Teaching and Learning Qualitative Research ≈ Conducting Qualitative Research

This paper presents a teaching framework for a graduate course on Qualitative Research Methods course. The organizing concept of the teaching framework is that teaching and learning qualitative research are similar in essence to conducting qualitative research. The teaching framework is based on ten principles of teaching and learning qualitative research methods that result from the application of ten principles of conducting qualitative research. In other words, teaching and learning a course that deals with qualitative research implements the principles of such research. The teaching framework was constructed during a reflective research that lasted four years. During the course of the study, the researchers-lecturers collected and analyzed various course assignments performed by 62 students, online student discussions, observations made during class, interviews, and occasional conversations with students. The study contributes to research on the pedagogy of research methods in general and of qualitative research methods in particular

Learning Human Aspects of Collaborative Software Development

Collaboration has become increasingly widespread in the software industry as systems have become larger and more complex, adding human complexity to the technological complexity already involved in developing software systems. To deal with this complexity, human-centric software development methods, such as Extreme Programming and other agile methods, have been developed and implemented. Aiming to prepare future software developers for today\u27s software industry, this paper presents a framework for developing collaborative learning tools and activities, and examples that were developed for the course Human Aspects of Software Engineering in order to assist students in learning collaborative software development. The learning processes and knowledge construction undergone by the students in the study were examined empirically, both in general and with respect to collaboration in particular. Results indicate that, based on their individual and group in-class experiences and reflections, students developed skills and constructed both practical and theoretical knowledge relating to successful collaborative software development

Impact of an Undergraduate Level Course on Student Perception of Ageism: Evidence From the Analyses of Student Post-Course Reflections

[EN] Ageism is a growing issue that affects all nations, though it receives limited attention in higher education curricula. The purpose of this qualitative study was to utilize post-course student reflections to examine the benefits of participating in a 1-credit course focused on ageism. The course pedagogy provided education on normal aging and intergenerational contact, elements shown to reduce negative aging stereotypes and reduce ageist perspectives in college students.  Participants included 20 undergraduate students from various disciplines. Analysis of narrative data revealed students had a greater awareness of discrimination, prejudice, and implicit bias associated with aging resulting from the course. Proposed methods for reducing or eliminating ageism were reported within four different categories including education, greater intergenerational contact, personal actions, and legislation. This study provides evidence related to the benefits of combining accurate information about aging and exposing students to quality intergenerational experiences with older adults as ways to address ageism.Hazzan, A.; Dauenhauer, J.; Beach, P. (2024). Impact of an Undergraduate Level Course on Student Perception of Ageism: Evidence From the Analyses of Student Post-Course Reflections. Editorial Universitat Politècnica de València. https://doi.org/10.4995/HEAd24.2024.1719

Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs

[EN] Institutions of higher education are increasing efforts to focus on ways to meet the growing needs of older adult learners. Many institutions are addressing these needs by joining the Age-Friendly University (AFU) Global Network. Affiliated institutions are required to promote intergenerational learning to facilitate the reciprocal sharing of expertise between learners of all ages. However, these institutions will need to provide instructors with the training to ensure that intergenerational engagement is being actively fostered. In this study, we examine the perspectives of faculty members who have opened their classrooms to older adult auditors. The research question was: What types of training do faculty recommend to promote intergenerational engagement in the classroom? In-depth face to face interviews were conducted with 27 faculty members. Qualitative content analysis of the data yielded the following four themes: 1) Provide accessible training to teach faculty their role 2) Educate faculty about the importance of becoming aware of generational time periods/context 3) Learn to approach auditors with a mindset that they are adults and have had careers/experiences, and 4) Train faculty on how to foster discussion. Overall, these findings point to a need for training that focus on intergenerational curricular design and multigenerational classroom management.Hazzan, A.; Heffernan, K.; Dauenhauer, J. (2021). Promoting Intergenerational Engagement Within the College Classroom: Faculty Training Needs. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 387-395. https://doi.org/10.4995/HEAd21.2021.12865OCS38739

Jamal Hazzan

Jamal Hazzan is a retired school nutrition program administrator with a strong track record in effectively managing stakeholders, revenue, and profit growth in multiple school districts. He has successfully led and participated on strategic planning committees. Many schools under his direction are recipients of HealthierUS School Challenge awards. Jamal holds a bachelor’s degree in Economics from State University of New York at Buffalo and an MBA from Sam Houston State University. He is a member of the Texas Association for School Nutrition, and his program has been recognized by the association as a “Program of Excellence.” He has held office, served on committees, and presented training for the association. Jamal is a consultant trainer for the Institute of Child Nutrition.https://egrove.olemiss.edu/icn_ohistories/1068/thumbnail.jp

Thymic Stromal Lymphopoietin Interferes with the Apoptosis of Human Skin Mast Cells by a Dual Strategy Involving STAT5/Mcl-1 and JNK/Bcl-xL

Mast cells (MCs) play critical roles in allergic and inflammatory reactions and contribute to multiple pathologies in the skin, in which they show increased numbers, which frequently correlates with severity. It remains ill-defined how MC accumulation is established by the cutaneous microenvironment, in part because research on human MCs rarely employs MCs matured in the tissue, and extrapolations from other MC subsets have limitations, considering the high level of MC heterogeneity. Thymic stromal lymphopoietin (TSLP)-released by epithelial cells, like keratinocytes, following disturbed homeostasis and inflammation-has attracted much attention, but its impact on skin MCs remains undefined, despite the vast expression of the TSLP receptor by these cells. Using several methods, each detecting a distinct component of the apoptotic process (membrane alterations, DNA degradation, and caspase-3 activity), our study pinpoints TSLP as a novel survival factor of dermal MCs. TSLP confers apoptosis resistance via concomitant activation of the TSLP/ signal transducer and activator of transcription (STAT)-5 / myeloid cell leukemia (Mcl)-1 route and a newly uncovered TSLP/ c-Jun-N-terminal kinase (JNK)/ B-cell lymphoma (Bcl)-xL axis, as evidenced by RNA interference and pharmacological inhibition. Our findings highlight the potential contribution of TSLP to the MC supportive niche of the skin and, vice versa, highlight MCs as crucial responders to TSLP in the context of TSLP-driven disorders

Challenges and opportunities in late-stage chronic kidney disease

There is increasing recognition that chronic diseases are a major challenge for health delivery systems and treasuries. These are highly prevalent and costly diseases and frequency is expected to increase greatly as the population of many countries ages. Chronic kidney disease (CKD) has not received the same attention as other chronic diseases such as congestive heart failure; yet, the prevalence and costs of CKD are substantial. Greater recognition and support for CKD may require that the disease no longer be viewed as one continuous disease state. Early CKD stages require less complex care and generate lower costs. In contrast, late-stage CKD is every bit as complex and costly as other major chronic diseases. Health authorities may not recognize and fund CKD care appropriately until late-stage CKD is defined clearly as separate and distinct from earlier stages of disease. In this review, we describe the burden of chronic diseases, consider the challenges and barriers and propose processes to improve late-stage CKD care. In particular, we recommend the need for improved continuity of care, enhanced use of information technology, multidisciplinary care, timely referral to nephrologists, protocol use and improved patient engagement