It was founded by the Society of Jesus in 1946 and named after Jesuit missionary Simon Le Moyne. At its founding, Le Moyne was the first co-educational Jesuit college in the United States.
Background Gamified learning, specifically escape rooms, may help students improve their knowledge and execution of American Psychological Association (APA) Style.Objective We developed and evaluated an APA-themed escape room to help students learn about in-text citations and reference pages, model APA conventions, and promote the importance of paying attention to details and following directions through an enjoyable, competitive experience.Method Psychology majors and nursing students completed pre- and post-game surveys assessing demographics, perceived APA competence, and APA knowledge, with additional post-game questions evaluating their experience participating in the escape room activity.Results Students significantly improved their APA citation knowledge and confidence after participating, with greater gains observed in psychology students, in reference-formatting questions, and among students with lower initial confidence. Overall, participants rated the experience highly and were more likely to recommend it if they started with lower APA knowledge and confidence.Conclusion Gamified learning, especially through an educational escape room, can improve students' APA citation skills and boost confidence, particularly among those with less confidence and limited prior knowledge. Teaching Implications This proof-of-concept study may encourage instructors to incorporate educational escape rooms as an interactive teaching strategy to enhance student engagement and support learning of complex skills like APA Style.
In this article, we propose a procedure for selecting a random-sized subset that includes all experimental treatments that are superior to the control treatment. The comparison is based on two binary endpoints. An experimental treatment is deemed superior if it demonstrates higher success probabilities than the control on both endpoints. While responses across different treatments are assumed to be independent, responses within the same treatment may exhibit dependence. To model this within-treatment association, we use the odds ratio and employ the bivariate binomial distribution to compute the probability of a correct selection. We derive design parameters for three scenarios: (1) independent endpoints, (2) dependent endpoints with known association, and (3) dependent endpoints with unknown association. For each case, we provide tables indicating the minimum sample size required to satisfy the specified probability criteria.
We present a short review of the analytical aspects of recent progress in the study of black hole spectral instability and its potential observational consequences. This topic, inspired by earlier foundational works, has attracted considerable attention in the recent literature. It has been demonstrated that both the low-lying modes and high overtones of black hole quasinormal spectra can be substantially influenced by ultraviolet metric perturbations. The temporal evolution of gravitational wave signals is primarily governed by the first few low-lying quasinormal modes. In contrast, the asymptotic behavior of high overtones is closely associated with the phenomenon of black hole echoes. We review relevant studies on spectral instability in both regimes, highlighting their potential to produce substantial observational signatures in gravitational wave data. Additionally, recent proposals of Regge poles and reflectionless modes as alternative stable observables for probing black hole spacetimes are summarized.
In this work, we demonstrate that the hyperboloidal foliation technique, applied to the study of black hole quasinormal modes, where the spatial boundary is shifted from spacelike infinity to the future event horizon and null infinity, is effectively equivalent to the continued fraction approach, in which the asymptotic wave function typically diverges at both ends of spatial infinity. Specifically, a given hyperboloidal slicing, corresponding to a particular choice of coordinates, always uniquely determines a scheme for extracting the asymptotic form of the wave function at the spatial boundary. Owing to the mathematical equivalence, it follows that the efficiency and precision observed using the hyperboloidal approach should be attributed, not to avoiding the pathological behavior at the spatial boundaries, but primarily to other factors, such as the use of Chebyshev grids.
Creating and interpreting graphs are quantitative reasoning skills all science, technology, engineering, and math students need to develop. In biology, data are lacking in our understanding of how undergraduate students interpret variability across different graph types or what knowledge students have about the data error bars represent. This study analyzed 3506 student responses within a graphing assessment. We developed a code book for students' open-ended responses on the data error bars represent and used chi-square tests to look for significant differences in how students described error bars based on a graph they created and self-reported demographic data. We observed four major categories in how students described error bars: broad terms, error terms, purpose terms, and trend & analysis terms. When responses were linked with a graph the student made, those who created a bar graph with a bar for each data point showed lower understanding of error bars compared to students who themselves created a bar graph with aggregated means and error bars. We also observed differences in how students described error bars based on their major but did not observe differences based on whether students were in introductory or upper-level courses. Our results suggest that students are not receiving enough instruction on variability within graphing even though bar graphs with error bars are a common graph that students are asked to construct. More scaffolded repeated instruction is needed across biology curricula.
