This brief study serves as an introduction into exploring the existence of resilience and self-esteem in urban high school learning environments.  Data collection stems from interviews and surveys of graduates of urban high schools, who transitioned into college or careers. Findings from this qualitative phenomenological research contains participant recommendations to the specific actions of educators, as well as ideas,\or appropriate learning environments, to foster the resilience and self-esteem which contributes to student academic and social success, leading to adult personal and profession success.  Implications of this research include the significance of consideration of the impact of teacher behaviors on student academic and social emotional success within the classrooms of urban schools.

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Explicit instruction for writing is not common within higher education. Student struggles in developing high-quality academic written work occur within the cognitive process and in using scholarly resources. The qualitative study examined existing practices used in supporting student writing in higher education with the purpose of identifying new instructional practices to bridge the gap between thinking and writing. The theoretical framework included the cognitive load theory to examine student needs in terms of short term and long-term cognitive loads. Data was collected from faculty staff and administration of higher education institutions. The significance of the research in higher education includes the development of collective strategies to support the academic writing needs of students and recognition of the role of cognition in student writing challenges. Research to further address thinking and writing and the gap in literature is needed.

Concerns regarding academic integrity within online or virtual learning environments is prominent. A proactive approach and reminders of the fundamentals of academic integrity allows for intervals of instruction and reflection for scholars. Fostering a culture of academic integrity through an academic community beyond the course and within the institution can support ethical responsibility. The gap in the literature is a lack of a perceptions from online professors and administration and a lack of definition for academic integrity. Academic integrity is defined as what academic integrity is not and focuses on negative aspects. Phenomenology was the research methodology used to examine institutional processes to promote academic integrity within online or virtual programs in higher education with data collected from 20 online instructors, staff and administrators. Research question guiding this study asked what evidence-based procedures and processes dissuade ethical violations. A review of the literature includes an examination of the planned behavior theory to support student and institutional success in promoting academic integrity. Data was collected through SurveyMonkey in an open-ended question format on experiences with institutional policy enforcement and perceptions of academic integrity. Key results include a disconnect in communication perception among virtual institutions. Recommendations for cultivating academic integrity, as well as a definition for academic integrity. Online professors, and administration will benefit from the research to cultivate academic integrity in a digital learning environment.

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