Culturally Responsive Teaching: Inclusive, Engaging, and Effective Instructional Strategies

Illinois’ Culturally Responsive Teaching and Leading Standards, approved by the Illinois State Board of Education in March 2021, will be part of teacher education programs throughout the state by the end of the 2022-2023 school year. To this end, we want to provide practical strategies for reflecting on teacher preparation coursework and incorporating the CRTLS in our work with preservice teachers. We will provide a quick review of the content within the standards, but most of the time will be spent on specific examples of what teacher education classrooms might look like with the CRTLS embedded

\u27Trumpian\u27 Attitudes in Central Europe: Causes for Hungary’s, Germany’s and Poland’s Attitudes Towards Transatlantic Trade

This paper explores the various causes for anti-trade sentiment and its relation to far-right populist politics among Germany, Hungary, and Poland as case studies

“Why Can’t Our Majors Write?”: Cross-Disciplinary Collaborations with the Writing Center

The presenters aim to help WPAs and faculty gain insight into how to collaborate with colleagues from across disciplines to improve student writing. Participants will learn specific techniques for immediate use in supporting the writing development of upper-level undergraduates in their major classes and in their chosen professions

Culturally Responsive Teaching

In December of 2020, The Illinois State Board of Education approved the Culturally Responsive Teaching Standards to promote a more sensitive approach to matters of race, gender, and sexual orientation in the school curriculum. This presentation will highlight the key components of the newly adopted standards and prepare future educators to teach in classrooms with diverse populations. Participants will understand cultural and community diversity, systems of oppression, examine their own belief systems, and learn how to incorporate students’ experiences, cultures, and community resources into their instruction

Promoting Innovation and High-Tech Entrepreneurship in Historically Black Colleges and Universities: An Exploratory Research

This study explores the current state of innovation and high-tech entrepreneurial initiatives in Historically Black Colleges and Universities (HBCUs). Previous research showed that institutions’ environment, faculty empowerment, organizational trust, early stage capital, innovation centers and innovative teaching practice had a major effect to support innovation and foster tech-entrepreneurship. We present our conceptual model. The final section explains the current state of research and implications for future research are discussed

Multicultural/Multilingual Issues in CSD Research Methods Coursework: A Neglected Topic?

Insufficient research training contributes to the current shortage of researchers in the field of speech-language pathology, but also to the dearth of multicultural and multilingual (MCML) research. There is limited information regarding how MCML issues are addressed in Research Methods courses in Communication Sciences and Disorders (CSD). One of the ways in which this problem can be addressed is to include MCML issues into CSD research methods courses. A survey, “Integration of MCML Issues in Research Coursework” was developed based on an in-depth literature review. The aim of the survey was to gain information from instructors by examining the extent to which MCML issues are included in their CSD research methods courses. A total of 56 instructors responded to the survey. In the survey, 41.03% respondents indicated that it was very important to include MCML issues but only 28.21% included this topic in their course objectives. Time constraints, curricula overload, and specific courses on MCML were most cited as reasons for not including MCML. 44.44% used Research Ethics and 27.78% used EBP as strategies to infuse MCML into courses. 61.11% had further interest in the topic. By addressing MCML issues and culturally responsive research in CSD research methods classes, it is hypothesized that future speech-language pathologists will be better equipped not only to provide evidence-based services to the diverse populations they serve, but also be better prepared to conduct research on these diverse populations

Role of the Dental Community in HPV Vaccination Promotion

Introduction. With increasing awareness that human papillomavirus (HPV) can cause oropharyngeal cancer (OPC), dental providers may play an important role in promoting HPV vaccination and preventing cancer. Our goal was to assess knowledge and current HPV vaccine counseling practices among Vermont dentists and dental hygienists to identify potential targets for state-level interventions to increase vaccine coverage. Methods. We developed a survey to assess knowledge, beliefs, practices and barriers regarding HPV vaccination, and distributed it via email to practicing Vermont dentists and dental hygienists. Free responses were analyzed using a coding framework generated from three key informant interviews. Results. 90% of providers believe it is important for them to play an “active role” in their patients’ general medical care, yet only 50% believe it is their responsibility to recommend HPV vaccine. Only 50% feel knowledgeable enough to recommend the vaccine. 78.6% of providers rarely discuss HPV vaccination with their age-appropriate patients, and 82% rarely recommend the vaccine. When asked to name the biggest barrier against recommending vaccination, providers named the following factors most frequently: “not responsibility of dental provider” (27%); lack of confidence in knowledge (19%); time constraints (14%); and parent philosophical/religious opposition (11%). Discussion. Because dentists and dental hygienists care for a broad pediatric population across the state, dental communities may be poised to play an expanded role in Vermont’s efforts to improve its HPV vaccination coverage. Our study identifies several potential areas for provider-focused interventions, which include educating providers about the HPV vaccine and reducing significant barriers against recommending.https://scholarworks.uvm.edu/comphp_gallery/1266/thumbnail.jp

DERIVING EDUCATION CODE SETS FROM THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH FOR CHILDREN AND YOUTH (ICF-CY)

Classifying childhood disability is a challenge in health and education settings. Differences exist in the instruments used to document childhood disability across countries, professional disciplines, and settings. This variability compromises reliable prevalence rates, limits valid comparisons of consequences of diagnosed conditions, and reduces knowledge about functional outcomes. The lack of a universal definition of childhood disability has made it especially challenging to establish a standard classification system. The International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY) was endorsed by the World Health Organization in 2007 and was the first universal classification system available to document health and disability in children. The ICF-CY provides a common language and shared conceptualization of childhood disability and was designed to document the characteristics of developing children for a variety of purposes including program planning, research, and documentation of intervention outcomes (WHO, 2007). Application of the ICF-CY is important to unify data on child health status and functional characteristics; however, it is limited by the comprehensiveness of the inclusion of more than 1,600 codes. Children have universal rights to health and education (UNICEF, 1989). Florian, et al. (2006) stated that “classifying, categorizing, and labeling children” (p. 36) are considered essential when attempting to fairly distribute education and social services for students with disabilities; however, a standard comprehensive classification of education of all students does not currently exist. This study was conducted to enhance the utility and accessibility of the ICF-CY by asking international experts to identify essential characteristics of children and youth’s functioning at three educational levels. The Delphi technique was used to obtain expert consensus to derive three education code sets for children and youth in primary education/elementary school, lower secondary education/middle school, and upper secondary education/high school. A professionally diverse panel of 73 international experts completed two Delphi rounds of online surveys to rate the most important characteristics of child functioning to include in abbreviated ICF-CY Education Code Sets for three education levels. The final code sets are intended to serve as a universal reference for minimal information to collect about child functioning in research, policy, and practice.Doctor of Philosoph