Digital Commons Network^™

From Needs To Action: Designing Inclusive Writing Workshops For Academics, S. Alison Bolling, Julie Hicks Patrick

2026 Scholarly Teaching Conference: Poster Session Papers

Being productive in academic writing is a critical component of success for graduate students and faculty, yet many scholars report persistent barriers that interfere with successful writing (Kaslow et al., 2025, Sweet et al., 2017). Few faculty and graduate students receive formal training on the art of writing and those who have attended writing programs vary in success (Dankoski et al., 2012). The present study reports results from multiple institutions to inform workshops on writing needs of graduate students, faculty, and postdoctoral scholars.

Data was collected online through a Qualtrics survey distributed by WVU listserv. Participants (N = 26) included …

Towards Increasing The Retention Of Freshman Engineering Students: Implementing A New Course, Ee 101 Introduction To Electrical And Computer Engineering, Omer Lateef, Mingyu Lu, Waseem Alaqqad, Charan Litchfield, Kenan Hatipoglu

2026 Scholarly Teaching Conference: Poster Session Papers

To assist with improving student retention in the undergraduate electrical and computer engineering program, a course was developed and implemented at the freshman level in the Spring of 2021.  This course was named EE 101: Introduction to Electrical and Computer Engineering and served to give freshman students an opportunity to meet the professors of the ECE department and experience live sessions dedicated to presenting “upcoming” topics and research endeavors of their expertise.  Students typically will not be attending the electrical or computer engineering subjects until their sophomore year and this course, set in second semester for a freshman, attempts to …

Ai-Resistant Activities For Online And Large Enrollment Courses, Jason Bock, Eric Lemley

2026 Scholarly Teaching Conference: Concurrent Session Papers

The rapid adoption of generative AI tools has fundamentally challenged traditional assessments in higher education, particularly in large-enrollment and fully asynchronous online courses where instructor presence and grading time are constrained. While many instructors have responded by restricting AI use or adopting detection tools, research increasingly shows that detection-based approaches are unreliable and labor-intensive. We propose a design-centered alternative: reshaping assessments so that AI use becomes insufficient, rather than prohibited.

Drawing on a systematic process of testing proposed and original assessment ideas directly against multiple generative AI models (using both simple and advanced prompting strategies), we present a curated playbook …

Interacting With Ideas: How To Engage Stem Students In Active Learning Of Theory Using Technology, Jessica Elizabeth Whitney, Keith Brian Morris

2026 Scholarly Teaching Conference: Concurrent Session Papers

STEM education in the modern age has been subject to much reform – from the integration of technology to an emphasis on student-centered teaching strategies, such as active learning. However, in the wake of virtual and blended-learning environments, student engagement and teacher assessment of student success have been challenged. Tools such as KAHOOT! and iClicker have been promoted to foster an active learning environment while sometimes falling short in regards to student retention of course material. In light of this technological educational revolution, instructors need to be able to determine the most effective tools for their discipline to aid in …

Positive Developmental Cascades, Melody R. Altschuler, Xiaoran Tong, Punit Shah, Edelyn Verona, Julianne M. Bowling, Robert F. Krueger, Roman Kotov, Jordan H. Mcallister, Michaela Voit, Sachina Paudel, Scott C. Leon, Shashwat Kala, John S. Lyons

Psychiatry Faculty Publications

Background: Strength development in children across a range of psychiatric diagnoses may reduce needs for mental health, social, and functioning support over time. A strength-based adjunct to child and adolescent mental health may foster the developmental context most helpful for achieving desired outcomes with positive developmental cascading effects. Methods: We longitudinally examined changes across 5 years in the Child and Adolescent Needs and Strengths Assessment in 2- to 18-year-old children (N = 30,103) from a public mental health system. Results: First, children who began with a greater number of strengths consistently had fewer support needs, not only at entry but …

3-Ess3-1: Water, Water Everywhere!, Emma Cox

3rd Grade

No abstract provided.

3-Ps2-3: Magnetic Mysteries, Ashlyn Seigel

3rd Grade

No abstract provided.

5-Ls2-1: Who Eats What? Modeling Matter Movement In Food Chains, Madeline Niemeyer

5th Grade

No abstract provided.

5-Ps2-1: Conservation Of Mass, Elementary Science Teacher Resource Database

5th Grade

No abstract provided.

4-Ls1-1: Physical Features, Maddie Palm

4th Grade

No abstract provided.

4-Ess2-1: Weather And Erosion, Kaitlyn Sarringhaus

4th Grade

No abstract provided.

Eigenvalue Spacing Distributions And The Weak Disorder Limit For Random Schrodinger Operators, Kyle E. Hammer

Theses and Dissertations--Mathematics

We study a collection of discrete Schrodinger Operators with random potentials through the lens of global and local eigenvalue spacings. We discuss the three models: the standard scaled disorder Anderson Model, the Anderson-Bernoulli Polymer Model, and the Discrete Fractional Laplacian Anderson Model. First, we discuss the scaled disorder case using the invariant measure and its application to the density of states in the weak disorder limit. We also prove the limit of the local and global eigenvalue spacings in the non random case, and demonstrate numerically how randomness affects the eigenvalue spacings. We then discuss a special family of random …

Spectral Properties And The Behavior Of The Current-Current Correlation Measure For The Luttinger-Sy Model, Jonathan Benoit

Theses and Dissertations--Mathematics

The Luttinger-Sy Model, sometimes referred to as the Pieces Model, is a Random Schrodinger Operator on L²(R) which is characterized in part by "pieces" whose endpoints are chosen by a Poisson Point Process. The Hamiltonian in this setting is then given as a direct sum of Laplacians with Dirchlet boundary conditions on each piece. In this work, we show several spectral properties of the Luttinger-Sy Model, including proving the deterministic spectrum is [0,infinity) and that a Wegner-type and Minami-type estimate both hold. Additionally, we show that the finite-volume Current-Current Correlation Measure is singular continuous with respect …

4-Ls1-1: Animal Adaptations, Addison Pantell

4th Grade

No abstract provided.

A Study Of Lost Pla Investment Casting For A356 Aluminum In Resource Constrained Manufacturing Environments, Maverick Beckmann

Electronic Theses and Dissertations

Lost PLA investment casting offers a low tooling route for producing complex aluminum parts, but repeatability depends on material use, burnout behavior, geometric process limits, and dimensional response. This thesis evaluated Lost PLA casting as a resource efficient manufacturing method for complex A356 aluminum components in resource constrained settings through four linked objectives: metal reusability, burnout and PLA selection, process limitations, and feature based dimensional shrinkage. A metal mass balance was performed on six casting trials using salvaged A356. Ash residual behavior was studied through a single tray screening test of eight commercial filaments and three invested mold burnout trials …

Student Conceptions Of Summation And Limits In The Definite Integral Following Quantitatively Focused Instruction, Caleb Daniel Holloway

2026 Scholarly Teaching Conference: Concurrent Session Papers

Recent studies have examined how students form productive conceptions of the definite integral and discussed techniques for promoting such conceptions. In this paper I present findings from interviews held with six students enrolled in second-semester calculus, four of whom had received quantitatively focused instruction on the definite integral. All six were chosen for their observed use of summation conceptions on definite integral problems, and here their conceptions are explored further. Additionally, we gain insight on their thinking regarding limits as related to the definite integral. The findings presented here add to our understanding of student thinking regarding the integral and …

Preparing Elementary Teachers Through Targeted Science Content And Hands-On Learning, Manar Yamany, Jeffrey Carver, Susie Huggins, Arooj Justin, Yuanhua Wang

2026 Scholarly Teaching Conference: Concurrent Session Papers

This session presents an instructional approach implemented in the undergraduate course Science for Elementary Educators, designed to intentionally align science content instruction with the specific learning needs of future elementary teachers. The course focuses on developing conceptual understanding in core elementary science domains, physical science, life science, and earth and space science, while modeling developmentally appropriate instructional practices suitable for elementary classrooms.

The teaching practice emphasizes hands-on, inquiry-based science experiences that reflect the types of learning activities preservice teachers are expected to facilitate with their own students, while engaging with the content at a deeper conceptual level appropriate for …

Test Retakes In Introductory Math Courses, John Hird, Chris Mcclain

2026 Scholarly Teaching Conference: Poster Session Papers

In this poster, we describe the implementation of an exam retake model using specifications grading for math courses taken by non-STEM majors. This system was implemented by two faculty members over three years in two sequential courses. During that time, we tried several versions of allowed retakes, with varying restrictions on partial credit. Some of the challenges that we faced were scaling the system for use by different faculty members and with different courses, managing faculty workload on writing and grading multiple exams, and managing student expectations.

Research In Progress: Using Pdsa Cycles To Support Faculty Teaching Development, Aida Elisabet Jimenez Esquilin

2026 Scholarly Teaching Conference: Poster Session Papers

Primarily undergraduate institutions (PUIs) are rich environments for faculty-driven instructional innovation where instructors routinely engage in informal, embedded formative assessment as part of everyday teaching practice. In these settings, faculty may notice recurring themes in student explanations, misconceptions, and questions as instruction unfolds and make in-the-moment instructional adjustments. Faculty also frequently implement active learning strategies; however, the evidence generated through these practices is not always systematically captured, analyzed, or documented to inform subsequent instructional decisions. This project builds on these existing practices by applying an improvement science framework using Plan-Do-Study-Act (PDSA) cycles-to support faculty by providing a structured approach to …

Utilizing Visual Literacy In Thinking Critically About Children’S Cognitive Development, Andrea Gail Schafer

2026 Scholarly Teaching Conference: Poster Session Papers

Undergraduate coursework in child development requires college students to be proficient in their understanding and assessment of holistic development of young children as defined within the physical, cognitive, social, and emotional domains. Traditionally, undergraduate courses at the 100 and 200 level require college students to critically consider scenarios and evaluate level of child development based on traditional text-based scenarios describing child behaviors or engagement in tasks.

Specifically, considering Piaget's theory of cognitive development (Piaget, 1974), it's critically important in a course that covers early child development that college students (pre-service professionals) be able to identify and correctly assess level of …

Paving The Way For Inclusion By Way Of Exclusion From Standardized Testing, Olivia R. Leon

University of Florida Journal of Law & Public Policy

Legislation protecting the rights of disabled students has continuously evolved over time, with each revision containing a similar goal of promoting the inclusion of disabled students within the public education system. However, despite numerous revisions and evolutions, the finish line of inclusivity has yet to effectively be reached.

This Article discusses legislation aimed at protecting the educational rights of disabled students, and how standardized testing provisions within said legislation may be counterintuitively hindering progress towards inclusivity. More specifically, this Article dives into Every Student Succeeds Act and its consequentially exclusory standardized testing provisions, focusing on the Act’s ninety-five percent participation …

Techniques For Inclusive College Mathematics Classrooms, Christopher Anderson Davis, Josh Hiller, Anil Venkatesh

Journal of Mathematics and Science: Collaborative Explorations

Creating a welcoming and inclusive mathematics classroom is an important responsibility for all college mathematics faculty. But where do we begin? In this paper we present several techniques based on White’s (2024) building inclusive classrooms strategies framework, which the authors have found to be successful in making their own classrooms more inclusive. The techniques include the inclusion of contemporary diverse voices, exploring the history of applications of mathematical concepts, elevating the diverse intellectual history of mathematics, bringing diverse guest speakers into the classroom, and mentoring students as they engage in doing research. For each strategy we provide narrative comments based …

Connections Between Mathematics And Chemistry: An Interdisciplinary Undergraduate Curricular Initiative, George Ashline, Bret Findley

Journal of Mathematics and Science: Collaborative Explorations

In this article, we describe an undergraduate curricular initiative involving mathematics and chemistry faculty and students. Supported by a grant from the National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics Program, a program designed to encourage the study of and connections between quantitative fields and life sciences, this interdisciplinary collaboration features undergraduate student research and involves the development of curricular connections between mathematics and chemistry. Through this initiative, we have created activities for calculus courses featuring chemistry applications as well as activities for chemistry courses showcasing mathematical concepts. After the implementation of these curricular enhancements, we gathered student …

Exploring Recruitment And Retention Of Mathematics Teachers In Southwest And South-Central Virginia, Anthony Dove

Journal of Mathematics and Science: Collaborative Explorations

This study examines the recruitment and retention of secondary mathematics teachers in rural southwest and south-central Virginia public schools from the perspectives of school principals. Guided by three research questions focused on retention, recruitment, and opportunities for improvement, the study employed a constant comparative analysis of semi-structured interviews conducted with principals from 10 rural middle and high schools. Findings indicate that many schools have historically benefited from long-term teacher retention reinforced by strong community ties and supportive school environments. However, anticipated retirements, salary competition within the region, and increasing challenges in recruitment are beginning to place strains on schools. Principals …

Full Issue

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

Academic Unit Guide To Internships For Academic Credit, Lara Lomicka Anderson, Karen Edwards

Reports

This guide establishes university-wide best practices for internships completed for academic credit (ACAF 2.03(H)). It is intended to support faculty, internship directors, and academic units in designing and supervising internships that are academically rigorous, safe for students, and compliant with accreditation and institutional policies. At the University of South Carolina, some academic units require internship credit as part of the degree, while many others offer internship courses that allow students to gain professional experience, apply their academic learning, and develop valuable professional networks. For internships that are not completed for academic credit, (e.g., Carolina Internship Program, J-1 …

Scientific Kenyon: Neuroscience Edition (Full Issue)

Scientific Kenyon: The Neuroscience Edition

No abstract provided.

My Brain Didn't Get The Memo That It Was Virtual, Samantha Ofori

Scientific Kenyon: The Neuroscience Edition

No abstract provided.

Epigenetic Hangovers: Your Brain On Alcohol, Cindy Chen

Scientific Kenyon: The Neuroscience Edition

No abstract provided.

Ctrl + Alt + Neuron, Stuart Hilton

Scientific Kenyon: The Neuroscience Edition

No abstract provided.