Action-oriented research for master’s level dissertations: an opportunity to improve practice

As academic staff become familiar with the qualifications framework of the UAE and work towards demonstrating alignment between learning outcomes, teaching/learning strategies and assessment, this is an opportune time to revisit traditional masters’ dissertation guidelines and methodologies to ensure students demonstrate mastery of a topic via achievement of a capstone project. Such a project is an opportunity to demonstrate both a contribution to knowledge and an improvement in practice. This discussion document takes the view that formal master’s level programs can miss this opportunity to use rich experiences of working professionals to produce knowledge and learning. An action-oriented approach to research is proposed as contributing to level 9 learning by its capability of generating practical learning and producing actionable knowledge. One example is outlined of a successful action-oriented project in the UAE, which formed part of a master’s program

Guest Editorial: The 2014 Capstone Design Conference

The goal of the 2014 Capstone Design Conference held in Columbus, OH was to build upon the success of three previous conferences (2007 and 2010 in Boulder, CO, and 2012 in Champaign, IL) and expand the community of educators, students, and industry members engaged in discussing, analyzing, and improving capstone design education. Sessions at the 2014 Capstone Design Conference were designed for vibrant sharing of ideas and experiences across the capstone community via interactive panel sessions, poster session socials, and hands-on workshops. This editorial discusses conference planning, structure, and feedback. Technical papers that follow in this issue document scholarship surrounding noteworthy capstone course innovations. Most of these began as four page peer-reviewed papers included in the conference proceedings

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Caswell County Fresh Fruit and Vegetable Access Project

Background: A lack of access to and consumption of diverse, healthy, fresh fruits and vegetables is linked to negative health outcomes. Caswell County, North Carolina is a rural food desert, and its low-income residents are vulnerable to diet-related illnesses, particularly cardiovascular disease and obesity. Methods: The Capstone team completed four deliverables culminating in recommendations for sustainable improvements to access to fresh fruits and vegetables in Caswell County. Each product represented a sequential phase of data collection necessary to make evidence-based recommendations. The first deliverable was an in-depth, qualitative community assessment, informed by key informant interviews, online survey data, and extensive field observation. The second deliverable consisted of a mixed-methods assessment of 22 retail food outlets in the county, based on the pricing, promotion, placement, and product availability of fruits and vegetables. Following this fieldwork, the Capstone team reviewed four categories of existing intervention models to inform a recommendation of the most appropriate fit for Caswell County. The fourth and last deliverable laid the foundation for a pilot implementation of the recommended intervention model. The Capstone team conducted interviews with four storeowners to determine their readiness to implement a healthy corner store pilot program in Caswell County. Results: The community assessment, food outlet survey, and review of intervention models informed the Capstone team's recommendation of a healthy corner store initiative for Caswell County. This recommendation was made based on limited funding and dedicated staffing, and was designed to build on Caswell's existing food system infrastructure. The storeowner interviews laid out first steps in the implementation of a pilot project to be conducted by the Community Transformation Grant Project, the Capstone partner organization in Caswell County. Discussion: The assessment tools and guidance for adapting intervention models developed by the Capstone team laid the foundation for enhancing access to fresh fruits and vegetables in Caswell County via healthy corner stores. The findings from this project have implications for rural food deserts around the county by contributing to the evidence base for best practices in limited resource settings.Master of Public Healt

Program evaluation of a community-based model for driver off-road assessment in post-acute ABI

Background: Social conditions from the pandemic forced changes to outpatient rehabilitation programs, necessitating pre-driving assessment be administered via telehealth, an alternative model of OT service-delivery. As a result, Shepherd Pathways adapted the clinical pre-driving program for telehealth service delivery. Program outcomes had not been formally assessed. Purpose: The purpose of this Capstone project was to conduct a formal program evaluation to collect, analyze, and use data to evaluate effectiveness and efficiency of a clinical return to drive program delivered via telehealth (CDC, n.d.; The university of Kansas toolbox, n.d.). The program evaluation examined the OT process and scope of services for driver off-road assessment at Shepherd Pathways, in Atlanta, Georgia, and addressed the following objectives. Does Shepherd Pathways clinical pre-driving program meet the needs of acquired brain injury (ABI) clients in a traditional, hybrid, or telehealth model? What are the current practices (assessments and interventions) used within an OT led clinical pre-driving program delivered via telehealth? Does an OT clinical pre-driving program delivered via telehealth result in an on-road driving evaluation (ORDE) outcome of unrestricted driving for ABI clients? Theoretical Framework. A pragmatic research approach (Creswell & Creswell, 2018) and Canadian model of occupational performance-engagement (CMOP-E) and the Ecology of Human Performance (EHP) (Dunn, 1984) influenced the approach. Methods. Program evaluation identified outcomes of a telehealth approach for return to driving. A logic model was used to identify main components of the program and showed relationships among the telehealth pre-driving program goals, objectives, activities, and outcome measurements (Adu, 2017). Results. Research questions were answered-the needs of individuals with ABI were met in the program. OT telehealth clinical standards of practice for the pre-driving program were identified and successful ORDE outcomes indicated a positive relationship between use of telehealth and return to drive after ABI. Conclusions: A logic model illustrated the processes developed for OT driver-off road assessment during the COVID-19 pandemic from March 2020 - December 2020 at Shepherd Pathways. Results indicated a high percentage of program effectiveness, ORDE referrals, and ORDE passing rates for participants with ABI

Scholarly collaboration across time zones

The barriers to global collaboration of yesteryear were, for example, country boundaries and time zones. Today however, in a world where communication is thriving on new technologies, these barriers have been overcome, not only by the technology itself, but also by the collaborators in a desire (and need) to extend knowledge, seize opportunities and build partnerships. This chapter reports on one such collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggests that the key elements of success are related to the individuals and project management techniques, and not the technology per se. The constructivist learning theory as well as the e-Moderation model are supported by this work and thus extend their application to the academic writing process

The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

Concept paper on a curriculum initiative for energy, climate change, and sustainability at Boston University

[Summary] Boston University has made important contributions to the interconnected challenges of energy, climate change, and sustainability (ECS) through its research, teaching, and campus operations. This work reveals new opportunities to expand the scope of teaching and research and place the University at the forefront of ECS in higher education. This paper describes the framework for a University-wide curriculum initiative that moves us in that direction and that complements the University’s strategic plan. The central curricular objectives are to provide every undergraduate the opportunity be touched in some way in their educational program by exposure to some aspect of the ECS challenge, and to increase opportunities for every graduate student to achieve a focused competence in ECS. The initiative has six cornerstone initiatives. The first is the Campus as a Living Lab (CALL) program in which students, faculty and staff work together and use our urban campus and its community to study and implement ECS solutions. The second is a university-wide minor degree that helps students develop an integrated perspective of the economic, environmental, and social dimensions of sustainability. The third is one or more graduate certificate programs open to all graduate students. The fourth is an annual summer faculty workshop that develops new ECS curriculum and CALL opportunities. The fifth is web-based resource that underpins the construction of a vibrant knowledge network for the BU community and beyond. Finally, an enhanced sustainability alumni network will augment professional opportunities and generate other benefits. The learning outcomes of this initiative will be realized through the collaborative work of faculty, students, and staff from all 17 colleges and schools. The initiative will leverage existing BU student resources such as the Thurman Center, Build Lab, and Innovate@BU. Benefits of this initiative, beyond the curriculum, include acceleration towards the goals of our Climate Action Plan; improving the “sustainability brand” of BU; enhancing the ability to attract students and new faculty; strengthening our alumni and campus communities; deepening our ties with the city of Boston; and the potential to spin off new social and technological innovations.Published versio

Information Literacy Instruction in an English Capstone Course: A Study of Student Confidence, Perception, and Practice

An English professor and an instruction librarian at the University of New Hampshire at Manchester felt that the college\u27s new English Capstone course for majors provided a unique opportunity to assess the information literacy skill levels of graduating English majors. They therefore engaged in a three-year study to evaluate the IL competency of these students, to gauge their perceptions of library instruction provided during the Capstone course and throughout their academic careers, and to determine students\u27 confidence and self-efficacy with respect to these skills. The researchers sought to determine the ways in which the IL program for English majors effectively met established IL goals and to identify areas for improvement