HOW DO OUR PROGRAMS AND COURSES NEED TO CHANGE TO BETTER INCLUDE, EQUIP, AND EMPOWER LEARNERS?

We are living in a rapidly-changing world in which we are facing complex challenges, including climate change and health, where science knowledge plays a central role. However, many learners face systemic barriers accessing high quality education. How do our programs and courses need to change to better include, equip, and empower learners to address these and other challenges, from local to global scales? What is the path to change? In this presentation, I will (1) highlight efforts from my research group to address those issues in organic chemistry education, systems thinking, and broader learning skills, (2) highlight selected efforts by members of our educator community, and (3) seek ideas and hear about initiatives from audience members

Experiences of shame, social rank and violence amongst male offenders

Background: Theory associates shame with violence but research is inconsistent. The Compassion Focused Therapy shame concept distinguishes internal shame, other shame and social rank, offering a novel research approach. Adverse and traumatic experiences have been associated with violence in adulthood. Aims: This study aimed to distinguish between internal, other and social rank shame with the intention of introducing a relational and social understanding of shame and violence. Secondly, it aimed to explore developmental psychopathology theories of violence by profiling the central and traumatic features of male offenders’ shame memories. Method: Drawing on a pragmatist philosophy, this study adopted a cross sectional, quantitative approach. Male offenders (N = 121) in a young offenders prison were recruited via the healthcare suite. Participants were invited to complete a series of established self-report questionnaires via one to one interview. Two questionnaires required responses with reference to a strong shame memory. Results: Multiple regression analysis found proactive aggression was predicted by other shame, social rank and shame memory avoidance. Only other shame and participant age were independent predictors of proactive aggression. Reactive aggression was predicted by internal shame, other shame, shame memory avoidance and hyperarousal, however only age independently predicted reactive aggression. MANCOVA found no differences between groups with and without physical violence risk alerts in terms of shame when controlling for age. Structural Equation Modelling identified social rank and other shame as mediators of proactive aggression. Black and Asian/Other ethnic groups had significantly higher levels of social rank but not aggression. Conclusion: Although physically violent and nonviolent groups did not differ in terms of shame, different shame variables predicted proactive and reactive aggression in the whole population. The structural equation model is a novel analysis of proactive aggression. Ethnic differences in social rank are discussed in terms of BME overrepresentation in the criminal justice system

Experiences of shame, social rank and violence amongst male offenders

Background: Theory associates shame with violence but research is inconsistent. The Compassion Focused Therapy shame concept distinguishes internal shame, other shame and social rank, offering a novel research approach. Adverse and traumatic experiences have been associated with violence in adulthood. Aims: This study aimed to distinguish between internal, other and social rank shame with the intention of introducing a relational and social understanding of shame and violence. Secondly, it aimed to explore developmental psychopathology theories of violence by profiling the central and traumatic features of male offenders’ shame memories. Method: Drawing on a pragmatist philosophy, this study adopted a cross sectional, quantitative approach. Male offenders (N = 121) in a young offenders prison were recruited via the healthcare suite. Participants were invited to complete a series of established self-report questionnaires via one to one interview. Two questionnaires required responses with reference to a strong shame memory. Results: Multiple regression analysis found proactive aggression was predicted by other shame, social rank and shame memory avoidance. Only other shame and participant age were independent predictors of proactive aggression. Reactive aggression was predicted by internal shame, other shame, shame memory avoidance and hyperarousal, however only age independently predicted reactive aggression. MANCOVA found no differences between groups with and without physical violence risk alerts in terms of shame when controlling for age. Structural Equation Modelling identified social rank and other shame as mediators of proactive aggression. Black and Asian/Other ethnic groups had significantly higher levels of social rank but not aggression. Conclusion: Although physically violent and nonviolent groups did not differ in terms of shame, different shame variables predicted proactive and reactive aggression in the whole population. The structural equation model is a novel analysis of proactive aggression. Ethnic differences in social rank are discussed in terms of BME overrepresentation in the criminal justice system

A narrative inquiry into the stories parents tell of having a child with a tracheostomy

Aim of the study: Caring for a child with a tracheostomy can be challenging and time consuming for parents. The personal challenge to manage their child’s airway safely can be a frightening prospect. However, there is a lack of longitudinal qualitative research on parents’ views and experiences of having a child with a tracheostomy. This longitudinal study aimed to tell the stories of parents whose child had a new tracheostomy. Methods: Narrative inquiry was adopted as the methodological approach for this study, which explores parent’s stories at three time points during the first 12 months following their child having a tracheostomy. A convenience sample of parents whose child had a tracheostomy was recruited. Twenty three narrative interviews with nine families (3 fathers and 9 mothers) took place. The data have been analysed using socio-narratology (Frank, 2010) which allowed specific questions to seek a movement of thought through the data. Results: The findings revealed that the parents initially experienced shock, emotional upheaval and uncertainty about their child’s condition. As their child’s health condition settled (post tracheostomy) life became calmer and parents showed the capacity to function. However, even when their child had returned home the parents continued to experience times of stress. The theoretical underpinning of this study is the process of resilience. The ABC-X model of parental resilience: a process of reframing, underpins the discussion in this study. The model encompasses the interplay of risk factors and protective factors. The parents were able to reflect and recognise that there were times when they exhibited higher levels of resilience and times where their resilience was lower. One of the key aspects of the parents’ building resilience over time was the elasticity of the experience, which reflects the parents’ ability to be stretched by situations and to reframe their lives and beliefs, arriving at fresh understandings as a result of their experiences. Conclusion: Acknowledgement that parents experience a protracted process of building resilience after their child’s tracheostomy would enable professionals to provide ongoing support throughout this period of reframing their lives

The feasibility and acceptability of a psychosocial intervention to support people with dementia with Lewy bodies and family care partners

OBJECTIVES: Psychosocial support for people with dementia with Lewy bodies (DLB) and family care partners is frequently lacking, despite the need expressed by those with lived experience. Our objective was to examine the feasibility and acceptability of an intervention designed to build coping capability. DESIGN: The design was non-randomised with all participants receiving the intervention. SETTING: The setting was a Memory Assessment and Management Service in the Northeast of England. PARTICIPANTS: Participants comprised 19 dyads consisting of a person with DLB and a family care partner. INTERVENTION: The intervention was group-based, with weekly sessions attended for up to four successive weeks. It was informed by Social Cognitive Theory. MEASUREMENTS: Data were collected on recruitment, attendance and attrition, self-efficacy, mood, stress and participant experience. RESULTS: Recruitment was achieved with minimal attrition and three successive groups were delivered. Care partners felt more in control and able to cope in at least 3 of 13 areas with 73% feeling this way in eight or more areas. Three themes were identified from post-intervention interviews: people like us, outcomes from being a group member and intervention design. CONCLUSIONS: A DLB-specific group intervention is acceptable to people with DLB and family care partners, and recruitment is feasible within a specialist service. Participation may enhance understanding of this condition and reduce social isolation. It may improve care partners' coping capability particularly if targeted towards those with low prior understanding of DLB and more stress. Means of evaluating outcomes for people with DLB need further development

Contributions of CSU Libraries to Student Success: Assessment Report

This report is the result of a comprehensive assessment of library services at Columbus State University and focuses on student perception of the library and its impact on learning outcomes. It also presents a current view of library services that are currently offered to the Columbus State community

Contributions of CSU Libraries to Student Success: 2015-2016 Library Assessment: Appendices

This document contains the appendices to the 2016 Assessment conducted by CSU Libraries. These appendices include: Literature Review Additional data not included in the report Survey Questionnaire Focus Group Protocols A list of questions used for the focus group discussion