Beyond an Accommodation: A Mixed Methods Study of Diversity Engagement in Academic Curriculum

Currently, 45% of all college students are classified as racial/ethnic minorities, while 56% of college students are female (NCES, 2018a). By 2030, nearly half of the estimated United States population will be composed of racial/ethnic minorities (Cortes, 1991). With this exponential growth of minorities attending institutions of higher education, there is the assumption that students have begun to engage in and promote diversity and inclusion. However, in 2008, Boysen and Vogel (2009) found that 40% of teachers and 50% of students encountered implicit or explicit bias while in college. In 2017, within four months, over 330 reported biased incidents occurred on collegiate campuses (Guha 2017). Konrath, O’Brien, and Hsing (2011) found that there has been a significant decline in student empathy towards others, including friends, and Twenge (2008) found that narcissism is on a rise with high levels of college students equating their belief of self with that of a celebrity. It is these trends that validate the lack of diversity engagement by students within the institution of higher education, which is failing to adequately prepare current students to become future pluralistic leaders in a democratic society. Utilizing an explanatory sequential mixed method design, this research will answer if demographics and faculty epistemology influence faculty desire to engage diversity in their academic curriculum; and from a white male faculty in the STEM field’s perspective what factors motivate diversity engagement and how do STEM white male faculty engage diversity in their undergraduate academic curriculum? The results will be provided to assist institutions of higher education to develop faculty to integrate diversity and inclusive teaching into their curriculum. With 71% of faculty nationwide identifying as white, if institutions are to engage all our students, then institutions must successfully engage our majority educators (NCES, 2017). If higher education is able to engage faculty in the inclusion of diversity in their academic curriculum, institutions can begin engaging students in diversity, oppression, and inclusion-based topics to influence student belief and ultimately change institutional culture

Explorations of the Collatz Conjecture (mod m)

The Collatz Conjecture is a deceptively difficult problem recently developed in mathematics. In full, the conjecture states: Begin with any positive integer and generate a sequence as follows: If a number is even, divide it by two. Else, multiply by three and add one. Repetition of this process will eventually reach the value 1. Proof or disproof of this seemingly simple conjecture have remained elusive. However, it is known that if the generated Collatz Sequence reaches a cycle other than 4, 2, 1, the conjecture is disproven. This fact has motivated our search for occurrences of 4, 2, 1, and other cycles in a Collatz Sequence mod m

Festival of Nations

MultiEthnic Symposium Festival of Nations Service with the Sermon by Leopoldo Sánchez from Acts 18:9–11 on Tuesday, May 3, 2022

Territorializing spatial data: Controlling land through One Map projects in Indonesia and Myanmar

Once confined to paper, national cartographic projects increasingly play out through spatial data infrastructures such as software programs and smartphones. Across the Global South, foreign donor-funded digital platforms emphasize transparency, accountability and data sharing while echoing colonial projects that consolidated statebased territorial knowledge. This article brings political geography scholarship on state and counter-mapping together with new work on the political ecology of data to highlight a contemporary dimension of territorialization, one in which state actors seek to consolidate and authorize national geospatial information onto digital platforms. We call attention to the role of data infrastructures in contemporary resource control, arguing that territorializing data both extends state territorialization onto digital platforms and, paradoxically, provides new avenues for non-state actors to claim land. Drawing on interviews, document review, and long-term fieldwork, we compare the origins, institutionalization and realization of Indonesia and Myanmar’s ‘One Map’ projects. Both projects aimed to create a government-managed online spatial data platform, building on national mapping and management traditions while responding to new international incentives, such as climate change mitigation in Indonesia and good democratic governance in Myanmar. While both projects encountered technical difficulties and evolved during implementation, different national histories and political trajectories resulted in the embrace and expansion of the program in Indonesia but reluctant participation and eventual crisis in Myanmar. Together, these cases show how spatial data infrastructures can both extend state control over space and offer opportunities for contesting or reimagining land and nation, even as such infrastructures remain embedded in local power relations

In-Orbit Performance of the GRACE Follow-on Laser Ranging Interferometer

The Laser Ranging Interferometer (LRI) instrument on the Gravity Recovery and Climate Experiment (GRACE) Follow-On mission has provided the first laser interferometric range measurements between remote spacecraft, separated by approximately 220 km. Autonomous controls that lock the laser frequency to a cavity reference and establish the 5 degrees of freedom two-way laser link between remote spacecraft succeeded on the first attempt. Active beam pointing based on differential wave front sensing compensates spacecraft attitude fluctuations. The LRI has operated continuously without breaks in phase tracking for more than 50 days, and has shown biased range measurements similar to the primary ranging instrument based on microwaves, but with much less noise at a level of 1 nm/Hz at Fourier frequencies above 100 mHz. © 2019 authors. Published by the American Physical Society

045. 1 Corinthians 15:20-28

Chapel Sermon by Micah Glenn from 1 Corinthians 15:20-28 on Monday, November 23, 2020

013. Acts 6:1-7

Chapel Sermon by Micah Glenn from Acts 6:1-7 on Wednesday, September 23, 2020

090. John 12:27-36

Chapel Sermon by Micah Glenn from John 12:27-36 on Tuesday, March 16, 2021

093. 1 Samuel 7:1-17

Chapel Sermon by Micah Glenn from 1 Samuel 7:1-17 on Monday, February 28, 2022

03-25 Under the Fig Tree: Deaconess ministry with Dorothy Glenn

In this episode, hosts Rev. Micah Glenn and Dr. Ben Haupt bring Deaconess Dorothy Glenn ‘Under the Fig Tree’ to discuss her journey to deaconess ministry. She talks about her undergraduate studies and her love of theology, the value of studying other fields that pair well with deaconess ministry, her current studies in the Seminary’s Master of Arts program and what it means to be the body of Christ to one another. Under the Fig Tree is a video and audio podcast of Concordia Seminary, St. Louis. New video and audio episodes are added weekly each Monday. Under the Fig Tree can be found on YouTube, the Seminary’s Scholar site, and most podcast platforms including Spotify, Apple Podcasts and Google Podcasts. Those interested in vocational ministry are invited to learn more about Concordia Seminary at csl.edu or by contacting the admissions team at [email protected] or 800-822-9545