Many colleges and universities continue to highlight the diversity among their student populations, but fail to ensure their retention and success once admitted. With pushes for diversity, equity, and inclusion initiatives, UCLA discusses these as finite goals, when in reality, these should be less of a goal and more of what we do rather than what we should do. In this qualitative study, I examine the effect of student connections, among other college experiences, on the sense of belonging of Black STEM undergraduates. This study uses interviews with Black-identifying undergraduate students to understand their lived experiences. By examining these interviews, I clarify common themes to thus propose interventions to better institutional practice, policy, and the overall experience and success of Black students in STEM. Using the anti-deficit achievement (Shaun R. Harper) and Black Joy frameworks, I framed my interview questions to also examine the positive contributing factors that lead to Black retention instead of falling into the exhaustive, negative narrative portrayed in this research field. Through my research, I will draw parallels and differences between gender groups and the varying levels of belonging between STEM and humanities majors, while affirming the impact of intersectionality. My research will affirm the need for more student-centered action for marginalized students and the impact sense of belonging has on student experience and major retention.

Zoological parks are wildlife exhibitions that can be either entertainment or serve educational purposes. Over the years, zoos have been reframing their goals to conservation and animal advocacy to educate the public about wildlife. However, the reality is that not all zoos meet the ethical criteria to house wildlife. Recent scholarship reports that zoo animals present abnormal behaviors than animals in the wild. I argue that the current ethical responsibilities of Zoos are failing to protect the mental, emotional, and physical health of animals in captivity. Because I agree there is a lack of understanding on how to fulfill the lives of animals held in captivity. My case study asks: Does Hogle Zoo (a zoo accredited by AZA) do enough to promote the physical, emotional, and mental health of large mammals in captivity? My goal is to enhance the animals welfare in the context of a multispecies environment (humans, animals, and surroundings).

Role playing games have often been reserved for musty basements and mythical gremlins, but role-playing games in the classroom can allow for the democratization of education, encouraging a deep immersion in history in a way that would not be possible in a traditional classroom setting. Education is not one size fits all. Reacting to the Past is a role-playing game which requires students to act out various roles and work together in order to advance the objectives of their assigned character roles in a particular, crucial moment in history. Students are encouraged to study and then express the political, religious and personal values and philosophies of their assigned character roles through presentations and writing. The project at hand centers around facilitating the design and development of a Reacting to the Past game on the subject of the controversy surrounding Moliere's play, Tartuffe (1664) which gained notoriety for its criticism of religious hypocrisy. Students will play nobles, theatermakers, and ecclesiastes who vigorously debated whether art should play a role in critiquing society. The play itself was censored and banned due to its satire of the most powerful entities in France: the Catholic Church. But does satire change society, or does theater itself (as an institution) condone trickery and illusion? Ultimately, the use of role-playing games in education allows for a revitalization of student interest in history, which is further accentuated by the active roles students play in their own educations.

As displaced individual seeking a safe haven, refugees encounter numerous challenges when attempting to pursue higher education in the United States. This research study aims to provide a concise overview of the various barriers that impede their education aspirations by exploring the multifaceted challenges refugees face in accessing higher education including socioeconomic, cultural, and bureaucratic obstacles. Socioeconomic factors such as limited financial resources often hinder refugees’ ability to afford tuition fees, textbooks, and other educational expenses. Additionally, refugees frequently lack access to financial aid programs and scholarships for educational advancement. Furthermore, cultural barriers often pose another significant challenge for refugee students including limited proficiency in English, inadequate language support services, and unfamiliarity with the education system in the United States leading to feelings of alienation and exclusion. Bureaucratic hurdles also often impede refugees’ educational pursuits. Complicated and lengthy application processes, visa restrictions, and documentation requirements can be overwhelming, particularly for individuals with limited resources and support networks. Furthermore, the lack of recognition or the incomplete evaluation of refugees’ prior education attainments in their home countries, including the absence of transparent and streamlined procedures for assessing these credentials, may also undermine refugees’ chances of entering and advancing their way through the higher education system in the United States. Through structured interviews with ten refugees living in the United States that are either aspiring to enter the American higher education system or advance their way through the American higher education system, this research study seeks to better understand the challenges they face in furthering their education since understanding these challenges is crucial for developing targeted interventions and support systems for promoting better higher educational opportunities for refugees. By addressing financial constraints, enhancing language support services, streamlining administrative processes, and establishing a robust system for credential evaluation, policymakers, educational institutions, and communities can contribute to removing barriers and fostering a more inclusive higher educational experience for refugee students in the United States.