Living And Learning In Community: Blending Intentional And Learning Community On Campus

This paper examines the social construction of community within a blended intentional and learning community, anchored in an exploration of three questions (who am I, whose am I, and who am I called to be)

Faculty Community Under Construction: A Case Study

This case study describes some of the elements of the social construction of community by faculty involved with an innovative residential and academic subgroup at a small private university in the northeast US. Examples from the case study demonstrate that the social construction of faculty community can be accomplished through both routine and marked activities and events; that it is possible to build a resilient sense of community deliberately and overtly, inadvertently, and subtly, and that it is possible to respond to potential vulnerabilities in ways that build a resilient sense of community

Faculty community under construction: A Case Study

This case study describes some of the elements of the social construction of community by faculty involved with an innovative residential and academic subgroup at a small private university in the northeast US. Examples from the case study demonstrate that the social construction of faculty community can be accomplished through both routine and marked activities and events; that it is possible to build a resilient sense of community deliberately and overtly, inadvertently, and subtly, and that it is possible to respond to potential vulnerabilities in ways that build a resilient sense of community

Risking Aesthetic Reading

This reflective article explores a tension between private and public expression of deep aesthetic response to reading, with specific reference to the play of this tension in the public space of the classroom. Implications for teaching are included, most specifically the need to understand the sensitivities and emotional vulnerability of students, the teacher’s challenge of modeling open and deep responses to texts, and the creation of a supportive environment in which it is safe to take the risks needed for including deep aesthetic response in the classroom

Dangerous pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but dangerous pedagogy illustrates about our teaching and our students\u27 learning

Dangerous Pedagogy

Using data primarily drawn from undergraduate psychology classes, we reflect upon what humane but dangerous pedagogy illustrates about our teaching and our students\u27 learning

Supporting Department Chair Development: Learnings from the Leadership Cohort

This best practice presentation will highlight key features, benefits and challenges of a cohort-based leadership development program for chairs. We’ll engage with sample materials and activities used during cohort meetings and share recommendations for those looking to initiate leadership development programs on their campus

Collecting biomedical and social data in a longitudinal survey: A comparison of two approaches

The inclusion of the collection of biomeasures within social surveys, and longitudinal surveys in particular, is becoming ever more common. Combining objective measurements of health with detailed information about lifestyles and behaviour collected over long periods of time offers enormous research potential. Studies that combine an interview with the collection of biomeasures can be conducted in various ways. One model is that field interviewers make initial contact with participants, conduct the interviews and arrange follow-up visits for a nurse to collect the biomeasures. Alternatively, field interviewers can be trained to collect biomeasures, but there remain questions about whether the quality of data collected is comparable to that collected by a nurse. Other studies invite participants to visit clinics, but this can be very costly in a large-scale national study. There is no consensus on the optimal strategy for combining a social survey with the collection of biomeasures. The 1970 British Cohort Study (BCS70) is a longitudinal birth cohort study which began in 1970. The 11th sweep of the study began in 2016, when study members were aged 46, and included an interview component alongside the collection of a range of biomeasures. The first phase of fieldwork was conducted using a new approach where nurses conducted all of the data collection. Midway through fieldwork BCS70 switched to a two-stage approach where interviews were conducted by interviewers followed by a separate nurse visit. This presented a unique opportunity to evaluate the success of the two approaches

Revising a Doctor of Nursing Practice Program in Response to Student Focus Group Feedback

Throughout the history of professional nursing, changes in practice environments have guided changes in nursing educational systems. Over the past 50 years, advanced practice nurse roles have progressed in clinical practice and professional role requirements. The need to enhance the educational preparation in response to these requirements was addressed by the American Association of Colleges of Nursing (AACN, 2006). These formative years in the development of the DNP resulted in several programs across the country with varying approaches to both advanced practice specialization and doctoral degree education. Although extensive work was done by faculty to develop the program, prepare for accreditation, and provide a quality program, continued data collection and response to student feedback is a necessary component of quality education and continuing accreditation. The purpose of this project is to describe the continued data collection process of the program, specifically regarding the immersion hours and development of the final project