Vocational Education Commons^™

Learner Assessment, Elizabeth Burns

STEMPS Faculty Publications

The article discusses the importance of learner assessment in school libraries, highlighting the need for school librarians to incorporate assessment practices aligned with the National School Library Standards. Assessment in school libraries focuses on measuring competencies aligned with real-world information-seeking behaviors rather than traditional grades and testing. The article emphasizes the role of diagnostic, formative, and summative assessments in tracking learner progress and supporting the overall library program. It also underscores the significance of using learner data to establish library goals and showcase the impact of school libraries on academic achievement.

Advancing The Manufacturing Engineering Technology Pathway: Innovating And Developing The Curriculum (Courses And Labs) From Associate To Bachelor's Level, Afi Anuar, Vukica Jovanovic, Nathan Luetke, Hamid Eisazadeh, Isaac Flory Iv, Mileta Tomović, Anthony W. Dean

Engineering Technology Faculty Publications

The southeastern region of Virginia, specifically Hampton Roads, has a diverse manufacturing landscape encompassing a range of enterprises, from small businesses to large corporations. This sector includes shipbuilding, construction machinery, aeronautics, and food processing. However, both the region and the broader state of Virginia are struggling with a skilled labor shortage that fails to meet the demands of these manufacturing enterprises. This paper aims to provide insights into the recently established Manufacturing Engineering Technology (MFET) program at Old Dominion University, located in Norfolk, Virginia. The MFET program features a comprehensive curriculum, encompassing the development of new courses and the establishment …

Different Visions From Biosview: A Brief Report, Lucas N. Potter, Xavier-Lewis Palmer

Electrical & Computer Engineering Faculty Publications

In this collaborative research endeavor at the intersection of biological safety and cybersecurity for BiosView labs, the authors highlight their engagement with a diverse student cohort. The chapter delves into the motivation behind collaborations extending beyond traditional academic research environments, emphasizing inclusivity. The meticulous examination of student demographics, including gender, self-reported ethnicity, and national origin, is detailed in the methodology. A student-centric approach is central to the exploration, focusing on aligning teaching and management styles with unique student needs. The chapter elaborates on effective teaching methodologies and management practices tailored for BiosView labs. A dedicated section emphasizes the purpose of …

The Authenticity Of Disability Simulations Through Empathetic Imagings: The Perspectives Of Visually Impaired People, Anthony J. Maher, Justin A. Haegele

Human Movement Studies & Special Education Faculty Publications

In this article, we amplify the voices of visually impaired people to explore the authenticity of simulating visual impairment (VI) as a means of developing empathy among sighted student teachers. Participants were nine visually impaired adults who read vignettes narrating simulation experiences of student teachers in a university setting before being interviewed. Interviews were conducted via telephone, and were recorded, transcribed, and analysed thematically. The discussed themes are: (1) Involving visually impaired people in simulations increases authenticity; (2) Visual impairment is too diverse and complex to be authentically replicated; (3) The suddenness and duration of the simulations are inauthentic; and …

Visual Representation Based Creative Problem Solving (Cps) For Microelectronic Course, Gon Namkoong, Tian Luo

Electrical & Computer Engineering Faculty Publications

Microelectronic technologies become the basis for many modern revolutions and require technological innovation and creative transformation of new knowledge into products. This demands our engineering students to be more innovative and creative than ever. It also requires solid resources and strategies to cultivate higher-order thinking skills for engineering students. Presently, microelectronic course covers a wide range of topic areas, including basic semiconductor, pn junction diode, metal oxide semiconductor field effect transistor (MOSFET) and bipolar junction transistor (BJT) circuits. A traditional teaching strategy in a typical educational setting encompasses instructors delivering lectures to teach the basics and principles of microelectronic devices …

Examining The Relationship Between Program Satisfaction, Credential Earnings, And Gender On Full-Time Employment Outcomes Of Career And Technical Program High School Graduates In Virginia, Margaret J. Turley

STEMPS Theses & Dissertations

Career and technical education (CTE) incorporates occupational skills, workforce readiness skills, and credentials that make high school graduates better prepared for the workforce. Students who complete CTE programs of study have higher employment rates after high school graduation and often go on to postsecondary education. For those who do not go on to postsecondary education, CTE programs can provide opportunities for increased earnings and more access to the labor market.

This quantitative study used binary logistic regression, using data collected by the Center for Survey Research of the University of Virginia’s Weldon Cooper Center to examine if satisfaction with CTE …

Enhancing Online Hands-On Learning In Engineering Education: Student Perceptions And Recommendations, Dalya Ismael

Engineering Technology Faculty Publications

Designing effective online engineering courses that include hands-on components or labs requires a thorough understanding of student perspectives and the development of strategies to improve learning outcomes. Despite the growing number of studies on online learning, little information exists on the unique challenges engineering students face in hands-on courses. To address this gap, this study used a questionnaire to gather engineering students’ perspectives on course design and delivery. The findings highlight the challenges faced by students in online engineering courses with hands-on components, such as difficulty in collaborating with peers. To address these challenges, recommendations are proposed, such as incorporating …

Content Validation Of The Athletic Training Milestones: A Report From The Association For Athletic Training Education Research Network, Cailee E. Welch Bacon, Barton E. Anderson, Julie M. Cavallario, Bonnie Van Lunen, Lindsey E. Eberman

Rehabilitation Sciences Faculty Publications

The Athletic Training Milestones were developed as a comprehensive framework to assess athletic trainers' knowledge, skill, and behavior acquisition across the continuum of athletic training practice. However, without established content validity, it is unclear whether the Athletic Training Milestones can be used effectively as a clinical evaluation and research tool to evaluate competence and performance across multiple users and sites. We conducted a highly conservative content validity index (CVI) with data from 12 content experts. Our findings revealed an extremely high overall scale CVI of 0.99, and CVI scores of the 28 individual subcompetency items assessed ranged from 0.83 to …

Athletic Training Student Core Competency Professional Behavior Implementation Between Immersive And Non-Immersive Clinical Experiences: A Report From The Association For Athletic Training Education (Aate) Research Network, Bailey Christine Jones, Julie Cavallario, Bonnie L. Van Lunen, Stacy E. Walker, Curt Bay, Cailee E. Welch Bacon

Rehabilitation Sciences Faculty Publications

Context

The Commission on Accreditation of Athletic Training Education requires athletic training programs to emphasize the use of professional behaviors that are associated with 6 core competencies, 5 of which were measured in this study: patient-centered care, interprofessional education and collaborative practice (IPECP), evidence-based practice (EBP), health information technology (HIT), and quality improvement (QI). The purpose of this study was to examine the association between clinical experience type and student implementation of behaviors associated with the core competencies.

Design

Multisite, panel design.

Setting

Twelve professional athletic training programs (7 graduate, 5 undergraduate).

Patients or Other Participants

A total of 338 …

Athletic Trainers' Experiences Developing And Maintaining Contemporary Expertise, Nicole R. Strout Kemper, Julie M. Cavallario, Stacy E. Walker, Cailee E. Welch Bacon

Rehabilitation Sciences Faculty Publications

Context

The Commission on Accreditation of Athletic Training Education (CAATE) implemented new accreditation standards for professional education in 2020, requiring educators and preceptors affiliated with CAATE-accredited professional programs to identify an area of contemporary expertise. Although this requirement is imperative to ensure that educators and preceptors are exposing students to the breadth and depth of content areas in athletic training practice, little is known about how an area of contemporary expertise is developed and maintained.

Objective

To explore educators’ and preceptors’ experiences with developing and maintaining an area of contemporary expertise.

Design

Cross-sectional.

Setting

Web-based survey.

Participants

Of 449 athletic …

Athletic Trainers' Perceptions Of And Experiences With Unlearning In Clinical And Educational Practice, Alicia M. Pike Lacy, Julie M. Cavallario, Kenneth C. Lam, Cailee E. Welch Bacon

Rehabilitation Sciences Faculty Publications

Context

Unlearning is a critical component of evidence-based practice, yet research related to its role in athletic training practice is limited.

Objective

To explore athletic trainers’ (ATs’) perceptions of and experiences with unlearning.

Design

Cross-sectional.

Setting

Online survey with open-ended questions.

Patients or other participants

Seven hundred fifteen of 6925 ATs accessed the survey (access rate = 10.3%) with 640 ATs completing it (completion rate = 94%).

Main Outcome Measure(s)

We distributed a survey consisting of 8 to 10 demographic questions, 1 Likert-scale item on familiarity with unlearning, and 4 to 5 open-ended questions. Descriptive statistics summarize demographic information. Open-ended …

Athletic Training Students' Perceptions Of Translating Knowledge From Classroom To Clinical Practice, Cailee E. Welch Bacon, Ryan Kroskie, Alicia M. Pike Lacy, Julie M. Cavallario

Rehabilitation Sciences Faculty Publications

Context

As the health care landscape evolves, athletic training students (ATSs) must gain the skills necessary to effectively translate new evidence into practice to optimize patient outcomes. Knowledge translation is an iterative process that promotes the application of new knowledge by users, but little is known about how students perceive this translation process during athletic training education.

Objective

To explore ATSs’ perceptions of knowledge translation.

Design

Cross-sectional.

Setting

Web-based survey with open-ended questions.

Patients or other participants

A total of 255 professional ATSs accessed the survey; 168 students (118 women, 48 men, 2 missing; age = 22 ± 2.3 years) …

Beyond The Classroom: Experiential Learning With Engineers Without Borders In Guatemala, Dalya Ismael, Orlando M. Ayala

Engineering Technology Faculty Publications

Engineers Without Borders (EWB) is a non-profit organization that designs and implements sustainable engineering projects to improve the quality of life for disadvantaged communities. This study investigates the impact of student participation in an EWB project in Guatemala aimed at improving access to clean water in a disadvantaged community. Specifically, the study explores the skills gained, career aspirations, and understanding of global issues and sustainable development among the participating students. The project involved a collaboration between EWB students and community members to design and implement a sustainable water supply distribution system. Results from a post-project questionnaire indicate that the project …

Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo

STEMPS Faculty Publications

The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. How-ever, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured inter-views were analyzed using thematic analysis. Findings include SRL strategies con-ducted by instructional designers …

"Not As Systematic As Maybe I'D Like It To Be": Special Education Administrators' Professional Development Planning For Teachers Of Students With Asd, Selena J. Layden, Heather Coleman, Annemarie L. Horn, Daria Lorio-Barsten, Laron A. Scott

Human Movement Studies & Special Education Faculty Publications

• Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD).

• Preparing special education teachers to implement EBPs with fidelity remains a challenge. Planning and executing professional development (PD) targeting EBPs is typically a role assumed by special education administrators.

• This qualitative phenomenological research study examines special education administrators' capacity to develop and implement effective PD around EBPs identified for students with ASD.

• Findings suggest special education administrators are committed to improving classroom-based …

Factors Predicting Family And Consumer Sciences Teachers' Levels Of Self-Efficacy In Stem Education, Charlene Wirfel Smith

STEMPS Theses & Dissertations

Education in science, technology, engineering, and mathematics (STEM) has become widely promoted in recent years. Quality STEM education could maintain or increase the number of individuals preparing for careers in these fields and increase STEM literacy for the population. Family and Consumer Sciences (FCS) education has always used science to improve home life while reinforcing technology, engineering, and mathematics principles through hands on, relevant learning activities in the classroom. However, it is not usually recognized as a STEM subject. The purpose of this study was to determine what factors may affect FCS teachers’ level of self-efficacy in teaching STEM education …

Conceptual Advancement Of Youth Apprenticeship Programs Using A Policy Delphi, Susan L. Wienand

STEMPS Theses & Dissertations

Youth apprenticeship programs are a means of bridging the middle skills gap and rebuilding the workforce while combating youth underemployment and unemployment. Previous attempts to advance these programs were unsuccessful. The study identified concepts to include or modify in draft legislation and policy statements to increase the possibility of enactment and implementation. Twenty-three youth apprenticeship advocates participated as panelists in a four-round online policy Delphi to garner opinions on posited recommendations and panelists’ responses to openended prompts. A codifying committee of three educators/researchers was used to review, reduce, categorize, and code the qualitative data. The aggregated lists were used to …

Career Literacy: Developing, Validating, And Establishing The Reliability Of The Career Literacy Continuum Scale, Kesha S. Valentine

STEMPS Theses & Dissertations

The purpose of this study was to develop a valid, reliable measure of career literacy skills called the Career Literacy Continuum Scale (CLCS). Career literacy is a person’s ability to read, understand, evaluate, and make decisions based on career-related information. The study participants were adolescents in grades 6 - 12 who attended public school in the southeastern United States. This study used an instrumentation research design and was conducted in two phases, item generation followed by test analysis and optimization.

Validity was established throughout the process by using content experts and establishing the item and scale validity indices. Item response …

Effects Of Teacher-Delivered Ecoaching On Paraeducators And Students With Autism Spectrum Disorder, Annemarie L. Horn, Marcia L. Rock, Karen H. Douglas, Kimberly M. Bean, Selena J. Layden, Jane Roitsch

Communication Disorders & Special Education Faculty Publications

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a multiple-baseline research design replicated across participants, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered by the teacher on paraeducators’ use of behavior specific praise (BSP) while teaching transition-age students with ASD. Findings confirmed each of the three paraeducators immediately increased the percentage of occurrence and rate per minute in which they offered BSP. They …

Antiracism Internship: Applying The Ecological Social Justice School Counseling Theory, Kaprea F. Johnson, Dana L. Brookover, Alexandra Gantt-Howrey, Krystal L. Clemons, Lauren B. Robins

Counseling & Human Services Faculty Publications

This manuscript describes an empirically designed internship course that utilized the Ecological Social Justice School Counseling theory to teach internship students how to engage in antiracist practice to address social determinants of health in schools. The research reports on the eight school counseling internship students' experiences, through five themes and 12 subthemes, highlighting the ways they increased awareness of SDOH, antiracist practice, and related constructs at their schools and with students including their action toward addressing SDOH, advocacy, barriers, and growth. Implications for counselor educators and site supervisors conclude.

Athletic Training Preceptors' Perceptions Of The Characteristics For Contemporary Expertise, Nicholas J. Philpot, Julie M. Cavallario, Stacy E. Walker, Cailee E. Welch Bacon

Rehabilitation Sciences Faculty Publications

Context

As a part of the Commission on Accreditation of Athletic Training Education (CAATE) 2020 Standards for Accreditation of Professional Athletic Training Programs, all preceptors affiliated with accredited programs must identify an area of contemporary expertise in a routine area of athletic training practice. However, little is known regarding preceptors' perceptions of contemporary expertise.

Objective

To explore preceptors' perceptions of the characteristics of contemporary expertise.

Design

Cross-sectional.

Setting

Online survey with open-ended questions.

Patients or other participants

A total of 277 preceptors affiliated with 80 CAATE-accredited professional programs accessed the survey; 259 respondents completed at least 1 open-ended question, and …

Transformational Leadership In Higher Education Programs, Joshua L. Howell, Kim E. Bullington, Dennis E. Gregory, Mitchell R. Williams, William L. Nuckols

Educational Leadership & Workforce Development Faculty Publications

The current mixed-method study investigates transformational leadership qualities through higher education doctoral programs in the Commonwealth of Virginia. This study relies on three data points: interviews with graduate program directors of higher education doctoral programs (whether PhD or EdD), a program evaluation of programs, and Multifactor Leadership Questionnaire (MLQ-5x™) survey results from students within said programs. Data were collected from the five public universities that offer higher education doctoral programs within the Commonwealth of Virginia. Students completed a self-rating using the Multifactor Leadership Questionnaire (MLQ-5x™) and then were peer-rated by colleagues to strengthen the validity of the study. Additionally, themes …

Research In Action: Impacting Library Communities With Field-Based Projects, Elizabeth A. Burns

STEMPS Faculty Publications

Our library and information studies (LIS) program is grounded in the principals of social justice, leadership, and authentic practice. One way candidates of the program meet these ideals is through participation in a required internship. During the internship students complete an independent project on site at their internship location.

Using Elliot’s (1991) steps of action research, the students in the internship course identify an issue, collect or use data to inform action, analyze the findings, and reflect on the results. An initial needs assessment is conducted. This includes establishing a rationale to inform practice. Students then implement a hands-on response …

Educators' Perceptions Of Characteristics That Define Athletic Training Student Competence: A Report From The Association For Athletic Training Education Research Network, Cailee E. Welch Bacon, Julie M. Cavallario, Alicia M. Pike Lacy, Stacy E. Walker, Lindsey E. Eberman

Rehabilitation Sciences Faculty Publications

Context

As health professions education continues to transition toward competency-based education, it is essential that educators have an in-depth understanding of student competence and how it is achieved. However, little is known concerning the perceptions of educators regarding student competence in athletic training.

Objective

To explore athletic training educators' perceptions of student competence.

Design

Cross-sectional.

Setting

Online survey with open-ended questions.

Patients or Other Participants

In total, 368 of 1577 athletic training educators accessed the survey (23.3% access rate); 327 were included in data analysis because they indicated they served as an athletic training educator at the time of data …

Characteristics Of Patient Encounters For Athletic Training Students During Clinical Education: A Report From The Aate Research Network, Cailee E. Welch Bacon, Julie M. Cavallario, Stacy E. Walker, R.Curtis Bay, Bonnie L. Van Lunen

Rehabilitation Sciences Faculty Publications

Context: To enhance the quality of patient care, athletic training students (ATSs) should experience a wide variety of clinical practice settings, interact with diverse patient populations, and engage with patients that have a wide variety of conditions. It is unclear in what ways, if any, ATSs have diverse opportunities during clinical experiences.

Objective: To describe the characteristics of patient encounters (PEs) ATSs engage in during clinical experiences. Design: Multi-site, panel design.

Setting: 12 professional athletic training programs (ATPs; 5 Bachelor, 7 Master's).

Patients or Other Participants: 363 ATSs from the ATPs that used E*Value software to document PEs during clinical …

Core Competency-Related Professional Behaviors During Patient Encounters: A Report From The Association For Athletic Training Education Research Network, Cailee E. Welch Bacon, Julie M. Cavallario, Stacy E. Walker, Curtis Bay, Bonnie L. Van Lunen

Rehabilitation Sciences Faculty Publications

Context: To enhance the quality of patient care, it is important that athletic trainers integrate the components of the core competencies (CCs; evidence-based practice [EBP], patient-centered care [PCC], health information technology [HIT], interprofessional education and collaborative practice [IPECP], quality improvement [QI], professionalism) as a part of routine clinical practice. In what ways, if any, athletic training students (ATSs) are currently integrating CCs into patient encounters (PEs) during clinical experiences is unclear.

Objective: To describe which professional behaviors associated with the CCs were implemented by ATSs during PEs that occurred during clinical experiences.

Design: Multisite panel design.

Setting: A total of …

Opportunities For Autism Information Shared Through Professional Conferences, Amelia Anderson, Selena Layden, Crystal Stang (Ed.), Jennifer L. Branch-Mueller (Ed.)

STEMPS Faculty Publications

With prevalence most recently reported at 1 in 44 (Maenner et al., 2021) children diagnosed with autism spectrum disorder (ASD) in the United States, school librarians can and should expect to see these children in their schools and in their libraries. However, previous work indicates that school librarians are not being provided with an adequate education about this in their graduate coursework (Layden, Anderson, & Hayden, 2021). This study expands upon previous work to explore the preparation of school librarians about autism by examining the previous five years of state library conference programs.

Administrators' Roles In The Use And Training Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Selena J. Layden, Ann S. Maydosz, Teresa G. Crowson, Annemarie L. Horn, Amanda Faye Working

Communication Disorders & Special Education Faculty Publications

Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these practices have undergone a rigorous identification process, less is known about the level of training and confidence in implementation of these instructional practices by education professionals who work with students with ASD. Our study assessed education professionals' (including administrators, teachers, and related services personnel) ratings of their level of training, confidence in implementation, and frequency of …

Lessons Learned From Two Teacher Educators: What Covid-19 Can Teach Us About Preparing Elementary Preservice Teachers To Teach The Next Generation Of Students, Min Jung Lee, Jennifer Kidd, Kristie Gutierrez, Elizabeth Langran (Ed.)

Teaching & Learning Faculty Publications

Over the last two years, the COVID-19 pandemic has required teacher educators to teach their classes online. Teacher educators now need to reflect on the learning opportunities that the COVID-19 induced shift to online learning has provided. This study shares two teacher educators’ experiences of teaching and supporting preservice teachers (PSTs) as they taught engineering online to elementary students. The two teacher educators noticed (a) positive changes in PSTs’ attitudes and beliefs about technology integration, (b) PSTs’ tendency to select and use of educational technologies, (c) PSTs’ recognition of the importance of online interaction and feedback from K-12 students, (d) …

Blast-Building Leaders For Advancing Science And Technology: A Partnership Between The Virginia Space Grant Consortium And The University Of Virginia, Virginia Polytechnic Institute, And Old Dominion University, Cynthia Tomovic, Mary Sandy, Julie Back, Vukica Jovanovic, Kim Lester, Edward Murphy, Sueanne Mckinney, Mileta Tomovic

STEMPS Faculty Publications

This paper presents the development and delivery of educational summer intensive programs for high school students that are designed to encourage students’ interests in the STEM-related fields and the motivation to pursue a STEM-related degrees in college. BLAST (Building Leaders to Advance Science and Technology) is designed as a summer-intensive, residential, on-campus STEM-learning experience for rising ninth and tenth graders. With the intention of improving the STEM-related workforce pipeline in the Commonwealth of Virginia, Virginia Space Grant Consortium (VSGC) offers multiple BLAST programs across the Commonwealth. BLAST programs are designed as intensive three-day, STEM-related three-hour lecture-lab experiences that are reinforced …