Traces of Presence: Remembering Daniel Pinheiro

A tribute article in memory of artist Daniel Pinheiro (1982–2025)

Trans* Student Experiences in Higher Education

This paper reviews literature on trans* students\u27 experiences in higher education, examining their obstacles and institutional approaches to inclusion. The study investigates challenges regarding chosen names and pronouns, access to facilities, extracurricular involvement, and the impact of increasing anti-trans* legislation. Despite growing visibility, trans* students continue to report harassment, discrimination, and a decreased sense of belonging. The paper explores current Title IX interpretations and recommends that higher education administrators develop inclusive policies, enhance professional development, and create supportive campus environments that foster trans* students\u27 academic success and overall well-being

Chemical compositions of initial and residual silicate source glasses from degassing experiments: implications for Mars

These files contain supporting data for the JGR manuscript Trace Element Transport and Deposition during Magmatic Degassing: The Effect on Martian Rocks and Fines. They report the chemical compositions (major oxides and volatiles) of initial and residual silicate source glasses from degassing and vapor-transport experiments. Composition (wt%) of major oxides calculated from EMPA (renormalized on a volatile-free basis); Cl and SO2 from EMPA (wt% based on total of oxides+Cl+SO2); wt% H2O calculated from micro-FTIR. Files include the raw EMPA and FTIR data, processing, and calculations used to obtain the chemical compositions presented in Table 5 of the manuscript

Navigating Tumultuous Waters: The Role of Faculty in a Politically Charged Higher Education Landscape

This article critically examines the increasingly complex role of faculty in today’s politically charged higher education landscape. It begins by emphasizing the significance of academic freedom as a fundamental pillar in preserving the integrity and purpose of higher education. Amidst heightened external pressures and societal polarizations, it delves into the challenges faculty face, including navigating biases and stakeholder pressures while maintaining impartial scholarship. The article presents strategies for faculty to safeguard their institutions against undue political influence and ensure their academic pursuits remain true to critical inquiry and intellectual freedom. Moreover, it highlights the crucial role that accreditation professionals play in bridging the gap between faculty and governing bodies, advocating for the academic community’s needs and freedoms. The article argues that faculty and accreditation professionals are central to resisting politicization in higher education, protecting academic values, and ensuring that the academy remains a space for free thought and scholarly advancement

Pedagogy of Dialogic Communication: Becoming Aware of Our Unconscious Beliefs

Norms of the classroom limit our learning about ourselves. Hidden scripts guide our behavior. Beliefs we are unaware of are often behind our responses to ideas. Unconscious beliefs are connected to our immediate, spontaneous responses, referred to as intuitions in social intuitionist theory. Intuition is what we believe and can access at high speed without being aware of what we believe, without being aware of our reasons for believing it, and without knowing how we came to this belief or how we access it in memory. We experience intuitions as knowing something all at once. We know what we like, what we agree with, and the meaning of something all at once. We often know how we feel about something in a flash. The classroom is a place where we not only do not openly explore our intuitions, emotions, or who we are, but also a place where we ought not to deal with emotions or ourselves, and a place where we ought not to challenge one another’s beliefs. These are norms of classroom communication. We confuse disagreeing with others’ beliefs with disrespect. This paper argues that our beliefs are who we are and that learning who we are is best accomplished in dialogue that includes discussing our strong beliefs and challenging others’ beliefs. If we rule out expressing emotions, conflict, and deep beliefs in the classroom, we go a long way toward killing learning at its best: learning about ourselves

Final Doctoral Recital

Double Bass, Benedetto Marcello, J.S. Bach, Vaclac Pichl, Ernesto Lecuona, Keenan Zac

Final Doctoral Recital

Voice, H. Leslie Adams, Libby Larsen, Lori Laitman, Germaine Tailleferre, Paul Ayres, Michel Foucault. Please see Additional Documents for Recital Program and Prospectus

Reimagining Career Services\u27 Role in International Students\u27 Higher-Education-to-U.S.-Work Transition

International students’ job search experience encompasses cultural and learning experiences from home and host country living. The higher education-to-work transition of international students to meet their career goal in working in the United States requires attention of both international students and higher education administrators. This literature review explores the intersection of the international student experience, their career development, and the advising/support received by career services professionals. A clearer understanding of international students through a six-dimension binary cultural lens (Hofstede, 2011) affords professionals the knowledge and work with students’ existing understanding of home and host cultural norms and job seeking

Responding to Technology-Induced Transformations in Writing Education: Conceptualizing and Teaching the Literacies of Privacy, Originality, and Agency

This article explores the transformative impact of technological advancements—especially computers, the internet, and artificial intelligence (AI)—on writing and literacy education. Building on relevant scholarships, it argues that there is an urgent need to update traditional literacy education by adding/extending three additional literacies: the literacies of privacy, originality, and agency. Reconceptualizing privacy, originality, and agency in relation to the reshaping of literacy by emerging technologies in the past few decades, as the article shows, would help advance pedagogies to address the disruption to fundamentals that are worth preserving and building upon. The article addresses the challenges posed by the increasingly public nature of writing, the evolving concept of originality in the age of AI-generated content, and the shifting notion of agency in a digital context. It discusses and shows that as writing becomes more digitized, students need to be taught not only how to communicate effectively but also how to navigate the complexities of when, how, and why to share their thoughts; how to maintain and foster originality amidst technological influences; and how to exert agency over their writing when using digital tools