Executive Summary and Recommendations: Developing Best Practices to Support Equity for LGBT*Q+ Identified Faculty and Staff at the University of Dayton

Over the course of the academic year 2019-2020, under the sponsorship of the Women’s Center and the Women’s and Gender Studies Program and with the support of the Provost’s office through a Gender Equity Research Fellowship, Dr. Darden Bradshaw engaged in a yearlong qualitative study examining policies, practices and perceptions of equity for lesbian, gay, bisexual, transgender, queer (LGBT*Q+) faculty and staff on the University of Dayton campus. The study participants included 35 self-identified LGBT*Q+ faculty and staff members from the University community who participated in one-on-one interviews, focus group sessions or both as well as 13 senior administrators who participated in one-on-one interviews. Benchmarking of UD’s 25 peer institutions policies that support equity was also undertaken. Data analysis was emergent and interpretivist, bringing together the participants voices to portray the multi-faceted experience of being LGBT*Q+ on a Catholic, Marianist campus. Findings indicate that definitions of equity are not universal and thereby necessarily impact one’s perceptions of equity for LGBT*Q+ employees on campus. Regardless of one’s definition of equity, the lived experience of LGBTQ+ persons on a Catholic Marianist campus can be characterized as filled with tension, invisibility, and persistent marginalization. This invisibility and marginalization may be greater for those individuals who identify as trans* or bisexual and is facilitated by the acceptance of a heteronormative cisgender lens. Out of the University of Dayton’s Marianist charism and Catholic foundation, spaces designed to foster inclusion are experienced by LGBT*Q+ persons as not fully welcoming. Admittedly there have been significant and welcome changes in the last four years, but we have far to go to achieve equity and current diversity efforts are not diverse enough. LGBTQ+ faculty and staff seek action as well as statements of support and point to the fatigue as microaggressions and overt aggressions persist. Furthermore, while policies are designed to foster equity and changes to University policies have occurred to increase equity it is practices, often applied across the campus in unequitable ways, that appear to create the greatest disparity

Developing Best Practices to Support Equity for LGBT*Q+ Identified Faculty and Staff at the University of Dayton

This report presents the results of a year-long qualitative study, grounded in queer and feminist theories, undertaken between August 2019 and May 2020, during which time I examined policies, practices, and perceptions of equity for lesbian, gay, bisexual, transgender, queer (LGBT*Q+) faculty and staff on the University of Dayton campus. Faculty and staff participants from the University community participated in one-on-one interviews or focus groups. Senior administrators were also interviewed. The data was analyzed in emergent and interpretivist manners to bring together the participants voices to portray, as much as possible, the multi-faceted experiences of being LGBT*Q+ on a Catholic campus. Findings indicate that there have been changes to policies, especially over the last five years, to advance equity. Results also indicate that while the University prides itself on being welcoming and fostering community through the Marianist charism, practices that create spaces of exclusion, invisibility, and marginalization continue. These include an acknowledgment that diversity efforts are not diverse enough; that LGBTQ+ faculty and staff seek action as well as statements of support; and that the fatigue of microaggressions and overt aggressions are taking a toll. Embedded through the report are recommendations, grounded in the voices and lived experiences of the participants, that will support the University of Dayton in achieving greater equity for LGBT*Q+ people as it strives to be a University for the Common Good. Three undergraduate research assistants contributed to this research. Katie Gross began data collection on policies at UD\u27s 25 peer institutions during fall 2019. This work was amended by the Women\u27s Center undergraduate research staff and was concluded by Katelyn Barnes (Spring 2020) who provided the depth of analysis of these policies. Barnes verified a portion of interview transcripts and offered interpretations on them; she also created the glossary for this report. Undergraduate research assistant Kate Jones (Spring 2020) verified a portion of interview transcripts and offered interpretations of them

Art Integration: A Turning Point in Becoming

This article uses personal narrative to articulate one art educator’s journey through the first year of teaching middle school. Highlighting the tensions that accompany navigating the liminal spaces between pre-service teaching and in-service teaching, the author articulates the potential of visual culture art integration as a site for meaningful student engagement and teacher empowerment. The article concludes with a call for the intentional inclusion of art integration pedagogy within pre-service art educator preparation programs

Pre-Service Teachers and Middle School Students: A Collaboration for Social Justice Art Education

Our lives are mediated through the visual which informs, in multiple and conflicting ways, our views, our beliefs, attitudes and mores, our choices, and thereby our resulting actions. This barrage of the visual impacts the postmodern student encountered in K-12 education. Students readily gain access to information that was once the sole domain of adults yet the prevailing system of education has not adapted. Visual culture is seldom used as an engagement strategy in school despite its ubiquitous role as hidden curriculum and ever-present place in the world beyond the school. Social justice education underscores humanizing pedagogy as it examines and challenges power relationships in the classroom (Anderson, 2010), fostering a space for students to gain a clearer understanding of the world in which they live (Garber, 2005) and be active participants in their education (Dewhurst, 2011; Hackman, 2005). It is both goal and process (Bell, 1997) through which youth can explore issues of power and critically examine the role of media and socio-cultural forces in relationship to power (Chung, 2008). As students use semiotic pedagogy to connect to each other, question their world and translate their beliefs into action (Dewhurst, 2011) they are empowered; they become active participants in the creation of the curriculum through their voices, lives, and interests. Youth empowerment is an inclusive, participatory, ongoing, and a critical educational process (Williams-Boyd, 2004) through which those who have been marginalized or disempowered are put back in the driver’s seat. This presentation will share the findings of a qualitative action research study, grounded in social justice art education, in which pre-service art educators worked collaboratively to integrate visual culture into the curriculum to bring Dayton middle school student’s voices to the forefront. They planned, delivered and assessed art education lessons that fostered meaning making, critical engagement, and development of artistic and activist voice

Radiative damping of standing acoustic waves in solar coronal loops

Context. A detailed understanding of the physical processes that determine the damping timescales of magneto-acoustic waves is essential to interpret diagnostic results from the application of solar magneto-seismology. Aims. The influence of the transition region and the importance of radiative emission, arising from equilibrium and non-equilibrium ionisation balances, for the damping timescale of the fundamental mode standing acoustic wave is investigated. Methods. An extensive numerical study, in the framework of the field-aligned hydrodynamic approximation, is carried out of the damping of the fundamental mode standing wave in a solar coronal loop, for a wide range of loop lengths and apex temperatures. Results. It was found that the radiative emission arising from a non-equilibrium ionisation balance will always act to reduce the damping timescale (in comparison to the equilibrium case) and may do so by up to ~10%. The physics of the transition region is most crucial in determining the magnitude of the reduction of the damping timescale when a non-equilibrium ionisation balance is properly accounted for. Conclusions. The methods of solar magneto-seismology, in particular the tools of coronal seismology, may be used to estimate loop lengths to a reasonable degree of accuracy, although estimates of the apex temperature are significantly less reliable, and one should use alternative (e.g. spectroscopic) diagnostics instead

Capillary acquisition devices for high-performance vehicles: Executive summary

Technology areas critical to the development of cryogenic capillary devices were studied. Passive cooling of capillary devices was investigated with an analytical and experimental study of wicking flow. Capillary device refilling with settled fluid was studied using an analytical and experimental program that resulted in successful correlation of a versatile computer program with test data. The program was used to predict Centaur D-1S LO2 and LH2 start basket refilling. Comparisons were made between the baseline Centaur D-1S propellant feed system and feed system alternatives including systems using capillary devices. The preferred concepts from the Centaur D-1S study were examined for APOTV and POTV vehicles for delivery and round trip transfer of payloads between LEO and GEO. Mission profiles were determined to provide propellant usage timelines and the payload partials were defined