We are studying the impact of non-clinical factors on how clinicians make triage decisions.

We are trying to find out if the medications you are taking before you have an LVAD tells us how you sad or nervous you will be after LVAD surgery.

While the identification of autism in females has steadily increased, there remains a critical gap in our understanding of female specific issues for autistic females , such as menstruation, pregnancy, motherhood, and menopause. Menopause marks a key reproductive transition period for females. The purpose of this study is to characterize mental health challenges and experiences during the menopause via a three-pronged, mixed methods study, employing a large scale online survey followed by in-depth interviews and daily diaries across a complete menstrual cycle.

The purpose of this study is to understand how well the learning resources at UNC-Chapel Hill's Library Makerspace meet the needs of first-generation and international undergraduate students. The study will explore what resources are available, how they are designed to help students learn, and whether students feel these resources reflect their cultural values, learning styles, and goals. To do this, I will look closely at the learning materials, talk with students in a focus group, and test a new resource based on their feedback. The goal is to find ways to improve the Makerspace's self-guided learning tools so they better support students from diverse backgrounds. This research will help the Library Makerspace create a more welcoming and effective learning environment for all students.

This study aims to understand how Exercise and Sport Science (EXSS) students use generative AI (GenAI) for everyday and coursework purposes, and the barriers and facilitators to its use in these settings. GenAI is growing in use among college students and it is important to understand how students apply this technology into their college education.

Most professionals working with JJ-involved youth have little understanding of how neuroscience and brain development can shape effective strategies for treatment. This gap in knowledge can lead to misconceptions about adolescent behavior, compromising the effectiveness of their approaches. There is also a gap in the connection between scientific research and practical application within the JJ system. This gap often results in the use of cookie-cutter programs that rarely address individual drivers of problem behavior. Enhancing the knowledge of JJ professionals about brain development promises to foster more informed and effective approaches to JJ-involved youth by equipping professionals with better understanding of root causes and drivers of problem behaviors and helping to determine more effective treatment plans. The program proposed here bridges this gap begins by developing a manual for JJ professionals about how brain science can be useful in addressing the needs of youth in the system.

This study aims to explore what helps and what hinders participant recruitment for a Lyme disease study among dog owners in northwestern North Carolina. This information will help improve recruitment strategies and provide insight into future scalability and adoption of One Health interventions.

The purpose of this study is to meet with elementary school homeroom teachers and middle school social science teachers within the district of Salihli-Turkey and document their knowledge and perceptions regarding the archaeological site of Sardis, archaeology, and archaeologists. The long-term goal of this research is to utilize the data collected to establish a foundation for the development of teacher training programs on archaeological site of Sardis, break teachers' prejudices against the discipline of archaeology, and foster a sense of trust towards international archaeologists actively excavating in this area.

We are trying to understand how blood clots form and use this information to prevent bleeding and clotting disorders.

The primary purpose of this research is to share insights gained from developing and teaching a new, multi-campus course. We ask: what are the unique contributions and challenges of developing a cross-campus, collaborative learning model for teaching planning and equity related topics? How and why did the zoning for equity collaborative learning model evolve over time? What are the lessons learned and takeaways from such a pedagogical innovation? We answer these questions by analyzing the following data: archived course materials and anonymous student evaluations, transcripts of the guided discussions among faculty who developed and offered the course, and transcripts of the interviews of former-students who took the class.