Developing trainee advanced nurse practitioners in clinical environments

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Educator Professional Development in Universal Design for Learning and Social-Emotional Learning: A Collective Case Study

Carefully constructed professional development supports learning. Integration of Universal Design for Learning and Social-Emotional Learning into professional development supports comprehension and encourages generalization. This study sought to understand educators’ perceptions following a five-part webinar series on the connections between Universal Design for Learning and Social-Emotional Learning. Using the constructivist paradigm and a theoretical framework of collective case study, various aspects of professional development experiences were explored. Webinar design features, relevant content, significant take aways, and future training were all discussed. Review of post session survey comments and participant interviews were analyzed to reveal the findings. Slide decks from each session were used to support data analysis. This study concluded that educators should be provided opportunities to learn about the connections between Universal Design for Learning and Social-Emotional Learning in an environment that uses their frameworks to model the effective application of guidelines and strategies

Perceptions of IUPUI Faculty and Staff Regarding the Center for Service and Learning Faculty/Staff Development Programs

The purpose of this evaluation was to understand perceptions of IUPUI faculty and staff regarding the influence of the Center for Service and Learning’s (CSL) programs and resources on respondents. Specifically, the evaluation was intended to deepen CSL’s understanding of respondents’ experiences as community-engaged professionals at IUPUI. Additionally, the evaluation sought to gather input on new ideas to strengthen CSL services and programming going forward. IUPUI faculty and staff who have participated in CSL workshops, trainings, and/or requested information from CSL were emailed during the fall of 2018 and asked to participate in the Qualtrics survey. The survey was anonymous. This report shares overall findings from the survey and provides general recommendations

Lichens of the ponderosa pine forests of Nebraska.

Nebraska has five main pine forest regions dominated by Pinus ponderosa Laws, with other small naturally forested areas scattered in pockets across the state (Kaul & Rolfsmeier 1993). Three of these main forest areas occur naturally: the Pine Ridge in northwestern Nebraska, the Wildcat Hills south of the city of Scottsbluff, and the Niobrara River Valley in the north-central portion of the state. These three natural coniferous forest communities are similar in having gentle to steep slopes, well-drained sandy soils, and sandstone outcrops (Steinauer & Rolfsmeier 2000). The Pine Ridge area in Dawes, Sheridan, and Sioux counties is the largest pine-dominated forest in the state and is characterized by the Rocky Mountain ponderosa pine, Pinus ponderosa (Nixon 1967). This area also contains a variety of understory shrubs, deciduous trees in canyons, and prairie species on exposed ridges and among trees in savannas (Kaul & Rolfsmeier 1993). The Wildcat Hills is a pine woodland and savanna within Scotts Bluff County. A variety of lichen habitats can be observed in this region including canyons, rocky bluffs, and grassland areas. In addition to pine forest, the area is characterized by an understory with sparse woody plants and herbaceous growth typical of western escarpments (Kaul & Rolfsmeier 1993). The Niobrara River joins the Keya Paha River in Boyd County, Nebraska, and continues westward across the remaining length of the state. The area is unique due to the cooccurrence of three distinctly different forest types. Western coniferous forest, eastern deciduous forest and northern boreal forests are able to exist in a grassland biome due to unique hydrologic and geologic conditions. Because of this, the region has been referred to frequently as a “biological crossroads” (Kaul et al. 1993). Pine forests are common along the south facing slopes on the north, as well as along the upper slopes of canyons on the south side. The herbaceous understory is typical of the sandhills with a bunchgrass community, and the upper canyons have Pine Ridge species (Kaul & Rolfsmeier 1993)

Closing the College Graduation Gap: National College Access and Success Benchmarking Report

This report, the first of an annual series, establishes meaningful metrics about the outcomes of students served by college access and success programs. Using data collected from 24 college access programs, enrollment and graduation rates for the high school classes of 2007, 2008, and 2009 and an enrollment rate for the high school class of 2013 are calculated. Students served by college access and success programs outperform expectations for college enrollment and completion, demonstrating that current national lower levels of postsecondary attainment for poor and minority students are not destiny. These results support the conclusion that college access and success programs are making progress toward closing the college knowledge, opportunity, and completion gaps for the students they serve

Introduction: Ruling "Climates" in the Early Modern World

Introduction to Sara Miglietti and John Morgan (eds). Governing the Environment in the Early Modern World: Theory and Practice. Abingdon and New York: Routledge, 201

Research-to-Practice Brief: Using Labor Market Projections for Successful Transition Planning

Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition plans often focus on skills associated with employment opportunities that are immediately available to the individual with a disability. We contend that transition plans must be developed with specific attention to projected labor market needs to ensure that we are preparing students with disabilities for long-term success. This research brief describes how the results of an in-depth labor market analysis can be used to develop strong transition plans that prepare students for careers that will last far into the future