Research and Publications - Department of Curriculum and Instruction
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Item Unprecedented Times and Innovation(Springer, 2020) Major, Claire; University of Alabama TuscaloosaItem Innovations in Teaching and Learning during a Time of Crisis(Springer, 2020) Major, Claire; University of Alabama TuscaloosaItem Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs(Springer, 2021) Lakin, Joni M.; Ewald, Mary Lou; Hardy, Emily E.; Cobine, Paul A.; Marino, Janie G.; Landers, Allen L.; Davis, Virginia A.; University of Alabama Tuscaloosa; Auburn University; Old Dominion UniversityScience and Engineering (S&E) fairs are a valuable educational activity and are believed to increase students' engagement and learning in science and engineering. However, due to differences in resources, many schools do not implement fairs to achieve these benefits for their students. This study reports the findings of a program intended to increase the participation of students from low-achieving and under-resourced schools in a regional fair program that feeds into the international fair competition. We found that the number of schools and projects participating in our regional fair increased dramatically since the start of the program. Teachers had mostly positive expectations for the project and expressed buy-in for the effort the project would take. They recruited a diverse pool of students to participate in the school fairs. Quasi-experimental methods allowed us to explore the impact of completing S&E fairs on student gains on science self-efficacy, interest and value perceptions. Controlling for pre-existing differences in these attitudes, we found that students not completing projects showed declines in their science attitudes during the year. Students who completed projects maintained similar attitudes, while those whose projects advanced to the regional fair had substantial gains on all three variables. It is unknown whether this gain can be attributed to the experience of engaging with a quality project, from being the kind of student who completes a quality project, or some other factor. Future research with greater experimental control could address these questions.Item Supporting Equity and Inclusion of Deaf and Hard-of-Hearing Individuals in Professional Organizations(Frontiers, 2021) Huyck, Julia Jones; Anbuhl, Kelsey L.; Buran, Brad N.; Adler, Henry J.; Atcherson, Samuel R.; Cakmak, Ozan; Dwyer, Robert T.; Eddolls, Morgan; El May, Fadhel; Fraenzer, Juergen-Theodor; Funkhouser, Rebekah; Gagliardini, Mathilde; Gallun, Frederick J.; Goldsworthy, Raymond L.; Gouin, Samir; Heng, Joseph; Hight, Ariel Edward; Jawadi, Zina; Kovacic, Damir; Kumar, Rachit; Kumar, Santosh; Lim, Stacey R.; Mo, Chengeng; Nolan, Lisa S.; Parbery-Clark, Alexandra; Pisano, Dominic V.; Rao, Valluri R.; Raphael, Robert M.; Reiss, Lina A. J.; Spencer, Nathaniel J.; Tang, Stephen J.; Tejani, Viral D.; Tran, Emma D.; Valli, Mikaeel; Watkins, Greg D.; Wayne, Rachel V.; Wheeler, Lindsey R.; White, Stephanie L.; Wong, Victor; Yuk, M. Caroline; Ratnanather, J. Tilak; Steyger, Peter S.; Kent State University; Kent State University Salem; Kent State University Kent; New York University; Oregon Health & Science University; State University of New York (SUNY) Buffalo; University of Arkansas Little Rock; University of Arkansas Fayetteville; New Jersey Institute of Technology; Vanderbilt University; University of Gottingen; Nova Southeastern University; Institut National de la Sante et de la Recherche Medicale (Inserm); UDICE-French Research Universities; Universite Paris Cite; Le Reseau International des Instituts Pasteur (RIIP); Institut Pasteur Paris; University of Southern California; McGill University; University of Chicago; NYU Langone Medical Center; University of California Los Angeles; University of California Los Angeles Medical Center; David Geffen School of Medicine at UCLA; University of Split; University of Pennsylvania; Pennsylvania Medicine; Department of Biotechnology (DBT) India; National Centre for Cell Science, Pune (NCCS); Central Michigan University; University of Hong Kong; University of London; King's College London; Swedish Medical Center; Rice University; Case Western Reserve University; Case Western Reserve University Hospital; University of Minnesota Twin Cities; University of Toronto; University of Sydney; University Health Network Toronto; University of Memphis; Cornell University; Weill Cornell Medicine; University of Alabama Tuscaloosa; Johns Hopkins University; Creighton UniversityDisability is an important and often overlooked component of diversity. Individuals with disabilities bring a rare perspective to science, technology, engineering, mathematics, and medicine (STEMM) because of their unique experiences approaching complex issues related to health and disability, navigating the healthcare system, creatively solving problems unfamiliar to many individuals without disabilities, managing time and resources that are limited by physical or mental constraints, and advocating for themselves and others in the disabled community. Yet, individuals with disabilities are underrepresented in STEMM. Professional organizations can address this underrepresentation by recruiting individuals with disabilities for leadership opportunities, easing financial burdens, providing equal access, fostering peer-mentor groups, and establishing a culture of equity and inclusion spanning all facets of diversity. We are a group of deaf and hard-of-hearing (D/HH) engineers, scientists, and clinicians, most of whom are active in clinical practice and/or auditory research. We have worked within our professional societies to improve access and inclusion for D/HH individuals and others with disabilities. We describe how different models of disability inform our understanding of disability as a form of diversity. We address heterogeneity within disabled communities, including intersectionality between disability and other forms of diversity. We highlight how the Association for Research in Otolaryngology has supported our efforts to reduce ableism and promote access and inclusion for D/HH individuals. We also discuss future directions and challenges. The tools and approaches discussed here can be applied by other professional organizations to include individuals with all forms of diversity in STEMM.Item Students' acceptance of online learning in developing nations: scale development and validation(Springer, 2022) Rajeb, Mehdi; Wang, Yurou; Man, Kaiwen; Morett, Laura M.; University of Alabama TuscaloosaMost education systems were severely impacted by the COVID-19 pandemic, and as a result, learning shifted from face-to-face to online in higher education institutions. This unprecedented shift in the learning environment caused substantial challenges for students. The situation was more severe in developing nations such as Bangladesh, which lacked available resources and knowledge of online education to support their students. Recent studies suggest that students resisted online learning in various developing nations. To support online learning in developing nations, this study develops the Acceptance of Online Learning (AOL) scale comprised of both institutional and student-related factors. To validate the AOL scale, the study collected data from 441 students across 30 higher education institutions in Bangladesh to determine the factors explaining students' acceptance of online learning using AOL measurements. The results showed that institutional factors, such as technological sufficiency, instructor efficiency, and technical assistance play significant roles in students' acceptance of online learning in developing nations. These findings will help education policymakers and administrators in developing nations to assess the needs of students with respect to online learning, and the AOL scale will assist in the evaluation of students' acceptance of online learning in these nations.Item Supporting Families from a Distance: Implementing Routines-Based Home Visits via Telepractice(Springer, 2023) Hinton, Vanessa; Akemoglu, Yusuf; Tomeny, Kimberly; McWilliam, Robin A. A.; Auburn University; Duzce University; University of Alabama TuscaloosaEarly intervention is a system of services designed to strengthen child outcomes and build family capacity. One approach of service provision is the Routines-Based Model which implements adult-learning practices wherein service providers and caregivers partner to build family-mediated interventions for children. Owing to COVID-19 and the benefits of telepractice, more and more service providers are likely to incorporate a telepractice modality into service provision. Because the Routines-Based Model uses family consultation, these home-visiting practices translate well to telepractice. In addition to consultation techniques, however, service providers must use technology advantageously to ensure effective communication practices. This article discusses technology uses in telepractice that can be incorporated in the Routines-Based Model, Tele-Routines-Based Home Visits, and examples of Tele-Routines-Based Home Visits.Item A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics(American Society of Cell Biology, 2014) Lopatto, David; Hauser, Charles; Jones, Christopher J.; Paetkau, Don; Chandrasekaran, Vidya; Dunbar, David; MacKinnon, Christy; Stamm, Joyce; Alvarez, Consuelo; Barnard, Daron; Bedard, James E. J.; Bednarski, April E.; Bhalla, Satish; Braverman, John M.; Burg, Martin; Chung, Hui-Min; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Emerson, Julia; Frary, Amy; Frohlich, Donald; Goodman, Anya L.; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hoogewerf, Arlene; Johnson, Diana; Kadlec, Lisa; Kaehler, Marian; Key, S. Catherine Silver; Kokan, Nighat P.; Kopp, Olga R.; Kuleck, Gary A.; Lopilato, Jane; Martinez-Cruzado, Juan C.; McNeil, Gerard; Mel, Stephanie; Nagengast, Alexis; Overvoorde, Paul J.; Parrish, Susan; Preuss, Mary L.; Reed, Laura D.; Regisford, E. Gloria; Revie, Dennis; Robic, Srebrenka; Roecklien-Canfield, Jennifer A.; Rosenwald, Anne G.; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim A.; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary; Smith, Sheryl T.; Spana, Eric P.; Spratt, Mary; Sreenivasan, Aparna; Thompson, Jeffrey S.; Wawersik, Matthew; Wolyniak, Michael J.; Youngblom, James; Zhou, Leming; Buhler, Jeremy; Mardis, Elaine; Leung, Wilson; Shaffer, Christopher D.; Threlfall, Jennifer; Elgin, Sarah C. R.; Saint Mary's College of California; University Incarnate Word; University of Evansville; Longwood University; Worcester State University; Johnson C Smith University; Saint Joseph's University; Grand Valley State University; University of West Florida; Calvin University; Hofstra University; Montclair State University; Amherst College; Mount Holyoke College; University of Saint Thomas; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); Oberlin College; George Washington University; Wilkes University; University of North Carolina; North Carolina Central University; Cardinal Stritch University; Utah Valley University; University of Detroit Mercy; Simmons University; University of Puerto Rico; University of Puerto Rico Mayaguez; York College NY (CUNY); University of California San Diego; Widener University; Macalester College; Webster University; University of Alabama Tuscaloosa; Prairie View A&M University; California Lutheran University; Georgetown University; University of Puerto Rico at Cayey; Albion College; Rochester Institute of Technology; San Francisco State University; North Carolina A&T State University; Duke University; William Woods University; California State University Monterey Bay; Denison University; William & Mary; California State University Stanislaus; University of Pittsburgh; Washington University (WUSTL)In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates.Item Using the Whole School, Whole Community, Whole Child Model: Implications for Practice(Wiley-Blackwell, 2015) Rooney, Laura E.; Videto, Donna M.; Birch, David A.; SUNY Cortland; University of Alabama TuscaloosaBACKGROUNDSchools, school districts, and communities seeking to implement the Whole School, Whole Community, Whole Child (WSCC) model should carefully and deliberately select planning, implementation, and evaluation strategies. METHODSIn this article, we identify strategies, steps, and resources within each phase that can be integrated into existing processes that help improve health outcomes and academic achievement. Implementation practices may vary across districts depending upon available resources and time commitments. RESULTSObtaining and maintaining administrative support at the beginning of the planning phase is imperative for identifying and implementing strategies and sustaining efforts to improve student health and academic outcomes. Strategy selection hinges on priority needs, community assets, and resources identified through the planning process. Determining the results of implementing the WSCC is based upon a comprehensive evaluation that begins during the planning phase. Evaluation guides success in attaining goals and objectives, assesses strengths and weaknesses, provides direction for program adjustment, revision, and future planning, and informs stakeholders of the effect of WSCC, including the effect on academic indicators. CONCLUSIONSWith careful planning, implementation, and evaluation efforts, use of the WSCC model has the potential of focusing family, community, and school education and health resources to increase the likelihood of better health and academic success for students and improve school and community life in the present and in the future.Item Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience(American Society of Microbiology, 2020) Lopatto, David; Rosenwald, Anne G.; DiAngelo, Justin R.; Hark, Amy T.; Skerritt, Matthew; Wawersik, Matthew; Allen, Anna K.; Alvarez, Consuelo; Anderson, Sara; Arrigo, Cindy; Arsham, Andrew; Barnard, Daron; Bazinet, Christopher; Bedard, James E. J.; Bose, Indrani; Braverman, John M.; Burg, Martin G.; Burgess, Rebecca C.; Croonquist, Paula; Du, Chunguang; Dubowsky, Sondra; Eisler, Heather; Escobar, Matthew A.; Foulk, Michael; Furbee, Emily; Giarla, Thomas; Glaser, Rivka L.; Goodman, Anya L.; Gosser, Yuying; Haberman, Adam; Hauser, Charles; Hays, Shan; Howell, Carina E.; Jemc, Jennifer; Johnson, M. Logan; Jones, Christopher J.; Kadlec, Lisa; Kagey, Jacob D.; Keller, Kimberly L.; Kennell, Jennifer; Key, S. Catherine Silver; Kleinschmit, Adam J.; Kleinschmit, Melissa; Kokan, Nighat P.; Kopp, Olga Ruiz; Laakso, Meg M.; Leatherman, Judith; Long, Lindsey J.; Manier, Mollie; Martinez-Cruzado, Juan C.; Matos, Luis F.; McClellan, Amie Jo; McNeil, Gerard; Merkhofer, Evan; Mingo, Vida; Mistry, Hemlata; Mitchell, Elizabeth; Mortimer, Nathan T.; Mukhopadhyay, Debaditya; Myka, Jennifer Leigh; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don; Paliulis, Leocadia; Parrish, Susan; Preuss, Mary Lai; Price, James V.; Pullen, Nicholas A.; Reinke, Catherine; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer A.; Rubin, Michael R.; Sadikot, Takrima; Sanford, Jamie Siders; Santisteban, Maria; Saville, Kenneth; Schroeder, Stephanie; Shaffer, Christopher D.; Sharif, Karim A.; Sklensky, Diane E.; Small, Chiyedza; Smith, Mary; Smith, Sheryl; Spokony, Rebecca; Sreenivasan, Aparna; Stamm, Joyce; Sterne-Marr, Rachel; Teeter, Katherine C.; Thackeray, Justin; Thompson, Jeffrey S.; Peters, Stephanie Toering; Van Stry, Melanie; Velazquez-Ulloa, Norma; Wolfe, Cindy; Youngblom, James; Yowler, Brian; Zhou, Leming; Brennan, Janie; Buhler, Jeremy; Leung, Wilson; Reed, Laura K.; Elgin, Sarah C. R.; Georgetown University; Pennsylvania State University; William & Mary; Howard University; Longwood University; Minnesota State Colleges & Universities; Minnesota State University Moorhead; Bemidji State University; Worcester State University; University of Fraser Valley; University of North Carolina; Western Carolina University; Saint Joseph's University; Grand Valley State University; Montclair State University; University of the Cumberlands; California State University San Marcos; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); University of San Diego; Lock Haven University; Loyola University Chicago; Notre Dame College; Wilkes University; University of Detroit Mercy; William Woods University; Vassar College; North Carolina Central University; Cardinal Stritch University; Utah Valley University; University of Northern Colorado; George Washington University; University of Puerto Rico; University of Puerto Rico Mayaguez; Eastern Washington University; York College NY (CUNY); Widener University; Illinois State University; Towson University; Macalester College; Bucknell University; Webster University; Linfield University; California Lutheran University; Simmons University; University of Puerto Rico at Cayey; Washburn University; Ohio Northern University; Albion College; Washington University (WUSTL); Lane College; Medgar Evers College; North Carolina A&T State University; Baruch College (CUNY); University of Evansville; Northern Michigan University; Clark University; Denison University; Western Kentucky University; California State University Stanislaus; University of Pittsburgh; University of Alabama TuscaloosaA hallmark of the research experience is encountering difficulty and working through those challenges to achieve success. This ability is essential to being a successful scientist, but replicating such challenges in a teaching setting can be difficult. The Genomics Education Partnership (GEP) is a consortium of faculty who engage their students in a genomics Course-Based Undergraduate Research Experience (CURE). Students participate in genome annotation, generating gene models using multiple lines of experimental evidence. Our observations suggested that the students' learning experience is continuous and recursive, frequently beginning with frustration but eventually leading to success as they come up with defendable gene models. In order to explore our "formative frustration" hypothesis, we gathered data from faculty via a survey, and from students via both a general survey and a set of student focus groups. Upon analyzing these data, we found that all three datasets mentioned frustration and struggle, as well as learning and better understanding of the scientific process. Bioinformatics projects are particularly well suited to the process of iteration and refinement because iterations can be performed quickly and are inexpensive in both time and money. Based on these findings, we suggest that a dynamic of "formative frustration" is an important aspect for a successful CURE.Item Student Attitudes Contribute to the Effectiveness of a Genomics CURE(American Society of Microbiology, 2022) Lopatto, David; Rosenwald, Anne G.; Burgess, Rebecca C.; Silver Key, Catherine; Van Stry, Melanie; Wawersik, Matthew; DiAngelo, Justin R.; Hark, Amy T.; Skerritt, Matthew; Allen, Anna K.; Alvarez, Consuelo; Anderson, Sara; Arrigo, Cindy; Arsham, Andrew; Barnard, Daron; Bedard, James E. J.; Bose, Indrani; Braverman, John M.; Burg, Martin G.; Croonquist, Paula; Du, Chunguang; Dubowsky, Sondra; Eisler, Heather; Escobar, Matthew A.; Foulk, Michael; Giarla, Thomas; Glaser, Rivka L.; Goodman, Anya L.; Gosser, Yuying; Haberman, Adam; Hauser, Charles; Hays, Shan; Howell, Carina E.; Jemc, Jennifer; Jones, Christopher J.; Kadlec, Lisa; Kagey, Jacob D.; Keller, Kimberly L.; Kennell, Jennifer; Kleinschmit, Adam J.; Kleinschmit, Melissa; Kokan, Nighat P.; Kopp, Olga Ruiz; Laakso, Meg M.; Leatherman, Judith; Long, Lindsey J.; Manier, Mollie; Martinez-Cruzado, Juan C.; Matos, Luis F.; McClellan, Amie Jo; McNeil, Gerard; Merkhofer, Evan; Mingo, Vida; Mistry, Hemlata; Mitchell, Elizabeth; Mortimer, Nathan T.; Myka, Jennifer Leigh; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don; Paliulis, Leocadia; Parrish, Susan; Toering Peters, Stephanie; Preuss, Mary Lai; Price, James V.; Pullen, Nicholas A.; Reinke, Catherine; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer A.; Rubin, Michael R.; Sadikot, Takrima; Sanford, Jamie Siders; Santisteban, Maria; Saville, Kenneth; Schroeder, Stephanie; Shaffer, Christopher D.; Sharif, Karim A.; Sklensky, Diane E.; Small, Chiyedza; Smith, Sheryl; Spokony, Rebecca; Sreenivasan, Aparna; Stamm, Joyce; Sterne-Marr, Rachel; Teeter, Katherine C.; Thackeray, Justin; Thompson, Jeffrey S.; Velazquez-Ulloa, Norma; Wolfe, Cindy; Youngblom, James; Yowler, Brian; Zhou, Leming; Brennan, Janie; Buhler, Jeremy; Leung, Wilson; Elgin, Sarah C. R.; Reed, Laura K.; Georgetown University; University of North Carolina; North Carolina Central University; Lane College; William & Mary; Pennsylvania State University; National Institutes of Health (NIH) - USA; Howard University; Longwood University; Minnesota State Colleges & Universities; Minnesota State University Moorhead; Bemidji State University; Worcester State University; University of Fraser Valley; Western Carolina University; Saint Joseph's University; Grand Valley State University; Montclair State University; California State University San Marcos; California Polytechnic State University San Luis Obispo; City College of New York (CUNY); University of San Diego; Lock Haven University; Loyola University Chicago; Wilkes University; University of Detroit Mercy; William Woods University; Vassar College; Cardinal Stritch University; Utah Valley University; University of Northern Colorado; George Washington University; University of Puerto Rico; University of Puerto Rico Mayaguez; Eastern Washington University; York College NY (CUNY); Widener University; Illinois State University; Macalester College; Bucknell University; Webster University; Linfield University; California Lutheran University; Simmons University; University of Puerto Rico at Cayey; Washburn University; Ohio Northern University; Albion College; Washington University (WUSTL); Medgar Evers College; Baruch College (CUNY); University of Evansville; Northern Michigan University; Clark University; Denison University; Western Kentucky University; California State University Stanislaus; University of Pittsburgh; University of Alabama TuscaloosaThe Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.Item Improved Knowledge Retention Among Clinical Pharmacy Students Using an Anthropology Classroom Assessment Technique(American Association of Colleges of Pharmacy, 2014) Whitley, Heather P.; Parton, Jason M.; Auburn University; University of Alabama TuscaloosaObjective. To adapt a classroom assessment technique (CAT) from an anthropology course to a diabetes module in a clinical pharmacy skills laboratory and to determine student knowledge retention from baseline. Design. Diabetes item stems, focused on module objectives, replaced anthropology terms. Answer choices, coded to Bloom's Taxonomy, were expanded to include higher-order thinking. Students completed the online 5-item probe 4 times: prelaboratory lecture, postlaboratory, and at 6 months and 12 months after laboratory. Statistical analyses utilized a single factor, repeated measures design using rank transformations of means with a Mann-Whitney-Wilcoxon test. Assessment. The CAT revealed a significant increase in knowledge from prelaboratory compared to all postlaboratory measurements (p<0.0001). Significant knowledge retention was maintained with basic terms, but declined with complex terms between 6 and 12 months. Conclusion. The anthropology assessment tool was effectively adapted using Bloom's Taxonomy as a guide and, when used repeatedly, demonstrated knowledge retention. Minimal time was devoted to application of the probe making it an easily adaptable CAT.Item Insights From the Defining Issues Test on Moral Reasoning Competencies Development in Community Pharmacists(American Association of Colleges of Pharmacy, 2017) Roche, Cicely; Thoma, Steve; Trinity College Dublin; University of Alabama TuscaloosaObjective. To investigate whether a profession-specific educational intervention affected the development of moral reasoning competencies in community pharmacists, as measured by the Defining Issues Test (DIT2). Methods. This research used a repeated measures pre-post educational intervention design as a quasirandomized, controlled, crossover study to evaluate changes in the moral reasoning scores of 27 volunteer community pharmacists in Ireland. Results. Changes in pharmacists' moral reasoning competencies development, as reported by P-Scores and N2-Scores, were found to be significant. In addition, interaction effects were observed between developmental scores on the DIT2 and whether participants were determined to be consolidated in their reasoning pre- and post-engagement with the educational intervention. Conclusion. Short profession-specific educational interventions have the potential to positively affect the development of moral reasoning competencies of community pharmacists.Item Distracted mobile device use among street-crossing college student pedestrians: an observational approach(Routledge, 2022) Piazza, Andrew J.; Knowlden, Adam P.; Hibberd, Elizabeth; Leeper, James; Paschal, Angelia M.; Usdan, Stuart; University of Alabama TuscaloosaObjective To estimate the incidence of mobile device use among street-crossing pedestrians and explore differences by sex and intersection type at a large public South-eastern university in the United States. Participants All instances of campus pedestrians crossing the street during the observation period (N = 4,878). Methods Video recordings of crosswalk activity at four locations were analyzed for pedestrian use of a mobile device while crossing. Results Device use while crossing was observed 1,201 (24.6%) times. Of male crossing instances, 277 (16.8%) were coded as using a device. Of female instances, 924 (28.6%) were coded as using a device. Differences in device use while crossing were found between sexes and some intersection types. Conclusions This study estimates mobile device use while crossing the street and suggests differences by sex and intersection type. Future research should focus on improving understanding of the problem and evaluation of interventions to address the issue.Item A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time(American Society of Cell Biology, 2014) Shaffer, Christopher D.; Alvarez, Consuelo J.; Bednarski, April E.; Dunbar, David; Goodman, Anya L.; Reinke, Catherine; Rosenwald, Anne G.; Wolyniak, Michael J.; Bailey, Cheryl; Barnard, Daron; Bazinet, Christopher; Beach, Dale L.; Bedard, James E. J.; Bhalla, Satish; Braverman, John; Burg, Martin; Chandrasekaran, Vidya; Chung, Hui-Min; Clase, Kari; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Eisler, Heather; Emerson, Julia A.; Frary, Amy; Frohlich, Donald; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hauser, Charles; Hoogewerf, Arlene; Hoopes, Laura L. M.; Howell, Carina E.; Johnson, Diana; Jones, Christopher J.; Kadlec, Lisa; Kaehler, Marian; Key, S. Catherine Silver; Kleinschmit, Adam; Kokan, Nighat P.; Kopp, Olga; Kuleck, Gary; Leatherman, Judith; Lopilato, Jane; MacKinnon, Christy; Martinez-Cruzado, Juan Carlos; McNeil, Gerard; Mel, Stephanie; Mistry, Hemlata; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don W.; Parrish, Susan; Peterson, Celeste N.; Preuss, Mary; Reed, Laura K.; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary A.; Smith, Sheryl T.; Spana, Eric; Spratt, Mary; Sreenivasan, Aparna; Stamm, Joyce; Szauter, Paul; Thompson, Jeffrey S.; Wawersik, Matthew; Youngblom, James; Zhou, Leming; Mardis, Elaine R.; Buhler, Jeremy; Leung, Wilson; Lopatto, David; Elgin, Sarah C. R.; Washington University (WUSTL); Longwood University; California Polytechnic State University San Luis Obispo; Linfield University; Georgetown University; University of Nebraska Lincoln; Worcester State University; Johnson C Smith University; Saint Joseph's University; Grand Valley State University; Saint Mary's College of California; University of West Florida; Purdue University; Purdue University West Lafayette Campus; Calvin University; Hofstra University; Montclair State University; University of the Cumberlands; Amherst College; Mount Holyoke College; University of Saint Thomas; City College of New York (CUNY); Oberlin College; Claremont Colleges; Pomona College; Lock Haven University; George Washington University; Wilkes University; University of North Carolina; North Carolina Central University; Cardinal Stritch University; Utah Valley University; Loyola Marymount University; University of Northern Colorado; Simmons University; University Incarnate Word; University of Puerto Rico; University of Puerto Rico Mayaguez; York College NY (CUNY); University of California San Diego; Widener University; Macalester College; Suffolk University; Webster University; University of Alabama Tuscaloosa; California Lutheran University; University of Puerto Rico at Cayey; Albion College; Rochester Institute of Technology; San Francisco State University; North Carolina A&T State University; Duke University; William Woods University; California State University Monterey Bay; University of Evansville; University of New Mexico; Denison University; William & Mary; California State University Stanislaus; University of PittsburghThere is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.Item Active-Learning Diabetes Simulation in an Advanced Pharmacy Practice Experience to Develop Patient Empathy(American Association of Colleges of Pharmacy, 2012) Whitley, Heather P.; University of Alabama Tuscaloosa; Auburn UniversityObjective. To develop and integrate an active-learning diabetes simulation into an advanced pharmacy practice experience to improve pharmacy students' empathy toward patients with diabetes mellitus. Design. Students simulated the experience of having diabetes mellitus by conducting activities commonly prescribed to those with this disease state for 7 days, after which they submitted a standardized diabetes log and narrative reflection. Interpretive phenomenology design with thematic analysis was used to determine the impact of this experience on the students. Assessment. As shown in student reflections, 95% developed empathy, 97% found the experience beneficial, and 67% improved their ability to relate to and counsel patients. Most ( 95%) found difficulty adhering to the regimen. On average, students consumed 179 grams of carbohydrates per day and exercised 5 days or 215 minutes per week. Additionally, 69% decided to modify their personal habits to become healthier. Conclusions. Inclusion of the 7-day active-learning exercise greatly impacted student pharmacists' self-reported empathy toward and ability to relate to patients with diabetes mellitus. Completion of this experience may result in long-lasting personal behavior modifications.Item The Evolution of Public Psychiatry Fellowships(Springer, 2014) Steiner, Jeanne L.; Giggie, Marisa A.; Koh, Steve; Mangurian, Christina; Ranz, Jules M.; Yale University; University of Alabama Tuscaloosa; University of California San Diego; University of California San Francisco; Columbia UniversityObjective The growth of Public Psychiatry Fellowships (PPFs) has reached a new developmental stage, providing a wide array of academic partnerships and educational opportunities in psychiatric leadership and administration. The authors examine the evolution of these programs and illustrate three distinct models. Methods Data from yearly surveys and discussions with PPF directors were used to identify key similarities and areas of divergence as the programs have evolved. Results The first period of program expansion took place 8-10 years ago when new programs were modeled on the Columbia PPF, and key elements of that program and the American Association of Community Psychiatrists (AACP) guidelines were incorporated broadly. Examples of multiple source (Columbia), single source (Yale and UCSF), and grant-funded programs (Alabama and UCSD) are presented. Conclusions A review of the current status of PPFs reveals a diversity of structures and strategies for success, which can be attributed to the range of their funding sources. The advantages and potential disadvantages of those models are outlined with respect to the educational experience and opportunities for growth and sustainability.Item Microlearning through the Lens of Gagne's Nine Events of Instruction: A Qualitative Study(Springer, 2023) McNeill, Laura; Fitch, Donna; University of Alabama Tuscaloosa; Samford UniversityMicrolearning provides a valuable and efficient strategy for delivering content to students. As online enrollments continue to increase, further research is needed to determine how students experience microlearning in an online learning format. In this qualitative study, a focus group was used to explore how learners experienced an online microlearning activity through the lens of Robert Gagne's nine events of instruction. Gagne's framework is designed to maximize cognitive processing and learner engagement. Using a hybrid process of deductive and inductive thematic analysis, learners' experiences were used to determine if each of Gagne's nine events were present during a selected online microlearning activity. This study revealed that eight of Gagne's nine events were detected. The results provide faculty with a better understanding of how students experience online microlearning and will inform faculty and course designers of critical elements to consider in the development of future online microlearning instruction.Item Counternarratives of students' experiences returning to comprehensive schools from an involuntary disciplinary alternative school(Routledge, 2018) Kennedy, Brianna L.; Acosta, Melanie M.; Soutullo, Olivia; Utrecht University; University of Alabama Tuscaloosa; State University System of Florida; University of FloridaEducators' excessive uses of exclusionary discipline have led to increased placements of students in disciplinary alternative schools, but few studies examine student experiences after their alternative school placements. Using a theoretical framework informed by critical race theory and the role of the discourse of safety in student discipline, we compose the counternarratives of nine middle school students' experiences with the transition from an involuntary disciplinary placement back to a comprehensive school. We then analyze across cases to identify commonalities in their stories. Findings show that students experience dehumanization and exclusion that reflect second-class citizenship. We discuss how educators can resist perpetuating this under class even as the overtly racist rhetoric of populist nationalism replaces the neoliberal color-blind version of the discourse of safety.Item What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction(2019) Hodges, Tracey S.; Wright, Katherine Landau; McTigue, Erin; University of Alabama TuscaloosaAfter third grade, students’ motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.Item “You’re Not an Island”: A Middle Grades Language Arts Teacher’s Changed Perceptions in ESL and Content Teachers’ Collaboration(2020) Giles, Amanda; Yazan, Bedrettin; University of Alabama TuscaloosaBuilding on previous studies of ESL and content teachers’ collaboration, this qualitative case study relied on Davies and Harré’s positioning theory as a theoretical lens to examine the influences that collaboration between an ESL teacher and a language arts teacher had on the language arts teacher’s approach to planning for and teaching ESL students. Data collection included three audio recorded semistructured interviews, two video recorded collaborative planning sessions, two reflective journals written by the language arts teacher, document analysis of the created lesson plan documents, and field notes. The findings showed that the language arts teacher changed her perceptions about the content teacher’s role, lesson plan design, and her views about ESL students while working in collaboration with an ESL teacher. These findings implicate the potential for ESL and content teachers’ collaboration to be a space to challenge the content teachers’ accepted notions about language instruction for ESL students and highlight the ESL teacher’s strengthened role in the collaborative partnership. Further, this study warrants further exploration into ESL and content teachers’ collaboration in middle school content classrooms.