This resource is a publication created by the University of Texas Rio Grande Valley's Center for Border Economic Studies. This resource provides regional research studies that can be utilized to discuss various aspects of statistics including: data collection, data representation, data analysis, and data interpretation.

An online radiology reference who's mission is to make it available for free, for ever, for all.

This report is based on an independent study funded in 2022 by the Texas Higher Education Coordinating Board (THECB) with Texas A&M University-Commerce (TAMUC) in collaboration with the Texas Education Policy Institute (TEPI).

This document is an evidence-based guide that outlines the practical and policy supports needed to enable K-12 school librarians to take on leadership roles around OER, and to support OER curation efforts by librarians and all educators.

This guide is based on a study led by ISKME (iskme.org) in collaboration with Florida State University's School of Information. The study is titled “Exploring OER Curation and the Role of School Librarians". ISKME designs guides and toolkits that help educators navigate and implement new teaching and learning practices. Grounded in research, our evidence-based guides and toolkits help articulate what actually works in real education settings—and are tailored to the unique professional learning needs of our clients and their stakeholders.

The study was made possible in part by the Institute of Museum and Library Services (www.imls.gov), under grant number LG-86-17-0035-17. The findings and recommendations expressed in this document do not necessarily represent those of the Institute of Museum and Library Services.

Podcast- Free after email sign-up Diversity, equity and inclusion (DEI) have become priorities for organizations. While many have diversity initiatives and HR handles equity, inclusivity remains a challenge. Leaders often believe they are more inclusive than they are. Effective DEI requires focusing on inclusion. Leaders must understand the leadership perception gap, evaluate their inclusiveness, and work with HR to cultivate an inclusive culture. Listen to this episode to learn more.

Starting with 2018, "gaming disorder" or video game addiction is considered a clinical syndrome, and doctors are encouraged to focus on its prevention and appropriate treatment.

During the 83rd Texas Legislature, Regular Session, the Texas Higher Education Coordinating Board (THECB) was directed to undertake a study with the Virtual College of Texas (VCT) on the availability and use of open educational resources (OER) as described in Section 52 of the General Appropriations Act. Section 52. The 2014 report includes recommendations related to the following areas:
- professional development programs to support faculty at institutions of higher education in using OER
-how to establish a statewide digital repository for all OER developed with state funds
-methods for encouraging the use of OER at public and private institutions of higher education

EXECUTIVE SUMMARY:

Even after decades of improvement efforts, completion rates at community colleges remain low, particularly among students who need developmental education. Food and housing insecurity – referred to as basic needs insecurity – contribute to low completion rates. Community college students face higher rates of basic needs insecurity than other students. Yet basic needs insecurity often goes unaddressed, particularly at these colleges, due to resource constraints.

Community colleges have started to support students’ basic needs in multiple ways. Campus-based hubs offering services like public benefits access, emergency aid, food pantries and case management have become increasingly popular. However, limited evidence exists on whether connecting with these hubs improves academic success.

The Advocacy and Resource Center (ARC) at Amarillo College (AC) in Texas is a well-established example of how a college can care for its students. In 2018, The Hope Center published a detailed case study of the college’s approach to AC’s “culture of caring” embodied by the ARC. At the time, the ARC served 13% of Amarillo College students, well short of the estimated two-thirds who endured basic needs insecurity. This report details our partnership with the college to conduct an evaluation advancing two institutional goals:

• Increase utilization of the ARC, particularly among students most at risk of leaving college, with a low-cost technology-enabled approach
• Estimate the academic impacts of connecting students to the ARC

We identified students who might benefit from the ARC: those from low-income households and those enrolled in developmental education coursework. Placement in developmental education signals insufficient K-12 preparation and/or gaps in enrollment, both of which are associated with poverty. We targeted personalized emails to a randomly selected group of these students informing them of and inviting them to the ARC for support. These emails had positive impacts on students at AC:

• Rates of visiting the ARC more than doubled from 22% to 56%
• Developmental education students were 20% more likely to pass developmental education courses, a crucial milestone

However, we did not find clear evidence that nudged students completed more credits, received higher grades, or passed other courses at higher rates. While we saw promising trends regarding retention and graduation, they may be due to chance.

As community colleges across the nation work to improve student success and help students recover from the pandemic, this evaluation offers two lessons:

• Insufficient information about existing basic needs supports keeps students from getting the help they need. The information barrier may be effectively overcome with personalized nudging, a low-cost solution
• Connecting students to basic needs supports helps students make academic progress, particularly those in need of developmental education

This impact report, released in February of 2022, shows the Tarrant To and Through (T3) Partnership's progress since initial launch in 2020 through December 2021. The T3 Partnership, a local coalition of school districts, colleges, universities, employers, and community organizations, provides a variety of programs designed to inform and engage students and families about college and career pathways. It aims to ensure more Tarrant County students have the training and skills they need to thrive in today’s workforce.

The Teach the Earth Portal has hundreds of high school through higher ed geoscience educator shared content ranging from low stakes to high stakes undergraduate core level to graduate level resources. More recently, have also added virtual field experiences appropriate for core course to upper division field camp (in response to pandemic necessity for Summer 2020 Field Camp revisioning). Many of the contributions are from members or partners with the National Association for Geoscience Teachers. There is an ongoing review process by professional peers to vet content submitted / aggregated into this portal during the past several decades.

This modern, open-source guide to technical and professional writing explores workplace composition through theoretical and practical applications. Discussions of multiple writing genres will assist you in understanding how to apply for jobs, how to compose clear and precise business communications once the job has been acquired, and how to create documents -- such as proposals and reports -- that will be instrumental in helping to advance your career.

Jill Bolte Taylor got a research opportunity few brain scientists would wish for: She had a massive stroke, and watched as her brain functions — motion, speech, self-awareness — shut down one by one. An astonishing story.

Mirror therapy is a proven method for helping to ease phantom pain; how do you do it? Here is a quick overview of what it is and how to do it!

Data is a relational concept. It can mean different things to different stakeholders in different contexts. In the context of the Washington State Department of Licensing (DOL) this relational aspect of data, and the challenges of data management, was succinctly described as follows:

DOL has a diverse collection of applications to support its operational needs. There are many common data elements across these applications that are currently being defined and used separately and inconsistently.

While this usually has no impact on the operation of the individual applications, it creates problems when trying to match and accumulate data from multiple systems for analysis and forecasting. The solution to this problem is to centrally define and manage this data so it is referenced and used consistently by all applications [1]

The goal of this course is to both introduce terminology and techniques for working with data, as well as foreground principles in effective data stewardship. In doing so, we will try to help reduce the complexity of managing and providing services for data across DOL.

eComma is a social reading tool teachers can install in their Learning Management System (LMS). It allows students and teachers to read and annotate texts together, pooling their knowledge and perspectives for a deeper understanding and analysis of what they are reading. The eComma website linked here explains how to explain the tool in an LMS and has a user guide and case studies with ideas for how to use it in a class.