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Articles 1 - 30 of 85
Full-Text Articles in Higher Education
Digital Micro-Credential Efficacy And Impact On Learner Confidence, Brian Laduca, Josephine Lang, Melinda O'Halloran, Naomi Boyer, Margo Griffith
Digital Micro-Credential Efficacy And Impact On Learner Confidence, Brian Laduca, Josephine Lang, Melinda O'Halloran, Naomi Boyer, Margo Griffith
IACT Reports, Publications and Resources
This white paper details the findings of a research study conducted in 2022 over a six month period, in collaboration with a group of international cross-sector partners, as part of a Global Victoria EdTech Innovation Alliance initiative. Edalex’s Innovation Sprint aimed to increase learners’ confidence in the expression of their workplace skills by issuing a Personal Evidence Record of the skills they had developed in their studies. This evidence could then be shared with employers, sending a "signal to hire" by demonstrating workplace readiness or "signal of recognition" in the workplace of upskilling. This research validated the proof of concept …
The Impact Of A Canine-Assisted Reading Program On Readers Needing Extra Practice, Amanda N. Coffman, Elana Bernstein, Susan C. Davies, Ann F. Justice
The Impact Of A Canine-Assisted Reading Program On Readers Needing Extra Practice, Amanda N. Coffman, Elana Bernstein, Susan C. Davies, Ann F. Justice
Counselor Education and Human Services Faculty Publications
Canines can provide emotional support, create a nonjudgmental environment, facilitate positive social interactions, and shape student behavior. This study investigated the impact of a canine-assisted reading program on four second-grade students' reading fluency and attitudes toward reading. Oral reading fluency (ORF) was measured using ORF probes, and students' attitudes toward reading were measured with the Elementary Reading Attitude Survey. Although ORF skills did not improve significantly following the program, students' attitudes toward reading did. Implications regarding innovative strategies for reading fluency programs, including canine-assisted methods, are discussed, with emphasis on the importance of maintaining reading enjoyment among readers needing extra …
Navigating The Adoption Of Interprofessional Education As A Performance Standard In Dietetics Education, Paige Whitney, Mary Ann Kluge
Navigating The Adoption Of Interprofessional Education As A Performance Standard In Dietetics Education, Paige Whitney, Mary Ann Kluge
Journal of Dietetic Education
Abstract: The purpose of this collective case study was to explore the diffusion of interprofessional education (IPE) in response to specific Future Education Model (FEM) Graduate Program accreditation standards and performance indicators. Data were collected via semi-structured interviews with a purposive sample of 12 FEM program directors from geographically diverse US states. Website and document review were triangulated with the interview data, and Roger’s Diffusion of Innovation (DOI) was used as a theoretical framework to add dimension to the study. Three themes emerged from analysis: 1) Accreditation standards are not the driving force of IPE; 2) Program Directors can serve …
Insider Tips For Applying To Graduate Programs, Susan C. Davies
Insider Tips For Applying To Graduate Programs, Susan C. Davies
Counselor Education and Human Services Faculty Publications
As I approach my 20th year as a school psychology faculty member (12 as a program coordinator), I have reviewed thousands of applications and interviewed hundreds of prospective students. It is truly a joy to meet people at interviews who will go on to excel as school psychologists. I also have met my fair share of applicants who were clearly unprepared. This piece provides some insider information on how prospective students can strengthen their applications and interviews.
Perspectives On Care Coordination For Youth With Tbi: Moving Forward To Provide Better Care, Jennifer P. Lundine, Erika Hagen, Susan C. Davies
Perspectives On Care Coordination For Youth With Tbi: Moving Forward To Provide Better Care, Jennifer P. Lundine, Erika Hagen, Susan C. Davies
Counselor Education and Human Services Faculty Publications
BACKGROUND: Care coordination aligns services and optimizes outcomes for children with traumatic brain injury (TBI), yet numerous obstacles can impede effective care coordination following a TBI.
OBJECTIVE: The goal of this work is to identify barriers and facilitators to care coordination from the perspective of individuals who care for young people impacted by TBI.
METHODS: Twenty-one care providers participated in semi-structured interviews to gather their perspectives on systems of care coordination for youth with TBI and potential areas for improvement. Using reflexive thematic analysis, researchers identified key themes across interviews.
RESULTS: Three themes were identified: 1) gaps in knowledge; 2) …
The Impact Of The Covid-19 Pandemic On School Psychology Internship Outcomes, Julie Q. Morrison, Kizzy Albritton, Elana Bernstein, Susan C. Davies, Laurice Joseph, Katherine R. Mezher, Jennifer Reynolds, Richard W. Vanvoorhis
The Impact Of The Covid-19 Pandemic On School Psychology Internship Outcomes, Julie Q. Morrison, Kizzy Albritton, Elana Bernstein, Susan C. Davies, Laurice Joseph, Katherine R. Mezher, Jennifer Reynolds, Richard W. Vanvoorhis
Counselor Education and Human Services Faculty Publications
The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID-19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID-19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic …
#Badgedtohire Final Report, Brian Laduca, Education Design Lab, Excalibur Education Group
#Badgedtohire Final Report, Brian Laduca, Education Design Lab, Excalibur Education Group
IACT Reports, Publications and Resources
Education Design Lab, through professional input and focus groups, developed eight badges that address the instruction of “soft skills” to postsecondary students. With the emergence of alternative credentialing and badging, Education Design Lab wanted to contribute to the evidence of student confidence differences as attributed to completing the badge content as expressed on their resume, interview, and through application or example. Postsecondary institutions were engaged in this evaluation across the nation and allowed for three differing viewpoints on badge importance and expression – student, instruction, and employer.
Executive Summary Resiliency Pilot Program – Liberty High School With Community Partners: Youthbuild Dayton And University Of Dayton, Brian Laduca, Jerry Farley
Executive Summary Resiliency Pilot Program – Liberty High School With Community Partners: Youthbuild Dayton And University Of Dayton, Brian Laduca, Jerry Farley
IACT Reports, Publications and Resources
Research led by Boston University Professor V. Scott Solberg has shown that among matched groups of students, resiliency is the key factor in determining why one group succeeds academically while others do not. There are six interrelated resiliency skills that can be measured and taught: Valuing Education. Academic Confidence, Connectedness, Stress Management, Health and Well-Being, and Intrinsic Motivation. And when students’ resiliency increases, their academic performance improves, along with attendance, behavior, and graduation rates, as well as significant improvements in engagement, confidence, perseverance, and postsecondary readiness. Because of research on the powerful impact of improved resiliency, a commitment was …
Behavioral Health Workforce & Education Training At The University Of Dayton, Susan C. Davies, Elana Bernstein, Angela Kladias, Meredith Montgomery
Behavioral Health Workforce & Education Training At The University Of Dayton, Susan C. Davies, Elana Bernstein, Angela Kladias, Meredith Montgomery
Counselor Education and Human Services Faculty Publications
The University of Dayton (UD) developed a Behavioral Health Workforce and Education Training (BHWET) program in response to a Health Resources and Services Administration (HRSA) call for proposals. The university was awarded $1.92 million across four years to provide interprofessional education and practice (IPEP) opportunities to students in four of their graduate programs: school psychology, clinical mental health counseling, school counseling, and clinical psychology. This collaborative training initiative emphasizes interprofessional training and education for students, faculty, staff, and community partners. The BHWET program encompasses three primary goals: 1) increase access to healthcare services for underserved youth populations; 2) address sparsity …
An Analysis Of The Workforce Pipeline In School Psychology, Julie Q. Morrison, Susan C. Davies, Amity Noltemeyer
An Analysis Of The Workforce Pipeline In School Psychology, Julie Q. Morrison, Susan C. Davies, Amity Noltemeyer
Counselor Education and Human Services Faculty Publications
A shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation—to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, …
A Scoping Review To Inform Care Coordination Strategies For Youth With Traumatic Brain Injuries: Care Coordination Personnel, Cara Palusak, Brandy Shook, Susan C. Davies, Jennifer P. Lundine
A Scoping Review To Inform Care Coordination Strategies For Youth With Traumatic Brain Injuries: Care Coordination Personnel, Cara Palusak, Brandy Shook, Susan C. Davies, Jennifer P. Lundine
Counselor Education and Human Services Faculty Publications
Introduction & Importance: Effective, patient-centered care coordination has been shown to improve outcomes for children with special healthcare needs (CSHCN), who often have complex, long-term involvement with multiple service providers. Traumatic brain injury (TBI) can result in long-term physical, intellectual, social, and emotional disabilities that persist long after acute treatment. Yet, even though it is a chronic condition, TBI remains an area with scarce standardization and research surrounding the complex, long-term care coordination need in this population. The purpose of this scoping review is to summarize current research on outcomes in CSHCN after implementation of care coordinators, whether individual or …
Care Coordination For Children With Special Health Care Needs: A Scoping Review To Inform Strategies For Students With Traumatic Brain Injuries, Susan C. Davies, Jennifer P. Lundine, Ann F. Justice
Care Coordination For Children With Special Health Care Needs: A Scoping Review To Inform Strategies For Students With Traumatic Brain Injuries, Susan C. Davies, Jennifer P. Lundine, Ann F. Justice
Counselor Education and Human Services Faculty Publications
BACKGROUND: Chronic and complex medical issues, including traumatic brain injuries (TBIs), have significant educational implications. The purpose of this study was to identify and summarize the literature on care coordination strategies among health care professionals, educators, and caregivers for children with special health care needs (CSHCN). Clarifying factors that influence care coordination for CSHCN can inform future studies on care coordination for students with TBI. Improved understanding of these factors may lead to better communication, reduction of unmet needs, more efficient service access, and improved long-term outcomes for children.
METHODS A scoping review was conducted, guided by PRISMA-ScR methodology. Five …
A Scoping Review To Inform Care Coordination Strategies For Youth With Traumatic Brain Injuries: Care Coordination Tools, Brandy Shook, Cara Palusak, Susan C. Davies, Jennifer P. Lundine
A Scoping Review To Inform Care Coordination Strategies For Youth With Traumatic Brain Injuries: Care Coordination Tools, Brandy Shook, Cara Palusak, Susan C. Davies, Jennifer P. Lundine
Counselor Education and Human Services Faculty Publications
BACKGROUND: Children with traumatic brain injury (TBI) report unmet needs several years after their injury and may require long-term care. However, this chronic health condition is often only treated and monitored in the short-term. Care for young persons with TBI often relies on parents to manage their child’s complex care network. Effective care coordination can close these gaps and facilitate continuity of care for children with TBI. The purpose of this scoping review was to develop a better understanding of tools that improve care coordination for Children with Special Health Care Needs (CSHCN). This, in turn, can inform care for …
How To Help Kids With ‘Long Covid’ Thrive In School, Susan C. Davies, Julie Walsh-Messinger
How To Help Kids With ‘Long Covid’ Thrive In School, Susan C. Davies, Julie Walsh-Messinger
Counselor Education and Human Services Faculty Publications
No abstract provided.
“Thinking Like Lawyers” In The Online Environment: Students’ And Faculty Members’ Perceptions Of Using The Socratic Method In An Online J.D. Course, Victoria L. Vanzandt
“Thinking Like Lawyers” In The Online Environment: Students’ And Faculty Members’ Perceptions Of Using The Socratic Method In An Online J.D. Course, Victoria L. Vanzandt
Graduate Student Showcase
With the American Bar Association’s recent move to a more liberal stance on distance learning and the newly gained experience with online education for all law students and legal educators due to the COVID-19 pandemic, it is clear that online legal education, in some form, is here to stay. Additionally, there is no indication that the Socratic method with its strong ties to legal education will be abandoned. Therefore, the legal academy must address how it can continue to use the Socratic method as its preferred pedagogical tool to teach students “to think like lawyers” in online modalities.
This mixed …
Parent Perspectives On Youth Sport Concussion Management, Corinne M. Daprano, Susan C. Davies, Elana R. Bernstein
Parent Perspectives On Youth Sport Concussion Management, Corinne M. Daprano, Susan C. Davies, Elana R. Bernstein
Counselor Education and Human Services Faculty Publications
Concussions are one of the most discussed health concerns at all levels of sport. While much of this discussion focuses on football and the National Football League (NFL), there is growing awareness in the sport community that the risks of concussions extend to head injuries in all sports. Much remains unknown about youth concussions, particularly in terms of how parents feel about concussions and youth sport safety regulations. The purpose of this study was to examine parents’ perceptions and attitudes toward youth sport concussions. Results indicated that despite increased awareness and education there remain gaps in parental knowledge of concussions …
A Qualitative Examination Of College Disability Services For Students With Traumatic Brain Injuries, Susan C. Davies, Michael R. Crenshaw, Elana R. Bernstein
A Qualitative Examination Of College Disability Services For Students With Traumatic Brain Injuries, Susan C. Davies, Michael R. Crenshaw, Elana R. Bernstein
Counselor Education and Human Services Faculty Publications
Adolescents and young adults are at relatively high risk for sustaining traumatic brain injuries (TBIs). These injuries can result in persistent disabilities, including a range of cognitive, physical, and social-emotional deficits that can be particularly challenging for college age students. This qualitative study explored disability services for college students with TBIs through interviews with directors of 18 college Offices of Disability Services (ODS). Respondents provided general information regarding their service model, the most common disabilities served, as well as the number of students with TBI served, and more specific information pertaining to services for students with TBI. Results indicated ODS …
Onboarding Employees Through Shared Values, Jenny Hall-Jones, Todd Simmons, Elizabeth Stermer, Jivanto P. Van Hemert, Megan Vogel
Onboarding Employees Through Shared Values, Jenny Hall-Jones, Todd Simmons, Elizabeth Stermer, Jivanto P. Van Hemert, Megan Vogel
Journal of Research, Assessment, and Practice in Higher Education
How employees are on-boarded and welcomed into their new positions sets the tone for the culture of a place, the people, and the values of a new institution and can have a significant impact on employees sense of belonging. At Ohio University, the Division of Student Affairs employs approximately 400 staff and annually welcomes around 40-50 new employees a year, 25 of which are College Student Personnel (CSP) graduate students. New employees are welcomed with an ethic of care through a five day onboarding process rooted in Bolman and Deal’s human resource frame. This process includes departmental specific welcomes and …
Ocpa Proceedings Cover
Journal of Research, Assessment, and Practice in Higher Education
No abstract provided.
Optimizing Multicultural Competence: Influence Of Language Programs On College Students, Ghada Awad
Optimizing Multicultural Competence: Influence Of Language Programs On College Students, Ghada Awad
Journal of Research, Assessment, and Practice in Higher Education
Building on concepts of cross cultural awareness, the current study examined the impact of foreign language learning on increasing the cultural competence on college students who persisted in learning the language to the advanced levels. Qualitative data collection tools were used to examine aspects influencing learners’ cultural awareness of speakers of other nationalities especially those where the foreign language is spoken. Classroom observations; open ended interviews with students and instructors; and document analysis were used to obtain relevant data. Triangulation, inter-coding, and participant feedback validated the trustworthiness of findings. The study findings filled in a void in the literature about …
Seeking Unity Despite Differences: Female Muslim College Students And Cultural Bridges Of Social Media, Toqa Hassan
Seeking Unity Despite Differences: Female Muslim College Students And Cultural Bridges Of Social Media, Toqa Hassan
Journal of Research, Assessment, and Practice in Higher Education
Through the lens of co-cultural and social construction of reality, this research explores the impact of social media on the lives of female Muslim college students in the United States. Two research questions were posed: 1) How social media allows female Muslim college students to bridge the gap between minority groups in their communities and 2) How do they perceive the presence of diversity among themselves online and offline. Results of 11 semi-structured interviews showed that social media allows female Muslim college students to unite with others globally and expand their local circle of friends to grow beyond their socially …
Cognitive Factors In Higher Education Students: Goals, Mindset, And Internalized Motivation, Mary Kovach
Cognitive Factors In Higher Education Students: Goals, Mindset, And Internalized Motivation, Mary Kovach
Journal of Research, Assessment, and Practice in Higher Education
This manuscript demonstrates the value of understanding three cognitive factors in higher education. These three cognitive factors (i.e. goals, mindset, and internalized motivation) provide educators with the ability to enhance academic outcomes and to motivate students towards achievement. Each cognitive factor is dissected and applied to students in the higher education classroom. Additionally, research is presented to create a motivational atmosphere, specifically within the classroom environment, that will improve student mindset and develop stronger academic goals for students. Lastly, this manuscript proposes suggestions for future research that will contribute to the findings of the overall construct of motivation in an …
Socializing In The Halls? Chinese First-Year Experiences Of Residence Climate, Jamie Chong Brown, Nasser A. Razek
Socializing In The Halls? Chinese First-Year Experiences Of Residence Climate, Jamie Chong Brown, Nasser A. Razek
Journal of Research, Assessment, and Practice in Higher Education
Composing the largest nationality of international students at American universities, Chinese undergraduate students in the United States have dramatically increased over the previous decade (Institute of International Education, 2014). Despite the extensive research on the challenges facing Chinese students in the American classroom, in-depth research on the residence hall socialization process for Chinese students remains lacking (Briguglio & Smith, 2012). This mixed methods study assessed first-year Chinese students’ perceptions of racial climate and community in residence halls at a mid-sized Midwestern private institution. Quantitative data indicated that the students’ attitude toward floor acceptance and racial harmony correlates with their perceived …
Unmasking Of Impostor Syndrome, Aishwarya Joshi, Haley Mangette
Unmasking Of Impostor Syndrome, Aishwarya Joshi, Haley Mangette
Journal of Research, Assessment, and Practice in Higher Education
Members of minority populations are forced to hide behind a mask of stereotypes others associate to them. Individuals who feel fraudulent when they fulfill certain stereotypes, associate their success to external forces, define the problem as impostor syndrome (IS). The paper focuses on the prevalence and relevance of IS on college campuses. The session will explore the affect and effect of IS from different cultural lenses and discuss possible preventive and coping strategies for academic and mental health professionals. The purpose is to ‘unmask’ the impostor syndrome caused by stereotypes and stereotype threats that prevents individuals from reaching ‘new heights’ …
Title Page, Table Of Contents
Journal of Research, Assessment, and Practice in Higher Education
No abstract provided.
Front Cover
Journal of Research, Assessment, and Practice in Higher Education
No abstract provided.
Persistent Social-Emotional Symptoms Following A Concussion: Recommendations For School Psychology Practice, Susan C. Davies, Elana R. Bernstein
Persistent Social-Emotional Symptoms Following A Concussion: Recommendations For School Psychology Practice, Susan C. Davies, Elana R. Bernstein
Counselor Education and Human Services Faculty Publications
Concussions can result in a constellation of physical, cognitive, and social– emotional symptoms, most of which resolve within 1 to 2 weeks following the injury. In some instances, social–emotional difficulties following concussion persist, causing ongoing distress and psychosocial impairments. It is important that school psychologists understand the nature of these symptoms, as well as ways in which they can support students who are recovering from concussions. As part of a collaborative concussion team, school psychologists can provide valuable insight into the complex interaction of symptoms that may present following a concussion. This article summarizes the existing literature on persistent social–emotional …
The Year One Book: Gemnasium (A Transdisciplinary Test Lab For Social Change), Brian Laduca, Adrienne Ausdenmoore, Anne R. Crecelius, Kevin P. Hallinan, Connie L. Bowman, Jackie M. Arnold, Philip Appiah-Kubi, Jana M. Bennett, Rebecca P. Blust, Michelle Hayford, Jerome Yorke, Mike Puckett, Castel Sweet
The Year One Book: Gemnasium (A Transdisciplinary Test Lab For Social Change), Brian Laduca, Adrienne Ausdenmoore, Anne R. Crecelius, Kevin P. Hallinan, Connie L. Bowman, Jackie M. Arnold, Philip Appiah-Kubi, Jana M. Bennett, Rebecca P. Blust, Michelle Hayford, Jerome Yorke, Mike Puckett, Castel Sweet
IACT Reports, Publications and Resources
Through an experimental process that is mutually beneficial to community partners, more opportunities for undergraduate research and experiential learning are cultivated. The GEMnasium accomplished this through active efforts of teaching, researching and partnering with the core ethos of the University in mind:
Learn: Teaching - Prepare servant-leaders through comprehensive academic and residential curricula and extraordinary experiential learning opportunities.
Lead: Researching - Perform research that leads to deeper understanding, addresses critical issues, and supports economic growth.
Serve: Partnering - Engage in mutually beneficial partnerships to strengthen our communities in Dayton and around the world.
In doing so, faculty and staff prototyped …
‘Unisectionality’ In The Faculty Line: Bonding Beyond Group Limits, Nasser A. Razek
‘Unisectionality’ In The Faculty Line: Bonding Beyond Group Limits, Nasser A. Razek
Journal of Research, Assessment, and Practice in Higher Education
Undoubtedly, the well-being of each faculty member influences student learning and contributes to student development in college. This ethnographic study examines first-hand experiences of faculty from underrepresented groups teaching at predominantly white institutions. Representing a variety of diversity realms, faculty members shared their lived experiences through drawing their path of success. Offering recommendations for retention of faculty of diversity, findings showed campus life and climate; fairness; challenges and support mechanisms; and teaching as pivotal to faculty success.
Promoting Transition To Postsecondary Education: Creating Opportunities For Social Change, J. Christopher Linscott, Carey Busch
Promoting Transition To Postsecondary Education: Creating Opportunities For Social Change, J. Christopher Linscott, Carey Busch
Journal of Research, Assessment, and Practice in Higher Education
Multiple studies document that students with disabilities participate at significantly lower rates than their peers without disabilities in post-secondary education, post-school employment, independent living, and community participation. This article exposits a program model at Ohio University, Gateway to Success, which addresses this inequity through a combined effort of various stakeholders. Particular consideration is given to evidence based predictors related to post-school success, the need for intervention, and the social justice implications of increased participation in post-secondary education for students with disabilities.