Numerous studies point to linkages between parents' and caregivers' aspirations and a student's academic performance, highlighting the importance of understanding these aspirations. There is a lack of knowledge about the desires that Black, Indigenous, and People of Color (BIPOC) parents have for their children's education beyond a narrow focus on schooling and academic achievement. Using a broad lens to understand parents' aspirations is essential, as it may reveal more culturally relevant aspirations outside formal school walls. This study examines BIPOC mothers' desires for their children's education, learning, or development during their PreK-12 education and how they engage in and support their education based on these desires. The data for this project is a subset of a more extensive qualitative study of educational support for BIPOC mothers during the 2020-2021 school year. This paper explicitly analyzes semi-structured interviews with 15 mothers of children enrolled in a midwestern school district marked by racial opportunity gaps. Preliminary data analysis suggests that BIPOC mothers maintained intense desires for their children to have good formal education opportunities and desire for their children to learn beyond the school's curriculum in ways that develop their children holistically. This project highlights BIPOC parents' desires for children's education beyond formal schooling, allowing for a better understanding of their overall educational aspirations. Understanding parents' educational desires for and engagement in their children's education is important as it can inform family-school relationships and policies.

Southern Oregon University was one of the first universities on the West Coast to have a Native American Studies Program. 25 years later, the program continues to grow. Native students, scholars, and professors have woven Indigenous pedagogy throughout their curriculum, providing an informed and holistic education. This research asks "What is the affect on student success when Indigenous pedagogy is applied in classrooms at Southern Oregon University?" Self report survey data and semi-structured interviews will be used to answer that question. After completing spring term of 2023, students were presented with a survey aimed at collecting data regarding how they felt the class affected their success. The professor will also be interviewed to further assess how Indigenous pedagogy was integrated into the classroom, as well as how affective they believe it was. While no results have been found thus far, it is anticipated that the implementation of Indigenous pedagogy within classes will have a significant positive impact on student success. If the anticipated results prove to be true, it will not only reaffirm the idea that Indigenous knowledge sovereignty is important but also that Native American Studies deserves a place in Higher Ed. This study touches on subjects of tribal and knowledge sovereignty, and can be used to advocate for more Native American Studies curriculum in Post Secondary Education.

With lean office structures rising, researchers examine whether office environments affect employee productivity. In collaboration with commercial businesses, studies on ventilation and overall design help determine whether building inhabitants perform better in green or lean workspaces. The metrics include employee surveys with ranking to gain insight into each worker's perception of happiness, wellness, and productivity. The results on the impact of human behavior derived from worksites benefit firms as manageable areas like air quality, work engagement, happiness, and concentration levels optimize employee results and increase profits. Once the areas needing improvement are highlighted, organizations can create pathways toward a more enjoyable and innovative office-based landscape.