Feasibility randomised controlled trial of a one-day CBT workshop (“DISCOVER”) for 15-18 year olds with anxiety and/or depression in clinic settings

Background: “DISCOVER” one-day cognitive behavioural therapy (CBT) workshops have been developed to provide accessible, developmentally-sensitive psychological support for older adolescents experiencing emotional difficulties. Previous school-based evaluations of the DISCOVER model have shown positive outcomes. Aims: The current study aimed to test the model for clinically-referred adolescents, in real-world settings. Method: A randomised controlled trial (RCT) assessed feasibility, acceptability and preliminary outcomes of the DISCOVER intervention, in comparison with usual care, for 15-18-year-olds with emotional difficulties. Participants were recruited from outpatient clinic waiting lists in UK child and adolescent mental health services (CAMHS). Research feasibility indicators included rates of recruitment, randomisation, intervention participation (group workshops and individualised follow-up telephone calls), and data collection (at baseline and 8-week follow-up). Intervention acceptability was assessed using a structured service satisfaction questionnaire and semi-structured qualitative interviews with intervention participants. Preliminary clinical outcomes were explored using adolescent-reported validated measures of depression, anxiety and well-being. Results: N=24 participants were randomised to intervention and usual care groups. Workshop attendance was good and high levels of treatment satisfaction were reported, although feasibility challenges emerged in recruitment and randomisation. Trends were found towards potential improvements in anxiety and well-being for the intervention group, but the effect estimate for depression was imprecise; interpretability was also limited due to the small sample size. Conclusions: DISCOVER appears to be a feasible and acceptable intervention model for clinically-referred 15-18-year-olds with emotional difficulties. A full-scale RCT is warranted to evaluate effectiveness; protocol modifications may be necessary to ensure feasible recruitment and randomisation procedures

Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments

High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors' use of RBAs. By supporting instructors' objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1,310 students in 25 sections of 3 college physics courses spanning 2 semesters. Analysis conducted using Hierarchical Linear Models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment. We conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests

A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education

This paper is the author's exploration into the story behind the development of the pedagogical ideas for the open course around Flexible, Distance and Online Learning (FDOL), its design and implementation, and the opportunities and challenges this presented to the author through three iterations, FDOL131, FDOL132 and FDOL141 during 2013 and 2014. Flexible, Distance and Online Learning is an open course developed by educational developers in the UK and Sweden for teachers in Higher Education (HE). Formal and informal continuing professional development opportunities are blended to bring higher education teachers from different disciplines, institutions and countries together into a community to learn autonomously or in groups supported by facilitators from different institutions. Personal discoveries and learning points are shared, based on reflections, observations and related research activities carried out as part of a PhD research project by the author together with a description of the pedagogical design developed for and used in FDOL. Findings shared might be useful for other open course designers who are interested in providing extended, and extending, collaborative learning opportunities for their students through opening-up and joining-up educational provision and practices

Thriving Arts: Thriving Small Communities

Presents findings from a study of ten rural Minnesota communities to identify factors related to successful community arts development. Includes recommendations to inform future investment in the arts

Four Strategies to Overcome Barriers to Employment: An Introduction to the Enhanced Services for the Hard-to-Employ Demonstration and Evaluation Project

This demonstration is evaluating four diverse strategies designed to improve employment and other outcomes for people who face serious barriers to employment: a comprehensive employment program for former prisoners, a two-generation Head Start program that provides enhanced services and training to parents, two alternative employment strategies for long-term welfare recipients, and intensive telephonic care management for Medicaid recipients who are experiencing depression

Modeling the early stages of a user-centered process in architectural design through adaptation of the methodologies of New Product Design

In order to reach a degree of quality in architectural buildings that is likely to lead to user satisfaction, architectural design relies on integrating user-related information even before generation of building concepts. However, integrating such information may be seen as a hindrance to architectural creation. It therefore seems necessary to propose a methodological approach that allows integration of a user-centred point of view as well as generation of creative architectural concepts. Our research proposes to apply a collaborative process of New Product Design (NPD) in order to further enrich the traditional process of architectural design. We will present some experimental work carried out as part of an architectural project for the design of emergency shelters, as an alternative to more usual habitats. We will then discuss the possibility of adapting NPD methodology to architectural design, and what potential this offers to improve the integration of user-related information within architectural creativity

Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions

In response to calls for implementing active learning in college-level science, technology, engineering, and mathematics courses, classrooms across the country are being transformed from instructor centered to student centered. In these active-learning classrooms, the dynamics among students becomes increasingly important for understanding student experiences. In this study, we focus on the role a student prefers to assume during peer discussions, and how this preferred role may vary given a student's social identities. In addition we explore whether three hypothesized barriers to participation may help explain participation difference in the classroom. These barriers are 1) students are excluded from the discussion by actions of their groupmates; 2) students are anxious about participating in peer discussion; and 3) students do not see value in peer discussions. Our results indicate that self-reported preferred roles in peer discussions can be predicted by student gender, race/ethnicity, and nationality. In addition, we found evidence for all three barriers, although some barriers were more salient for certain students than others. We encourage instructors to consider structuring their in-class activities in ways that promote equity, which may require more purposeful attention to alleviating the current differential student experiences with peer discussions.National Science Foundation NSF DUE 1244847Science and Mathematics Educatio

Geo-questionnaire in urban planning – preliminary results of the experimental application in Poland

Changes in the attitude of local authorities towards the public participation in the decision making processes have prompted development of new methods of such involvement. As far as the urban planning is concerned, of particular potential is the so-called Public Participation Geographic Information Systems (PPGIS). One of the tools used for the purpose is a geo-questionnaire, combining the benefits of a standard questionnaire and a map, which permits collecting information on particular sites and on the respondents’ ideas on localisation of new objects and functionalities.Within the project “Geoportal supporting public participation in urban planning”, in the years 2015–2016, a study was undertaken to explore the effectiveness and usefulness of the geo-questionnaire. Five pilot studies were performed in the Poznań and Łódź agglomerations. The geo-questionnaires concerned the local spatial management plan in Rokietnica (Poznań agglomeration), landscape protection in Łódź, conception of the transportation system development in Łódź, conception of urban design of the Łazarski Market in Poznań, and the Map of Local Needs in the city center of Poznań. The aim of the study was to present the preliminary results of the initial implementations of geo-questionnaire developed within the project Geoportal supporting public participation in urban planning. The applications of geo-questionnaire have been analysed taking into account the characteristics of implementation areas, characteristics of users, the effectiveness of recruitment methods and opinions about the tool from two points of view: the respondents and the recipients of results