NORTH CAROLINA COMMUNITY COLLEGE SYSTEM AND FACULTY PROFESSIONAL DEVELOPMENT

Community colleges are composed of full-time faculty and adjunct faculty who serve a diverse student population. As faculty they are expected to remain up-to-date in the best practices of instruction; to be experts in their areas of specialty; and are traditionally non-trained academics. At the same time, regional accrediting agencies have also established accreditation guidelines where faculty are to be qualified; have access to professional development opportunities; and online faculty have access to appropriate training. This study sought to understand full-time and adjunct faculty members’ attitudes, skills, and institutional resources towards professional development opportunities available to individuals who teach and develop online courses. This quantitative research employed an Internet-based survey of full-time and adjunct faculty who work on the 58 different North Carolina Community College Systems campuses. The questionnaire consisted of three topics (a) attitudes, (b) skill, and (c) institutional resources. Respondents were asked to rate the importance of each topic along a 5-point Likert scale. The study posed both research questions and hypotheses. Research questions concerning the perceptions of online teaching and course development were answered by computing descriptive statistics for each category. Null hypotheses regarding the perceptions among full-time faculty and adjunct faculty were tested with independent samples t-tests on comparing the importance to online instruction and their self-assessment. Next, paired samples t-tests were used to compare the similarities and differences between the full-time faculty’s and adjunct faculty’s responses. Results indicated consensus in the perceptions of both full-time faculty and adjunct faculty along the topics of skills and institutional resources with attitudes reflecting one question with non-agreement. A statistically significant difference existed among all three professional development categories in the comparison between importance to online instruction and the self-assessment except for one area: the self-assessment on institutional resources. Results indicated faculty have a growth mindset and are receptive to ongoing professional development opportunities that are related to their interests while efficiently using campus resources

Chutes and Ladders with Large Spinners

We prove a conjecture from a 2011 College Mathematics Journal article addressing the expected number of turns in a Chutes and Ladders game when the spinner range is close to the length of the board. While the original paper approached the question using linear algebra and the theory of Markov processes, our main method uses combinatorics and recursion

FROM THE COLLECTION OF

The purpose of this thesis is to describe my current body of work and the processes involved in its creation. The paper starts by detailing the troubling change that I have observed in our natural world due to the prevalence of man-made materials. It is then explained how my sculptural work, through the use of natural and synthetic materials, represents what nature has become due to excessive human intervention. Next, I reveal that in an attempt to limit my own wasteful practices, I exclusively use found materials. Further information is then provided about the collection of the items that comprise my work. After, the general processes that I utilize when in my studio are detailed. Next, an in-depth account of my decision making while creating one specific piece is provided. By focusing on a single sculpture, I shed light on my artistic practice as a whole, since my aims and motivations remain relatively consistent no matter what piece I am creating. A description of how I intend to display my body of work in a gallery setting follows. The thesis concludes by asking what will happen to our natural world if wasteful practices continue

Grain Transportation Policy and Transformation in Western Canadian Agriculture

This paper provides an overview of grain transportation policy in Canada over the last 100 years, including the inception of the Crow Rate, the replacement of the Crow Rate with the Western Grain Transportation Act(WGTA), and finally, the repeal of the WGTA. Particular emphasis is placed on the structural change to the western agricultural economy that occurred following repeal of the WGTA in 1995. When grain transportation subsidies were removed, industry responded quickly to market signals through a diversification of crop patterns, an increase in livestock production, and an increase in value-added processing. Key Words: transportation policy, diversification, structural changetransportation policy, diversification, structural change, Agricultural and Food Policy,

A Mixed-Methods Approach to Explore Student Perceived Needs for Peer Mentorship in a College of Engineering

“Nobody makes it alone. Nobody has made it alone” (NOVA SHRM & Dulles SHRM, 2012, p. 5). Mentoring generally has positive outcomes, such as increasing output, staying in work or school, increasing confidence, and others (Campbell & Campbell, 2007; Crisp & Cruz, 2009; Eby et al., 2008; NASEM, 2019; Pfund et al., 2016). This dissertation study focused on student perceived needs for peer mentorship in engineering, which can fill in gaps of traditional mentorship by pairing mentors and mentees at similar levels, increasing comfort and emotional support to mentees (Allen et al., 2017; Haggard et al., 2011; Kram & Isabella, 1985; Meyers et al., 2010; NASEM, 2019). While there are peer mentorship programs in higher education, there is a lack of agreement on what is important. This is because of limited understanding (Crisp & Cruz, 2009; Gershenfeld, 2014; Jacobi, 1991). Most studies have focused on evaluating peer mentoring programs to find program issues instead of finding what students perceive as a need (Crisp & Cruz, 2009). Needs assessments are used to look at needs before building a program (Office of Migrant Education, 2001; Witkin & Altschuld, 1995). These can help in finding out and meeting student needs. Participant ideas can be vital in successfully making and running a peer mentorship program (Gershenfeld, 2014). There are few examples of studies being designed to explore student perceived needs for any type of formal mentorship program (Allen et al., 2017; Binkley & Brod, 2013; Breakey et al., 2018; Riley et al., 2014; Sawatzky & Enns, 2009; Sinclair et al., 2015; Tran et al., 2012; von der Borch et al., 2011). In undergraduate engineering education, only one work shows an assessment tool being used to explore the peer mentoring needs of engineering students (Jones & Waggenspack, 2017). The study by Jones & Waggenspack (2017) was limited because the needs assessment asked students to reflect on their needs while evaluating the existing program instead of before the program was designed. The lack of assessments of needs before the design of mentoring programs is concerning since institutions are investing money to keep students without ample evidence to support the need and success of those programs. Also, without understanding student ideas about formal peer mentoring programs, universities may cater to some students but not all. This dissertation aimed to find undergraduate engineering students’ common perceived needs for peer mentoring. This was in connection with training and matching/initiating considerations, which are important to the formation of a mentoring program. For this work, student perceived needs were considered an essence of the student experience in a higher education environment. As such, this dissertation focused on developing and validating a survey instrument. The instrument allows for collection and analysis of qualitative and quantitative data to better understand this essence. One unique element of this survey was that the procedures were conducted during COVID-19, which gave an opportunity to consider student perceived needs of both in-person and virtual mentoring relationships. The results serve to inform the process of developing and implementing appropriate training and matching/initiating standards of practice for peer mentorship programs within a College of Engineering

Biometric Technology: The Impact on Privacy

The introduction of biometric technology has resulted in a significant shift, which defies tradition and some of the very values that we cherish as a society. Additionally, there have been numerous recent developments, which have facilitated a fundamental global re-assessment of the safety and security needs of our communities. Other challenges, like the delivery of government-granted social services, have resulted in governments looking for ways to ensure entitlement prior to the provision of finite resources to individuals. As technology is increasing in sophistication, it is being deployed in novel and creative ways to meet some of these new demands. However, where technology collides with individual rights and freedoms, we are required to examine the utilization of technologies to determine whether the use is proportionate to the alleged benefits. We are similarly compelled to decide whether there are less intrusive means to achieving the stated ends. This inquiry is even more relevant in the face of the new, seemingly global employment of biometric technology and the rationale behind governments developing dependence on this new machinery. This paper will examine (i) what biometric technology is, (ii) why it has become so popular, (iii) how biometric technology is being applied in every day use, and, (iv) the advantages and disadvantages of biometric technology. This assessment will occur in the context of the impact that this new technology is having on privacy and the privacy rights of individuals

Mechanisms of atrocity prevention policy brief on gender mainstreaming

The purpose of this brief is to provide recommendations on how to approach the possibilities of gender mainstreaming when gender identities are nonbinary. This brief also gives an overview of gender mainstreaming issues when it comes to downstream phases of atrocity prevention in places that have recently recovered from civil wars—the same civil wars which systematically committed violence against women and gender non-conforming people

Mutation Analysis of Fibrillin-2 (FBN2) and Microfibril Associated Protein-3 (MFAP-3): Two Genes Associated with Congenital Contractural Arachnodactyly (CCA), also known as Beal\u27s Syndrome

Congenital Contractural Arachnodactyly (CCA), also known as Beal\u27s syndrome, is an autosomal dominant disorder characterized by multiple congenital joint contractures, arachnodactyly, dolichostenomelia, and scoliosis with only rare ocular or cardiovascular involvement. CCA has been linked to the fibrillin-2 (FBN2) gene located on chromosome 5q23-31. The phenotype ofCCA is similar to Marfan syndrome (MFS) which is caused by defects in the fibrillin-1 (FBNl) gene located on chromosome 15. Fibrillin-1 and fibrillin-2 are components of extracellular matrix (ECM) elastic microfibrils. The linkage studies performed on families affected with CCA suggest that another gene in the area ofFBN2 could also be responsible for CCA. Microfibril associated protein-3 (MF AP-3), another microfibril protein gene, has been localized to chromosome 5q32-33.2, the region of FBN2. This study involves mutation analysis of five patients affected with CCA, three of whom are representative of families affected with CCA. Mutation analysis was performed by chemical mismatch cleavage (CMC) analysis and nonisotopic RNase cleavage assay (NIRCA) analysis on both FBN2 and MF AP-3 cDNA. Prior to this study only two mutations in FBN2 have been reported in two isolated patients with CCA and none have been reported for MFAP-3. The two mutations reported in FBN2 have not been confirmed in other affected family members. Mutation analysis by CMC completed in this study did not reveal any mutations in either FBN2 or MF AP-3. Reanalysis by NIRCA revealed two mutations in FBN2. One mutation which results in the skipping of exon 31 occurs in an intron and its location is presently unknown. The other mutation, a G to C transversion at nucleotide 3340, predicting a histidine substitution for an asparagine, is a mutation at the -1 position of the 5\u27 splice site of an intron which results in partial exon skipping although it is unknown whether exon 25 or 26 is skipped. The missense mutation and partial exon skipping result in two different forms of mutant fibrillin-2 molecules. Both of the mutations are present in patients with additional affected family members. Characterization of these mutations will confirm the cosegregation of FBN2 mutations with the CCA phenotype

Supporting A-level sciences students to develop their revision strategies and exam technique

This small-scale research and development study was designed to support of A-level chemistry students in developing effective revision strategies and exam techniques. The focus of this study was chosen in light of the lack of prior external examination experience due to the COVID-19 pandemic for the year 13 cohort (2021-22). This lack of exam experience and underperformance of students in mock examinations was a cause for concern for the science faculty and wider school leadership. A review of literature was carried out into the areas of learning strategies and students study skills, focussing on retrieval practice, self-regulation and metacognition to gauge a better understanding of the basis behind recall and application of knowledge. Using further literature practical strategies were identified for adaptation and use during the practitioner action research. Questionnaires were given to collaborating staff and A-level chemistry students to determine current practices prior to an intervention phase. A student focus group was used to delve deeper into their understanding of their perceptions of revision and exam preparation and their current experiences of exam preparation. Prior to any intervention, data showed an inconsistent picture of the delivery of revision strategies within lessons, and lack of explicit direction from teachers. Students demonstrated a mixed understanding of revision techniques with a narrow selection of passive, content-based strategies being predominantly favoured alongside mechanical use of practice exam questions. Using ideas obtained from the literature, exam board advance information, and teacher feedback, activities were designed to focus on key areas as well as being adaptable for students to use elsewhere in their exam preparation. On-going teacher feedback was collected throughout the intervention about the techniques delivered in lessons, perceptions of success and student engagement. Qualitative feedback from staff was positive and noted students throughout the intervention phase demonstrated excellent engagement using techniques introduced in sessions and increased communication with staff. Follow-up questionnaire data from students to identify changes in exam preparation habits showed an increase in the frequency and variation of strategies being used by students across all predicted attainment grades