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December 22, 2021

Prevent Blindness Provides Educational Resources, Materials and Support to Patients and Caregivers for January’s National Glaucoma Awareness Month

Non-profit Team, Protect against Blindness, Seeks to Elevate Awareness and Instruction of Glaucoma, A Foremost Result in of Blindness that Can Have an impact on Grown ups and Youngsters

CHICAGO, Dec. 21, 2021 /PRNewswire-PRWeb/ — Stop Blindness, the nation’s oldest voluntary eye overall health firm, is becoming a member of January’s National Glaucoma Consciousness Thirty day period by giving a wide variety of free academic and awareness-creating sources to assistance avert unnecessary vision loss from just one of the world’s top triggers of blindness.

The Countrywide Eye Institute defines glaucoma as a team of eye diseases that can trigger eyesight decline and blindness by harmful a nerve in the again of the eye called the optic nerve. This nerve sends facts from the eyes to the brain. Typically, glaucoma affects aspect eyesight (peripheral eyesight) initial. Late in the disease, glaucoma might trigger “tunnel vision.” In this affliction, the person can only see straight ahead.

Most glaucoma situations arise in grownups, but small children could also create the eye disease. Avert Blindness has declared 2022 as the Yr of Children’s Vision to raise consciousness and training on the certain eye well being problems that influence youngsters. According to the American Association for Pediatric Ophthalmology and Strabismus (AAPOS), classification of glaucoma may possibly be dependent on the age of onset. Congenital glaucoma is present at birth. Infantile glaucoma develops in between the ages of 1-24 months and glaucoma with onset after age 3 a long time is called juvenile glaucoma. Major congenital/most important childish glaucoma happens in the common population at a level of around 1 in 10,000 births, according to the AAPOS.

Also, the indicators for childhood glaucoma are unique than for grown ups. The Glaucoma Exploration Basis states that mother and father and caregivers ought to look for signs of congenital glaucoma that contain too much tearing, huge eyes, cloudy corneas and hiding from brilliant mild or squeezing of eyelids.

Children with juvenile glaucoma may possibly exhibit or talk they have vision decline, problems changing to the dark, head or eye pain, abnormal blinking or squeezing of the eyelids, and regularly red eyes.

“Glaucoma can manifest in all ages and is generally referred to as ‘The Sneak Thief of Sight’ due to the fact normally signs and symptoms seem slowly more than time,” claimed glaucoma specialist, Constance Okeke, MD, MSCE, Virginia Eye Consultants/CVP. “The vital to preventing significant vision reduction from glaucoma is to teach ourselves on the illness, and to make guaranteed both equally adults and children are identified and addressed early.”

As component of National Glaucoma Awareness Month, Dr. Okeke will be becoming a member of Jeff Todd, president and CEO of Protect against Blindness, for a new episode in the Concentrate on Eye Wellbeing Skilled Series. Dr. Okeke is an Ivy League, board-licensed, fellowship-trained ophthalmologist specializing in glaucoma and cataract surgery. She is a pioneer of micro-invasive glaucoma surgical treatment (MIGS) tactics. Dr. Okeke has been thoroughly printed in skilled literature on glaucoma, and wrote her initial e book “Developing Blocks of Trabectome Operation: A Move-by-Action Technique for Patient Assortment.” Her subsequent reserve, “The Glaucoma Guidebook” composed for glaucoma clients, will be coming out in the slide of 2022.

Avert Blindness also delivers the no-expense resource, “The Glaucoma Neighborhood,” in partnership with Responsum Health and fitness. To day, the Glaucoma Community has additional than 1,800 associates and proceeds to increase. This useful resource is available by means of a cellular app and internet site, and members have access to affected individual means that incorporate economic help plans, glaucoma assist groups, a chat purpose, a personalized newsfeed, and insightful glaucoma and eyecare content in 7 various languages. The Glaucoma Local community also has its possess Fb web site at: https://www.fb.com/glaucomacommunity.

Software partners for The Glaucoma Local community include things like the BrightFocus Foundation, Nationwide Health-related Affiliation (NMA) Ophthalmology Area, The Glaucoma Basis, and the Glaucoma Research Foundation.

For additional information and facts and components on glaucoma, together with truth sheets (accessible in English or Spanish), and sharable infographics, go to preventblindness.org/glaucoma. For information and facts on added financial guidance programs in English or Spanish, which include Medicare protection, go to https://preventblindness.org/vision-care-fiscal-guidance-information and facts/.

About Protect against Blindness
Started in 1908, Avert Blindness is the nation’s leading volunteer eye overall health and safety group committed to preventing blindness and conserving sight. Centered on endorsing a continuum of eyesight treatment, Reduce Blindness touches the life of millions of individuals just about every yr via community and specialist instruction, advocacy, licensed eyesight screening and schooling, neighborhood and affected person company applications and study. These products and services are created achievable through the generous aid of the American public. Collectively with a network of affiliates, Avoid Blindness is dedicated to getting rid of preventable blindness in The united states. For much more information and facts, visit us at preventblindness.org, and stick to us on Fb, Twitter, Instagram, LinkedIn and YouTube.

Media Make contact with

Sarah Hecker, Avoid Blindness, 312.36.6035, [email protected]

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Source Protect against Blindness

December 3, 2021

New study reveals extent of practical and emotional support offered by teachers — ScienceDaily

A research survey of primary school teachers in England has emphasised the importance of the relationship between parents and primary schools during lockdown school closures, with teachers providing a range of practical and emotional support alongside academic assistance to parents to try and negate perceived disadvantages in home circumstances.

With schools closed from March 2020 until the end of the academic year and again from January 2021, pupils were taught online. This put an expectation on parents to shoulder some of the responsibility in ensuring pupils were engaged in their learning and to try and minimise some of the disadvantages faced by pupils from lower income families who may not have had access to the same learning equipment or facilities as others.

Academics from Anglia Ruskin University (ARU) led a team of researchers who surveyed 271 primary school teachers from across the country during June and July 2000, and also carried out follow-up interviews with a smaller cohort in April this year to compare the second round of school closures from January 2021.

Participants worked in schools with differing levels of pupil premiums, which is additional funding provided by the Government to schools based on the number of pupils in a school deemed to be at an economic or social disadvantage. Lower pupil premium schools had fewer children considered to be at a disadvantage, while higher pupil premium schools had more.

The vast majority (84{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of teachers felt some pupils had been disadvantaged by school closures due to their home circumstances.

The researchers found that all teachers provided resources for parents to use at home, either created by themselves or using other sources. However, while pupils from schools with a lower pupil premium number were significantly better able to access all resources than those from schools with higher pupil premium numbers, middle income families struggled to find the time to engage with home schooling, with many working from home in white collar professions during the pandemic.

The study highlights the broad range of support that primary teachers gave to children and their parents during the pandemic, not only academically, but also practically and emotionally. Teachers kept in touch with parents more regularly, either through online calls or home visits, and as a result felt they gained a greater understanding of children’s home lives, which helped build trust.

Many gave examples of ways they supported families through other means, such as organising collaborations with charities to provide breakfasts for children whose families were struggling to afford food, making up food hampers, and even providing loans. Some teachers provided specific sessions for parents to guide them through some of the teaching materials, or to boost their confidence.

Lead author Dr Sara Spear, Head of the School of Management at ARU, said: “The COVID-19 pandemic was a difficult and stressful time for many people, and for some families it caused, or exacerbated, socio-economic difficulties.

“Our results showed that parental participation in schooling in middle income families was predominantly impeded by parents’ work responsibilities, with one or both parents likely to be working, and long hours and high-pressured jobs leaving little time for supporting children’s home learning.

“This was exacerbated in the second closure period, with more parents working, and increased expectations for children’s learning. Only the richest families had access to resources, such as private tuition and intensive private schooling, that alleviated these pressures.

“It was clear from our research that a closer relationship between teachers and parents meant a greater understanding of the difficulties faced by some parents, and as a result teachers went above and beyond to try and make sure no child was left behind. Teachers are hopeful that this stronger relationship will lead to better engagement in future, with things like parents’ evenings being held online to encourage better attendance.

“In the event of future school closures, schools should consult with parents when determining any requirements for learning at home, to ensure that this is inclusive for the families in their community. Schools should pay particular attention to access to technology, and consider parents’ ability and capacity to participate in schooling.”

October 22, 2021

Lilly Endowment Grant Furthers Support of Wabash Center

Lilly Endowment Inc. has awarded an $8.5 million grant to Wabash College or university to aid programming for the Wabash Center for Instructing and Learning in Theology and Faith (Wabash Center) by 2025.

Established in 1996, the Wabash Heart is fully commited to maximizing educating in theology and religion in North American theological educational institutions, colleges, and universities. By means of workshops in Crawfordsville, webinars and other on line seminars, useful resource creation and curation, and a re-granting system, the Wabash Center gives school in higher training a room for conversation about critically reflective and socially responsive training in the fields of theology and religion.

“Throughout its approximately 200 decades, Wabash College or university has valued the work of faith academics, students, and theologians,” explained Dr. Scott E. Feller, Wabash College or university President. “The superior top quality and longstanding affect of the Wabash Heart carries on our foundational endeavor: excellence in instructing and finding out. We thank Lilly Endowment for 25 several years of support for the Wabash Center.”

The Wabash Center’s effect is typically felt by participants from early job college to those people near to retirement. In 2020, 6 digital salons convening 96 educators for nine months ended up launched on the net as schools navigated the viral pandemic and the race pandemic. With this newly awarded grant, the Wabash Centre will proceed to offer the two on-campus and hybrid workshops.

“The steadfast aid of Lilly Endowment has given school colleagues the option to interact troubles of teaching and the educating life,” claimed Nancy Lynne Westfield, Director of the Wabash Heart. “Colleagues want to boost their instructing. The impactful do the job of the Wabash Middle allows growth, creativeness, and expanded strategies.”

Of the present presidents and deans presiding at colleges accredited by the Association of Theological Universities, 27 presidents and 52 deans have participated in Wabash Center programming. This large quantity speaks to the purpose that the Wabash Heart performs in contributing to the leadership capacity of its individuals.

“The Wabash Centre plays a essential and energizing part in religious and theological schooling ,” said Dr. Jennifer Harvey, Professor of Faith and School Director of the Crew Students System at Drake University. “It supplies strong guidance of college as we navigate our early- to mid-vocation a long time. It aids us construct collaborative associations as we hone our teaching craft in a supportive environment that is one of a kind in the lives of higher training in faith and theological instruction. There is no way to overstate what the Wabash heart signifies for those of us in these fields.”

For educators fully commited to expansion and enhancement, the Wabash Heart provides sources these as the Journal on Instructing, a multimodal educational journal Instructing Hubs, a monthly e-e-newsletter Wabash Media Drop, a month to month update of educational resources consultants to guidance school in their institutional contexts weblogs, podcasts, and initial artwork that target on reflective instructing and grants that advertise sustained conversations on educating and the educating lifetime.

“The Wabash Middle is regarded for its outstanding initiatives to improve the educating abilities of college in faith and theology,” stated Dr. Christopher Coble, Lilly Endowment’s vice president for religion. “Excellent teachers in these fields are indispensable in educating a new technology of leaders who comprehend the job faith plays in shaping the planet about us.”

At this time in its 26th year of programming, the Wabash Middle has hosted 1,344 school users on the Wabash College or university campus for sustained discussion about teaching and understanding in 92 workshops, colloquies, electronic salons, and symposia awarded 1,466 grants to 529 institutions (totaling just about $16 million) held 118 conferences to take into consideration challenges of educating and mastering supplied 246 pedagogical consultations on greater schooling campuses across the U.S. and Canada and edited 689 content from 948 authors in Instructing Theology & Faith and The Wabash Centre Journal on Training.

The Wabash Heart has also developed 143 podcasts that have obtained more than 20,393 downloads, 650 weblogs on educating and studying matters with perfectly more than 200,000 sights, and 37 movies and webinars similar to modern day concerns going through faculty and tutorial directors in theological seminaries and faith departments. This do the job has contributed in a sizeable way to enrich and strengthen training and mastering in spiritual and theological research in seminaries, faculties of theology, colleges, and universities across the United States, Puerto Rico, and Canada.

“As the U.S., as nicely as our world neighborhood, is challenged by the uncertainty wrought by the viral pandemic and the racial pandemic, the Wabash Center’s response of pivoting our operate to on the web workshops, building podcasts, increasing blog site offerings, concentrating our re-granting method, and evolving the consultant’s program is achievable thanks to the generosity of the Lilly Endowment,” stated Westfield.

Due to the fact its founding, the Wabash Center’s functions have been fully funded by Lilly Endowment with a whole assistance of nearly $68 million. Awards appear in a few-year cycles with this grant covering the 2022-25 time period.

October 22, 2021

Large crowd turns out to support keeping Clays Mill Elementary School open | Education

Close to 100 individuals including Clays Mill Elementary school staff, students, parents and community members filled the gymnasium of the Clays Mill Elementary School Tuesday evening to show their support in keeping the school open at a public hearing on the possible consolidation of elementary schools.

This was the third public hearing in a series of five where school board members and Halifax County Public School Superintendent Dr. Mark Lineburg are given a chance to hear the public’s concerns and questions on the possible consolidation of schools.

The school system plans to answer questions via email following the end of the public hearings.

“We make great things happen at Clays Mill,” said Clays Mill principal David Duffer as he opened the floor for the superintendent to speak to the audience.

Lineburg began his remarks saying, “I love Clays Mill Elementary School.”

He went on to state the challenges that HCPS face in its elementary schools is that 51{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the elementary schools’ 4,259 seats are empty, and enrollment is on a steady decline.

At Clays Mill alone 69{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the 508 available seats are empty.

“We have lost 500 kids in the last seven years, which is equivalent to losing two schools. Enrollment is declining because of the declining population in Halifax County,” said Lineburg.

He added, “It’s visible you have space in all of our smaller schools, but I want to remind you we don’t have all the answers.”

According to Lineburg, Clays Mill Elementary School needs “significant future facility needs” such as an updated parking lot, an HVAC system, window replacement and an electrical and plumbing upgrade.

Following Lineburg’s presentation, 16 Clays Mill students took the podium to fight for their school telling the school board, “We love Clays Mill,” “Don’t close Clays Mill,” and “We love the teachers and Mr. Duffer.”

One of the first adults to take the stand was Matt Gunn, who said he has had a child at Clays Mill since 2001 and has been on so many field trips he has begun guiding tours.

“This school has teachers from all over, one who travels from the east side of Clarksville every day and it is certainly not for the paycheck, it is the atmosphere here, the passion they have for the student’s education,” said Gunn.

He added, “The faculty and staff here are nothing short of excellent, they’re the best. We have a phenomenal principal in Mr. Duffer who cares just deeply about the students. This is the cleanest school in the entire school system, and it wasn’t cleaned today because you were coming, it is like this every day.”

Gunn said community schools were the way “we were brought up and it’s the way of life around here.”

Many of the students named all of their teachers, name by name and expressed how great of a job they do in the classroom.

Clays Mill is one of three schools the school board has been considering closing. Also up for consideration for closure are Meadville Elementary and Sinai Elementary. The school system currently has seven.

In proposals to the school board, a seven elementary school model would cost $45,773,534 for future facility costs, a six-school model would cost $44,066,508 in future facilities costs but would save $19,596,000 over 30 years and a five-school model would cost $43,727,436 and would save $44,610,000 over 30 years.

“Who’s thinking about today rather than 30 years from now, at what point, and time will we focus on now instead of 30 years from now,” said Nakelia Ross, another speaker of the public hearing.

“I challenge the school board to challenge the board of supervisors and say our kids matter,” she added.

After she spoke, audience members and chairwoman Kathy Fraley and ED-7 school board member Keith McDowell even rose to their feet to applaud her.

Jessica Trent, a mother of a student who attends Clays Mill, also said, “I keep seeing numbers and numbers, but our children aren’t numbers, stop worrying about money and worry about our children.”

Many of the teachers at Clays Mill Elementary spoke out as well.

“I truly love this position and my students. Elementary schools build our counties academic foundation, and 20 to 25 students in a classroom is frankly too much,” said Natalie Long, a third-grade teacher at Clays Mill.

She added, “My son and I feel like we have found our forever home. The faculty and staff feel like a second family here.”

Long said research says small group instruction drives academic success.

“This is my 29th year in Halifax. I live in Clarksville and drive 80 miles a day because I want to be here. I just employ you to see the children not dollar signs. If y’all close this school you’re not only hurting us you’re hurting this county,” said Vickie Powell, a longtime teacher at Clays Mill.

As the public hearing began to wrap up and many members of the crowd began to disburse because of the length of the meeting, ED-2 county supervisor Jeff Francisco took the podium.

“To say that the board of supervisors doesn’t believe in our schools is incorrect. Since I’ve been on it, it’s been number one,” said Francisco.

He added, “Do we want to close any schools? No. We do not want to close any schools, but another option is raising taxes. What I am hearing tonight is that people want to keep Clays Mill open. In order to equal the $2.3 million (in savings) it means a real estate tax increase of seven to eight cents.”

Francisco also made sure to praise smaller schools such as Clays Mill.

“A lot of kids out of district are coming here because this is a great school. They have a great principal, have great teachers and have great instruction. I truly believe that small schools like Clays Mill don’t only teach kids well, it helps in discipline, and it changes the kids’ lives because they have the personal attention here,” Francisco concluded.

Clays Mill Elementary School is ranked 126 out of more than 1,100 schools in the state and is in the top 30{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}, according to US News and World reports.

Another public hearing on the possible consolidation of local elementary schools was held Thursday at Scottsburg Elementary School.

The final hearing will be held the following Thursday, on Oct. 28, at Meadville Elementary School at 6:30 p.m.

October 18, 2021

Using Small Group Check-ins to Maximize Peer Engagement and Support Social and Emotional Learning (SEL) in Online Courses

Love it or hate it, group work has its place in online higher education. Group projects provide opportunities and positive outcomes for students to take leadership roles, learn personal accountability and project management skills, network with peers, negotiate roles and workload, and more.

On the other side, especially when courses are online, the “people” factor can sometimes interfere with the positive outcomes of group projects: responsible students who take on all the work, lurkers who do not contribute but who “earn” the same grade, members who drop a course mid-project, conflict over topics and/or roles, schedules that do not allow for synchronous group meetings, and the list goes on. Some instructors avoid group work altogether in online courses because of these “people” factors and because too many students are untrained in group work skills. It seems too daunting to train students and still cover content online.

Yet, online students want more social and emotional connections with their peers, their instructors, and their content. But, can we provide these connections in online courses without going the route of group projects, especially in courses with large enrollments?

Let’s think about how small groups can work for students.

What if we take away high stakes group projects and focus on the power of small groups?

Targeted, small group check-ins can provide the means for peer engagement and for relevant social and emotional learning, both of which contribute to student retention and success. Small group check-ins centered on social and emotional learning (SEL) activities can occur throughout the semester and in multiple modalities, synchronous online meetings or asynchronous tools, and meet diverse needs and goals.

SEL scholars Stocker and Gallagher define SEL as “the development of information, mindsets, and skills that allow individuals to identify and manage their emotions, enhance their awareness of and empathy for others, and establish and work toward personal goals” (2019, p.25). Stocker and Gallagher frame SEL activities using the five components of Collaboration for Academic, Social, and Emotional Learning (CASEL): Self-Awareness, Self-Management, Responsible Decision Making, Social Awareness, and Relationship Skills (2019, p.25). Introducing SEL in the course syllabus and embedding it in course objectives and content helps students to see its value and feel prepared for check-ins.

To keep SEL check-ins relevant and out of the realm of “busy work,” instructors can align these activities with course-level learning objectives, course content, and course assessments. Scholar Ashley Taplin promotes presenting SEL activities with intention, “sharing with our students the why behind SEL content, just as we do with academic content. Explaining why we check in, why we ask students to pair up, or why we work through different problem-solving strategies is core to meaningful and successful SEL” (2021). Instructors can choose to assign points to incentivize student participation, but creating activities that are relevant and that scaffold course content/assessments might be enough.

What activities are relevant for on-going SEL check-in meetings?

First and foremost, small group “first week” check-ins are vital for students to feel connected and to build meaningful relationships with peers. While whole group course introductions are important tools for community building, they can also feel intimidating and students can feel let down if this introduction is their opportunity for peer interaction. After the big introduction, scheduling small group check-ins right away in the first week facilitates closer connections and community building on a smaller scale. To be intentional about SEL, this initial check-in should include an introduction to SEL, it’s place in the course, and the “why” for the specific check-in (Taplin, 2021). It’s important that the first and all following check-ins include specific prompts and “why” statements, and Taplin provides a multitude of helpful examples.

Possible examples for early-in-the-semester check-in groups:

Reintroduce themselves in the smaller group
Brainstorm a small group guide for communicating, listening, and interacting to maintain respect, empathy, and learning. Ask that they take notes and keep this for reference
Share their challenges and successes in the first week
Share what they know or their questions about campus or larger community resources—where to find comfort food, student organizations, institutions for meeting religious or social needs
Share their goals for reading, labs, or homework for their different courses
Share their processes for conducting research and/or writing papers
Share midterm changes in goals and managing time
Share learning experiences
Share midterm challenges and successes
Share preparation strategies for final exams and final projects

How do check-ins work in terms of tools?

Small group check-ins can work for both synchronous and asynchronous online modalities. For those already holding synchronous online meeting platform sessions, breakout rooms are perfect. For those courses that are totally asynchronous, students can conduct small groups in real time or not real time (NRT). They can also use a multitude of tools, including: Blackboard, Brightspace, or Canvas group tools, subgroups in VoiceThread, Google Meet or Spaces, and other Google Suite tools, Zoom, GoToMeeting, etc. Instructors might let students decide on the tools to use or they might set up small group spaces in the LMS.

Should check-ins be graded and how should they be assessed?

If check-ins for small groups are relevant and tied to course objectives in some way, it makes sense to assign low-stakes points. In their “A Guide to Incorporating Social-Emotional Learning in the College Classroom,” Gallagher and Stocker provided students activity handouts with instructions and had students submit these via their LMS (2018, pp. 13-15). Because these check-ins are peer engagement-focused, Gallagher and Stocker did not grade content and opted for a variation of complete/incomplete and weighted the SEL activities at 5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the total grade (2018, pp. 15-16). In this way, students had point incentives for participating in SEL activities, but they retained agency in regard to how they participated. Small group check-ins should be “safe” for social and emotional learning, keeping them low-stakes, student-centered, and student-mediated is probably the best route.

Small group SEL check-ins provide students with relevant and low-stakes opportunities for meaningful peer engagement, community building, and social and emotional learning, all of which can benefit student retention and success.

Caran Howard is an instructional development specialist at the University of Northern Iowa in Cedar Falls. In 2015, she earned a PhD in social foundations of education, with an emphasis in history of education. Howard earned her MA and BA in English, with a writing emphasis from the University of Northern Iowa (UNI). Howard has over 19 years of teaching experience in higher education and community organizations: UNI, the University of Iowa, Wartburg College, Hawkeye Community College, the Hearst Center for the Arts, and adult education.

References:

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Dougan, R. Social Emotional Learning (SEL) Guidebook: Ideas for Incorporating SEL Activities into Your Classroom. Diablo Valley College. Accessed September 30, 2021. https://www.dvc.edu/faculty-staff/pdfs/SEL-Guidebook.pdf

Elmi, C. (2020). Integrating Social Emotional Learning Strategies in Higher Education. European Journal of Investigation in Health, Psychology, and Education. Accessed September 30, 2021. https://www.mdpi.com/2254-9625/10/3/61/pdf

Eva, A. L. (February 25, 2019). How to Take SEL to the Next Level at Your School. Greater Good Magazine: Science-Based Insights for a Meaningful Life. University of California Berkeley. Accessed September 30, 2021. https://greatergood.berkeley.edu/article/item/how_to_take_sel_to_the_next_level_at_your_school

Gallagher, K. M., and Stocker, S. L. (2018). A Guide to Incorporating Social-Emotional Learning in the College Classroom: Busting Anxiety, Boosting Ability. Society for the Teaching of Psychology. Accessed September 30, 2021. https://teachpsych.org/resources/Documents/otrp/resources/Gallagher{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}20and{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}20Stocker{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}20SEL{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}20Manual{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}20-{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}20FULL.pdf

Kachani, S., Irvin, A., and Ross, C. (May 24, 2021). What College Students Wish Professors Knew About Inclusive Online Teaching. EdSurge. Accessed October 5, 2021. https://www.edsurge.com/news/2021-05-24-what-college-students-wish-professors-knew-about-inclusive-online-teaching

Murphy, M. C., Boucher, K., and Logel, C. (January 19, 2021). How to Help Students Feel a Sense of Belonging During the Pandemic. Greater Good Magazine: Science-Based Insights For A Meaningful Life. University of California Berkeley. Accessed October 5, 2021. https://greatergood.berkeley.edu/article/item/how_to_help_students_feel_a_sense_of_belonging_during_the_pandemic

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