• Left-handedness in Special Education: A Meta-Synthesis

      Kinzer, Vera B. (University of Alaska Southeast, 2017)
      Left-handers are disadvantaged, but despite the fact that universal design favors right-handedness, left-handedness may be associated with cognitive advantages. Left-handedness is considered a fairly normal human condition that has persisted throughout history, and is currently represented in about 10% of the population. Our modern idea regarding hand preference is rooted in the split-brain theory, which involves the contra-lateral control of the left and right hemispheres over opposite sides of the body. Technology has advanced brain research about handedness and brain organization, and this research should help advance early recognition and more successful intervention in the areas of a student’s behavior, learning disorder, and/or other health impairments (that affect their brain functioning, such as traumatic brain injury or fetal alcohol syndrome disorder). This meta-synthesis is an analysis of the literature on left-handedness: It is an attempt to answer whether left-handedness is relevant in special education today.
    • Let’s begin at the end: How a campus bookstore closure set the wheels in motion for a hybrid OER project

      Lamb, Jonas (University of Minnesota Libraries Publishing Services, 2018-07-25)
      This chapter discusses the efforts and lessons learned from a grassroots, affordable content initiative that took shape following the closure of the brick and mortar campus bookstore. The UAS Alt-Textbook Project can serve as a model for how campus affordable content initiatives can be put in motion with minimal funding by utilizing existing campus resources, the expertise and advocacy of key faculty and administrative champions. Efforts at UAS have impacted faculty teaching methodologies, contributed to significant student savings and provided a platform for open education advocates on campus. The chapter closes by discussing next steps required to formalize, mobilize and better measure the impacts of the project.
    • The Level 2018-01

      Leigh, Nathan (University of Alaska Southeast, 2018-01)
    • The Level 2018-04

      Leigh, Nathan (University of Alaska Southeast, 2018-04)
    • The Level 2018-04

      Services, Facilities (University of Alaska Southeast, 2018-04)
    • The Level 2018-08

      Leigh, Nathan (University of Alaska Southeast, 2018-08)
    • The Level 2018-08

      Services, Facilities (University of Alaska Southeast, 2018-08)
    • The Level 2018-10

      Leigh, Nathan (University of Alaska Southeast, 2018-10)
    • The Level 2018-10

      Services, Facilities (University of Alaska Southeast, 2018-10-12)
    • The Level 2019-02

      Leigh, Nathan (University of Alaska Southeast, 2019-02)
    • The Level 2020-02

      Leigh, Nathan; Zenger, Adam; George, Greg (University of Alaska Southeast, 2020-02-17)
    • The Level 2020-04

      Leigh, Nathan; Garcia, Dan; George, Greg; Zenger, Adam; Lendrum, David (University of Alaska Southeast, 2020-04-30)
    • The Level 2021-04

      Lendrum, David; Leigh, Nathan; George, Greg; Ayers, Bill; Zenger, Adam; Garcia, Dan (University of Alaska Southeast, 2021-04-02)
    • The Level 2022-03

      Leigh, Nathan (University of Alaska Southeast, 2022-03-17)
    • Librarian and Faculty Collaborative Instruction: A Phenomenological Self-Study

      Brown, Jennifer; Duke, Thomas (Elsevier, 2005)
      Several models of librarian and faculty collaboration are found in the professional librarian literature. The literature on collaborative self-study research in higher education settings indicates collaborative self-study research can improve interdisciplinary and collaborative approaches to teaching and research and facilitate the transfer of knowledge. A research librarian and assistant professor of special education conducted a phenomenological self-study to examine their multiple roles as researchers, collaborators, and educators who collaborated to develop, implement, and evaluate distance-delivered instructional services for public school teachers who live and work in remote, rural, and Native communities throughout the state of Alaska. Several themes emerged from this study, including: (a) the authors’ interdisciplinary and collaborative efforts resulted in increased opportunities to team teach and conduct future collaborative research; (b) the authors struggled to communicate effectively with students via audio-conference; and (c) the beliefs and practices of both authors were transformed by their participation in this self-study. The study suggests implications for further and improved interdisciplinary collaboration between librarians and faculty. The authors believe this collaborative approach to self-study research facilitates reflective and authentic teaching and research for academic librarians working in collaboration with teaching faculty.
    • Limited Evidence Based Practices in Special Education: What’s a Teacher to Do?: A Meta-Synthesis

      Capp, Robyn (University of Alaska Southeast, 2016)
      Since the enactment of No Child Left Behind, there has been a push for scientifically based methodologies in education. While the same holds true for special education, the progress is notably slower than in the general education field. Research in regards to Evidence Based Practices (EBPs) in special education is extremely limited. Furthermore, the individualization of special education and the variation in which each individual presents their disability require that educators not use one approach to meet the needs of all students. Given the limited availability, educators must familiarize themselves with the characteristics of EBPs to make informed instructional decisions. EBPs must be implemented with fidelity. Furthermore, they must monitor student progress and be responsive to each individual’s needs. It is clear that education is in the midst of a scientific based reform. The availability of research is limited, and additional research will need to be conducted in the future.
    • Limited Progress in Improving Gender and Geographic Representation in Coral Reef Science

      Ahmadia, Gabby N.; Cheng, Samantha H.; Andradi-Brown, Dominic A.; Baez, Stacy K.; Barnes, Megan D.; Bennett, Nathan J.; Campbell, Stuart J.; Darling, Emily S.; Estradivari; Gill, David; et al. (Frontiers in Marine Science, 2021-09-29)
      Despite increasing recognition of the need for more diverse and equitable representation in the sciences, it is unclear whether measurable progress has been made. Here, we examine trends in authorship in coral reef science from 1,677 articles published over the past 16 years (2003–2018) and find that while representation of authors that are women (from 18 to 33%) and from non-OECD nations (from 4 to 13%) have increased over time, progress is slow in achieving more equitable representation. For example, at the current rate, it would take over two decades for female representation to reach 50%. Given that there are more coral reef non-OECD countries, at the current rate, truly equitable representation of non-OECD countries would take even longer. OECD nations also continue to dominate authorship contributions in coral reef science (89%), in research conducted in both OECD (63%) and non-OECD nations (68%). We identify systemic issues that remain prevalent in coral reef science (i.e., parachute science, gender bias) that likely contribute to observed trends. We provide recommendations to address systemic biases in research to foster a more inclusive global science community. Adoption of these recommendations will lead to more creative, innovative, and impactful scientific approaches urgently needed for coral reefs and contribute to environmental justice efforts.
    • Local recruitment of humpback whales in Glacier Bay and Icy Strait, Alaska, over 30 years

      Pierszalowski, Sophie P.; Gabriele, Christine M.; Steel, Debbie J.; Neilson, Janet L.; Vanselow, Phoebe B. S.; Cedarleaf, Jennifer A.; Straley, Janice M.; Baker, C. Scott (2016-03-15)
      We provide new information on the scale at which fidelity and recruitment underlie observed increases in humpback whale Megaptera novaeangliae populations. We used photoidentification records and DNA profiles from whales in Glacier Bay and Icy Strait (GBIS), southeastern Alaska (SEAK) to investigate 3 sources of population increase over 33 yr (1973−2005): local GBIS recruitment, recruitment from elsewhere in SEAK, and immigration from outside SEAK. We defined 2 temporal strata for these longitudinal records: ‘founder’ individuals identified from 1973 to 1985 (n = 74; n = 46 with DNA profiles) and ‘contemporary’ individuals identified from 2004 to 2005 (n = 171; n = 118 with DNA profiles). To distinguish between local recruitment and recruitment from elsewhere in SEAK, we estimated the proportion of the contemporary stratum that was either a returning founder or descended from a founder female. After excluding 42 contemporary whales without a known mother or genotype to infer maternity, 73.6% of the contemporary stratum was confirmed or inferred through parentage analysis to be either a returning founder or a descendant of a founder mother. Of the 25 females with genotypes in the founder stratum, 24 (96%) were either represented in the contemporary stratum, had at least 1 descendant in the contemporary stratum, or both. We found no significant differences in microsatellite allele or mtDNA frequencies between the strata, suggesting little or no immigration from other feeding grounds. Our results highlight the importance of local habitat protection for a recovering species with culturally inherited migratory destinations.
    • Long-Term Benefits of Early Intervention Services: A Meta-Synthesis

      Barnes, Elizabeth (University of Alaska Southeast, 2013)
      The role of universal preschool programs is being debated in public and political arenas. There is concern that the cost of providing such programs is not in the public's best interest. While they are few, the longitudinal studies into the cost/benefit of such programs show that investments into early childhood interventions and education yield a return to students, taxpayers, and society. These benefits include: a savings in the cost of education through lower retention rates and special education placement, an increase in tax revenue through higher wages, and a savings through lower costs for the welfare and criminal justice systems. This meta-synthesis explores the studies that support the above findings, as well as ways in which current preschool programs can be improved to provide better long-term outcomes for children.
    • MABEL photon-counting laser altimetry data in Alaska for ICESat-2 simulations and development

      Brunt, Kelly M.; Neumann, Thomas A.; Amundson, Jason M.; Kavanaugh, Jeffrey L.; Moussavi, Mahsa S.; Walsh, Kaitlin M.; Cook, William B.; Markus, Thorsten (Copernicus Publications on behalf of the European Geosciences Union, 2016-08-10)
      Ice, Cloud, and land Elevation Satellite-2 (ICESat-2) is scheduled to launch in late 2017 and will carry the Advanced Topographic Laser Altimeter System (ATLAS) which is a photon-counting laser altimeter and represents a new approach to satellite determination of surface elevation. Given the new technology of ATLAS, an airborne instrument, the Multiple Altimeter Beam Experimental Lidar (MABEL), was developed to provide data needed for satellite-algorithm development and ICESat-2 error analysis. MABEL was deployed out of Fairbanks, Alaska, in July 2014 to provide a test dataset for algorithm development in summer conditions with water-saturated snow and ice surfaces. Here we compare MABEL lidar data to in situ observations in Southeast Alaska to assess instrument performance in summer conditions and in the presence of glacier surface melt ponds and a wet snowpack. Results indicate the following: (1) based on MABEL and in situ data comparisons, the ATLAS 90m beam-spacing strategy will provide a valid assessment of across-track slope that is consistent with shallow slopes (< 1) of an ice-sheet interior over 50 to 150m length scales; (2) the dense along-track sampling strategy of photon counting systems can provide crevasse detail; and (3) MABEL 532 nm wavelength light may sample both the surface and subsurface of shallow (approximately 2m deep) supraglacial melt ponds. The data associated with crevasses and melt ponds indicate the potential ICESat-2 will have for the study of mountain and other small glaciers.