Community of Inquiry

In March 2020, COVID-19 appeared in the State of Maryland, resulting in strict stayat-home orders and the shutting down of physical business operations. These restrictions directly impacted College Park Academy (CPA), a public charter middle and high school in Prince George's County, MD that typically follows a hybrid approach to in-person and online instruction. The purpose of this qualitative study was to review CPA's transition to full online distance learning during emergency remote teaching. The research worked to establish a snapshot of the school's underlying structure and disaster preparedness strategies before evaluating the perceived viability of the online model and its effects on students, teachers, parents, and educational administrators. The researchers conducted interviews, as well as document analysis and online classroom observations. The findings reveal that despite strong infrastructure and communications during the transition, there remained issues with school readiness, including the maintenance of academic rigor and social emotional wellbeing. Overall, recommendations are made as to how the school would benefit from a shift in its approach to technology-enhanced learning, including the need for digital tools that better facilitate wellness checks, provide human touchpoints, and target collaborative, student-centered pedagogy. These lessons learned are relevant for other school administrators to consider as society continues to adapt to a new era of virtual learning during times of crisis.

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners' perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners’ perceptions of social presence after taking part in this MOOC are discussed in this chapter.

Alcohol research in Alaska Native communities has a contentious history. This project has attempted to address a critical need for research to guide alcohol abuse prevention and treatment with Alaska Natives using culturally anchored participatory action research. The process of grounding the research methodology in the culture and community is described, along with its contribution to community psychology's understanding of the importance of cultural factors. Tensions between indigenous values and ways of knowing, and Western research methodologies are delineated, along with how these tensions were resolved. Important issues that arose in doing culturally anchored participatory action research are described. These included the development of a community of inquiry, key methodological decisions, the empowerment of participants as coresearchers, and flexibility in research implementation.

In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that Critical Thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between western-based organizational theories and the actual circumstances of a developing country. In order to optimize the benefits of Critical Thinking, I also argue that it should not be expected only among leaders and managers, but also and more importantly, among organizational members and associates. It is for this reason that I introduce Matthew Lipman's Community of Inquiry as a model for cultivating Critical Thinking within professional environments.

Since its publication in in higher education. The Internet and Higher Education, 2(2-3), 87-105.] community of inquiry (CoI) framework has generated substantial interest among online learning researchers. This literature review examines recent research pertaining to the overall framework as well as to specific studies on social, teaching, and cognitive presence. We then use the findings from this literature to identify potential future directions for research. Some of these research directions include the need for more quantitatively-oriented studies, the need for more cross-disciplinary studies, and the opportunities for identifying factors that moderate and/or extend the relationship between the framework's components and online course outcomes.

Abstract
This study used quantitative methods to investigate the significance of usability as a construct in online course design for ease-of use, satisfaction and motivation, and Teacher Presence from Community of Inquiry theory. The rapid growth and expansion of online learning now accounts for over 33% of all higher education course offerings. College leaders recognize the need to improve retention rates and maintain or improve online course quality. Industries other than education routinely use usability testing and research to inform the design and revision process. Research isolating usability to identify its effects is necessary to support and define implementation to inform course design process and online programs. This study collected usability and perception data during the Spring 2015 semester at a community college in the Northeast. Students completed five common online tasks in one of two simulated courses, one that met usability standards and one that did not. Responses from the course designed to meet usability standards were found to be significantly higher for usability ratings, ease-of-use, satisfaction, motivation and Teacher Presence items (from Community of Inquiry theory).  A comparison of student versus faculty perspectives was also part of the study’s findings. The study’s findings conclude that usability testing should be used to provide a model for improved online course design, to support the inclusion or priority of usability in professional development, as well as the implementation of usability standards in online course evaluation systems such as Quality MattersTM.

Η ανάπτυξη της τεχνολογίας και η εφαρμογή ψηφιακών εργαλείων στην εξΑΕ, όπως η τηλεδιάσκεψη, έχει δημιουργήσει προβληματισμούς που σχετίζονται με την ποιότητα της διδασκαλίας και της μάθησης που προσφέρεται σε αυτήν. Προκειμένου να διασφαλιστεί μία επιτυχημένη εκπαιδευτική και μαθησιακή διαδικασία, μέσω τηλεδιάσκεψης, είναι απαραίτητος ο κατάλληλος σχεδιασμός που θα βασίζεται στις αρχές που διέπουν τη μάθηση με τηλεδιάσκεψη. Σκοπός της παρούσας εργασίας είναι να διερευνήσει και να αναδείξει τα ιδιαίτερα χαρακτηριστικά της μάθησης, μέσω τηλεδιάσκεψης, σε μία κοινότητα διερεύνησης διαμέσου των υπαρχουσών θεωριών και μοντέλων μάθησης της εξΑΕ. Η Θεωρία της Διαδραστικής Απόστασης και το Μοντέλο της Κοινότητας Διερεύνησης οριοθετούν ένα συγκεκριμένο παιδαγωγικό πλαίσιο με λειτουργίες και παραμέτρους που μπορούν να οδηγήσουν σε μία επιτυχημένη εξ αποστάσεως ηλεκτρονική εκπαιδευτική εμπειρία. Η Θεωρία της Τηλε-εγγύτητας εξελίσσει το Μοντέλο της Κοινότητας Διερεύνησης σε Μοντέλο Τηλε-κοινότητας Διερεύνησης, αναδεικνύοντας τη σημασία των οπτικοακουστικών σημάτων που εκπέμπονται στην τηλεδιάσκεψη για την καλλιέργεια της αμεσότητας και της οικειότητας των συμμετεχόντων, η οποία και ενισχύει το μαθησιακό αποτέλεσμα. Από τη συζήτηση προκύπτει το συμπέρασμα πως οι θεωρίες και τα μοντέλα της εξΑΕ δεν επαρκούν για να προσδιορίσουν «ολοκληρωμένα» τη μάθηση με τηλεδιάσκεψη, αλλά υπάρχει η ανάγκη διαμόρφωσης ενός νέου θεωρητικού πλαισίου που θα συνθέτει θεωρίες και γνωστικές προσεγγίσεις τόσο από την εξΑΕ όσο και από τη δια ζώσης διδασκαλία.

Project-based learning engages students in problem solving through artefact design. However, previous studies of online project-based learning have focused primarily on the dynamics of online collaboration; students' knowledge construction throughout this process has not been examined thoroughly. This case study analyzed the relationship between students' levels of knowledge construction during asynchronous online discussions with respect to engagement in project-based learning. Graduate students' online postings in a course that comprised both project-based and non-project learning activities were coded and counted for knowledge construction, teaching, and social interaction moves using computer-mediated discourse analysis. Chi-square analyses found that the instructor's teaching discourse remained fairly consistent during projectbased and non-project learning. Despite this, students' online discussions during project-based learning were characterized by more advanced levels of knowledge construction, where ideas were rationalized and integrated into plausible solutions. In contrast, students' online postings outside project-based learning rarely moved beyond the lower levels of information sharing and idea exploration. Based on these results, guidelines for designing and facilitating online project-based learning are presented and discussed.

Este artículo presenta los resultados de la investigación “Actitud filosófica e infancia: formación y transformación de maestros” desarrollada en el Jardín Infantil de la Universidad Pedagógica y Tecnológica de Colombia (UPTC), como estrategia para desarrollar la actitud filosófica a través de la Comunidad de Indagación. Está dividido en tres momentos descriptivos, el primero, consideraciones previas, contiene: la filosofía como herramienta para pensar, la actitud filosófica como estilo de vida, y filosofía para niños como perspectiva teórica y metodológica. El segundo, perspectiva metodológica. El tercer momento, la experiencia como transformación, abarca: comunidad de indagación y lúdica; comunidad de indagación con niños; formación y transformación del maestro; descubriendo la infancia; pensamiento crítico, creativo y ético en la infancia; y,
de la comunidad de indagación a una forma de vida.

The purpose of this study was to provide empirical evidence to support the validity of the Community of Inquiry (CoI) model survey. The participants for this study were undergraduate and graduate students (n = 1173) enrolled in fully online (57%) and blended online courses (43%) offered through WebCT during the spring 2008 semester at a mid-sized western university. One half of the student responses were randomly selected for exploratory factor analysis while the remaining half was subjected to confirmatory factor analysis. Results from the exploratory analysis identified a three factor model which was tested through confirmatory factor analysis and found to be an acceptable fit to the predicted population model. Results from this study suggest that the CoI survey holds promise as a useful evaluation tool for providing formative and summative feedback about the effectiveness of online courses and programs. Published by Elsevier Inc.

This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (CoI) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the CoI as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the CoI measures for researchers, designers, administrators, and instructors.

This paper presents a framework for online collaborative learning, also known as telecollaboration. At the centre of this flexible framework are online collaborative educational experiences where knowledge creation and knowledge in action are the nexus of social, teaching and cognitive presence based on the Community of Inquiry model of Garrison, Anderson and Archers (1999). The framework provided should guide educators as they design, develop and implement authentic educational experiences within local, national or international settings in partnership with other educational stakeholders.

Much research has been conducted on the "Community of Inquiry" (CoI) framework in education however only a few studies have focused on the postgraduate context specifically. To address this gap, this paper reports the development of a CoI in a postgraduate course in Knowledge Management (KM) in a blended learning environment, through the design of holistic curriculum, learning resources, and assessment and feedback strategies. Using a case study approach, key lessons learned are reported including the importance of providing flexible, work-relevant curricular and assessment; feed forward and feedback strategies; and student co-contribution to learning. These lessons serve as useful guidance for educators whom may consider using the CoI framework to underpin their future postgraduate teaching practice. The paper concludes with suggestions for future work.

Garrison, suggested that online learning occurs through the interaction of three domains: cognitive presence, teaching presence and social presence. This online community of inquiry serves as "a conceptual framework that identifies the elements that are critical pre-requisites for a successful higher education experience" (p. 87). This study examines the assumption in this model that emotion is a defining characteristic of social presence. We suggest that, given recent findings in brain science research, that emotion is a central influence on learning processes and outcomes.

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners’ perceptions of social presence after taking part in this MOOC are discussed in this chapter.

This qualitative study examines how authority was negotiated in an undergraduate teacher education course. As the teacher of the course, I involved students in on-going processes of collaborative dialogue and deliberation about issues of importance to those involved through cultivating a classroom community of inquiry. The findings suggest that constructing relations of mutual interdependence, deriving legitimacy from mutually recognized sources, and communicating about the problem rather than the people present potential frameworks for negotiating authority in teacher education. Such knowledge is important for informing efforts to foster democratic teacher education practices and prepare future teachers to teach reflectively.

School reform must begin with a clear and coherent focus on inquiry into student outcomes and links to school practices. Moreover, collaborative professional cultures must be based on evidence, open to new ideas, and committed to collective responsibility for the success of all students. Those are the principles behind the Bay Area School Reform Collaborative (BASRC), formed in 1995 to “reculture public education in the Bay Area.” Phase One of BASRC’s work, continuing through 2001, extended grants to 86 Leadership Schools and featured a “Cycle of Inquiry” as the driving force of reform. Through the Cycle of Inquiry, Leadership Schools acquired the data and analysis to shape teachers’ ongoing learning and create an agenda for the continuous improvement of practice.
BASRC’s emphasis on the role of inquiry and collaborative teacher communities in school reform finds much support in the education literature and in the general literature on organizational learning. However, the research reported here differs in two significant ways: it addresses the role of inquiry in the context of a large, multi-site initiative and as the driver for change throughout the school.
This monograph draws upon five years of evaluation research to examine the role and consequences of inquiry in BASRC Leadership Schools (Center for Research on the Context of Teaching, 2002) . We incorporate: 1) data from longitudinal case studies of 10 diverse BASRC schools; 2) less intensive field-based research in satellite samples of 21 schools; and 3) surveys of principals, teachers, and reform coordinators that analyze experiences with inquiry across the initiative; these surveys examine the consequences for teachers and students and describe what inquiry-based reform looks like in practice. Case study data highlight the institutional and organizational factors associated with Leadership Schools’ different trajectories of inquiry and how teachers’ inquiry “habits” changed over time. We conclude by discussing the promise and challenges of inquiry as a culture-changing strategy and how school contexts affect its operation and consequence.

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

Phronetic organizational research is an approach to the study of management and organizations focusing on ethics and power. It is based on a contemporary interpretation of the Aristotelian concept phronesis, usually as ‘prudence’. Phronesis is the ability to think and act in relation to values, to deliberate about ‘things that are good or bad for humans’ in the words of Aristotle (1976:1140a24–b12). Phronetic organizational research effectively provides answers to the following four value-rational questions, for specific problematics in management and organization studies: 1. Where are we going with this specific management problematic? 2. Who gains and who loses, and by which mechanisms of power? 3. Is this development desirable? 4. What, if anything, should we do about it?

Slide presentation in PDF format about an educational intervention proposal to foster a collaborative culture for inclusive special education in a junior highschool.  The intervention is modelled after the Community of Inquiry framework, and aimed at being implemented as an Inquiry Through Blended Learning (ITBL) faculty development program like Vaughan and Garrison's (2006).

The demands of the knowledge economy have placed renewed emphasis on graduate employability and the development of higher-order thinking skills. Preparing graduates for the workplace requires new instructional approaches to develop a matrix of interrelated skills. This study investigates an immersion approach to developing employability skills with emphasis on the infusion of critical thinking skills in an undergraduate business degree.

There are many different theories and principles upon which a researcher can use to model his/her research design – the one I want to talk about is Dewey’s theory of enquiry and why I adopted his method to inform and develop a conceptual framework for my own research project which is focussed on teacher and practitioner perceptions of Philosophy for Children (P4C) practices in Irish Educate Together primary schools.

El propósito de esta investigación fue identificar y describir qué procesos de validación siguen alumnos de segundo y tercer grados de educación secundaria en México para legitimar proposiciones, insertas en la resolución de problemas; también se indagó cómo construyen el significado de lo que es comprobar, en los procesos de comunicación, en forma hablada y escrita, entre ellos y con el profesor. Esta investigación parte del estudio de los esquemas personales de validación de los alumnos, propuestos por Harel y Sowder (1998).
El trabajo se llevó a cabo con 24 alumnos de educación secundaria con distinto desempeño académico. Doce alumnos cursaban el segundo grado en una escuela privada, y otros 12 cursaban el tercer grado en una escuela pública. Para el desarrollo del trabajo se agrupó a los alumnos en parejas mixtas. Se plantearon 7 actividades en 2 sesiones de trabajo con cada grupo de alumnos. En la primera sesión se trabajó la validación de 3 proposiciones presentadas en forma de problemas. En la segunda sesión se trabajó la validación de la suma de los ángulos interiores de un triángulo, un cuadrilátero, un pentágono y un polígono convexo. Se recurrió principalmente al trabajo explicativo de los alumnos y a cuestionamientos planteados por el investigador, así como por los sujetos participantes en la investigación.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

With the increasing pace of technological changes in the modern society, there has been a growing interest from educators, business leaders, and policymakers in teaching important higher-order skills which were identified as necessary for thriving in the present-day globalized economy. In this regard, one of the most widely discussed higher order skills is critical thinking, whose importance in shaping problem solving, decision making, and logical thinking has been recognized. Within the domain of distance and online education, the Community of Inquiry (CoI) model provides a pedagogical framework for understanding the critical dimensions of student learning and factors which impact the development of student critical thinking. The CoI model follows the social-constructivist perspective on learning in which learning is seen as happening in both individual minds of learners and through the discourse within the group of learners. Central to the CoI model is the construct of cognitive presence, which captures the student cognitive engagement and the development of critical thinking and deep thinking skills. However, the assessment of cognitive presence is challenging task, particularly given its latent nature and the inherent physical and time separation between students and instructors in distance education settings. One way to address this problem is to make use of the vast amounts of learning data being collected by learning systems.

This thesis presents novel methods for understanding and assessing the levels of cognitive presence based on learning analytics techniques and the data collected by learning environments. We first outline a comprehensive model for cognitive presence assessment which builds on the well-established evidence-cantered design (ECD) assessment framework. The proposed assessment model provides a foundation of the thesis, showing how the developed analytical models and their components fit together and how they can be adjusted for new learning contexts. The thesis shows two distinct and complementary analytical methods for assessing students’ cognitive presence and its development. The first method is based on the automated classification of student discussion messages and captures learning as it is observed in the student dialogue. The second analytics method relies on the analysis of log data of students’ use of the learning platform and captures the individual dimension of the learning process. The developed analytics also extend current theoretical understanding of the cognitive presence construct through data-informed operationalization of cognitive presence with different quantitative measures extracted from the student use of online discussions.

We also examine methodological challenges of assessing cognitive presence and other forms of cognitive engagement through the analysis of trace data. Finally, with the intent of enabling for the wider adoption of the CoI model for new online learning modalities, the last two chapters examine the use of developed analytics within the context of Massive Open Online Courses (MOOCs). Given the substantial differences between traditional online and MOOC contexts, we first evaluate the suitability of the CoI model for MOOC settings and then assess students’ cognitive presence using the data collected by the MOOC platform. We conclude the thesis with the discussion of practical application and impact of the present work and the directions for the future research.

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts.
This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI) located within a Southern Arctic school district within which classroom teachers and special education teachers worked as partners to improve their writing instruction and increase access to learning and outcomes for students in inclusive classrooms. This research addressed three questions: (1) what practices did educators engage in as co-teachers within a CoI to consider, explore, and construct more inclusive writing instruction?; (2) how and why did collaborative, action- oriented inquiry cycles help teachers to develop understandings and practices that addressed, nurtured and supported diverse students’ literacy learning?; and (3) what conditions and qualities within professional development activities supported teacher learning and development of practice?. Findings suggested that teachers can make situated changes to practice that increase diverse students’ access to curriculum and learning when they: (1) set, enact, monitor and adapt context-specific goals for both students and themselves; (2) work collaboratively and problem-solve with others while trying to make shifts in practice; and (3) draw in resources as supports that can be adapted within their inquiries. In addition, co-teaching was found to be an approach that not only increased student access to curriculum and learning but had significant potential to support teacher learning and sustained shifts in practice. Implications for teachers’ learning, changes to practice, collaboration and professional development are discussed.

Because of the apparent benefits of blended learning, an increasing number of classrooms are providing access to online collaboration tools through some form of learning platform.
The challenge for schools today is to create learning opportunities that prepare students for living in the 21st Century. Students live in an information-laden world where memorisation of facts is not as important as the ability to question, search, analyse and evaluate in order to form one’s own opinion
This critical analysis will consider the use of Google Classroom as a tool in order to support the development of learning opportunities for yound adolescent students.

Menurut Massialas dan Cox inquiry sosial merupakan pendekatan yang bisa digunakan untuk pendidikan ilmu-ilmu sosial. Perhatian mereka tertuju pada perbaikan terhadap masyarakat dengan memberikan solusi terhadap masalah-masalah sosial. Pandangan mereka dilatar belakangi oleh kondisi umum dari budaya mereka, yang paling penting adalah tujuan utama dari pendidikan adalah perenungan tentang nilai-nilai dan isu-isu yang sedang berkembang saat ini.

THIS IS YOUR CUE: TIME TO TAKE ACTION
Call upon the community or general public, parents and youths, mental health professionals, physicians and nurses, educators, Facebook and other internet social media, religious groups, athletes, celebrities, secular and SBNR, school administrators, news media, Hollywood, academia, scientists, employers and employees, business owners and managers, private individuals and public officials, to join their talents, opportunities, and influence to support student mental health and end school shootings. Sharing this article is one way you can help https://www.academia.edu/35809557