Fox News: Suzanne Scott

https://scholarworks.bgsu.edu/mclp/1029/thumbnail.jp

“It all starts with a smile”: Training Student Employees in a Learning Commons Environment

This poster will present the results of a survey that invited respondents to share information about student employees in learning commons environments, including training techniques, estimated training hours, and training content. This study aims to offer benchmarks for student employee training, with a goal of improving services in a learning commons environment

Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning

In this reflective essay, we explore how we and our students experienced trust and opened ourselves up to being vulnerable in two iterations of a course that was built on the pedagogies of ungrading and co-creation in teaching and learning (CCTL). As approaches that fall under the broader umbrella of critical pedagogy, ungrading usually involves an alternative to conventional alphanumeric grading systems, while co-creation in teaching and learning consists of a varied scale of student-and-instructor partnerships in the classroom. The course contexts explored here take ungrading to mean student self-assessment and self-assignment of grades, and our implementation of co-creation focused on significant elements of the course such as expectations, content, assignments, and assessments. We suggest that our combination of these pedagogies exposed the significance of vulnerability to nurturing trust in the college classroom. After an overview of the salient points in the literature on these pedagogies and a discussion of trust and vulnerability, we recollect our own experiences of them in a co-taught second-year honors course. Drawing from our reflections and those expressed in student writing, we observe that we brought a significant level of trust in each other and our students to the course. Further, we note that the processes of sharing authority embedded in both pedagogies significantly deepened that trust while also underscoring, in retrospect, the remarkable degree of vulnerability made accessible to students and instructors alike. Instructors who wish to implement these approaches should be keenly aware of the additional opportunities that trust and vulnerability, as made possible via these pedagogies, offer for building relationships in the classroom and working toward increased inclusivity and equity in the course community.

Plans for the Planet

On Earth Day April 22, library staff and faculty explored ways to care for the planet, conserve resources and reduce waste

Avaliação do interesse dos brasileiros pelo Turismo Arqueológico (TA)

This article presents the results of the questionnaire ‘Tourism and Archaeology in Brazil’, which aim was to understand how Brazilians perceive the archaeological heritage of the country and their interest in learning more about the subject, including learning through tourism. The results suggest attraction for archaeology and indicate that the archaeological interest in tourism is similar in national or international travels, even without knowing for sure what exists in BrazilEste artigo apresenta os resultados do questionário “Turismo e Arqueologia no Brasil”, cujo objetivo era entender com o os brasileiros percebem o patrimônio arqueológico do país e seu interesse em conhecer mais sobre o assunto, inclusive através do turismo. Os resultados sugerem atração pela arqueologia e indicam que o interesse pelo turismo arqueológico é similar em viagens nacionais ou internacionais, mesmo sem saber ao certo o que existe no Brasi

Enhancing Trust and Embracing Vulnerability in the College Classroom: A Reflection on Ungrading and Co-Creation in Teaching and Learning

In this reflective essay, we explore how we and our students experienced trust and opened ourselves up to being vulnerable in two iterations of a course that was built on the pedagogies of ungrading and co-creation in teaching and learning (CCTL). As approaches that fall under the broader umbrella of critical pedagogy, ungrading usually involves an alternative to conventional alphanumeric grading systems, while co-creation in teaching and learning consists of a varied scale of student-and-instructor partnerships in the classroom. The course contexts explored here take ungrading to mean student self-assessment and self-assignment of grades, and our implementation of co-creation focused on significant elements of the course such as expectations, content, assignments, and assessments. We suggest that our combination of these pedagogies exposed the significance of vulnerability to nurturing trust in the college classroom. After an overview of the salient points in the literature on these pedagogies and a discussion of trust and vulnerability, we recollect our own experiences of them in a co-taught second-year honors course. Drawing from our reflections and those expressed in student writing, we observe that we brought a significant level of trust in each other and our students to the course. Further, we note that the processes of sharing authority embedded in both pedagogies significantly deepened that trust while also underscoring, in retrospect, the remarkable degree of vulnerability made accessible to students and instructors alike. Instructors who wish to implement these approaches should be keenly aware of the additional opportunities that trust and vulnerability, as made possible via these pedagogies, offer for building relationships in the classroom and working toward increased inclusivity and equity in the course community.

An ex vivo, assessor blind, randomised, parallel group, comparative efficacy trial of the ovicidal activity of three pediculicides after a single application - melaleuca oil and lavender oil, eucalyptus oil and lemon tea tree oil, and a "suffocation" pediculicide

Background: There are two components to the clinical efficacy of pediculicides: (i) efficacy against the crawling-stages (lousicidal efficacy); and (ii) efficacy against the eggs (ovicidal efficacy). Lousicidal efficacy and ovicidal efficacy are confounded in clinical trials. Here we report on a trial that was specially designed to rank the clinical ovicidal efficacy of pediculicides. Eggs were collected, pre-treatment and post-treatment, from subjects with different types of hair, different coloured hair and hair of different length.Method: Subjects with at least 20 live eggs of Pediculus capitis (head lice) were randomised to one of three treatment-groups: a melaleuca oil (commonly called tea tree oil) and lavender oil pediculicide (TTO/LO); a eucalyptus oil and lemon tea tree oil pediculicide (EO/LTTO); or a "suffocation" pediculicide. Pre-treatment: 10 to 22 live eggs were taken from the head by cutting the single hair with the live egg attached, before the treatment (total of 1,062 eggs). Treatment: The subjects then received a single treatment of one of the three pediculicides, according to the manufacturers' instructions. Post-treatment: 10 to 41 treated live eggs were taken from the head by cutting the single hair with the egg attached (total of 1,183 eggs). Eggs were incubated for 14 days. The proportion of eggs that had hatched after 14 days in the pre-treatment group was compared with the proportion of eggs that hatched in the post-treatment group. The primary outcome measure was % ovicidal efficacy for each of the three pediculicides.Results: 722 subjects were examined for the presence of eggs of head lice. 92 of these subjects were recruited and randomly assigned to: the "suffocation" pediculicide (n = 31); the melaleuca oil and lavender oil pediculicide (n = 31); and the eucalyptus oil and lemon tea tree oil pediculicide (n = 30 subjects). The group treated with eucalyptus oil and lemon tea tree oil had an ovicidal efficacy of 3.3% (SD 16%) whereas the group treated with melaleuca oil and lavender oil had an ovicidal efficacy of 44.4% (SD 23%) and the group treated with the "suffocation" pediculicide had an ovicidal efficacy of 68.3% (SD 38%).Conclusion: Ovicidal efficacy varied substantially among treatments, from 3.3% to 68.3%. The "suffocation" pediculicide and the melaleuca oil and lavender oil pediculicide (TTO/LO) were significantly more ovicidal than eucalyptus oil and lemon tea tree oil pediculicide (EO/LTTO) (P < 0.0001). Ranking: 1. "Suffocation" pediculicide (68.3% efficacy against eggs); 2. Melaleuca oil and lavender oil (44.4%) pediculicide; 3. Eucalyptus oil and lemon tea tree oil (3.3%) pediculicide. The "suffocation" pediculicide and TTO/LO are also highly efficacious against the crawling-stages. Thus, the "suffocation" pediculicide and TTO/LO should be recommended as first line treatments.Trial Registration: The study was listed at the Australian/New Zealand Clinical Trial Registry (ANZCTR): reg. no. 12609000884202