The Sky’s the Limit: Improving Satellite Imagery Data Literacy to Address Noncommunicable Diseases

Low-and middle-income countries experience 77% of the world’s premature deaths caused by non- communicable diseases, and their underlying health determinant data are often scarce and inaccurate. Im- proving satellite imagery data literacy worldwide is an integral step toward using the vast amount of publicly available data collected via satellites, such as air pollution, green space and light at night—all determinants of non-communicable diseases. Existing machine learning–based algorithms enable automated analysis of satel- lite imagery data, but health officials and scientists must know where to find and how to apply these algorithms to measure risk and target interventions

Taking the Leap: A Qualitative Study Exploring the Entanglement of the Vertical Transfer Process and Engineering Identity Development among Community College Students

Taking the Leap: A Qualitative Study Exploring the Entanglement of the Vertical Transfer Process and Engineering Identity Development among Community College Students Community colleges provide an open access, cost effective pathway to earning a baccalaureate degree in engineering. However, the transfer and degree completion rates remain low. Improved persistence has been linked to a variety of factors including a strong engineering identity. The purpose of this qualitative case study was to expand the understanding of engineering identity development during the vertical transfer process. Each milestone in the process, framed within transfer student capital, was considered to determine what, if any, influence it had on the student’s interest, perceived recognition, and competence. Clear themes emerged within each phase including Building a Solid Foundation in Engineering with subthemes of Building confidence, Developing an academic network, and Tangible engineering work; Applications and Acceptance; Learning Curve with a subtheme of Rebuilding an academic network; and Committed to Completion with subthemes of Leveraging an academic network, Performing engineering work, and From now until graduation. Implications for practice are offered as a result of the research conducted. The first is designing intentional experiences within more courses that place the student in the role of an engineer. The second practice is encouraging the development of an academic network through a combination of effective classroom techniques, faculty supported study sessions, and existing campus support resources such as tutoring. The final practice is to embed a transfer culture across the community college that relies on active student participation in the transfer preparation process and consistent communication between community college academic advisors and faculty as well as university representatives

Estimating Pedestrian Crossing Times at Scramble Crossings via Machine Learning and Agent-Based Modeling

Scramble crosswalks differ from conventional crosswalks in their ability for pedestrians to cross diagonally. This research compares the average crossing times and investigates the walking behaviors that pedestrians adopt to produce the speediest times in the two crosswalk configurations. Identification of the most efficient set of walking behaviors is done through an agent-based model, whereas producing polynomials relating crossing times to the most prominent walking behaviors is done through regression algorithms in machine learning. With the combination of these two approaches, it is revealed that pedestrians must adopt a relaxed walking style to make each crosswalk configuration efficient. Additionally, between conventional and scramble crosswalks, the scramble configuration generally leads to lower crossing times, provided that there is sufficient pedestrian traffic. In all other cases, transitioning from a conventional to scramble design by the addition of diagonal routes leads to no significant changes – or even an increase – in crossing times

“A LIFT-UP, NOT A HANDOUT”: EXPLORING THE IMPACT OF RESOURCE SCARCITY AND EMERGENCY MICROGRANTS ON COMMUNITY COLLEGE STUDENTS

“A LIFT-UP, NOT A HANDOUT”: Exploring the Impact of Resource Scarcity and Emergency Microgrants on Community College Students More community college students are facing resource scarcity, struggling with insufficient means to cover essential expenses and unexpected costs that might hinder their ability to fully engage in their education. In response, community colleges are more frequently administering emergency microgrant programs to assist students who lack the financial means to meet essential expenses. Although there is a growing body of research on the impact of basic needs insecurity and emergency grants on academic outcomes, there is a notable lack of literature offering qualitative insights into how community college students experience resource scarcity and the effect of emergency microgrants on their educational experience. The aim of this study was to investigate how community college students experienced resource scarcity and how receiving an emergency microgrant influenced their engagement with the college and their educational journey. This study was guided by Scarcity Theory (Mullainathan & Shafir, 2014) and the Perna and Thomas Conceptual Model for Student Success (2008), employing a qualitative instrumental case study methodology. Data were gathered through semi-structured interviews with ten participants who received emergency microgrants. Three themes emerged from the research: (1) resource scarcity creates mental strain and hinders academic engagement, (2) emergency microgrants provide immediate financial and emotional relief, and (3) emergency microgrants foster students’ sense of institutional support and care. The findings suggest that community college leaders should view emergency microgrants not merely as financial assistance but as both (1) a critical academic intervention and (2) a tool to support students’ mental health and well-being

WHY DO TEACHERS STAY OR LEAVE?: THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT, PEER PERCEPTIONS, SATISFACTION OF SALARY AND STUDENT BEHAVIOR ON THE BIG CAREER DECISION

This study explores the impact of teacher retention on the education system and possible reasons that teachers decide to leave. Exploring working conditions of salary satisfaction, student behavior, administrative support and peer perceptions, this study draws correlations between these conditions to see the impact on a teacher\u27s decision to stay or leave. The results of this study help build a picture of the complex decision-making process that a teacher may go through in their career to stay or leave the profession. This information can be used to inform districts, boards, administrators and unions to build policy and practice that is conducive to effective teacher retention