Mr. Thomas Parrish

Funeral Program for Mr. Thomas Parrish Mr. Thomas Parrish at James R. Barnes Mortuar

Clifford Jerome Smith

Clifford_-Jerome-_Smith.pdf - Death Notice for Clifford Jerome Smithhttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/10799/thumbnail.jp

South Asian American Experiences of Microaggressions and Wellbeing: The Moderating Role of Social Support

Although the South Asian American community is rapidly expanding in the United States (South Asian Americans Leading Together [SAALT], 2015), there remains a dearth of psychological research regarding the impacts on mental health and wellbeing affecting this diverse community. Racial microaggressions, or verbal or behavioral actions indicating hostile or negative attitudes toward marginalized individuals (Sue et al., 2007), negatively impact People of Color (POC) mental health and wellbeing (Forrest-Bank & Jenson, 2015a; Nadal, Wong, et al., 2015). Some research exists on South Asian American communities and microaggressions (Houshmand et al., 2014; Poolokasingham et al., 2014) but there is limited research using a strengths-based perspective for interventions. This specific study investigates whether social support buffers the effects of racial microaggressions on psychological wellbeing and depressive symptoms in South Asian American populations. The present study aimed to fill that gap. Linear regression moderation analyses were used to analyze the responses of 250 participants who identified as South Asian young adults (18-25). The study serves as an extension on the existing literature which individually discusses microaggressions and social relationships

Embracing the Third Space: Elevating Student Engagement and Information Literacy in Academic Libraries

Academic librarians are adept at teaching effective information seeking skills using innovative technology and instructional methods. However, students and faculty are increasingly seeking these resources elsewhere, or not at all. In fact, library usage, information literacy, and enrollment are all in decline. This is the reality many librarians, faculty, and staff at colleges and universities throughout the United States are facing in a post-covid world. The question then becomes: How can the academic library reengage with students, increase usage, and champion information literacy? Public libraries are addressing declining usage by embracing the theory of “third place,” a term first coined by a sociologist in the 1980s, meaning a space outside of home (first space) and work (second space) where people can find comfort and conversation. Rather than marketing themselves as the traditional book repository, public libraries are redefining themselves as dynamic hubs of information, meeting spaces, events, and access to community resources—essentially, turning themselves into a “third place” for their communities. Considerable literature exists on how to apply the third place theory within public libraries, but less exists on how this theory might be applied to academic libraries. Academic libraries are poised to be a third space to students, as a neutral space between the academic pressures of the classroom and the personal responsibilities of home. This presentation will define the idea of the “third space” and argue that academic libraries can and should redefine themselves as a “third space” for students and faculty alike, both physically and virtually. It will discuss what a physical and virtual third space academic library might look like, how information literacy can be factored into it, and provide practical tips using real world examples from academic libraries throughout the United States

Transformative Nudges: Fostering Well-Being & Digital Literacy with Generative AI

In a transformative, technological era heralded by the emergence and advancements of Generative Artificial (Gen AI), educational landscapes are gradually evolving. Evidently, opportunities go abegging, innovations and reflections become invitations to be accommodated. This presentation explores the harmonious interplay between Gen AI and Nudge Theory — a substantive framework grounded in behavioral science that encourages positive change that can be executed through gentle, strategic prompts. Carefully crafted prompts that could read like subtle interventions can profoundly influence learners\u27 decisions and corresponding actions. Thus, Nudge Theory can be a utility vis-a-vis an effective approach for cultivating an adaptable educational culture within the academic arena. As educators, library practitioners and information professionals embark on the journey of integrating Gen AI, thoughtful nudges can foster acceptance and skillful application of these powerful tools. As an example, targeted curated resources and mindful reminders can inspire these educators, practitioners and professionals to embrace AI — enhance instructional design, personalize student learning experiences whilst at the same time promote self-care. It is worth noting that the integration of Gen AI significantly impacts digital and information literacy. These are essential skills in our increasingly interconnected world. By employing nudges, educators, library practitioners and information professionals can provide guidance in navigating vast digital landscapes to help learners discern credible information sources. Incorporating AI-driven tools can further enrich digital literacy by providing tailored feedback, fostering critical thinking, enhancing research and well-being capabilities which are essential to cultivating intentional, supportive, and educational environments

Helping Teachers Navigate Georgia’s HB 1084

Georgia passed House Bill 1084 (HB 1084) in 2022, a law that frames how controversial topics can be addressed and taught in Georgia public classrooms. Although the phrase “controversial topics” is a catch-all phrase, it specifically frames how educators should address race and the teaching of racism in the classroom. Also known as the Divisive Concept Legislation, this policy assumes that a problem has emerged when teachers address racism in the teaching and learning paradigm, and this policy is designed to fix said problem. However, research shows that this is not true. No problem emerged before GA senators initiated the law; instead, they suggested that should a problem arise, a policy will be in place to address it. It is a policy in search of a problem. Georgia is not alone in passing divisive concept legislation; several states have passed or propelled this type of legislation. How many states depends on the research question. What is missing from this discussion is practicing classroom teachers who never had a chance to weigh in on these policies. Research also suggests that many districts do not attempt to address some of the conflicting components or the ambiguities of the legislation. So, what can teachers do? This presentation attempts to answer this question by deconstructing Georgia’s HB 1084 while posing possible suggestions for classroom teachers and teacher preparation programs. These suggestions are grounded in “fugitive pedagogy” (Givens, 2021; see also Lozenski, 2022). This pedagogy has a long history in the African American community and hopefully can be helpful to ELA practitioners during these turbulent times

First-Year College Experience and Student Motivation

The purpose of this project was to explore how metacognitive learning strategies can enhance intrinsic motivation, social development, and well-being among 33 freshman students in a First-Year Seminar (FYS). Grounded in the Self-Determination Theory (Deci & Ryan, 2020; Flanigan et al., 2023; Ormrod, 2020) and the Expectancy-Value Theory of Achievement Motivation (Eccles & Wigfield, 1994, 2000), this study examined students’ engagement and motivation through a video recording assignment. By analyzing their reflections and learning experience, we evaluate the effectiveness of student\u27s motivation by reducing digital distraction and fostering self-regulated learning and academic motivation

Inez Lucille Loadholt Jenkins

https://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11696/thumbnail.jp

Araminta Williams Barnes

Araminta_Williams_Barnes.pdf - Funeral program for Araminta Barneshttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/11756/thumbnail.jp