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Improving mental health, body image, and financial stability is paramount to achieving viral suppression and maintaining HIV-negative status for minoritized communities. The purpose of this paper is to describe the lessons learned from maintenance of an HIV prevention and wellness program during the COVID-19 pandemic. A three-session program was implemented in a hybrid format to account for county-wide restrictions and reopening processes. Lessons learned include the utility of a hybrid format, importance of CBPR partnership, innovation in virtual platform, value of social media presence and upkeep, and use of multiple methods to ascertain evaluative data. Sustaining an HIV prevention and wellness program requires strong research collaborations and ongoing engagement with priority populations and the flexibility to pivot as needed.

In recent years, DNA analysis techniques have drastically increased in sensitivity, allowing for low template DNA samples to be more easily detected and used for identification. Since the problems inherent in low template DNA are exacerbated in DNA mixture samples, it would be advantageous to incorporate an assay earlier in the DNA workflow that could detect a mixture and, potentially, determine the number of contributors. Some real-time PCR instruments have high-resolution melt curve analysis (HRM) capabilities, allowing for an opportunity to integrate an HRM screening assay into a commercial DNA quantification kit. This work describes the integration of a mixture screening HRM assay using STR loci D5S818 and D18S51 into Qiagen’s Investigator Quantiplex ® kit. The integrated Quantiplex ® -HRM assay was tested on two qPCR platforms: The Rotor-Gene ® Q and the QuantStudio™ 6 Flex. Data from this assay was analyzed using linear discriminant and support vector machine analyses for sample classification. When HRM curve data from the Rotor-Gene ® Q was used for classification, the integrated assay exhibited an overall accuracy of 89.39%, correctly classifying 87.5% of single source samples and 100% of mixtures. When HRM curve data from the QuantStudio™ 6 Flex was used for classification, the integrated assay exhibited an overall accuracy of 87.88%, correctly classifying 87.5% of single source samples and 90% of mixtures. The overall accuracy of the integrated Quantiplex ® -HRM assay on both instruments met our goal of ≥ 80% accuracy, demonstrating the viability of the assay to detect mixtures when integrated into a commercial quantification kit.

At present, the forensic DNA workflow is not capable of providing information about the contributor status (single source vs. multiple contributors) of evidentiary samples prior to end-point analysis. This exacerbates the challenges inherent to mixtures and low-template DNA samples. If additional sample information could be provided earlier in the workflow, protocols could be implemented to mitigate these challenges. An integrated Quantiplex®- high resolution melt (HRM) assay was shown to be effective in distinguishing between single source and mixture DNA samples; however, integration of the HRM assay into a more commonly used chemistry would be beneficial to the practitioner community. Thus, the assay was redesigned as an integrated Quantifiler™ Trio-HRM assay, which included the identification of a new DNA-binding dye, an increased reaction volume, and the establishment of new data analysis and standard curve metrics for all targets. This redesigned assay produced quantification values and qualitative values that were comparable to those produced when the same samples were tested using the standard Quantifiler™ Trio chemistry and settings. Further, STR profiles generated with quantification values produced from the integrated Quantifiler™ Trio-HRM assay and standard Quantifiler™ Trio chemistry were complete and fully concordant. Most importantly, the integrated Quantifiler™ Trio-HRM assay was able to accurately predict whether a sample was single source or a mixture 79.2% of the time, demonstrating the potential of this approach. With the incorporation of an expanded training set for prediction modeling, and completion of critical developmental validation studies, this assay could prove useful to the forensic DNA practitioner community.

Despite widely acknowledged benefits of integrating writing into economics courses, instructors' costs are often prohibitive. To reduce costs and make writing assignments more feasible, the authors describe multi-part, scaffolded writing assignments developed by an economist and a WAC (Writing Across the Curriculum) specialist, integrated into an 800-student introductory economics course with multilingual students and TAs. Students draft and revise an abstract and later draft and write an op-ed with a convincing economic argument for a general audience. The authors use writing centers and peer review software to provide feedback while reducing grading time, and train inexperienced TAs to evaluate student writing through detailed rubrics and moderated marking sessions. They provide detailed assignment descriptions and an accounting of resources and time needed to grade each assignment.

This paper offers a guide for those seeking to integrate the Scholarship of Teaching and Learning (SoTL) into higher education institutions to improve the quality of student learning. The authors posit that weaving SoTL into institutional cultures requires the coordinated actions of individuals working in linked social networks rather than individuals acting in isolation. Analyzing both the barriers and potential pathways to integrating SoTL into institutional cultures, the authors provide a conceptual model along with examples of practical strategies for overcoming resistance to change within institutions. The paper provides examples from a variety of different international contexts to show how incentives and other non-coercive measures can motivate faculty and administrators to weave SoTL into institutional fabrics. Drawing on social network theory and the concept of communities of practice, the paper presents a model with attendant strategies for disseminating SoTL values and practices across all three levels of postsecondary institutions: the micro, the meso, and the macro. The authors argue that for SoTL to take root in organizational cultures, there must be 1) effective communication and dissemination of SoTL activity across all levels, 2) well established social networks and links between these levels (nodes), and 3) sustained support by senior administration. The authors conclude by suggesting ways their model could be tested.

This study employed a community-based participatory research approach to understand factors that influence church readiness to engage in HIV prevention and treatment activities. A convenience sample of twenty-six Black faith leaders participated in four focus groups. Data analysis was done through qualitative content analysis. Three themes emerged. First, the pastor's blessing and authority as the church's decision-maker determines readiness to engage in HIV prevention. Second, the church's purview of sexual health as part of a holistic ministry facilitates faith leader's readiness. Lastly, securing financial and human resources makes it feasible for faith leaders to implement activites. Findings suggest HIVrelated stigma alone does not explain readiness to address HIV. Participants also discussed activities their churches are equipped to handle, including HIV testing events and health fairs.

This paper offers a guide for those seeking to integrate the Scholarship of Teaching and Learning (SoTL) into higher education institutions to improve the quality of student learning. The authors posit that weaving SoTL into institutional cultures requires the coordinated actions of individuals working in linked social networks rather than individuals acting in isolation. Analyzing both the barriers and potential pathways to integrating SoTL into institutional cultures, the authors provide a conceptual model along with examples of practical strategies for overcoming resistance to change within institutions. The paper provides examples from a variety of different international contexts to show how incentives and other non-coercive measures can motivate faculty and administrators to weave SoTL into institutional fabrics. Drawing on social network theory and the concept of communities of practice, the paper presents a model with attendant strategies for disseminating SoTL values and practices across all three levels of postsecondary institutions: the micro, the meso, and the macro. The authors argue that for SoTL to take root in organizational cultures, there must be 1) effective communication and dissemination of SoTL activity across all levels, 2) well established social networks and links between these levels (nodes), and 3) sustained support by senior administration. The authors conclude by suggesting ways their model could be tested.

The presence and engagement of Black faculty members in higher education can significantly impact Black students' college experience in their first year, especially at historically and predominantly White institutions. Emphasizing the importance of representation mentorship and relationship building, this study stresses the importance of Black faculty in fostering a sense of belonging, strengthening racial identity development, and contributing to the retention rates of Black college students during their freshmen year. On campus, Black students face the challenges of a campus climate plagued by racism, unfair expectations, mistreatment, microaggressions, and discrimination. Representation matters, and the sharing and affirming of those experiences from positive and caring Black faculty members help Black students to feel seen, heard, validated, and safe, and ensure they do not have to navigate the challenges of college alone. It shows them that they belong, and this validation and acceptance positively influences their connection and motivation, leading to increased academic achievement, a stronger connection to the institution, and retention, especially in an unfamiliar environment. Additionally, Black faculty play a role in shaping the racial identity of Black students. It is their presence, and them as their authentic selves, which empowers Black students to embrace their racial and cultural heritage and identities by challenging stereotypes, facilitating necessary conversation, promoting cultural awareness, and showing up as their authentic selves. For this reason, recruiting and retaining Black faculty needs to be a priority. By acknowledging in addition to supporting the contributions of Black faculty, campus environments will be more inclusive and supportive, and better equipped to serve all students, ultimately leading to greater academic achievement, and personal growth of Black students.

This thesis is a record of my process as the costume designer for the February 2006 production of The Night of the Iguana by Tennessee Williams at the University Theatre. This document provides a detailed description of my research and design process as well as a description of the pre-production process. The text also provides details of the build process and as well as some of the challenges this particular production presented. One can follow the entire process from early conception talks and sketches to the final renderings that were used by the costume shop to create the costumes. The self evaluation and the production shots provided show the successes of the design as well as the description of what I learned.