Sinclair Community College

Diversification of the Educator Workforce (DEW) is an urgent need requiring intervention to push against many deeply entrenched systemic barriers (Chapman, Anne. 2021. Opening doors: Strategies for advancing racial diversity in Wisconsin’s teacher workforce. Wisconsin Policy Forum . Available at: https://wispolicyforum.org/wp-content/uploads/2021/03/OpeningDoors_FullReport.pdf ; James, Weade & Jacqueline Rodriguez. 2020. The use of networked improvement communities in educator preparation programs to improve teacher shortage and diversity. Success in High-Need Schools Journal 16(1). 10–22). This collaborative autoethnographic case study (see e.g., Chang Heewon, Ngunjiri Faith & Hernandez Kathy-Ann. 2016. Collaborative autoethnography . New York: Routledge) illustrates how a group of individuals across institutions collaborated to dismantle barriers to students who are Black, Indigenous, and People of Color (BIPOC) entering the educator workforce. More specifically, this study reveals how members embodied a collaborative and non-competitive approach to overcoming systemic barriers that BIPOC teacher candidates experience. Through this collaborative approach, the unique contributions of members were evident, and tenets of critical consciousness and feminist theory supported the development of an integrated network of care (Reyes, Ganiva. 2021. Integrated networks of care: Supporting teachers who care for Latina mothering students. Critical Studies in Education 62(4). 471–485). This case study identifies positive impacts of communal support of DEW workers and illuminates invisibilized labor of professional stakeholders and BIPOC students.

Objective This study analyzes the economic impacts of Ohio's Senate Bill 23, which would ban abortion care after fetal cardiac activity is detected. Methods Leveraging previous research and publicly available datasets, a unique set of calculations were developed to determine abortion outcomes, individual costs, and public costs in three scenarios in which abortion care is banned in Ohio. Scenario 1 assumes that all abortion care is sought out‐of‐state. Scenario 2 assumes that all pregnancies result in a birth. Scenario 3 assumes that pregnancies either result in receiving out‐of‐state abortion care or result in a birth. Results The total additional economic impact of restricted abortion access in Ohio likely ranges between $98.8 million and$118.4 million, but could be up to $551.4 million per year. Conclusion Regardless of the three scenarios analyzed, restrictions to accessing abortion care result in negative economic impacts for both individuals and the state. Several policy recommendations are proposed for consideration by policymakers and communities.

Sixty-eight years after the Brown v. Board of Education decision led to a national reduction of teachers of color, even as numbers of students of color grew, a collaborative effort to racially re-diversify the education profession is forming in the Dayton, Ohio region. This article describes this ongoing movement to increase the number of racially and ethnically marginalized educators, led by seven school districts, five institutions of higher education (IHEs), a county educational services center, and two nonprofit organizations. Initial work was supported by leveraging grant funds. The project seeks to (1) identify seventh- through eleventh-grade students interested in becoming educators, (2) direct students into model pathways and critical supports from high school through college graduation and licensure, (3) offer support for minoritized future and new teachers that fosters confidence and promotes belonging, and (4) facilitate the emergence of collectively-designed professional development for continuous renewal of culturally responsive and inclusive cultures in all education spaces. Strategies include identifying prospective teachers within high schools, establishing peer cohorts, facilitating critical mentoring, mapping grow-your-own pipelines and pathways, providing support at crucial stages in college, developing positive cultures in programs and districts, facilitating ongoing professional development that centers marginalized perspectives, and providing logistical support for emerging networks and organic affinity groups. Lack of support, student debt, isolation, discrimination, and unwelcoming and unresponsive school environments are common barriers that require ongoing dismantling.

This paper presents analytical and experimental studies on Conservation Voltage Reduction (CVR) for Refrigeration Loads (RLs) driven by single-phase and three-phase induction motors. It is shown that the increase in motor efficiency is the factor that determines the regions where CVR works for RL loads. The results of this paper dispel the belief that CVR cannot save energy from RLs because the output energy must be constant to keep the same temperature. A criterion is developed to assess the effectiveness of CVR for RL loads. It is shown theoretically and experimentally that CVR energy savings come from the reduction of iron-core losses. Traditionally, the iron core losses are represented by shunt resistances ( R_m ) that are frequently neglected in the literature. However, they are essential for the proper evaluation of CVR. Induction machines of all ratings have a region where energy savings can be obtained. When operating near their rating smaller machines produce larger energy savings under reduced voltages than larger machines in proportion to their ratings. An additional benefit of CVR, when applied to motor loads, is that the power factor increases substantially.

Objective: Medical Reserve Corps' volunteers underwent stop-the-bleed, triage, and disaster preparedness training to improve victim survival of a mass casualty event. Methods: Volunteer responses to 16 disaster vignettes were recorded as 'survived' if correct, or 'died' if incorrect. Volunteers' characteristics were evaluated based on the health outcomes of the vignette victims via logistic regression. Results: Overall, 69 volunteers evaluated 1104 vignette victims. STB training significantly improved survival from 77.2% to 93.2% (P < 0.001). The training did not improve disaster preparedness (75.5% to 73%) nor triage (33.5% to 35.1%). Volunteer first care provider training in psychological first aid improved victim survival from 10.32 (9.6 - 10.9, 95% CI) to 11.9 (11.28 - 12.5, 95% CI). The odds of survival increased when disaster victims received first care from a volunteer who had a positive perception of the public authority's truthfulness (1.50, range 1.07 - 2.10); stated a willingness to volunteer (1.65, range 1.2 - 2.26); completed psychological first aid training (1.557, range 1.08 - 2.22); or had 4-or-more years of post-secondary education (1.30, range 1.00 - 1.701). Conclusion: Psychological first aid training should be a basic requirement for disaster volunteers. Trust in public authority to provide protective public health recommendations increases disaster survival.

The marginalized figure of the prostituted woman haunts Virginia Woolf's writings throughout her career. Lola Mendoza in The Voyage Out, Florinda and Laurette in Jacob's Room, Nell and her friends in Orlando, and the musings on prostitution in Three Guineas all indicate that, despite her status as the privileged daughter of an educated gentleman, Woolf empathized with women who were ostracized by society because they sold their bodies for money. That profound empathy stems from Woolf's childhood experiences of sexual abuse at the hands of her half-brothers. Like many survivors of childhood sexual abuse, Woolf was given presents by her abuser to reward her for her cooperation and to ensure her silence. That particular tactic frequently makes the abused child feel complicit in her own abuse. Consequently, Woolf identified with prostitutes, as Leonard's nickname for her, “Aspasia,” suggests. In Three Guineas, Woolf writes from her position as a prostituted woman (or girl, really) while resisting its abjection. Unlike her fellow modernists, Woolf directs our sympathy toward society's traditional scapegoat and documents that the prostitution of women is the inevitable result of the systematic oppression of women at every level of society.

The online pivot has opened many people’s eyes to new possibilities and challenges in the postpandemic world. This article describes what five geographers in three different countries learned from the experiment and assesses how the lessons can be carried forward. One of the big surprises for some of us was the extent to which students were open to different ways of learning during the 2020–2021 academic year. It is clear that some students wish to continue their programs either partially or completely online, although it is also clear that students continue to enjoy field work. The online pivot also showed us that assessment needs to be reexamined, student stress levels need to be lowered, and inequities among students need to be addressed. There are challenges associated with online education across international borders. From a faculty perspective, we have found that nobody needs to be isolated from research opportunities and collaboration, but there are also limits on what we can do. There are growing threats to academic freedom, and we need to move faculty away from precarious employment. Finally, some of us learned the importance of work–life balance.

Geographers at two-year colleges play a pivotal role in educating future geographers; however, little research has explored the demographics and work of two-year college professors nationally or the role of geography courses at these institutions. A questionnaire sent to two-year college geographers captured working conditions of faculty at U.S. community colleges. Results show high job satisfaction, alongside concerns over the “hidden” nature of the discipline. Results also show that most two-year program faculty embrace innovative pedagogy and are strong advocates of geography but lack diversity and are often the sole geographers at their institutions. To better serve all geography students, faculty at four-year colleges should do more to promote employment at two-year colleges as a rewarding career to graduate students and work with two-year college faculty to promote the discipline while supporting transfer. Such efforts might be especially important at minority-serving institutions to help increase diversity among two-year college faculty. Additionally, national organizations such as the American Association of Geographers and others should better support two-year faculty, especially adjuncts, in their academic mission by both advocating for their material needs (better pay) and convening workshops aimed at instructors offering innovative pedagogy.

“Find the need and endeavor to meet it” is the motto of Sinclair College in Dayton, Ohio. In 2017 the board determined that strengthening international programs and services to students was a primary need for the college. The mission of the study abroad program at Sinclair College is to provide opportunities for Sinclair students to study and travel to countries outside of the United States. Through these programs, students will develop an understanding and appreciation of other cultures, increase cross-cultural communication skills, and develop a broadened perspective of the world. To encourage faculty to design programs to meet this need, the International Education Office offered a Faculty International Exploration Award providing funding for faculty to development an internationalized curriculum. Two of us, Jacqueline Housel (Geography) and Adrienne Cassel (English), who had been developing interdisciplinary classroom activities to foster awareness of environmental issues for several years, decided to collaborate and use the Award to design a study abroad program in Scotland for environmentally conscious students at Sinclair.

Importance: Occupational therapists are the primary clinicians tasked with management of the more affected upper extremity (UE) after stroke. However, there is a paucity of efficacious, easy-to-use, inexpensive interventions to increase poststroke UE function. Objective: To compare the effect of a multimodal mental practice (MMMP) regimen with a repetitive task practice (RTP)–only regimen on paretic UE functional limitation. Design: Secondary analysis of randomized controlled pilot study data. Setting: Outpatient clinical rehabilitation laboratory. Participants: Eighteen chronic stroke survivors exhibiting moderate, stable UE impairment. Intervention: Participants administered RTP only participated in 45-min, one-on-one occupational therapy sessions 3 times per week for 10 wk; participants administered MMMP completed time-matched UE training sessions consisting of action observation, RTP, and mental practice, delivered in 15-min increments. Outcomes and Measures: The Action Research Arm Test, the UE section of the Fugl-Meyer Scale, and the Hand subscale of the Stroke Impact Scale (Version 3.0) were administered 1 wk before and 1 wk after intervention. Results: The MMMP group exhibited significantly larger (p < .01) increases on all three outcome measures compared with the RTP group and surpassed minimal clinically important difference standards for all three UE outcome measures. Conclusions and Relevance: Because of the time-matched duration of MMMP and RTP, findings suggest that MMMP may be just as feasible as RTP to implement in clinical settings. Efforts to replicate results of this study in a large-scale trial are warranted. What This Article Adds: This study shows the efficacy of an easy-to-use protocol that significantly increased affected arm function even years after stroke.

This manuscript discusses those challenges unique to community college dual-enrollment programs during the COVID-19 pandemic by highlighting the experiences of the senior leadership team of the College Credit Plus (CCP) program at Sinclair Community College in Dayton, Ohio. With 69 different high schools offering Sinclair courses, the CCP office at Sinclair was required to balance the concerns of their internal staff and departments while simultaneously meeting their secondary partners’ needs. This practitioner-focused manuscript provides stories, insights, and reflections on how the CCP office responded to the COVID-19 pandemic, highlighting interventions that worked well and others that did not. By sharing and reflecting on these experiences, we add to the growing literature on COVID-19 responses to build a more equitable community college sector in the future.