Flipping Student Services through an Online Orientation and Advising Course

Providing the level of whole-person student services we value in Adventist education can be challenging in online education.This session offers a tour of Andrews University’s work-in-progress, developing and implementing an online course including orientation, advising, and continued student support. Come to share and grow your online student service action plans

Cognitive Interventions for Older Adults: Does Approach Matter?

Assisted living (AL) is the fastest growing option for residential care that is designed to provide older adults with needed supports while promoting independence1. Nevertheless, AL residents typically experience progressive decline in cognitive ability and self-care that necessitates more intensive nursing care, and typically, most AL residents will transfer to a nursing home (NH) within one to three years1–4. Older adults require a variety of cognitive abilities to meet every day self-care challenges needed to remain in AL. Cognitive decline is key predictor of disability and NH placement for AL residents 5. Someone in the US is diagnosed with Alzheimer’s disease (AD) every 68 seconds, and the number of dementia sufferers will double by 2050, reaching 16 million6. Therefore, the development of new interventions to decrease cognitive decline is critical. Cognitive training programs are gaining popularity based on the notion that “use it or lose it” applies to cognition7,8. Research demonstrates that training in specific cognitive skills can improve memory, cognitive processing speed, spatial orientation, reasoning, and executive function in community dwelling older adults 7,9. Cognitive training can also benefit persons with dementia and mild cognitive decline. A meta-analysis of cognitive training research involving persons with early-stage AD reported overall effect sizes of 0.47 for interventions targeting learning, memory, and executive function, with improvements in activities of daily living (ADLs), problem solving, depression, and self-rated functioning10. A cognitive training intervention called Reasoning Exercises in Assisted Living (REAL) was developed to teach reasoning and problem solving skills to AL residents who are at risk for cognitive and functional decline. The intervention was modeled after the inductive reasoning skills found to improve cognition and maintain self-care over 5 years in healthy, independent older adults11. The REAL program includes six, hour-long, sessions in which providers work individually with AL residents12. The goal of this intervention is to improve older adults’ everyday problem-solving skills so they can maintain their ability to care for themselves and “age in place” in AL. REAL successfully improved problem solving scores of AL residents in a preliminary study12. Results from a subsequent cluster randomized clinical trial (reported elsewhere) also show potential for this intervention13. REAL is provided to AL residents in a one-to-one format. This approach has been successful. However, having adequate interventionists to provide REAL to individual AL residents is a challenge and is costly. Considering that cost is one predictor of successful dissemination of interventions in real-world settings, more efficient ways to provide REAL to large numbers of AL residents are needed14. Thus, the purpose of this pilot study was to examine feasibility and compare costs and outcomes for REAL provided in individual versus small group formats

Infusing Creativity and Design into a University Faculty Mentor Process: Means and Ends

“So you have a design degree, why are you interested in the area of curriculum and instructional technology?” For me I see so many connections and important contributions to both design and education, in addition to the valuable lessons learned by taking an interdisciplinary approach to projects. This case study provides one example of how design and education, together, can produce exciting processes and results that help inform both design and education scholars

2014 Behavioral Health and Performance Standing Review Panel

The 2014 Behavioral Health and Performance (BHP) Standing Review Panel (from here on referred to as the SRP) met for a site visit in Houston, TX on December 17 - 18, 2014. The SRP reviewed the updated research plan for the Risk of Performance Errors Due to Fatigue Resulting from Sleep Loss, Circadian Desynchronization, Extended Wakefulness, and Work Overload (Sleep Risk) and also received a status update on the Risk of Adverse Behavioral Conditions and Psychiatric Disorders (BMed Risk) and the Risk of Performance Decrements Due to Inadequate Cooperation, Coordination, Communication, and Psychosocial Adaptation within a Team (Team Risk)

Progress Notes

https://scholarlyworks.lvhn.org/progress_notes/1296/thumbnail.jp

No More Classes? Framing Pedagogy in a Self-Paced Secondary School

Analysis of an outcome-based, self-paced high scliool in Western Canada demonstrates the difficulty of changing the grammar of schooling even through extensive reform. Aiming to be a school for everyone, the institution studied lias ended up as an alternative high school for students who possess middle-class cultural capital: the very people wlio tend to succeed in conventional schools. Discussion shows how the frames of pedagogy at the school are interrelated, so that cluinging one produces a compensatory effect in the otfiers; and how tlie need to be seen as a successfid school ultimately undermines the motivation for reform.L'analyse d'une école secondaire à rythme Fibre et fondée sur les résultats dans l'Ouest du Canada démontre à quel point les fondements pédagogiques sont difficiles à changer, mime avec une reforme poussée. En essayant de se constituer en une école pour tous, l’institution à Fétide s'est transformée en école secondaire alternative pour les élèves possédant un bagage culturel typique de la classe moyenne - et c'est précisément le genre d'élèves qui réussissent dans les écoles conventionnelles. L'article explique que, d'une part, l’interdépendance des cadres pédagogiques de Fécule est telle que la modification d'un des cadres provoque un effet de compensation dans les autres et que, d'autre part, le besoin d'être considérée une école exemplaire vient miner, à la longue, la motivation visant la reforme

Early Introduction of Computer Science Education in Minority Youth: A New Representation of Tomorrow\u27s Engineers?

Computer Science (CS) has a large underrepresentation of females and racial minority (Hispanic and African American) populations in today’s education intuitions and workforce. Public health workers and companies have reviewed the consequences of this underrepresentation. Although a promise to incorporate more STEM education in schools the large gap is still prevalent. The Google Code Corps (GCC) is a partnership between The Boys & Girls Clubs of America (BGCA), AmeriCorps, and Google with a symbiotic goal to impact minorities and low-socioeconomic (SES) communities through education, mentoring, and capacity building. GCC project aims to empower BGC members by developing a successful and sustainable CS program. The completion of GCC year-one findings resulted in more ethnic minorities partaking CS classes and an overall increase in CS concepts. In summary, 44% of BGCSV participants were female and 70% were ethnic minorities. Students who partook in classes felt they could have a career in computer science. Furthermore, staff demonstrated a feeling that CS First was an easy and well-structured program. Multiple internal and external factors including allostatic load and a leaky pipeline contribute to a large underrepresentation of minorities in CS. Implementing CS education early and through multiple layers of the Social Ecological Model (SEM) shows promise for an increased interest. Programs like the GCC can create long-term improvements and set up student success through capacity building activities. However, proper mentorship and continuing assessments and motivating are necessary for overall program success and creating a sustainable impact on both minorities and the CS workforce

CheckUp

https://scholarlyworks.lvhn.org/checkup/1071/thumbnail.jp

Evaluating Educational Interventions in Emergency Medicine

This article presents the proceedings of the 2012 Academic Emergency Medicine consensus conference breakout group charged with identifying areas necessary for future research regarding effectiveness of educational interventions for teaching emergency medicine ( EM ) knowledge, skills, and attitudes outside of the clinical setting. The objective was to summarize both medical and nonmedical education literature and report the consensus formation methods and results. The authors present final statements to guide future research aimed at evaluating the best methods for understanding and developing successful EM curricula using all types of educational interventions.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/94811/1/acem12022.pd