutiny as the point person for all diversity issues on campus (Williams & Wade-Golden, 2013). This qualitative descriptive study explored the perspectives of underrepresented CDOs as they described their institutional role and purpose at predominantly White institutions (PWIs). The following research question guided this study:RQ: What are the perspectives of underrepresented CDOs at PWIs regarding their role, scope, and purpose?Four data sources were used in this study: (1) purposefully selected experts (N=2), (2) purposefully selected current CDOs who identified as a member of an underrepresented group at a PWI for at least two or more years (N=7), (3) follow-up reflective questionnaires with participants (N=4), and (4) document analysis using extant evidence from participants’ institutional websites (N=23).Four themes emerged: (1) CDOs are here to disrupt the status quo as educators and translators of DEI, (2) CDOs are meta-functional experts, not field workers, (3) CDOs perform the invisible work, (4) CDOs professionalize their roles, and (5) CDOs are the campus conscience. Participants shared that the misalignment of individual beliefs by people in positions of influence and decision-making was seen as a barrier to advancing DEI goals and, ultimately, a factor in retaining CDOs at PWIs. Recommendations may inform campus stakeholders about supporting CDOs more effectively