Development of Culture-Centered Diabetes Education Program for Nigerian Immigrants

Purpose: This study aimed to develop a culture-centered diabetes education program (CCDEP) for Nigerian immigrants to assess knowledge and attitudes on Diabetes Mellitus (DM). Design: A descriptive pretest-posttest interventional study was deployed that used Microsoft Excel Analysis. There were 40 participants from a convenience sample from Western New York who received an hour CCDEP that instructed them on culture-centered DM care: tailored context, healthy dietary substitutes, stress management, and physical activities. A pretest measured the participants’ baseline knowledge and attitudes, and a posttest was given after the intervention. Results: Participants demonstrated more knowledge on DM in the posttest than in the pretest: t=9.43, df =39, (p Conclusions: The knowledge gained through the CCDEP has the potential to enhance the participants’ knowledge base and to shift their attitudes on DM towards better DM care. Implications for Practice: Further research is needed to determine if a causal relationship exists between an increase in knowledge following CCDEP and improved DM outcomes

Culture Centered Design: Reviews on Cultural Factors Influencing Interface design Elements

Issues regarding misconception of the same piece of information are solicited from users with different cultural background and needs. Various efforts have been conducted to cater to such issue. However studies regarding cultivation of cultural elements in user interface design seem to be neglected. Numerous studies show that interface design preferences are related to the user’s cultural background. Furthermore, studies of user cultural needs could enhance user’s understanding and acceptance of the interface design. Thus, the purpose of this article is to review the cultural factors influencing interface design elements. Indirectly, it exhibits the concept of culture centered design

Culture Collaboratory. Virtual Workspace for Interdisciplinary Collections Research and Management (Booklet)

The booklet presents the design concept of »Culture Collaboratory«, an interdisciplinary and interactive research platform and collections management system for museum professionals. »Culture Collaboratory« provides a virtual workspace that supports interdisciplinary collaboration and allows researchers to engage with collection objects, organize research processes, and share their knowledge.The aim of this booklet is to describe the design process and research methods that led to the user-friendly and object-centered design of »Culture Collaboratory«

Reimagining Culture With Youth: Relationship and Representation in Culturally Centered Learning Environments

This dissertation intends to develop an understanding of how culturally centered learning environments impact youth’s relationship with culture. Working alongside a multicultural team of researchers, educators, and designers who came together with a shared goal of designing curricular activities to engage sixth graders with culture, I followed 12 sixth graders for a school year to understand their development of relationships with culture. I (re)conceptualize the holistic process of learning and engagement with culture as Ti-Wu and propose a cultural learning model that helps us understand how youth develop multiple relationships with culture. I further share how multimedia technology mediates youth’s relationship with culture through remixing and reimagining. This dissertation has implications for the ways in which we can (1) design a culturally centered learning environment to engage youth with culture and support the development of diverse relationships with culture, (2) develop youth’s relationship with culture through designing multimedia learning activities in formal learning environments, and (3) decenter Western-oriented research discourse on cultural learning and development

Propositions of Human-Centeredness; A Philosophy for Design

This paper explores the discourse needed to both institute a Ph.D. in Design and face the challenges of contemporary technologies. Concerning these challenges, it draws on a recent history of paradigmatic design problems, and argues that we are in transition from a culture that is dominated by science (modernism), to one that embraces design as its primary organizing feature (constructivism). To this end, it offers several propositions of an epistemologically informed and, hence, human-centered philosophy for design. Concerning a Ph.D. in Design, the paper opposes modeling this degree on the tradition of scientific research and suggests instead that design scholarship address improvements of design practices. It culminates in a sketch of what a human-centered design discourse might embrace. Ph.D. dissertations should reflect on and contribute to the practices of the community that grants the degree. The paper demonstrates both and invites Ph.D. scholarship to continue along this path

EXPLORING THE ROLE OF INSTITUTIONAL CULTURE IN STUDENT AFFAIRS ASSESSMENT PRACTITIONERS’ EXPERIENCES IMPLEMENTING EQUITY-CENTERED ASSESSMENT

Student affairs assessment is a field in higher education that emphasizes the measurement of effectiveness and student learning in student serving programs that take place outside of the classroom. Outcomes-based assessment is the basis of most assessment practices in student affairs, and focuses on the continuous improvement of out-of-classroom programs, services, and student learning. Many assessment practices stem from traditional research methods, which have been developed by people who hold mostly majority identities. These methods were not created with the rapidly changing demographics of today’s college-going students in mind. To help address the increasing diversity of college students and the prioritization of diversity, equity, and inclusion in college missions and strategic plans (Evatt-Young & Bryson, 2021), outcomes-based assessment in student affairs has evolved to integrate equity-centered practices throughout the assessment process. Equity-centered assessment prioritizes the lived experiences and intersectional identities of students and addresses power dynamics, policies, and practices ingrained in higher education that ultimately influence assessment work (Heiser, 2021). Equity-centered assessment in student affairs is a recent advancement in the assessment field, with a growing body of knowledge, frameworks, and research. This study explored the ways in which institutional culture in higher education influences equity-centered assessment practice in student affairs. The goals of this study were to: 1) explore how equity-centered assessment is implemented in student affairs, 2) determine how student affairs assessment practitioners perceive their institutional culture, and 3) describe how institutional culture influences the implementation of equity-centered assessment practices in student affairs. A qualitative, multiple case study design was employed that consisted of two interviews with student affairs assessment practitioners, one of which led participants through the Multicultural Organization Development (MCOD) Lens Exercise, and the collection of various institutional artifacts. Qualitative analysis of the interviews along with a review of institutional artifacts provided a detailed picture of the role of institutional culture in practitioners’ experiences implementing equity-centered assessment. The results of this study indicated that student affairs assessment practitioners are intrinsically motivated to engage in equity-centered assessment, strive to elevate the diverse voices of students and staff through their work, and consider the role of their identities as they are implementing assessment practices. The participants in this study choose to engage in equity-centered assessment despite various institutional influences and are often the only leaders of equity-centered assessment on their campuses. Recommendations based on this study call for institutions to hire, train, and retain assessment leaders that demonstrate a commitment to advancing equity, utilize climate surveys to address institutional inequities, and implement regular reviews of mission statements, policies, and procedures through an equity lens. Future research should continue to explore the intersection of institutional culture and equity-centered assessment work in both student affairs and academic settings

Integrating The Curriculum: Executive Education In The 21st Century

Executive education programs are becoming more innovative, learner centered and relevant to strategic organizational issues. They require action learning and greater customization to the ex-ecutive’s organization. This study presents an integrated design of two courses from different dis-ciplines that extend over two trimesters. Student assessments of their organizational culture in part one are integrated in part two with quantitative performance measurement. Interweaving culture and performance measurement in the context of their own organizations helps executives see how culture influences “bottom line” issues of performance and results. Their resulting recommendations for organizational change address underlying causes, rather than superficial symptoms

Inspire. Empower. Live.: A design solution for the deaf and hearing-impaired

Being deaf is defined as the inability to hear, but it can also be defined as a culture centered around sensibilities and shared life experiences. This endeavor seeks to integrate the hearing-impaired and hearing communities through the application of Deaf Space and other design theories. The result is an inspiring, empowering, and lively solution

Renegades: Bruce Goff and the American School of Architecture

This is an exhibition review for Renegades: Bruce Goff and the American School of Architecture. The exhibition explores themes of divregent design pedagogy, student-centered education, other-ness in architecture culture and the overlooked legacy of Bruce Goff, Herb Greene and their colleagues at the College of Architecture at The University of Oklahama during the 1950s - '60s