Digital Commons Network^™

Self-Improving Autonomous Data Exploration System With Meta-Learning And Temporal Knowledge Graph, Sai Charan Tej Kommuri, Madhup Sukoon

Defensive Publications Series

Data exploration methods that rely on manual intervention may be limited in their ability to autonomously discover insights from large, unanalyzed enterprise datasets. To address this, systems and methods are described that can employ a self-improving, multi-agent architecture. This system can feature an exploration layer for generating hypotheses, an evaluation layer for validation, a temporal knowledge graph (TKG) to serve as a persistent memory of insights, and a meta-learning layer. The meta-learning layer can observe analytical outcomes stored in the TKG to refine future exploration policies. This closed-loop process can enable the system to autonomously generate, validate, and learn from …

[Conversational Operating System] Dynamic System Prompt Architecture For Context State Governance In Large Language Models, Joseph Jm Walker

Defensive Publications Series

Core Insight

The system prompt should not be treated as static instructions.
It should be treated as a dynamic operating layer that governs reasoning, tone, epistemic discipline, bias correction, and long-term continuity.

What Makes This Distinct

Most prompt engineering focuses on what the model says.
This work focuses on how the model reasons, under what constraints, and how that behavior persists over time.

This disclosure presents a dynamic system-prompt architecture that transforms the system prompt of a large language model from a static instruction block into an adaptive governance layer. The architecture introduces a context-state machine, an operator-level control protocol, …

Ischool Student Research Journal, Vol.15, Iss.2

School of Information Student Research Journal

No abstract provided.

Supporting Literacy And The Scholarly Conversation Through Understanding Apa Citation Style, Vanessa Sztym

School of Information Student Research Journal

No abstract provided.

Teaching Stem Courses Using Ignatian Pedagogy, Gintaras K. Duda

Jesuit Higher Education: A Journal

Despite the impact of the Jesuit educational endeavor on the rise of science, the Ignatian Pedagogical Paradigm (IPP), the signature Jesuit Pedagogy, is not frequently used to teach courses in science, technology, engineering and mathematics (STEM), and very little literature exists documenting any such attempts. In this paper, I describe a framework for how to apply the IPP to STEM courses using active-engagement strategies and assessment tools from disciplinary-based educational research (DBER). I provide three examples of how I have implemented the IPP in physics courses at various levels in the curriculum at a Jesuit University complete with assessment results …

The Relative And Absolute Social Capital Of Jesuit Universities: Are There Differences?, Mark S. Rzepczynski, John Kalil

Jesuit Higher Education: A Journal

We test whether Jesuit universities, a specific college subset, are unique from public, private, and other religiously affiliated institutions of higher learning using social capital data for network cohesiveness, economic connectedness, and civic engagement from the Opportunity Insights Social Capital Atlas. Social capital dispersion is also measured across the set of AJCU Jesuit universities. Jesuit colleges show greater and more distinct social capital across selected college classifications and characteristics; however, there is limited social capital uniformity across the set of 27 U.S. Jesuit universities.

Generative Ai And The Ignatian Pedagogical Paradigm, Nicole Reibe

Jesuit Higher Education: A Journal

A group of seven faculty members, the Digital Teaching Fellows (DTF), were formed in 2023 to explore issues related to generative AI at a Jesuit university in the United States. The group incorporated generative AI assignments into their courses and conducted a survey assessing students’ experiences with generative AI in the course. Drawing from both quantitative and qualitative analysis, the DTF reached two key conclusions. First, despite their reservations, students’ overall receptiveness to generative AI integration creates a fitting moment for thoughtful pedagogical innovation. Second, our findings reveal a critical gap between generative AI’s current implementation and its potential to …

We Need A New Language, A New Imagination, A New Story... And It Won't Come From Ai, Christopher Pramuk

Jesuit Higher Education: A Journal

Adapted from a public lecture given for Regis University’s Ignatian Mission Day, the essay wrestles with the crisis of communication across political divides, the attacks on universities across the country linked to Project 2025, and the emergence of Artificial Intelligence as a powerful new challenge in the landscape of Jesuit higher education. Identifying the root illness of our times as a diseased and captive cultural imagination, the author calls for responses that heal and break open the imagination. The poets and prophets, artists and storytellers, share common cause with the Ignatian imagination – a contemplative, transcendent horizon, grounded in the …

Strategies For Seeding Police Abolition In A Minefield, Kaden Paulson-Smith

Feminist Pedagogy

A major challenge for abolitionist teaching is uprooting the assumption that carceral systems are natural and inevitable. This essay describes strategies for teaching about the colonial capitalist origins and white cisheteropatriarchal development of the police, and the critical theorization and abolition of policing, in a hyper-politicized minefield. These strategies emerged from teaching, “The Global Politics of Policing,” after the Summer of 2020 in the Midwest, where abolitionist critiques were frequently met with burning resentment. Three overarching strategies to facilitate learning about police abolition include: 1) consistent engagement with learning materials; 2) critical analysis as a learning objective and theoretical framework; …

Research For Structural Change: An Abolitionist Teaching Activity For Early-Career Scholars, Sophia Sarantakos, Shannon Sliva

Feminist Pedagogy

In recent years, social work practitioners, educators, and scholars have increasingly wrestled with the harmful history of the profession, and sought ways to align the field with the anti-oppressive principles it has long espoused. One expression of this struggle is a growing interest in prison-industrial complex (PIC) abolition, primarily among social work students and early career scholars, who are eager to study this critical theory of change and apply it to the various domains of social work practice and research (e.g., schools, family policing, healthcare, the legal system, and beyond). As social work educators and scholars whose work is centered …

Story Exchange Walls: Bridging Community And Carceral Spaces Through Writing, Tobi Jacobi, Braden Bomgaars

Feminist Pedagogy

The “story exchange wall” activity that follows expands the scope and accessibility of stories that can contribute to building infrastructures grounded in abolition-minded practices of care and relationality. Story exchange walls are built upon the premise that: a) not all community voices are heard; b) there is value in pursuing understanding across discourse communities; and c) writing is an engaging method for encouraging dialogue on social issues and dismantling misconceptions about system-impacted people and their community commitments and contributions. Through a series of written and displayed dialogues, mobile story exchange walls offer a dynamic tool for engaging social issues and …

Critical Prison Studies In Dialogue: Abolition-Feminist Pedagogy Within And Beyond The Classroom, Laura Ciolkowski

Feminist Pedagogy

“Critical Prison Studies in Dialogue: Teaching and Learning” is a multi- week, undergraduate project that combines critical thinking, collaboration, and an analysis of the social relations and material logics of carceral systems in the U.S. It consists of a series of carefully scaffolded activities that create space for students to imagine a world in which incarceration is not the logical answer to the political and social problems that plague us. It also asks students to theorize, experience, and reflect on the process of abolition-feminist movement building on multiple scales within and outside the classroom.

Co-Creating An Encyclopedia Of Abolition As A Method Of Abolitionist Instruction And Community Engagement, Kristen Maziarka

Feminist Pedagogy

No abstract provided.

The Ethics Of “Educational” Prison Tours, Alessandra Milagros Early, Nicole Mckenna, Alison Colby, Lucas Alan Dietsche, Ashley Kilmer

Feminist Pedagogy

Research examining undergraduate student attitudes toward corrections suggests that criminal justice majors hold more punitive sentiments in comparison to their peers in other fields (Mackey & Courtright, 2000). While taking criminal justice courses can shift attitudes (Farnworth et al.,1998; Lane, 1997), how classes are taught can impact student sentiments. Experiential learning, for example, expands learning beyond the classroom (Stacer et al., 2017). Although disciplines have embraced this method, incorporations in criminal justice curricula sometimes manifest as tours of active correctional institutions (Smith et al., 2009) which can be extractive and dehumanizing for people who are incarcerated (C. Agans, personal communication, …

Daring To Dream: Practicing Hope In A Discipline Dependent On Maintaining The Carceral Status Quo, Alessandra Milagros Early, Alison Colby, Ashley Kilmer, Lucas Alan Dietsche, Nicole Mckenna, Hayley Jackey

Feminist Pedagogy

Abolitionist educators may grapple with the cognitive dissonance produced by ethical conflicts arising in their work within academic institutions with well-established ties to the Prison-Industrial Complex (PIC). This is especially likely for those within criminal justice departments whose mission and ideological underpinnings often clash with abolitionist principles. Teaching in classrooms outfitted with furniture produced through the labor of imprisoned people, instructing students who plan to work within the criminal legal system, and contributing to a curriculum that may support State violence and injustices are just a few examples of the tensions that abolitionists in Academia encounter. Additionally, we recognize that …

2022u_Sm05_Approved_Cm_Math-1023-1033-1054-2143-2183-2194-2204, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac109_Approved_Cm_Soc-3353-Minority-Groups, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac108_Approved_Pm_Minor-In-Criminology-Curriculum-Revisions, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac107_Approved_Pm_Ba-Criminology-Curricular-Revisions-Rev1, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac48_Approved_Nc_Art-1123-Creative-Collaboration, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac47_Approved_Nc_Art-1113-Creative-Exploration, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac44_Approved_Cm_Thea-2282-Jazz-Dance, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Lac41_Approved_Cm_Thea-2242-Social-Dance, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Nhp54_Approved_Nc_Emsp-2223-Pharmacology-Rev4, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Nhp54_Approved_Nc_Emsp-2223-Pharmacology-Rev5, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Nhp04_Approved_Cm_Nrs-3105-Nursing-Practicum-Ii, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2021u_Nhp62_Approved_Cm_Nrs-4743-Community-Nursing, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2022u_Ecs05_Approved_Cm_Tech-3413-Autocad-Inventor_Rev1, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2021u_Ecs28_Approved_Nc_Cm-3053-Building-Information-Modeling-Rev1, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.

2021u_Ecs25_Approved_Nc_Cm-3023-Strategic-Bidding-And-Estimating-Rev1docx, Undergraduate Curriculum Committee

All Approved Curriculum

No abstract provided.