Alien Registration- Baird, Laura (Houlton, Aroostook County)

https://digitalmaine.com/alien_docs/35929/thumbnail.jp

Migrating an IR at a Small, Liberal Arts University

In late 2018 Pacific University made the decision to migrate its IR from BePress to Hyku (hosted by Ubiquity). The presentation will be an overview of the migration as a whole, as opposed to a deep-dive into one aspect of the migration. We will discuss how/why Ubiquity’s platform was chosen, the technical difficulties we encountered, and what we learned. Its aim is to give an example as well as explanation of how a small institution with an IR that also publishes journals and books successfully migrated away from BePress to another platform—which saved money, and had the additional benefit of no longer being connected to Elsevier

Continued Progress: Promising Evidence on Personalized Learning

The findings are grouped into four sections. The first section on student achievement finds that there were positive effects on student mathematics and reading performance and that the lowest-performing students made substantial gains relative to their peers. The second section on implementation and the perceptions of stakeholders finds that adoption of personalized learning practices varied considerably. Personalized learning practices that are direct extensions of current practice were more common, but implementation of some of the more challenging personalized learning strategies was less common. The third section relates implementation features to outcomes and identifies three elements of personalized learning that were being implemented in tandem in the schools with the largest achievement effects. Finally, the fourth section compares teachers' and students' survey responses to a national sample and finds some differences, such as teachers' greater use of practices that support competency-based learning and greater use of technology for personalization in the schools in this study with implementation data

Psycho-Emotional Education for Occupational Therapists Supporting Individuals Assuming the Role of Family-Caregiver for People With a Traumatic Brain Injury (TBI)

The purpose of this research was to identify the psycho-emotional needs of family-caregivers of individuals who sustained a traumatic brain injury (TBI), and measure if there was a change in knowledge among occupational therapists, and occupational therapy students following a two-hour seminar covering topics identified in the literature. The topics covered in the seminar included the concept of ambiguous loss, the importance of validating emotions, the caregiver grieving process, and the importance of providing caregiver resources. To measure the change in knowledge, researchers utilized primarily a quantitative research design using pre- and post-test questionnaires with Likert- scale questions. The questionnaire also included a small number of qualitative, free response, follow up questions. A total of 15 participants completed the questionnaires and the quantitative data indicated an overall increase in knowledge among participants in this study. The qualitative, free-response questions were used to explore the clinical utility of this seminar and to determine directions for future research. The results of this research suggest that there is value in providing this type of education to occupational therapy clinicians and students. This type of seminar could be a valuable tool that better prepares occupational therapy clinicians to address the psycho-emotional needs of caregivers supporting an individual with a TBI