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Brugmann, Rashad, Nicolas Côté, Nathan Postma, Emily Shaw, Danielle Pal, and John Robinson. "Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto." Sustainability 11, no. 2 (January 20, 2019): 530. http://dx.doi.org/10.3390/su11020530.
Повний текст джерелаАнотація:
The Expanded Student Engagement Project (ESE) has developed three comprehensive inventories which aim to increase student knowledge of sustainability-related course content and increase student engagement in on- and off-campus, curricular, and non-curricular sustainability projects at the University of Toronto (U of T). The first is a sustainability course inventory (SCI) generated using keyword search based on the UN Sustainable Development Goals (SDGs). This is the first SCI that has been based on the SDGs. The inventory identified 2022 unique sustainability courses and found that SDG 13 had the greatest representation and SDG 6 had the least. The second inventory is a community-engaged learning (CEL) sustainability inventory which found 154 sustainability-focused CEL courses and identified 86 faculty members who teach sustainability CEL. Finally, an inventory of sustainability co-curricular and extracurricular opportunities revealed that U of T has 67 sustainability-focused student groups and identified 263 sustainability-focused opportunities. These inventories are an important foundation for future initiatives to increase student engagement in sustainability on campus and in the community. The ESE will integrate this data into U of T’s course management system and use the inventories to develop a new sustainability pathways program.
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Friedman, S., D. Porplycia, J. Lexchin, K. Hayman, S. Masood, E. O'Connor, E. Xie, et al. "LO11: STAR-EM: An innovative summer research program for medical students in an urban Canadian academic emergency department." CJEM 22, S1 (May 2020): S10—S11. http://dx.doi.org/10.1017/cem.2020.67.
Повний текст джерелаАнотація:
Innovation Concept: Research training programs for students, especially in emergency medicine (EM), may be difficult to initiate due to lack of protected time, resources, and mentors (Chang Y, Ramnanan CJ. Academic Medicine 2015). We developed a ten-week summer program for medical students aimed at cultivating research skills through mentorship, clinical enrichment, and immersion in EM research culture through shadowing and project support. Methods: Five second year Ontario medical students were recruited to participate in the Summer Training and Research in Emergency Medicine (STAR-EM) program at University Health Network, Toronto, from June - Aug, 2019. Program design followed review of existing summer research programs and literature regarding challenges to EM research (McRae, Perry, Brehaut et al. CJEM 2018). The program had broad emergency physician (EP) engagement, with five EP research project mentors, and over ten EPs delivering academic sessions. Curriculum development was collaborative and iterative. All projects were approved by the hospital Research Ethics Board (REB). Curriculum, Tool or Material: Each weekly academic morning comprised small group teaching (topics including research methodology, manuscript preparation, health equity, quality improvement, and wellness), followed by EP-led group progress review of each student's project. Each student spent one half day per week in the emergency department (ED), shadowing an EP and identifying patients for recruitment for ongoing mentor-initiated ED research projects. Remaining time was spent on independent student project work. Presentation to faculty and program evaluation occurred in week 10. Scholarly output included one abstract submitted for publication per student. Program evaluation by students reflected a uniform impression that course material and mentorship were each excellent (100%, n = 5). Interest in pursuing academic EM as a career was identified by all students. Faculty researchers rated the program as very effective (80%, n = 4) or somewhat effective (20%, n = 1) in terms of enhancing productivity and scholarly output. Conclusion: The STAR-EM program provides a transferable model for other academic departments seeking to foster the development of future clinician investigators and enhance ED research culture. Program challenges included delays in REB approval for student projects and engaging recalcitrant staff to participate in research.
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Addleman, S., M. Yeung, S. Yiu, G. Mastoras, S. Tse, and J. Frank. "P001: Continuing professional development and faculty development: launching continuous practice enhancement for academic emergency physicians." CJEM 21, S1 (May 2019): S63. http://dx.doi.org/10.1017/cem.2019.192.
Повний текст джерелаАнотація:
Innovation Concept: Emergency medicine physicians must maintain a broad knowledge base and procedural skillset while fulfilling their academic roles as teachers, researchers and administrators. Most academic departments do not have a regular, affordable, formal continuing professional development (CPD) and faculty development (FD) curriculum for their staff. We set out to design and implement a novel continuous practice enhancement program to address this issue. Methods: Strategic planning by the Ottawa academic Department of EM identified CPD and FD as priorities. A program was created to support high quality, monthly CPD/FD courses provided by physicians. We had 5 goals: (1) enhance clinical and academic skills, (2) disseminate group best practices, (3) sustain skills in high impact/low frequency scenarios, (4) support physician academic careers, and (5) acquire new procedural skills. A CPD/FD Committee composed of local meded experts and experienced clinical teachers was tasked with overseeing the creation and evaluation of these sessions. Curriculum, Tool or Material: The longitudinal curriculum was informed by perceived needs (group survey), ascribed needs (M&M rounds, physician metrics and departmental leadership priorities) and participant feedback. The committee identified local experts to present on their areas of expertise in order to promote group best practice. Topics to-date have included clinical skills updates, teaching and coaching strategies and academic career planning. A comprehensive monthly simulation-based curriculum was rolled out simultaneously to give participants the opportunity to develop crisis resource management and critical care skills. Except for sessions requiring advanced equipment or cadavers, sessions are financed by academic funds and free for participants. Conclusion: Faculty academic learning and engagement is an important goal and participation in this curriculum is reviewed at each physician's annual reappointment. To-date, 18 physicians (21% of our group) have presented topics and 92% of physicians have participated in at least one session with 63% having attended three or more. Evaluations have been overwhelmingly positive, and a recent survey identified the CPD/FD program as a significant contributor to our physicians’ wellness. We introduced an innovative, structured CPD/FD program in response to perceived and ascribed needs of our physicians and departmental leadership. Our successful CPD/FD curriculum represents a model for other departments who are considering similar initiatives.
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Cortel-LeBlanc, M., J. Landreville, and L. Thurgur. "P025: Improving senior resident engagement at academic core rounds." CJEM 21, S1 (May 2019): S72. http://dx.doi.org/10.1017/cem.2019.216.
Повний текст джерелаАнотація:
Introduction: Royal College Emergency Medicine (EM) trainees at the University of Ottawa participate in weekly Academic Full Days (AFD) that consist of didactic activities, simulation-based learning, and core content sessions referred to as Core Rounds (CR). Despite CR being intentioned for all EM trainees, an attendance attrition has been noted as trainees progress towards their senior (SR) years (PGY3-5). The objectives of this study were to (1) identify barriers to SR trainee CR attendance and (2) identify areas for CR improvement. Methods: An on-line survey was administered to SR EM trainees (PGY3-5, n = 28) and recent graduates from our program (practice year 1-2, n = 20) to explore perceptions of the value of AFDs, CR attendance barriers, and areas for CR improvement. The survey consisted of 5-point Likert scales and free-text responses. Quantitative responses were analyzed using Microsoft Excel. Free-text responses were analyzed qualitatively using thematic analysis. Each free-text response was reviewed independently by two investigators (JML, MCL) and underwent line-by-line coding. Through joint discussions, the codes from each response were synthesized and themes were identified. Results: Of the 48 trainees and attendings surveyed, 32 responded (response rate 67%). Most respondents (90%) stated they benefited from SR trainee attendance when they were at a junior (JR) level. The majority perceived they benefited less from CR as a SR trainee compared to when they were a JR trainee (85%). Further, 87% responded that CR were not tailored to a SR level, and that they would attend more frequently if sessions were geared to their level (81%). From our thematic analysis, three themes emerged relating to SR trainee absenteeism: 1) CR quality, 2) External Factors (eg. trainee fatigue) and 3) Malalignment with trainees’ own education plan. We also identified three themes relating to areas for CR improvement: 1) CR content, 2) CR format and 3) SR trainee involvement. Conclusion: Respondents indicated a benefit to having SR trainee presence at CR. This study identified barriers to SR resident attendance at CR and areas for improvement. With the transition to competency based medical education it is critical that trainees engage in effective educational experiences, especially as the RCPSC does not mandate AFDs for EM training in this new curriculum. A culture-change initiative and CR reformat is now underway at our institution with planned post-implementation analysis.
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Woolfrey, K. G. "P130: Learning through simulation-a debriefing faculty development course." CJEM 19, S1 (May 2017): S122. http://dx.doi.org/10.1017/cem.2017.332.
Повний текст джерелаАнотація:
Introduction/Innovation Concept: Introduction of a new simulation program including structured debriefing represents a substantial challenge. Debriefing performance is critical for facilitating learning in simulation. However, many faculty members are unfamiliar with the debriefing process. Faculty receives no training for conducting impactful and safe debriefs. Consequently, they are uncomfortable and often disengaged. We designed, implemented, and evaluated an innovative faculty-debriefing curriculum. Do professional development efforts in simulation debriefing teaching result in improved engagement in simulation teaching by faculty, increased comfort with simulation teaching, and an acceptance of a critical thinking framework for simulation teaching? Methods: We designed the curriculum to include the flipped classroom and deliberate practice models. Participants (n=26; 42% of Emergency Medicine Faculty) were pre-circulated course materials, and then attended a full day course to introduce the simulation setting, the equipment, and two practice scenarios. Each scenario was followed by a group debrief. Twenty-one participants (80.7% response rate) completed pre and post course surveys; we analyzed the data using descriptive statistics. Curriculum, Tool, or Material: Results: Descriptive findings from a pre-course and post-course survey were conducted. Prior to participating in the innovation, 75% had participated in simulation teaching at Western, but only 30% of this faculty being comfortable with this teaching format. 65% of participants had no formal simulation training and 95% had no training in debriefing. Results of the post-course survey revealed 100% satisfaction with the flipped classroom model; and 48% and 52% were extremely likely and very likely to attend future faculty development courses respectively. 100% of participants felt comfortable in participating in debriefing post simulation teaching with 50% feeling comfortable to do this independently without a co-debriefer. 100% of participants felt that the critical thinking framework that was presented in the course for a debriefing model would translate into their clinical teaching in the future. Conclusion: Faculty development has a critical role to play in promoting academic excellence and innovation. Faculty development programs must respond to the changes in medical education. This education project integrated a unique model of learning for faculty, engaged faculty, and increased their comfort level for teaching in simulated setting and utilizing structured debriefing.
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Blyth, Dana M., Ana E. Markelz, Luke surry, David Lindholm, Heather Yun, and Alice Barsoumian. "138. Creation of a Clinical Educator Elective for ID Fellows." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S199. http://dx.doi.org/10.1093/ofid/ofaa439.448.
Повний текст джерелаАнотація:
Abstract Background While fellows are expected to educate residents and students, they often receive limited formal instruction on how to teach. To address this, we developed a 2–4 week Clinical Educator Elective (CEE) for senior ID fellows. Goals were to increase fellow teaching engagement and promote excellence in medical education by improving understanding of adult learning theory and application to medical education. Methods Curriculum development: Methodology used Kern’s 6 step approach. A targeted needs assessment was obtained from CEE fellows at the start of the block. A reading list was created from key areas (table). Instructional methods included flipped classroom, learner-led discussions, and exercises in evaluation and feedback of peer and faculty teaching. Fellows completed a required capstone educational project. Learner Assessment: Standardized peer and faculty feedback surveys of fellow teaching were used. Program Assessment: CEE narrative assessments were evaluated. Anonymous pre- and post-CEE self-assessment fellow surveys rating their confidence in knowledge and skills in clinical education on a 1–10 scale (1 lowest, 10 highest) were compared. Post-CEE fellows’ medical student (MS3) teaching was compared to a 4-year pre-CEE historical cohort (PCHC). Results From 2017–9, 7 of 11 (64%) senior ID fellows completed the CEE. 5 (71%) were male, 3 started fellowship post-residency, 3 were chief residents, and 1 was an internist for 2 years. They had a median of 10 hours of prior faculty development (IQR 1–26). Career goals included GME in 6 of 7 pre-CEE. Narrative assessments revealed fellows highly valued the CEE. 6 available post-rotation surveys showed increased confidence in knowledge of adult learning theory, characteristics of effective educators, and fellows’ ability to teach across a range of settings (table). 5 of 7 CEE fellows precepted MS3s compared to 1 of 8 fellows in the PCHC (p=.04). CEE and PCHC fellows won 7 and 2 teaching awards, respectively. Fellows’ confidence in knowledge and skills of various aspects of medical education before and after the clinical educator elective Conclusion A CEE was highly valued and improved fellow self-assessed knowledge and skills in clinical teaching, even in those with prior teaching experience. It was also associated with more MS3 teaching. Future evaluations of long-term retention in academic medicine and teaching performance can further examine this approach. Disclosures All Authors: No reported disclosures
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Kennedy, W., D. Andruchow, S. Dowling, K. Lonergan, T. Rich, and C. Patocka. "MP23: Mixed methods analysis of an automated e-mail audit and feedback intervention for fostering emergency physician reflection." CJEM 22, S1 (May 2020): S50. http://dx.doi.org/10.1017/cem.2020.171.
Повний текст джерелаАнотація:
Innovation Concept: Emergency physicians (EP) rarely receive timely, iterative feedback on clinical performance that aids their reflective practice. The Calgary zone ED recently implemented a novel email-based alert system wherein an EP is notified when a patient whose ED care they were involved in is admitted to hospital within 72-hours of discharge from an index ED visit. Our study sought to evaluate the general acceptability of this form of audit and feedback and determine whether it encourages practice reflection. Methods: This mixed methods realist evaluation consisted of two sequential phases. An initial quantitative phase used data from our electronic health record and a survey to examine the general features and acceptability of 72-hour readmission alerts sent from May 2017-2018. A subsequent qualitative phase involved semi-structured interviews exploring the alert's role in greater depth. Quantitative data were summarized using descriptive statistics and qualitative data were analyzed using thematic and template analysis techniques. Results of both phases were used to guide construction of context-mechanism-outcome statements to refine our program theory. Curriculum, Tool, or Material: 4024 alerts were sent over a 1-year period, with each physician receiving approximately 17 alerts per year (Q1: 7, Q3: 25, IQR: 18). The top five CEDIS complaints on index presentations were abdominal pain, flank pain, shortness of breath, vomiting and/or nausea, and chest pain (cardiac features). The majority of re-admissions (78.6%) occurred within 48 hours after discharge. Immediate alert survey feedback provided by EP's noted that 52.65% (N = 471) of alerts were helpful. Thematic analysis of 17 semi-structured interviews suggests that the alert was generally acceptable to physicians, However, certain EPs were concerned that the alert impacted hire/fire decisions even when leadership didn't endorse this sentiment. Physicians who didn't believe alerts were involved in hire/fire decisions, described greater engagement in the reflective process. Conversely, physicians, who believed alerts were involved in hire/fire decisions, were more likely to defensively change their practice. Conclusion: Most EPs noted that timely notification of 72-hour readmissions made them more mindful of documenting discharge instructions. Our implementation of a 72- hour readmission alert was an acceptable format for audit and feedback and appeared to facilitate physician reflection under certain conditions.
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Izquierdo, Adriana, Michael Ong, Esmeralda Pulido, Kenmeth B. Wells, Marina Berkman, Barbara Linski, Vivian Sauer, and Jeanne Miranda. "Community Partners in Care: 6- and 12-month Outcomes of Community Engagement versus Technical Assistance to Implement Depression Collaborative Care among Depressed Older Adults." Ethnicity & Disease 28, Supp (September 6, 2018): 339–48. http://dx.doi.org/10.18865/ed.28.s2.339.
Повний текст джерелаАнотація:
Objective: Community Partners in Care, a community-partnered, cluster-randomized trial with depressed clients from 95 Los Angeles health and community programs, examined the added value of a community coalition approach (Community Engagement and Planning [CEP]) versus individual program technical assistance (Resources for Services [RS]) to implement depression collaborative care in underserved communities. This exploratory subanalysis examines 6- and 12-month outcomes among CPIC participants aged >50 years.Design: Community-partnered, cluster-randomized trial conducted between April 2010 and March 2012.Setting: Hollywood-Metropolitan (HM) and South Los Angeles (SLA) Service Planning Areas (SPAs), Los Angeles, CaliforniaParticipants: 394 participants aged >50 years with depressive symptoms (8-item Patient Health Questionnaire score ≥ 10).Intervention: A community-partnered multi-sector coalition approach (Community Engagement and Planning [CEP]) vs individual program technical assistance (Resources for Services [RS]) to implement depression collaborative care.Main Outcome Measures: Depressive symptoms (PHQ-8 score), mental health-related quality of life (MHRQL), community-prioritized outcomes including mental wellness, homelessness risk and physical activity, and services utilization.Results: At 6 months, CEP was more effective than RS at improving MHRQL and mental wellness among participants aged >50 years; no differences were found in the effects of CEP vs RS on other outcomes. No significant outcome differences between CEP and RS were found at 12 months.Conclusions: A multisector community coalition approach may offer additional benefits over individual program technical assistance to improve outcomes among depressed adults aged >50 years living in underserved communities. Ethn Dis.2018;28(Suppl 2):339-348; doi:10.18865/ed.28.S2.339.
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Le, Emily, and Sheila Sy. "Incorporating Community Engagement into Asian American Studies Curriculum Reform." AAPI Nexus Journal: Policy, Practice, and Community 16, no. 1-2 (September 23, 2019): 137–52. http://dx.doi.org/10.36650/nexus16.1-2_137-152_lesy.
Повний текст джерелаАнотація:
This article examines the assessment of the UCLA Asian American studies program and resulting curriculum reform that was put into effect as of Fall 2013. The essay will discuss the context leading up to the 2013 curriculum reform, including the 2011 UCLA Asian American Studies Curriculum Assessment Project, the departmental curriculum restructure process, the most recent Academic Senate program review, and initial response to the community engagement courses. This serves as a case study of curriculum reform that successfully addressed the needs of the students, met Academic Senate requirements, and returned the department to the original principle of service through community engagement and partnerships.
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Guillotin, Bertrand. "Strategic internationalization through curriculum innovations and stakeholder engagement." Journal of International Education in Business 11, no. 1 (May 8, 2018): 2–26. http://dx.doi.org/10.1108/jieb-04-2017-0015.
Повний текст джерелаАнотація:
Purpose Anti-globalization and protectionism movements have transformed strategic internationalization, international business (IB) student engagement and enrollment growth into very complex endeavors. Whereas the literature is rather scarce on solutions, this paper aims to offer some best practices at a highly ranked IB program that can be very useful to business school leaders. Design/methodology/approach Descriptive case study of the Fox IB program (Temple University, USA) is based on an inductive approach and the Quality Function Deployment framework to design and internationalize the curriculum. Findings Listening to the voice of the customers through student and employer testimonials, the author found the elements that make an IB program and curriculum successful. Even senior students who are “between opportunities” feel that the new IB curriculum have prepared them well for their career. Research limitations/implications While the case study methodology is well-suited to understand strategies and processes, this research has natural limitations in terms of generalizability. Practical implications Academic Directors and business school leaders can use these best practices to innovate, engage their stakeholders and grow enrollments. By increasing job placement opportunities and enrollments, they create a virtuous cycle of success and can obtain additional resources for their program. Social implications The value of management education to society is almost incalculable. IB is an integrative management discipline that is instrumental to the success of the global economy and society. Originality/value The best practices of the highly ranked Fox IB program and the 21 student and employer testimonials in this case study have never been shared before.
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Mann, Susan, and Tess Byrnes. "Capacity Building and Community Enrichment: Evaluation for Sustainability." Australian Journal of Primary Health 5, no. 3 (1999): 43. http://dx.doi.org/10.1071/py99032.
Повний текст джерелаАнотація:
Evaluation is a continuing dilemma in health promotion initiatives. However, for projects to be sustained effective indicators and tools need to be implemented in order for resources and funding to be channeled into such enterprises. The capacity building model developed by New South Wales Health (1998) provided one model for evaluating a collaborative endeavor between the School of Nursing, Flinders University and Noarlunga Health Services, a generic community health centre in the southern urban/rural area of South Australia. The Community Enrichment Program (CEP), is in the final year of a four year funded project that aimed, in part, to determine what impact an integrated knowledge of Primary Health Care (PHC) would have on students and new graduates' nursing practice and, whether enough evidence would be generated to effect ongoing curriculum change. This paper considers capacity building in relation to the CEP and how the Ottawa Charter and the Jakarta Declaration are supported by this ideal. Argument is forwarded that workforce development, organizational structure and resource allocation, seen as tenets of capacity building, have been demonstrated in the CEP. Recommendations flowing from the project include the allocation of resources into a sustained, overt and integration of PHC philosophy and health promotion principles into nursing curriculum.
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Barceló, Nicolás E., Alma Lopez, Lingqi Tang, Maria Gabriela Aguilera Nunez, Felica Jones, Jeanne Miranda, Bowen Chung, et al. "Community Engagement and Planning versus Resources for Services for Implementing Depression Quality Improvement: Exploratory Analysis for Black and Latino Adults." Ethnicity & Disease 29, no. 2 (April 18, 2019): 277–86. http://dx.doi.org/10.18865/ed.29.2.277.
Повний текст джерелаАнотація:
Objective: Racial/ethnic minorities experience disparities in depression1 and there is a paucity of evidence-based interventions to improve depression care access and outcomes. Community Partners in Care (CPIC) is a community-partnered study of depression care quality improvement (QI) in under-resourced, urban communities: Community Engagement and Planning (CEP) for multi-sector coalitions, and Resources for Services (RS) for program technical assistance.2 CEP demonstrated benefits for the overall CPIC study population; effects for Black and Latino sub-populations are unknown.Methods: This sub-analysis examines outcomes for 409 Latino and 488 Black (non-Latino) adults recruited from 90 programs who completed baseline or 6-month follow-up. Regression analyses were used to estimate CEP vs RS intervention effects on primary (Mental Health Related Quality of Life [MHRQL], Patient Health Questionnaire-9 [PHQ-9]) and community-prioritized (mental wellness, physical activity, risk for homelessness) outcomes at 6-months.Results: Baseline characteristics did not differ significantly by intervention in either group. In the adjusted analysis for Black adults, CEP resulted in decreased odds of poor MHRQL (OR: .62, 95% CI=.41- .94, P=.028) with a trend for reducing homelessness risk (OR: .60, .35-1.05, P=.69). For Latino adults, CEP resulted in greater probability of mental wellness (OR: 1.81, 1.05-3.13, P=.034) and a trend for increased physical activity (OR: 1.52, .93- 2.49, P=.091).Conclusions: Exploratory analyses of CEP for depression quality improvement suggests significant 6-month benefits in mental health outcomes for Black and Latino participants and trends for improvement in community-prioritized outcomes for both groups. Findings may inform research in multi-sector coalitions to promote equity in depression care. Ethn Dis. 2019;29(2):277- 286; doi:10.18865/ed.29.2.277
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Baños, James H., Jason P. Noah, and Caroline N. Harada. "Predictors of Student Engagement in Learning Communities." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051984033. http://dx.doi.org/10.1177/2382120519840330.
Повний текст джерелаАнотація:
Introduction: Little is known about what factors predict student engagement in learning communities (LCs). At our institution, we recently converted from an informal, unfunded program with volunteer mentors and no participation requirement to a formal, funded program with a structured curriculum, dedicated mentors, and required attendance. We sought to identify factors that predict student engagement in this new program. Methods: Medical students from all 4 years were invited to complete a survey that included self-rating of their level of engagement with their LC. We hypothesized that student engagement would be (1) higher in the new, formal program compared with the informal program; (2) lower among older students; and (3) higher among students who value collective activities for stress management. Results: In total, 75% of students completed the survey. Students who participated in the formal LC program reported significantly higher engagement than those who experienced the informal version. Older, out-of-state, and underrepresented in medicine (URiM) students reported lower levels of engagement compared with younger, in-state, and non-URiM students, but gender and campus assignment were not associated with level of engagement. Students who valued participation in extracurricular activities, service work, and time with friends or family all had higher levels of engagement in LCs compared with those who valued more solitary activities. Discussion: The formal, structured LC program was associated with higher levels of engagement than the informal program, and engagement was maintained throughout the 4-year curriculum. Subgroups of students reported lower engagement in LCs, and future research is needed to better understand and address this variability in engagement. This study is limited by the fact that students are only surveyed once annually, at a single institution, and our measure of engagement is brief and dependent on student self-report. In addition, it is not possible to discern from this study which components of the formal LC program were most strongly associated with high engagement.
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Mann, Susan, Tess Byrnes, and Kate Saint. "New Curriculum, Primary Health Care and Nursing Practice." Australian Journal of Primary Health 6, no. 1 (2000): 76. http://dx.doi.org/10.1071/py00008.
Повний текст джерелаАнотація:
The Community Enrichment Programme (CEP) was a four-year program of study, which has incorporated Primary Health Care (PHC) and Community Health Nursing practice in the curriculum of a select cohort of undergraduate nursing students at Flinders University. At the end of the students' second undergraduate year this qualitative study showed that PHC principles had permeated the students' thinking. One of the aims of the project was to determine whether enough evidence could be generated to implement ongoing curriculum change. Preliminary evaluation of the views of students, community health nurses, nurse academics and agency and hospital staff has supported this aim. The inclusion of PHC theory and demonstrated practice has not only enhanced the students' knowledge and understanding of the complexities of Community Health Nursing practice but has positively influenced the students' overall perceptions about all nursing practice and its relationships with PHC principles, regardless of the setting. Academics in the School of Nursing are actively engaged in discussion and implementation of the outcomes to date.
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Trinh, Anh Ngoc, and Lindsey Conner. "Student Engagement in Internationalization of the Curriculum: Vietnamese Domestic Students’ Perspectives." Journal of Studies in International Education 23, no. 1 (November 18, 2018): 154–70. http://dx.doi.org/10.1177/1028315318814065.
Повний текст джерелаАнотація:
Internationalization in higher education has shifted to focus on home initiatives that engage and benefit all students rather than cross-border mobility activities. The qualitative case study reported in this article employed Kahu’s model of student engagement (SE) to investigate SE in internationalization of the curriculum (IoC) from the perspectives of 23 domestic Vietnamese students taking an internationalized program in a Vietnamese university. From three focus groups and 23 individual interviews, this study found that SE in IoC varied according to diverse internal and external factors. The students’ awareness of the benefits of their engagement in the program, their acknowledgment of the program’s strengths and weaknesses, as well as their desire to have more SE revealed a possibility for students to act as partners in the program. The potential partnership between students and their lecturers as well as other institutional bodies, in both the formal and informal curriculum alongside more sustained engagement opportunities, could enhance consequential student experiences and outcomes. The findings suggest that students are prospective resources to cultivate diversity and inclusion in IoC because their engagement can offer multiple insights and possibilities to enhance IoC. We argue that SE is significant in informing the development of IoC and is possibly integral to effective IoC.
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Edwards, Lana, and David J. Chard. "Curriculum Reform in a Residential Treatment Program: Establishing High Academic Expectations for Students with Emotional and Behavioral Disorders." Behavioral Disorders 25, no. 3 (May 2000): 259–63. http://dx.doi.org/10.1177/019874290002500302.
Повний текст джерелаАнотація:
The importance of high-quality academic instruction and high academic expectations for students with emotional and behavioral disorders (E/BD) is discussed. A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom at a residential treatment program. Twenty-two students ranging in age from 11 to 16 participated in a 4-week pilot study designed to examine the effects of systematic instruction in story elements and narrative summary writing on student writing skills and academic engagement. Results suggest that students with E/BD who participated in the study's language arts/history curriculum showed improvements in both summary writing skills and academic engagement. Though data analysis and specifics of results are not the focus of this report, results highlight the importance of thoughtful, thorough instructional planning and the need for high levels of teacher instructional engagement when working with students with E/BD.
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Freeman, Kimberly, Michael Hanlon, Sheri Denslow, and Vallire Hooper. "Patient Engagement in Type 2 Diabetes: A Collaborative Community Health Initiative." Diabetes Educator 44, no. 4 (July 4, 2018): 395–404. http://dx.doi.org/10.1177/0145721718784262.
Повний текст джерелаАнотація:
Purpose The purpose of this study was to describe the effects of an innovative rural community-based, diabetes self-management education and support (DSMES) program on patient behaviors and outcomes. Methods A 12-month pre-post study design with physiological data collection at program initiation, 16 weeks, and 6 and 12 months postenrollment was used for program assessment. The program consisted of an American Diabetes Association–accredited curriculum provided by the hospital and interfaced with a YMCA curriculum promoting lifestyle change. The 28-session program was delivered over a 1-year period. Results The sample size was 115. Participants were primarily white and female, with a mean age of 57 years. Mean body mass index (BMI) at program initiation was 37; mean A1C was 8.5 (69.4 mmol/mol). Significant reductions were obtained in weight, BMI (at 16 weeks), and A1C (at 6 months); these reductions were sustained at 12 months. Medication intake was significantly reduced, and diabetes-related emergency department visits were below national averages. Conclusions Results support the positive impact of a year-long, community-based, healthy behavior, DSMES program on health outcomes and overall costs of care delivery in the rural setting.
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Clocksin, Brian D., and Margo B. Greicar. "Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative." Kinesiology Review 6, no. 4 (November 2017): 362–67. http://dx.doi.org/10.1123/kr.2017-0036.
Повний текст джерелаАнотація:
Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.
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Geraghty, Joseph R., Alexandria N. Young, Tiffani D. M. Berkel, Eric Wallbruch, Julie Mann, Yoon Soo Park, Laura E. Hirshfield, and Abbas Hyderi. "Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education." Perspectives on Medical Education 9, no. 1 (December 10, 2019): 60–65. http://dx.doi.org/10.1007/s40037-019-00547-2.
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AbstractOne area in which medical students can add significant value is medical education, and involving them as key stakeholders in their education can have a profound impact on students and the institutions that serve them. However, detailed descriptions of the structure, implementation and quality of programs facilitating student engagement are lacking. We describe the structure of a novel student engagement program at the University of Illinois College of Medicine-Chicago (UICOM-Chicago) known as the Student Curricular Board (SCB). We surveyed 563 medical students across all levels of training at our institution in order to examine the impact of this program, including its strengths and potential areas of improvement. The SCB serves as a highly structured and collaborative student group that has far-reaching involvement from course-level program evaluation to longitudinal curriculum design. Medical students overwhelmingly valued opportunities to be involved in their curriculum. Students with the greatest exposure to the SCB were more aware of specific program initiatives and expressed increased interest in academic medicine as a career. By highlighting this innovative student engagement program, we aim to share best practices for a highly structured, value-added approach to medical student engagement in medical education that is applicable to other medical schools and student leaders.
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Xia, Yan, Sarah Taylor, and Maria Rosario T. De Guzman. "Evaluation of the Health Rocks! Program: The Association of Youth Engagement with Program Outcomes." Journal of Youth Development 11, no. 3 (January 4, 2017): 95–104. http://dx.doi.org/10.5195/jyd.2016.463.
Повний текст джерелаАнотація:
This evaluation research examined the relationship between program process and program outcome, specifically, youth engagement in the national 4-H Council Health Rocks! program and their program outcomes. Based on program evaluation surveys completed after the program by participants, youths’ engagement in the program was associated with their gains in knowledge and skills about substance use, and personal assets related to avoiding risks. When youth participants find a program interesting, are actively engaged in the program, and find the program staff friendly, they benefit more from the program. Findings underscore the importance of engaging curriculum and friendly staff to the success of extension or afterschool youth programs. The evaluation method may offer an example of balancing rigor of evaluation design and feasibility of implementing an evaluation.
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Hammer, Sara Jeanne, Janet McDonald, and Melissa Forbes. "Three perspectives on a collaborative, whole-of-program process of curriculum change: Aligning a Creative Arts program with Threshold Learning Outcomes." Journal of Teaching and Learning for Graduate Employability 5, no. 1 (August 20, 2014): 47–62. http://dx.doi.org/10.21153/jtlge2014vol5no1art567.
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In this paper we reflect on a collaborative, process developed in an Australian university to support whole-of-program curriculum change. The aim of the change process is to enhance employment outcomes of Creative Arts students by aligning the curriculum with disciplinary Threshold Learning Outcomes. In this qualitative, case study the author-participants evaluate an emerging four-stage process of support for curriculum change and use reflective data from three perspectives: that of the academic developer, the head of program, and the discipline leader, to assess the usefulness of each stage and reflect about what each of us has learned. We conclude that key features of our process, such as its collaborative approach, have resulted in positive outcomes for participants. These include opportunities for situated learning, genuine ownership and deep engagement with the curriculum change process, including desired program outcomes, as well as reflective practice and a greater shared understanding.
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Konowitz, Lily, Terese Lund*, Brenna Lincoln, Madeline Reed, Belle Liang, Mike Barnett, and David Blustein. "Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth." European Journal of Psychology and Educational Research 5, no. 2 (December 15, 2022): 103–13. http://dx.doi.org/10.12973/ejper.5.2.103.
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<p style="text-align: justify;">Despite the desirability of working in science, technology, engineering, and math (STEM), Black and Latinx people are underrepresented in these fields. Sustaining engagement in STEM is central to addressing the representation gap. This qualitative study examined whether and how a STEM-based after-school program (Changemakers) impacted students’ sense of engagement in STEM. Changemakers incorporates the basic tenets of STEM engagement and a purpose curriculum to increase students' sense of engagement. Purpose is an aspiration towards future-oriented goals, active engagement with one’s goals, and intention to contribute to the world. The sample was composed of students, ages 15-17 years old (N=10, 5=M; 5=F), from a public, low-income high school. Findings suggested that three elements helped engage participants with STEM material: challenging and novel curriculum, experiential learning, and supportive relationships. These findings underscore additional STEM programs can enhance their student’s learning and connection to the field by ensuring that their program encapsulates these identified components.</p>
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Birney, Lauren B., Brian R. Evans, Joyce Kong, Vibhakumari Solanki, Elmer-Rico Mojica, and Christelle Scharff. "The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum Impact on Teacher Engagement." Journal of Curriculum and Teaching 11, no. 4 (April 10, 2022): 53. http://dx.doi.org/10.5430/jct.v11n4p53.
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The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. This article presents the second part to a large data collection study with focus on Underrepresented Minority (URM) student interest in STEM and engagement with teachers to support them in teaching science through experiential learning and lessons that connect science to the real world, particularly through science in the New York Harbor. The first component of the study focused on URM student interest in STEM. This second component of the study focuses on teacher engagement in the program, and what the researchers had learned in the process. Overall, teachers reported very favorable options on the impact of the BOP-CCERS activities as ways to generate student interest in STEM majors and careers. Teacher participants were generally positive about the amount of support and resources they received as members of the project, as well as the oyster-related knowledge and practices they learned to use with their own students in oyster field research. Data from the study provided evidence that the teacher activities were successful and met the project’s goals to provide support and resources for teachers to engage students in oyster restoration research.
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Meletiou-Mavrotheris, Maria, Efi Paparistodemou, and Christiana M. Christou. "Integrating Mobile Devices in the Mathematics Curriculum." International Journal of Mobile and Blended Learning 11, no. 3 (July 2019): 19–37. http://dx.doi.org/10.4018/ijmbl.2019070102.
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The case study took place in a primary school in Cyprus (student ages 6-12), which implemented a two-year multifaceted professional development program aimed at the effective integration of tablet technologies within the mathematics curriculum. The program adopted a systemic, school-based and collaborative model of professional development that focused on the broad preparation and ongoing engagement of all key stakeholders. This article focuses on research conducted during the first year of the program implementation. It portrays the initial state of mobile device use in the case study school ecosystem, describes the process of tablet integration within the school setting, and interrogates the self-reported reflections of a core team of six (n=6) teachers in the school regarding their professional learning experiences as a result of participating in the program. Findings suggest that the model of professional development adopted by the program effectively contributed to the integration of mobile devices into the school setting and to teacher professional learning.
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McKiernan, Amy. "Ethics Across Campus and the Curriculum." Essays in Philosophy 21, no. 1 (2020): 76–91. http://dx.doi.org/10.5840/eip2020211/25.
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In this essay, I offer an overview of the “Ethics Across Campus and the Curriculum Program” developed at Dickinson College over the past two years as part of a broader initiative to promote civic education and engagement. The essay proceeds in three parts. First, I explain the decision to adopt the language of “ethical reasoning” in our program and how I understand this work as supporting student activism. Second, I describe the faculty study group developed to incorporate ethical reasoning into already existing courses across the college. Third, I focus on how our college has incorporated ethical reasoning into new student orientation and first year student leadership retreats. Finally, I conclude with work on the horizon and a surprising result that has emerged from doing this work.
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Santilli, Alycia, Katherine LaMonaca, Kendra Carr, Bailee Rue, Karen D'Angelo, Jackson Higginbottom, Sofia Morales, et al. "Advancing Health Equity: An Innovative Program for Building Community Engagement in Research." Progress in Community Health Partnerships: Research, Education, and Action 17, no. 3 (September 2023): 523–33. http://dx.doi.org/10.1353/cpr.2023.a907982.
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Abstract: Background: The Community Research Fellows (CRF) program seeks to mobilize New Haven residents with lower incomes or from communities of color who are educated and equipped to engage as equal partners in health research at Yale University. The training program combines curriculum-based information with 'on-the-ground' experience with Yale research projects, while building relationships between CRFs and researchers. The Community Alliance for Research and Engagement launched two consecutive cohorts of the program in 2018–2020. Objectives: To assess the effect of the CRF program on participants' knowledge of the research process and confidence to engage in research and participants' satisfaction and perspectives on the program. Methods: The evaluation of the CRF program included four components: 1) Pre- and Post- Program Surveys to assess change in confidence and self-reported knowledge. 2) Curriculum Feedback Satisfaction Survey to gauge satisfaction and make program improvements after each training session. 3) Post-Program CRF Interviews to explore their CRF experiences. 4) Research Team Surveys to assess program satisfaction and areas for improvement. Results: CRFs reported increased confidence and knowledge, personal and professional growth, and interest in community-engaged research. Overall, participants were very satisfied with each training module. Conclusions: The CRF program demonstrated that community members are well-suited, well-positioned, and eager to engage in and inform public health research. CRFs bring capacity and valuable perspective to research teams. The CRF training program offers an innovative approach to address power imbalances in research and to move towards more equitable community–university partnerships for improved health outcomes.
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Springgate, Benjamin, Lingqi Tang, Michael Ong, Wayne Aoki, Bowen Chung, Elizabeth Dixon, Megan Dwight Johnson, et al. "Comparative Effectiveness of Coalitions Versus Technical Assistance for Depression Quality Improvement in Persons with Multiple Chronic Conditions." Ethnicity & Disease 28, Supp (September 6, 2018): 325–38. http://dx.doi.org/10.18865/ed.28.s2.325.
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Significance: Prior research suggests that Community Engagement and Planning (CEP) for coalition support compared with Resources for Services (RS) for program technical assistance to implement depression quality improvement programs improves 6- and 12-month client mental-health related quality of life (MHRQL); however, effects for clients with multiple chronic medical conditions (MCC) are unknown.Objective: To explore effectiveness of CEP vs RS in MCC and non-MCC subgroups.Design: Secondary analyses of a cluster-randomized trial.Setting: 93 health care and community-based programs in two neighborhoods.Participants: Of 4,440 clients screened, 1,322 depressed (Patient Health Questionnaire, PHQ8) provided contact information, 1,246 enrolled and 1,018 (548 with ≥3 MCC) completed baseline, 6- or 12-month surveys.Intervention: CEP or RS for implementing depression quality improvement programs.Outcomes and Analyses: Primary: depression (PHQ9 ≥10), poor MHRQL (Short Form Health Survey, SF-12<40); Secondary: mental wellness, good physical health, behavioral health hospitalization, chronic homelessness risk, work/workloss days, services use at 6 and 12 months. End-point regressions were used to estimate intervention effects on outcomes for subgroups with ≥3 MCC, non-MCC, and intervention-by- MCC interactions (exploratory).Results: Among MCC clients at 6 months, CEP vs RS lowered likelihoods of depression and poor MHRQL; increased likelihood of mental wellness; reduced work-loss days among employed and likelihoods of ≥4 behavioral-health hospitalization nights and chronic homelessness risk, while increasing faith-based and park community center depression services; and at 12 months, likelihood of good physical health and park community center depression services use (each P<.05). There were no significant interactions or primary outcome effects for non-MCC.Conclusions: CEP was more effective than RS in improving 6-month primary outcomes among depressed MCC clients, without significant interactions.Ethn Dis. 2018;28(Suppl 2):325-338; doi:10.18865/ed.28.S2.325.
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Zaver, F., M. Gisondi, A. Chou, M. Sheehy, and M. Lin. "P166: The chief resident incubator - a virtual community of practice." CJEM 20, S1 (May 2018): S116. http://dx.doi.org/10.1017/cem.2018.364.
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Introduction: The Emergency Medicine Chief Resident Incubator is a year-long curriculum for chief residents that aims to provide participants with a virtual community of practice, formal administrative training, mentorship, and opportunities for scholarship. Methods: The Chief Resident Incubator was designed by Academic Life in Emergency Medicine (ALiEM; www.aliem.com) a digital health professions education organization in 2015, following a needs assessment in emergency medicine. A 12-month curriculum was created using constructivist social learning theory, with specific learning objectives that reflected 11 key administrative or professional development domains deemed important to chief residents. The topics covered included interviewing skills, contract negotiations, leadership, coaching, branding, conflict resolution, and ended with a focus on wellness and career longevity. A Core Leadership Team and Virtual Mentors were recruited to lead each annual iteration of the curriculum. The Incubator was implemented as a virtual community of practice using Slack©, a messaging and digital communication platform. Ancillary technology such as Google Hangout on Air© and Mailchimp© were used to facilitate learner engagement with the curriculum. Three in person networking events were hosted at three large emergency medicine and education conferences with special medical education guests. Outcomes include chief resident participation rates, Slack© activity, Google Hangout© web analytics, newsletter email engagement, and scholarship. We also incorporated a hidden curriculum throughout the year with multiple online publications, competitions for guest grand round presentations, and incorporation of digital technologies in medical education. Results: A total of 584 chief residents have participated over the first 3 years of the Chief Resident Incubator; this includes chief residents from over 212 residency programs across North America. Over 27,000 messages have been shared on Slack© (median 214 per week). A total of 32 Google Hangouts© have occurred over the course of the inaugural Incubator including faculty mentorship from Dr. Rob Rogers, Dr. Dara Kass and Dr. Amal Mattu. A monthly newsletter was distributed to the participants with an opening rate of 59%. Scholarship included 26 published academic blog posts, 2 open access In-Training exam prepbooks, a senior level online curriculum with 9 published modules and 3 book club reviews. Conclusion: The Chief Resident Incubator is a virtual community of practice that provides longitudinal training and mentorship for chief residents. This Incubator framework may be used to design similar professional development curricula across various health professions using an online digital platform.
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Tawfik, Beshoy, Sam Dancis, and Angelique Dueñas. "Anatomy in Action." International Journal of Designs for Learning 13, no. 2 (September 20, 2022): 28–39. http://dx.doi.org/10.14434/ijdl.v13i2.33296.
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Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a ‘traditional’ lecture-based curriculum. The University of Colorado’s Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complimentary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design.
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Simoyan, Olapeju, and Janet Townsend. "Improving the Health of Northeastern Pennsylvania through Medical Education and Community Engagement." Public Voices 12, no. 2 (November 23, 2016): 38. http://dx.doi.org/10.22140/pv.84.
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Medical schools have been charged with the responsibility for increased emphasis on social accountability. The Commonwealth Medical College (TCMC) is playing a critical role in educating future physicians to help alleviate the region’s severe health professional shortage by training community physicians who will work in this region to improve its health status.TCMC partners with community organizations and health professionals to ensure that students learn the fundamentals of community engagement and service-based practice. The curriculum involves student research projects that foster commitment to community involvement and participatory research. TCMC also collaborates with several educational partners in the region. An example is the partnership with a regional university to develop a public health certificate program and a combined MD/MPH program. Interprofessional training is another feature of the curriculum and TCMC is partnering with dental professionals in the region to incorporate oral health into the medical school curriculum,with a focus on preventive oral health care. Through these and several other programs, TCMC aspires to train community- oriented physicians who will practice medicine in a holistic manner and ultimately contribute to improving health in Northeastern Pennsylvania and beyond.
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Birney, Lauren B., Brian R. Evans, Joyce Kong, Vibhakumari Solanki, and Elmer-Rico Mojica. "The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum: The Digital Platform and Student Symposium Presentations." Journal of Curriculum and Teaching 11, no. 8 (October 23, 2022): 53. http://dx.doi.org/10.5430/jct.v11n8p53.
Повний текст джерелаАнотація:
The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University and is in collaboration with New York City Public Schools. This large-scale project, Innovative Technology Experiences for Students and Teachers (ITEST), generated a large amount of data through programming that engaged both teachers and students. This article presents the third part to the study with focus on the Digital Platform and results from the student Symposium presentations. Part 1 focused on Underrepresented Minority (URM) student interest in STEM as motivated by the original project. Part 2 focused on URM student engagement with teachers to support students in teaching science through experiential learning and lessons that connect science to the real world, particularly through science in the New York Harbor. Moreover, the second part of the study focused on teacher engagement in the program, and what the researchers had learned in the process. The third aspect of the study, and primary focus on this paper, had found additional positive results cited by the teachers in the study both using the Digital Platform and after the project outcomes from the student Symposium presentations.
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Ferns, Sonia, and Linda Lilly. "Driving institutional engagement in WIL: Enhancing graduate employability." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (February 15, 2016): 116–33. http://dx.doi.org/10.21153/jtlge2015vol6no1art577.
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Authentic learning experiences that replicate workplace settings are essential elements of the student experience for optimising graduate employability outcomes. Work Integrated Learning (WIL) supports the development of generic attributes which are highly regarded by employers through embedding authentic learning experiences in curricular and co-curricular programs. The regulatory and standards-based environment which monitors and controls higher education institutions' operations is increasingly focussing on WIL and the employability capabilities of graduates. In addition, external stakeholders such as employers and community agencies expect that graduates are prepared for a global and uncertain job market. The ultimate aim is to build a competitive and sustainable Australian economy through ensuring a highly-skilled population. Higher education is considered a key mechanism for achieving this ambition. Reconceptualising curriculum development and assessment strategies is required in order to address these societal demands.
Embedding the development of employability capabilities in curriculum to ensure work-ready graduates is a priority for Curtin University as it aspires to provide authentic learning experiences where students apply theoretical concepts in real-world settings. Scaffolding skill development across curriculum is fundamental to quality curriculum design. Flexible industry and community partnerships are integral to implementing a practice-based curriculum, enabling the development of professional practice to be an integral component of the degree program. This paper presents a three-year Strategic Project, which aimed to enrich the student experience through establishing an institutional framework for WIL, as a case study to inform further WIL initiatives. It outlines strategies implemented to achieve the strategic goals, to introduce innovative approaches for establishing an institutional framework, and to enhance the student experience through WIL.
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Villaluz, RSCJ, Geraldine D. "People Empowerment: An Approach towards Indigenous Early Childhood Curriculum." ASEAN Journal of Community Engagement 1, no. 1 (June 22, 2017): 96. http://dx.doi.org/10.7454/vol1iss1pp96-107.
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This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.
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Villaluz, RSCJ, Geraldine D. "People Empowerment: An Approach towards Indigenous Early Childhood Curriculum." ASEAN Journal of Community Engagement 1, no. 1 (June 22, 2017): 96. http://dx.doi.org/10.7454/ajce.v1i1.64.
Повний текст джерелаАнотація:
This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.
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Stollman, Jennifer A. "America's Financial Future, Civic Engagement." PS: Political Science & Politics 43, no. 02 (April 2010): 343–46. http://dx.doi.org/10.1017/s1049096510000259.
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Institutions of higher learning reflect the philosophies, environments, and resources of their location. Fort Lewis College sits in the San Juan Mountains, a part of the Rocky Mountain chain in southwest Colorado. Throughout its history, the College has successfully transformed itself to suit the needs of its students. Flexibility is demonstrated in frequent changes in focus, curriculum, student population, and programming. Founded as an agricultural high school in 1911, the College transitioned to a two-year college in 1927, implemented an agricultural and mechanic two-year degree program in 1933, assumed junior college status in 1948, and finally, in 1962, became a baccalaureate degree–granting institution that centered its educational objectives around a liberal arts philosophy. Additionally, the College's diverse faculty and student population impact the curriculum and programs. Students of differing classes, ethnicities, regions, and faith traditions share intellectual and physical space. Presently, the student population is just under four thousand, and there are approximately two hundred tenure or tenure-track faculty. Eighteen percent of the student population is native, representing over 125 different nations, but principally the Navajo nation. These statistics require the College to adjust its curricular objectives to suit the intellectual levels and goals of its students.
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Parker, Jennifer S., Timothy M. Dale, and Kerri-Ann G. Wilkins. "Civic Engagement in Adolescents: Engendering Civic Awareness Through a University Youth Program." Journal of Youth Development 5, no. 1 (March 1, 2010): 15—May. http://dx.doi.org/10.5195/jyd.2010.226.
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A weeklong residential Youth Leadership Institute Project was conducted at USC Upstate to promote essential skills deemed necessary for future civic engagement and political identity. The program and curriculum followed a framework that suggests that underlying civic skills are necessary to foster civic engagement among youth. Building on this theory, this reported study illustrates that civic engagement requires a developmental and educational process. Adolescence is a primary time for identity exploration and formation, which makes this stage an optimal time to engender civic awareness. A diverse group of 49 youth ranging in age from 14 to 17 participated. Results from the project demonstrate that when evaluating the significance and success of youth civic engagement programs, an account must be made for both the developmental and educational capacities. In pursuing projects such as ours on university campuses and beyond, psychologists and political scientists should work together to measure their outcomes in terms of these variables.
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Nash, Rosie, Vaughan Cruickshank, Anna Flittner, Casey Mainsbridge, Shane Pill, and Shandell Elmer. "How Did Parents View the Impact of the Curriculum-Based HealthLit4Kids Program Beyond the Classroom?" International Journal of Environmental Research and Public Health 17, no. 4 (February 24, 2020): 1449. http://dx.doi.org/10.3390/ijerph17041449.
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The HealthLit4Kids program aims to build health literacy in a participatory and contextually relevant way. Whole-of-school and curriculum strategies aim to empower and build capacity to make informed health choices amongst students, teachers, parents, and their local community. The aim of this study was to evaluate the HealthLit4Kids program from the perspective of parents, using a Self-Determination Theory framework. This is one component within a larger evaluation of the program. Parents at four Australian primary schools were interviewed post-program. Qualitative data collected through parent interviews were analyzed thematically to identify themes, and coding checks were completed by experienced qualitative researchers. The three key themes identified were student engagement, behaviour change, and parent engagement. Findings also indicated that parents placed a high value on effective communication from schools and raised a range of health areas such as food and nutrition, physical activity, and mental health with the interviewer. Parent opinions of the HealthLit4Kids program were positive, with many reporting a perceived increase in their children’s ability to understand, communicate and act on health-related knowledge at home. The HealthLit4Kids program requires further research to determine its viability as an optimal pedagogical strategy for the health literacy development of primary school-aged children.
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Wilson, Rone E., Renice Obure, Precious Omokaro, Hamisu M. Salihu, Estrellita Berry, Deborah A. Austin, and Jennifer G. Christner. "Effectiveness of a 24/7 Dad® Curriculum in Improving Father Involvement: Profiles of Engagement." International Journal of Maternal and Child Health and AIDS (IJMA) 9, no. 1 (December 28, 2019): 34–41. http://dx.doi.org/10.21106/ijma.338.
Повний текст джерелаАнотація:
Background or Objectives: Father involvement is a key component in maintaining healthy families and communities. This study presents quantitative results of the first five years of a comprehensive fatherhood training program offered by REACHUP, Inc. in Florida, United States.
Methods: The program utilized the 24/7 Dad ® curriculum for the fatherhood training program. Key program outcome was differences in pre and post-test scores on self-awareness, fathering skills, parenting skills, relationship skills, and self-care. Demo graph ic and pretest-posttest data collected between 2013 and 2017 were analyzed using chi-square test for categorical variables, McNemar’s test for differences in proportions pre- and post-intervention, paired sample t-test to compare means in pretest and posttest scores and analysis of variance (ANOVA) to test the difference between means across years and demo graph ic characteristics.
Results: Attendance in the program increased yearly, nearly doubling from 55 participants in 2013 to 97 in 2017. The mean pretest score was 8.90 (±4.04) and the mean posttest score was 16.42 (±4.54) out of 22 total points, representing a highly significant positive effect of the program on self-awareness, fathering skills, parenting skills, relationship skills and self-care which will enable men to establish long-lasting positive relationships with their children. There were significant differences by demo graph ic characteristics. Younger participants tended to score lower on the pretest but made the most knowledge gains following the training as indicated by the difference in pre- and posttest scores (<0.001).
Conclusion and Global Health Implications: Increasing yearly attendance indicates the notion of male involvement is gaining momentum. An important lesson learned over the five-year period is that not all males who participated in the program were biological fathers of infants, young children or adolescents. Many participants were grandfathers, uncles and family friends, indicating that the benefits of a male involvement program can extend beyond the boundaries of biological fatherhood.
Key words: • Father Involvement • Fatherhood • Self-awareness • Fathering skills • Parenting skills • Relationship skills • and Self-care.24/7 Dad® Curriculum • Program Evaluation • REACHUP, Inc
Copyright © 2020 Wilson et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Sachs, Nicole M., and Joel Miller. "Beyond Responsivity: Client Service Engagement in a Reentry Demonstration Program." International Journal of Offender Therapy and Comparative Criminology 62, no. 13 (March 19, 2018): 4295–313. http://dx.doi.org/10.1177/0306624x18763762.
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The specific responsivity principle advises us to provide offenders with treatment that takes into account their responsiveness to treatment, tied for example to their learning style, motivation, and gender. We examine challenges to service engagement and attendance in a community-based program in a reentry setting, and consider how far they correspond with these factors. Drawing on qualitative accounts of parolee engagement in services provided by parolees, service providers, case managers, and parole officers, we identify a number of difficulties faced by clients. These include logistical factors that affect clients’ physical ability to enroll in or attend programming (such as documentation, employment needs, and transportation problems) as well as elements of program and service delivery (such as client–provider matching, therapeutic style, and curriculum factors). We conclude that we should look beyond responsivity and consider logistical factors alongside the better-recognized psychological and dispositional factors, to understand client engagement in the context of reentry.
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Fleming, Douglas. "Autonomy and Agency in Curriculum Decision-Making: A Study of Instructors in a Canadian Adult Settlement ESL Program." TESL Canada Journal 16, no. 1 (October 26, 1998): 19. http://dx.doi.org/10.18806/tesl.v16i1.708.
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This study examines the views of five adult ESL instructors about their processes of curriculum implementation in a settlement language program about to adopt the Canadian Language Benchmarks. Its central research question is: How do these instructors assess the value of their own autonomy over curriculum decision-making? Drawing on theoretical definitions of autonomy and agency prominent in general education literature, autonomy has been defined here as the degree to which teachers have the desire to make curriculum decisions using personal initiative and intellectual engagement. Interview data related to the views held by the instructors regarding curriculum processes were then analyzed. The study reveals their concerns in regard to classroom activities, curriculum guidelines, linguistic elements, teaching materials, needs assessment, assessment of learner proficiency, professional development, relations with other staff, and settlement theme content. It makes the case for developing program supports for instructor autonomy and demonstrates the usefulness of this concept theoretically.
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Drinka, Dennis, and Minnie Yi-Miin Yen. "A Project-Centric Curriculum Design." College Teaching Methods & Styles Journal (CTMS) 2, no. 2 (July 22, 2011): 25. http://dx.doi.org/10.19030/ctms.v2i2.5258.
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Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.
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Priester, Mary Ann, Shanti Kulkarni, Annelise Mennicke, and Bethany A. Bell. "Factors Associated With Batterer Intervention Program Attrition." Violence and Victims 34, no. 2 (April 1, 2019): 296–311. http://dx.doi.org/10.1891/0886-6708.vv-d-17-00067.
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Batterer intervention programs' (BIPs) curriculum have been criticized for their one-size-fits-all approach to rehabilitation with recent research suggesting specialized and client-centric approaches to batterer intervention may be more effective than traditional programming. Adverse childhood experiences (ACEs) have been examined as a risk factor for intimate partner violence (IPV) perpetration and numerous studies suggest a relationship between ACEs and low mental health treatment engagement. However, absent from the conversation is how ACEs may influence BIP treatment engagement and more specifically how ACEs influence BIP program attendance and attrition. The current study used administrative data from a sample of 268 men enrolled in a county-operated BIP to explore this question. BIP participants who experienced any ACEs, only household dysfunction ACEs, and/or both household dysfunction ACEs and child abuse/neglect ACEs had decreased odds of BIP attrition compared to participants with no ACEs. These findings have practical implications regarding screening, service delivery, and BIP curricula and highlight additional research needed on this topic.
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Yu Cho, Young-mee, Hangtae Cho, Hee Chung Chun, Kyoungrok Ko, and Hakyoon Lee. "KFL Program Building in the Era of Expansion: Innovative Local Strategies for Emerging Challenges." Korean Language in America 25, no. 1 (December 1, 2021): 1–28. http://dx.doi.org/10.5325/korelangamer.25.1.0001.
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ABSTRACT This is a comparative study on the developmental trajectories of Korean as a foreign language (KFL) program building, based on the experiences of the past decade by four large state universities in North America. All four programs offer at least a three-year language sequence and are currently seeking expansion toward a full Korean studies program within its own academic context. This article explicates how program building efforts have addressed emerging challenges that are often institution-dependent and program-specific. The following strategies are highlighted: (a) starting a new program through community engagement, (b) reconfiguring the curriculum with changing demographics, (c) strengthening the program by stabilizing enrollment, and (d) fine-tuning the curriculum for program expansion. Thanks to innovative and proactive strategies, each program has passed the first phase of development in practical language training and already offers a solid curriculum with a major/minor degree in Korean language and/or Korean studies. In addition, the article examines the ways in which the pedagogical and curricula practices employed by these schools have helped to establish program identity and sustain program growth. Finally, the article projects that commonalities as well as the local differences in the four programs would be useful in designing an assessment framework on KFL program evaluation.
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Riciputi, Shaina, Paige Boyer, Meghan H. McDonough, and Frank J. Snyder. "Formative Evaluation of a Pilot Afterschool Physical Activity–Based Positive Youth Development Program." Health Promotion Practice 20, no. 2 (February 14, 2018): 269–81. http://dx.doi.org/10.1177/1524839918759956.
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4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum’s character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.
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Cossham, Amanda, and Jan Irvine. "Participatory Design, Co-production, and Curriculum Renewal." Journal of Education for Library and Information Science 62, no. 4 (September 1, 2021): 383–402. http://dx.doi.org/10.3138/jelis-62-4-2020-0089.
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This article presents an illustrative and instrumental case study of participatory design and co-production as used in curriculum renewal for a bachelor’s degree in library and information studies (LIS). It outlines the process of constant review and reflection to improve the next round of development. The authors use the lenses of participatory design and co-production to shed light on the development of a completely new curriculum (syllabus) for a degree and three undergraduate qualifications. Drawing on their experience, organizational documentation, and the literature, they analyze the success of the development as collaborative engagement and co-production for improving practitioner–academic engagement, and for improving the quality and relevance of LIS qualifications to the professions. The advantages and disadvantages of using participatory design and co-production are discussed from the perspective of curriculum and course development, industry/profession involvement, and faculty needs, in the light of the higher education context in New Zealand. Despite the challenges of using these approaches, the process has been very positive for all the participants. Strong relationships have been developed with industry, and the program has benefitted from diverse perspectives.
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Newland, Brianna, Marlene A. Dixon, and B. Christine Green. "Engaging Children Through Sport: Examining the Disconnect Between Program Vision and Implementation." Journal of Physical Activity and Health 10, no. 6 (August 2013): 805–12. http://dx.doi.org/10.1123/jpah.10.6.805.
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Background:The purpose of this study was to provide recommendations to an organization trying to effectively implement nontraditional sport programming to reach a broader range of children and engage them in physical activity.Methods:This consultation-based qualitative study used data collected from 7 after-school sport program sites. Data were collected through participant observation and semistructured interviews with program instructors. The data were analyzed in 2 steps. First, descriptive coding was used to group observations and responses from each question, then pattern coding was used to find emerging themes. Researchers then compared both within and across program sites.Results:Researchers found that enjoyment, ability, and language influenced interactions; age-appropriateness, engagement, and curriculum design impacted curriculum; and instructor roles and ongoing mentoring impacted effectiveness of training/support. A fundamental disconnect was evident between the program vision and the instructors’ interpretation (and therefore, implementation) of the vision.Conclusions:Recommendations offered for practice include continued focus on curriculum design that can engage children at each level of development (grades K–5) and increased training and field support for instructors to ensure intended implementation of the programming.
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Kenyon, DenYelle, Tracey McMahon, Anna Simonson, Char Green-Maximo, Ashley Schwab, Melissa Huff, and Renee Sieving. "My Journey: Development and Practice-Based Evidence of a Culturally Attuned Teen Pregnancy Prevention Program for Native Youth." International Journal of Environmental Research and Public Health 16, no. 3 (February 6, 2019): 470. http://dx.doi.org/10.3390/ijerph16030470.
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A clear need exists for teen pregnancy prevention programs that are responsive to the specific needs and cultural contexts of Native American communities. Recent data indicates that the birth rate for Native teens is nearly two and a half times the rate for White teens (32.9 versus 13.2). To address this disparity, we conducted formative research with Northern Plains Native American community members, resulting in My Journey, a culturally attuned curriculum for 6–8th graders. My Journey is grounded in traditional values and teachings to promote self-efficacy in sexual health decision-making and engagement in prosocial behaviors. We conducted a pilot study with 6–8th grade students (n = 45), aged 11–14 years (22 females, 23 males). Pilot study findings confirm program feasibility and acceptability. The process evaluation revealed that teachers liked the curriculum, particularly its adaptability of cultural components and ease of student engagement. The outcome evaluation demonstrated that My Journey provided an avenue for NA youth to increase their sex refusal self-efficacy. Application of the culture cube framework revealed My Journey has made a meaningful practice-based evidence contribution as a community-defined, culturally integrated curriculum that is effective. Future directions include broader implementation of My Journey, including adaption for additional populations.
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Rice, Donna M., John Wilson, and Andy Bennetts. "Effectiveness of a Student Response System Supported Curriculum and a Middle School Leadership Program." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (January 2018): 48–62. http://dx.doi.org/10.4018/ijcssa.2018010104.
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A student response system (SRS) with an engaging and interactive curriculum to support 21st -century skills could increase student performance in U.S. schools. This article will include student and teacher feedback to provide educators with possible solutions to poor student performance. Students respond positively to engagement opportunities related to their peers and classroom content. Through data collection and analysis, students learn, become involved, construct individual understanding, and experience real-time digital feedback. Why do many classrooms exclude technology and active learning strategies (ALS) although usage has resulted in great enthusiasm and consistent results? Could student success be facilitated by embedding an SRS and ALS in a standardized curriculum in a Title I middle school leadership classroom? To explore these questions, it is necessary to understand SRS technology and its capabilities, as well as its use in conjunction with an ALS embedded curriculum used in leadership programs.
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DiBenedetto, Samantha, Philip Young, Pooja Mehra, Richard Delmar Hall, and Michael Kenneth Keng. "Implementation of a longitudinal quality improvement curriculum for hematology/oncology fellows." Journal of Clinical Oncology 40, no. 28_suppl (October 1, 2022): 315. http://dx.doi.org/10.1200/jco.2022.40.28_suppl.315.
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315 Background: Quality improvement (QI) is an integral part of healthcare systems and an essential skill for trainees to develop. Education and engagement in QI activities is an ACGME core competency for GME trainees regardless of program or post-graduate year (PGY). There are many ways in which these competencies may be fulfilled and often vary widely between programs and institutions. Here we present the implementation of a longitudinal QI curriculum for hematology/oncology fellows at our institution. Methods: In July 2020 we implemented a 3-year longitudinal QI curriculum to meet criteria set forth by ACGME regarding QI training to improve fellow engagement in QI activities. The curriculum consists of 3 components: 1) introductory lectures on QI concepts and methodology including PDSA cycle and Lean Six Sigma, 2) monthly morbidity & mortality conferences utilizing root cause analysis to identify opportunities for improvement, and 3) fellow-initiated QI projects with regular feedback sessions. Fellows are encouraged to participate in ASCO’s Quality Training Program (QTP) for further project development. A senior QI fellow is appointed to organize didactics and oversee project development. Milestones are set per training year. PGY1 fellows participate in didactics and feedback sessions to gain understanding of QI methodology and application to ongoing and future projects. PGY2 fellows develop and implement a project utilizing core QI principles. PGY3 fellows complete their longitudinal QI project, culminating in presentation and conference submission. At the conclusion of the curriculum, fellows are expected to achieve competency in 1) identifying clinical and institutional opportunities for QI, 2) understanding and applying QI concepts and methodology to project development, and 3) designing and implementing a QI project utilizing core concepts and methodology. Pre- and post-curriculum self-assessments will be used to evaluate knowledge of QI principles. Results: Since implementation fellows have actively participated in all components of the QI curriculum resulting in improved fellow satisfaction in QI education and engagement. Four fellow-initiated QI projects have been developed, resulting in 1 participation in ASCO QTP, 3 presentations at departmental grand rounds, and 3 abstract presentations at national meetings including ASH Annual Meeting, ASCO Annual Meeting, and ASCO Quality Symposium. Two projects have been completed, leading to interventions that have been implemented into routine practice at our institution. Conclusions: Implementation of a longitudinal QI curriculum at our institution has resulted in improved fellow experience in QI and successful implementation and presentation of QI projects at both the local and national levels. This curriculum has been well received by both fellows and faculty and has led to improved engagement in QI education and practices.
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Larkin, Charlotte, Susan Szabo, and Alma Mintu-Wimsatt. "Academic Integrity of Graduate Online Students in a Curriculum and Instruction Program." International Research in Higher Education 2, no. 4 (November 21, 2017): 1. http://dx.doi.org/10.5430/irhe.v2n4p1.
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With the continued growth of online courses, the academic integrity of students has received much attention. While cheating is certainly not a new phenomenon, the role of technology in the learning environment has mitigated the effectiveness of traditional preventative measures to maintain academic integrity. This research seeks to examine perceptions of cheating among online graduate students enrolled in a Curriculum and Instruction (C&I) program. We found that in general, students believe that cheating is more prevalent and more likely to occur in an online learning platform. Moreover, despite students’ awareness of university policies and consequences, this has not deterred some from cheating. However, it appears that faculty engagement in setting parameters for what constitutes cheating is important.