Redefining “LGBTQ+ InterCulture” in Academia

Members of the LGBTQ+ community often face discrimination, harassment, and exclusion in academic settings, which can negatively impact their academic and personal success. Studies have shown that LGBTQ+ students are more likely to experience negative mental health conditions, drop out of school, and struggle to find employment after graduation. Cultural humility fosters diversity, equity, and inclusion, which is critical to ensuring an equitable educational experience for all students, particularly those from marginalized communities. Intercultural understanding is essential to develop cultural humility so that attitudes reflect empathy and tolerance of differences, including sexual or gender orientation variances or ambiguity. Understanding how the power embedded in cultural climate marginalizes some while privileging others is vital to achieving equity

Perceived Psychological Stress and Trait Mindfulness Among First-Year Doctor of Physical Therapy Students

Stress is an increasing problem that can have negative consequences for healthcare students and professionals. The demanding expectations of health professionals begin even before they enter the healthcare workforce. Health professional students are susceptible to stress in their didactic and clinical education due to high academic workloads and performance demands. The research problem addressed in this study is the high stress levels of Doctor of Physical Therapy (DPT) students. Previous research demonstrates that first-year DPT students experience high stress levels and may be unable to manage them effectively. Prolonged exposure to high stress levels can negatively affect students’ physical and mental health, and academic performance, thereby leading to burnout. Protection against stress can come from trait mindfulness, one’s inherent tendency to be mindful, which has been previously linked to nonreactivity and flexible responses to stimuli. The purpose of the study was to investigate the relationship between five facets of trait mindfulness and perceived psychological stress among first year DPT students. The study adopted a quantitative methodology and a correlational research design to examine these relationships. Data were collected using two validated self-report survey instruments: the Five Factor Mindfulness Questionnaire (FFMQ) and the Perceived Stress Scale (PSS-10). Multiple linear regression analysis indicated that Nonjudging of Inner Experience (p=.003) facet of trait mindfulness was the strongest predictor of students’ perceived psychological stress. Physical therapy programs should use the findings from this foundational study to introduce tailored mindfulness interventions and practice into the DPT curriculum. Improving students’ coping strategies for managing stress would better prepare them for their future roles as healthcare professionals. Keywords: Trait Mindfulness, DPT programs, perceived psychological stress DOI: 10.7176/JEP/14-30-06 Publication date:October 31st 2023

Promoting Interprofessional Collaboration Among Pediatric Physical Therapy Students Through Remote Simulation

Interprofessional collaboration must be taught in healthcare curriculum to ready graduates for the clinic, however, limited evidence is available to guide pediatric physical therapy faculty in best practices. This quantitative retrospective pretest-posttest study examined collaborative competency attainment, satisfaction, and self-confidence of 84 Doctor of Physical Therapy students from four campuses of a private university. Students participated in a live, remote simulated learning experience and completed the Student Satisfaction and Self-Confidence in Learning scale and the Interprofessional Collaborative Competencies Attainment Survey–Revised. There was significant improvement in student collaborative competencies after the simulated learning experience and students were satisfied and confident in the learning experience regardless of demographics. Findings support implementation of a remote simulation for the purpose of interprofessional collaboration in pediatric physical therapy education and may relate to other fields. Future research may explore the influence of interdisciplinary, remote simulation interventions on student behavior in the clinic and patient outcomes

Improving Student Engagement in Nursing Education through Game-Based Learning

Educators have identified that engaging nursing students in their education increase retention rates in nursing education programs. As a pedagogical tool, using game-based learning activities allowed educators to create student-centered active learning opportunities to increase the engagement of the nursing student. The problem was that the effect of adding game-based learning to traditional lectures on student engagement behaviors in undergraduate nursing classes was unknown. The purpose of this mixed-methods study was to examine how adding game-based learning to traditional lectures affected student engagement behaviors in undergraduate nursing classes. The theoretical framework was based on the theory of Constructivism, which is the concept that students are lifelong learners who prefer to take an active role in their education. The research questions for this study explored the relationship and effect of adding game-based learning activities to traditional teaching methods and an improved student engagement level in nursing students. A Pearson Correlation Coefficient test was performed to monitor the correlation between the addition of game-based learning and improved student engagement for the quantitative section of this study. For the qualitative portion, in-person interviews were conducted with the participants, and a codebook was created to identify themes for final analysis. A convenience sample was used to recruit participants in a Bachelor of Nursing undergraduate entry level nursing course, resulting in 47 out of 72 students agreeing to participate. Quantitative findings from the study revealed that there was a minimal correlation between adding game-based learning activities to traditional teaching methods and improved engagement in nursing students. The qualitative analysis discovered that students preferred game-based activities. The participants found that the combination of both game-based activities and traditional teaching methods increased their enjoyment of the course and improved their engagement. The quantitative analysis did not find a strong relationship between adding game-based learning activities and increased student engagement. The findings suggested that student engagement in nursing education improved when game-based learning was combined with traditional teaching methods. This finding can potentially improve nursing education by providing educators with another pedagogical method to create a more active learning environment for nursing students to improve their engagement. Keywords:Nurse education, game-based learning, student engagement, engagement. DOI: 10.7176/RHSS/13-12-04 Publication date:June 30th 202

Embracing Common Core Standards for Mathematical in Secondary Mathematical Practice

Teachers' support in implementing the standards for mathematical practice has been an area of study since the implementation of the Common Core state standards initiative. The research problem had a gap in the literature regarding what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. The Common Core initiative's standardized educational reform goal is to better prepare students for career and college readiness in the United States. Fidelity in implementation is essential to the success of the reform. The purpose of this qualitative research was to explore what teachers perceive as the supports needed to implement the Common Core standards for mathematical practice in the classroom. Twelve middle school mathematics teachers participated in semistructured interviews to provide data on their use of the standards and their perception of support needs. The conceptual framework of this study was the interconnected model of professional growth. The results of the study indicated a reported gap in practice regarding the use of the standards from the teachers’ account. They further identified the need for formal training to understand better and use the standards. The support teachers seek is to have training that can allow them to learn more about the purpose of the standards and training that can be adapted to their needs based on their current practices and experiences. The research findings can help with the fidelity of implementation, and possibly influence social change by assisting teachers in using best practices to prepare students for college and career readiness in mathematics. Keywords: Common core, college readiness, fidelity, mathematics instruction, college career readiness DOI: 10.7176/JEP/12-8-02 Publication date:March 31st 202

Campus Climate Experiences Associated with Ethnicity in a College of Health Sciences

The demand for various healthcare professionals is expected to increase along with the diversification of patient populations. Job security is promising in the future of healthcare. Still, less than 50% of college students persist through the STEM education necessary for professional degree programs, with higher attrition rates seen with minority students. The problem is the disproportionate ethnic representation in academic programs that precipitates the consequentially low distribution of minorities in clinical practice and higher education. Inadequate representation poses fewer opportunities for an initial sense of similarity for minority students, often needed for motivation during student-to-faculty interactions. The research study measured differences between ethnic minority and non-minority student perceptions of their academic climate through a quasi-experimental quantitative design. The dependent variables included a sense of belonging, academic and interpersonal validation. Likert scale data was collected to analyze total summed scores between participant groups. Question items from the Diverse Learning Environment Survey were extracted and used as the instrument. The participant group consisted of students from a Division II institution enrolled in an anatomy and physiology course. Data analysis consisted of independent t-tests and Mann Whitney-U testing. Statistically significant differences were found in the sense of belongingness between groups, with ethnic minority students scoring significantly lower. This study's findings help inform educators and clinicians about the needs of minority populations in efforts to retain students and diversify the same force that is assumed to be all-inclusive in clinical practice. Keywords:Academic climate, minority representation in health care education, student retention, mentorship, cultural competence DOI: 10.7176/RHSS/13-14-01 Publication date:August 31st 2023

Seismic imaging in Long Valley, California, by surface and borehole techniques: An investigation of active tectonics

The search for silicic magma in the upper crust is converging on the Long Valley Caldera of eastern California, where several lines of geophysical evidence show that an active magma chamber exists at mid‐to lower‐crustal depths. There are also other strong indications that magma may be present at depths no greater than about 5 km below the surface. In this paper, we review the history of the search for magma at Long Valley. We also present the preliminary results from a coordinated suite of seismic experiments, conducted by a consortium of institutions in the summer and fall of 1984, that were designed to refine our knowledge of the upper extent of the magma chamber. Major funding for the experiments was provided by the Geothermal Research Program of the U.S. Geological Survey (USGS) and by the Magma Energy Technology Program of the U.S. Department of Energy (DOE), a program to develop the technology necessary to extract energy directly from crustal magma. Additional funding came from DOE's Office of Basic Energy Sciences and the National Science Foundation (NSF). Also, because extensive use was made of a 0.9‐km‐deep well lent to us by Santa Fe Geothermal, Inc., the project was conducted partly under the auspices of the Continental Scientific Drilling Program (CSDP). As an integrated seismic study of the crust within the caldera that involved the close cooperation of a large number of institutions, the project was moreover viewed as a prototype for future scientific experiments to be conducted under the Program for Array Seismic Studies of the Continental Lithosphere (PASSCAL). The experiment thus represented a unique blend of CSDP and PASSCAL methods, and achieved goals consistent with both programs

Seismic imaging in Long Valley, California, by surface and borehole techniques: An investigation of active tectonics

The search for silicic magma in the upper crust is converging on the Long Valley Caldera of eastern California, where several lines of geophysical evidence show that an active magma chamber exists at mid‐to lower‐crustal depths. There are also other strong indications that magma may be present at depths no greater than about 5 km below the surface. In this paper, we review the history of the search for magma at Long Valley. We also present the preliminary results from a coordinated suite of seismic experiments, conducted by a consortium of institutions in the summer and fall of 1984, that were designed to refine our knowledge of the upper extent of the magma chamber. Major funding for the experiments was provided by the Geothermal Research Program of the U.S. Geological Survey (USGS) and by the Magma Energy Technology Program of the U.S. Department of Energy (DOE), a program to develop the technology necessary to extract energy directly from crustal magma. Additional funding came from DOE's Office of Basic Energy Sciences and the National Science Foundation (NSF). Also, because extensive use was made of a 0.9‐km‐deep well lent to us by Santa Fe Geothermal, Inc., the project was conducted partly under the auspices of the Continental Scientific Drilling Program (CSDP). As an integrated seismic study of the crust within the caldera that involved the close cooperation of a large number of institutions, the project was moreover viewed as a prototype for future scientific experiments to be conducted under the Program for Array Seismic Studies of the Continental Lithosphere (PASSCAL). The experiment thus represented a unique blend of CSDP and PASSCAL methods, and achieved goals consistent with both programs

Exploring Positive Culture Incentives in the Classroom for Bully Prevention

Despite the efforts of many, bullying behaviors continue to be on the rise in schools. However, limited research has been conducted to support the bullied population of students through positive culture initiatives in the classroom. The purpose of this basic qualitative study was to explore teachers’ support for the bullied population of students through positive culture initiatives in the classroom. The conceptual framework was based on ecological systems theory related to bullying involvement and classroom initiatives, as well as the portion of the role construction theory focused on positive communication and relationships. This study was conducted in a school district in the Southwestern United States. Data were collected from individual interviews with 14 experienced teachers. Data analysis involved open coding and categorization to identify patterns and themes. Results revealed that teachers are genuinely interested in creating a classroom that is conducive to learning. Further, results indicated that it would be useful to conduct more studies to explore teachers’ support for bullied students through positive culture initiatives in the classroom. This study contributes to social change by providing instructors and educational leaders with a deeper understanding of the pedagogy teachers employ in the classroom to support bullied students by using positive classroom initiatives and how they can create positive classroom environments

Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms

Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning