Investigating an Instructional Model for Integrated STEM in Teacher Education

Active learning experiences that incorporate technology, design, and making combine to form an important and necessary pedagogical approach that supports the 21st century skills of collaboration, communication, creativity, digital literacies, and computational thinking as a problem-solving framework. Active learning experiences in teacher preparation serve as a model for future educators to follow, while building the educators\u27 efficacy to conduct future implementations with their own students. In this study, a multidisciplinary Pop-Up Makerspaces activity was conducted as an active hands-on approach to interdisciplinary STEM education. The intersectionality of English language arts with integrated STEM through design and making included: (a) enriching language and integrated STEM literacy, (b) scaffolding and supporting pre- and inservice educators through well-designed active learning as these opportunities help to develop self-efficacy, and (c) exploring new models and frameworks for transdisciplinarity

Factors That Predict Incident Reporting Behavior in Certified Registered Nurse Anesthetists

Improving patient safety through reduction of medical errors is a national priority. One of the strategies widely utilized to address this issue is the use of incident reporting systems. The purpose of this study was to describe factors that predict the likelihood that Certified Registered Nurse Anesthetists (CRNAs) will use incident reporting systems, guided by the theory of planned behavior (Ajzen, 1991). A non-experimental, correlational research design was utilized to achieve the study aims. Following IRB approval, a cross-sectional survey was administered electronically to a random sample of practicing CRNAs. Correlational analyses and a standard logistic regression were utilized to determine the relationship between cognitive factors and CRNAs\u27 use of incident reporting systems. Two hundred and eighty-three practicing CRNAs participated in this study. These CRNAs value incident reporting, perceive social pressure to report, and feel in control over reporting, yet had not consistently used existing incident reporting systems in the past 12 months. A CRNA’s attitude toward reporting and the degree to which he or she perceived social pressure to report, were determined to be significant predictors of the likelihood that a CRNA would use an incident reporting system. Social pressure to report was the most important factor in the prediction model. The results of this study revealed that there are missed opportunities for learning from patient safety incidents in anesthesia practice. The information gained in this study has the potential to assist organizations in the design of strategies to promote incident reporting by practicing CRNAs

VCU College of Humanities and Sciences Racial Equity Assessment

Racial equity is the process of ensuring that equal possible outcomes are available for every individual. At the College of Humanities and Sciences (CHS) an important goal is to ensure faculty and staff have access to the same opportunities, while accounting for those facing continued barriers. Following the establishment of the Inclusion, Diversity and Equity Committee, the current state of racial equity and the effectiveness of initiatives meant to correct for imbalance will be assessed

Social Media Diaries And Fasts: Educating For Digital Mindfulness With Pre-Service Teachers

With social media access nearly ubiquitous, teachers and students must explore how to mitigate distractions and unhealthy uses. In this mixed methods study, the authors invited 60 pre-service teachers across two universities to cultivate mindfulness around social media beliefs, habits, and behaviors by completing a social media survey, diary, and fast. Participants identified reasons for regular social media use, including unconscious impulses, and made new realizations about what is gained and lost in social media engagements. Participants were optimistic about teaching similar lessons. The authors recommend pedagogical guidelines for social media mindfulness that allow for complexity, variance, and idiosyncrasy

‘Show Me What It’S Supposed To Look Like’: Exploring Mindfulness-Based Support For Early Career Teachers In An Era Of Neoliberal Reform

In an era of top-down mandates and neoliberal reform policies, early career teachers must receive sustained social and emotional support as part of their regular professional development in order to navigate the murky waters of education that can sometimes feel disempowering and disillusioning. Teachers in high-poverty urban schools, who often deal with additional variables like student achievement gaps, disparate funding and high teacher turnover, among myriad other hurdles, are often highly impacted by these policies. This study examined the experiences of a group of early career teachers in an urban school district that participated in a mindfulness-based professional learning intervention. Findings show that participants not only experienced increased self-efficacy in assuaging personal and professional stressors, but also connected newly acquired strategies to the ways they supported the diverse students in their classrooms. Implications from this study suggest that learning about mindfulness-based strategies in an informal group setting can be beneficial for teachers, both personally and professionally, as they navigate the tensions of beginning their careers embedded in “the neoliberal program of reform”