A Qualitative Evaluation of the Interprofessional Student Hotspotting Learning Collaborative: Perceptions of Student and Faculty Advisor Participants

Introduction: Student participation in interprofessional education has proven beneficial in regards to students’ understanding of professional roles, team situational awareness1,and appreciating the need for collaboration2. The interprofessional student hotspotting learning collaborative enables students to work in teams to help serve patients categorized as health-system “super-users”, defined as those who overuse inpatient and/or emergency hospital services, over a period of six months’ time. This model will allow students to have real patient encounters and to begin utilizing their own roles within interdisciplinary teams. Objective: This study aims to evaluate the impact of the interprofessional student hotspotting learning collaborative on student participants. Methods: Our study analyzes the impact of participation in the hotspotting curriculum on the change in students’ knowledge, attitudes, skills, and behaviors, and identifies which change impacts the largest number of students. Students represent various healthcare specialties including but not limited to nursing, pharmacy, and medicine. Students will be given surveys and will participate in focus groups, and this data will be compiled and analyzed for statistical significance and quantitative analysis for patterns and trends. Results: The results of this study demonstrate that students have improved understanding of their roles on an interprofessional team as well as changes in attitudes towards being a member of an interprofessional team. They also suggest improvements for the program and suggestions for faculty advisors. Conclusions: Using these results, we can further develop the hotspotting program to initiate changes in the behavior of the members of interprofessional teams. Changes in interprofessional behaviors during education can lead to changes in behavior during their careers

Collecting sensor-generated data for assessing teamwork and individual contributions in computing student teams

The aim of this paper is twofold. First, the authors describe a series of experiments that have been conducted in a dedicated smart-spaces laboratory, aiming to combine the use of several sensors in collecting student data. Second, the paper shares key findings from the use of sensor-generated data as an instrument for assessing individual contributions as well as team performance. The early sections of the paper describe the setting of a smart-space laboratory and how it was used for two scenarios; on one hand student teams were monitored during a coordination meeting involving decision making, while on the other hand students were observed during a team presentation. The discussion explains how sensors were used to monitor emotions (using facial image processing), stress (using galvanic skin response) and participation (based on the use of Kinnect). The key contribution is in the form of the experiment setting that can be replicated with students from different educational backgrounds but also in scenarios involving practitioners from different disciplines. The authors discuss the drivers for organizing this type of experiment and explain the reasoning behind the use of certain sensors and the value of collecting specific data sets. The later part of the paper describes how the analysis of collected data has produced visualizations of patterns that can be used in education for assessing student contribution, emotions and stress levels. Similar approaches could be used for project management where student teams are replaced by software engineering teams in agile development scenarios (e.g. scrum stand-up meetings)

THE EFFECT OF COMMUNITY SERVICE PARTICIPATION ON TEAM COHESIVENESS IN NCAA DIVISION I WOMEN\u27S VOLLEYBALL TEAMS

Despite the efforts of many to determine the best means for constructing and maintaining unified sports teams, leaders in the field continue to seek additional methods. This non-experimental quantitative analysis of NCAA Division I Women\u27s Volleyball teams examined the value of community service participation as a team building activity. The purpose of this study was to determine the difference, if any, that exists between the amounts of cohesiveness on teams that employ different grouping strategies in community service work. Participants representing 74 different teams included a coach and a total of 442 players from those schools across the country. Mann Whitney U Tests were employed to explore team scores on the Group Environment Questionnaire and individual player perceptions of community service. Findings revealed no statistically significant differences on either measure from teams that conducted service as an entire group in comparison to those that did so in small groups or on an individual basis. Further analyses indicated a statistically significant difference in the players\u27 perception of the value of service work to the local community when comparing teams coached by natives of the local community as opposed to those who were not. Results of the study indicated patterns of positive feelings associated with community service and its potential as a team building exercise among the student-athletes involved. Future studies should include further analysis of team cohesion as well as the role of community service in intercollegiate athletics

Use of the Functional Movement Screening in Division III Collegiate Athletics

The Functional Movement Screen (FMS) aims to expose movement limitations and asymmetries by screening an individual on seven different fundamental movement patterns. Limited research has been conducted using individual FMS test scores comparatively to composite scores. The purpose of this study was to examine the effects of a corrective exercise program on improving individual FMS scores for a collegiate basketball team. Thirteen healthy, male student athletes from an NCAA Division III men’s basketball team performed all seven FMS movements. The team was randomly divided into control and treatment groups. The control group followed their typical pre-practice dynamic warm-up four days per week for four weeks, while the treatment group performed a specific warm-up geared towards improving FMS for four days per week for four weeks. The athletes performed the complete FMS following the completion of the training program. The specific corrective exercise training program did not significantly change FMS movements

Exploring collaboration patterns among global software development teams.

This study examines communication behaviors in global software student teams. The authors of the paper characterize the types of communication behaviors that occur when student teams are engaged in a software development project. The authors present findings from a one-semester study that examined factors contributing to successful distributed programming interactions among students enrolled at the University of Atilim (Turkey), Universidad Tecnológica de Panamá, University of North Texas, and Middlesex University (UK). Using content and cluster analyses techniques, we identified distinct patterns of collaboration and examined how these patterns were associated with task, culture, GPA, and performance of collaborative teams. Our results suggest that communication patterns among global software learners may be related to task type, culture and GPA. It is hoped that these findings will lead to the development of new strategies for improving communication among global software teams

Who's Playing College Sports: Money, Race and Gender

This research is the most accurate description of college sports' participation patterns to date, shows that both men's and women's sports participation have increased over the past 25 years. It examines factors, including Title IX and athletic expenditure growth, impacting today's college sports participation trends, which vary widely by sport. Changes in high school sports participation, rising health care costs, increased numbers of international students, and college recruitment are explored, as well as the implication of these participation trends on college sports' diversity

Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses

Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students work as teams to effectively accomplish course related tasks. However, due to lack of face to face interaction, it becomes difficult for MOOC students to collaborate. Additionally, the instructor also faces challenges in manually organizing students into teams because students flock to these MOOCs in huge numbers. Thus, the proposed research is aimed at developing a robust methodology for dynamic team formation in MOOCs, the theoretical framework for which is grounded at the confluence of organizational team theory, social network analysis and machine learning. A prerequisite for such an undertaking is that we understand the fact that, each and every informal tie established among students offers the opportunities to influence and be influenced. Therefore, we aim to extract value from the inherent connectedness of students in the MOOC. These connections carry with them radical implications for the way students understand each other in the networked learning community. Our approach will enable course instructors to automatically group students in teams that have fairly balanced social connections with their peers, well defined in terms of appropriately selected qualitative and quantitative network metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of Digital Information & Web Technologies (ICADIWT), India, February 2014 (6 pages, 3 figures

An End to the Odyssey: Equal Athletic Opportunities for Women

I. Preface Princess and maids delighted in that feast; then, putting off their veils, they ran and passed a ball to a rhythmic beat. 1 So Homer, c. 800 B.C., sings of Princess Nausikaa before she befriends Odysseus near a stream on the island of Skheria. Homer\u27s adventurer ac- cepts his royal rescuer\u27s game of her own without surprise. Three millen- nia later, many American colleges are still unsure how men and women can have as equal a chance to pass a ball against other colleges as to parse the epic of Odysseus and Penelope in their classrooms. Title IX of the Education Amendments of 1972, 2 which bans sex dis- crimination in all education programs that receive federal financial assistance, should have assured those opportunities. Almost a quarter-century later, however, its promise is still unfulfilled, 3 and major litigation to define its application to athletics has begun only recently. These delays have created an air of crisis, division, and anger on many campuses. Because most college presidents and athletic directors do not know what Title IX requires, they frequently overestimate the difficulties of compliance. In my experience, supporters of men\u27s collegiate teams are espe- cially likely to lack clear information, and to be frustrated with what they believe are overly rigid obligations. Yet a generation\u27s delay in enforcement has led women student-athletes and their coaches to view compliance with increasing urgency. We should be asking why equal opportunity has been so long in com- ing. When we ask instead ..

The Experiences of LGBT Students in School Athletics

This research brief examines the experiences of LGBT student athletes between the ages of 13 and 20. Findings in this research brief uncover four key concerns:1. Physical Education classes were unsafe environments for many LGBT students. 2. LGBT students may be underrepresented on extracurricular sports teams. 3. Many LGBT students experienced discrimination and harassment in school sports. 4. LGBT student athletes may not be fully supported by school athletics staff and policies

After School Arts: Artists and Teachers Working Together -- A Report to the Community

Profiles components of the After School Arts program within the School District of Philadelphia that have helped provide students with integrated, rich learning experiences.More information about this publication is available at PubHub