Service Learning: HOPE Begins With You

There were some unexpected results of the service learning project for the Department of Mass Communication’s Advertising Cases and Campaigns class (MCM 308). What began as an advertising campaign for a nonprofit resulted in a student-organized food drive, a logo for a new campus organization and a new appreciation of service learning

Norm- and Criterion-Referenced Testing

Accessed 343,257 times on https://pareonline.net from November 13, 1999 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

The Effects of Contextual Reading and Feedback on Orthographic Development

Many studies have focused on the effects of contextual and isolated word training on reading and spelling accuracy. However, fewer investigations have examined orthographic development as measured by both reading and spelling of the same items. Here, 23 students in Grade 2 were recruited to participate in a 2x2 within subject design. Students were trained on 25 different words in four conditions: they read in and out of context and with and without corrective feedback. When children read in the context/feedback and isolation/feedback condition they made the most significant gains in reading accuracy. The third highest accuracy scores were noted when children read in the context/no feedback condition and the lowest scores were observed in the isolation/no feedback condition. With regards to spelling accuracy no effect of feedback was found. However, unlike reading accuracy scores the highest spelling results were found when children read in isolation

Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting

The purpose of the study is to explore women's experiences as they negotiate collaborative group projects in a college course. This qualitative study extends the existing literature by providing depth to the research on women's learning through observation of women in group activities, surveys about college students' attitudes toward collaborative learning, and in-depth interviews with university women. The study isolates four ways women negotiate collaborative learning in a college course. (1) Women take group work seriously and consider it to be very important. (2) Women are often leaders in group work. Sixty-four percent of the women and only two percent of the men said they are usually the leader in collaborative learning situations. (3) Women end up doing more than their share of the work, although they may have won the leadership roles. (4) Earning good grades is very important to the women studied, and they are willing to work harder than anyone else in a group to earn them. The theories of how women learn include the debate over whether women are relational or task-oriented. The conclusion of this study is that in the university classes studied, women are both. However, textbooks on collaborative learning may contain passages that indicate that in mixed-sex groups males will emerge as leaders. In addition, some textbooks suggest that women might lead when groups are primarily dealing with relationship issues, and men will lead when groups are primarily task-oriented or where a democratic rather than a participatory style is preferred. Discussions of collaborative learning often include the goal of helping counterweigh the hidden curriculum that diminishes women. Although collaborative learning can be an important classroom technique, this study points out that it is important that collaborative learning and feminist pedagogy not be conflated. Some collaborative learning groups are a site of discrimination and power difference for women

Predicting success in medical school: a longitudinal study of common Australian student selection tools

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.Background: Medical student selection and assessment share an underlying high stakes context with the need for valid and reliable tools. This study examined the predictive validity of three tools commonly used in Australia: previous academic performance (Grade Point Average (GPA)), cognitive aptitude (a national admissions test), and non-academic qualities of prospective medical students (interview). Methods: A four year retrospective cohort study was conducted at Flinders University Australia involving 382 graduate entry medical students first enrolled between 2006 and 2009. The main outcomes were academic and clinical performance measures and an indicator of unimpeded progress across the four years of the course. Results: A combination of the selection criteria explained between 7.1 and 29.1 % of variance in performance depending on the outcome measure. Weighted GPA consistently predicted performance across all years of the course. The national admissions test was associated with performance in Years 1 and 2 (pre-clinical) and the interview with performance in Years 3 and 4 (clinical). Those students with higher GPAs were more likely to have unimpeded progress across the entire course (OR = 2.29, 95 % CI 1.57, 3.33). Conclusions: The continued use of multiple selection criteria to graduate entry medical courses is supported, with GPA remaining the single most consistent predictor of performance across all years of the course. The national admissions test is more valuable in the pre-clinical years, and the interview in the clinical years. Future selections research should develop the fledgling research base regarding the predictive validity of the Graduate Australian Medical School Admissions Test (GAMSAT), the algorithms for how individual tools are combined in selection, and further explore the usefulness of the unimpeded progress index

A New Generation of Collecting Priorities: Case Studies from the Northwest

The last twenty-five years have brought lively, important, and difficult discussions around heritage collections. We are called to broaden our collecting activities to be more inclusive of (among many things) all races, classes, and experiences. We have begun to move away from the troubled legacy of taking collections away from creators and toward empowering those same creators to steward their heritage. We confront a vast universe of current holdings and possible collections and have few models for assessing the opportunities. We also operate with some firm limitations on our budgets, personnel, and space that we have outdistanced with our collecting. The framework of responsible stewardship suggests that we must stop over-collecting. Broader cultural forces call us to make our collections more diverse and representative. Inevitably, both of these mean that we must stop or de-emphasize some collecting in order to make other types possible. Given that our collecting policies outline both our aspirations and limitations, what have we done or failed to do in terms of tending to the collecting policies that we inherited? How have we changed them–or kept them the same? And, moving forward, how do we go about implementing and making public big shifts in our collecting policies? We consider these questions through four case studies from the University of Oregon, Washington State University, Montana State University, and the Anchorage Museum that consider (respectively) two decades of work with LGBTQ+ and indigenous collections, current and clear changes in who is documented, and considerations of capacity as part of stewardship. First presented at the annual meeting of [organization] in May 2023, the case studies spurred lively conversations and are broadly applicable to archives across the west and beyond

An evaluation of a training tool and study day in chest image interpretation

Background: With the use of expert consensus a digital tool was developed by the research team which proved useful when teaching radiographers how to interpret chest images. The training tool included A) a search strategy training tool and B) an educational tool to communicate the search strategies using eye tracking technology. This training tool has the potential to improve interpretation skills for other healthcare professionals.Methods: To investigate this, 31 healthcare professionals i.e. nurses and physiotherapists, were recruited and participants were randomised to receive access to the training tool (intervention group) or not to have access to the training tool (control group) for a period of 4-6 weeks. Participants were asked to interpret different sets of 20 chest images before and after the intervention period. A study day was then provided to all participants following which participants were again asked to interpret a different set of 20 chest images (n=1860). Each participant was asked to complete a questionnaire on their perceptions of the training provided. Results: Data analysis is in progress. 50% of participants did not have experience in image interpretation prior to the study. The study day and training tool were useful in improving image interpretation skills. Participants perception of the usefulness of the tool to aid image interpretation skills varied among respondents.Conclusion: This training tool has the potential to improve patient diagnosis and reduce healthcare costs

Community-University Partnerships: Achieving continuity in the face of change

A challenge that community-university partnerships everywhere will face is how to maintain continuity in the face of change. The problems besetting communities continually shift and the goals of the university partners often fluctuate. This article describes a decade-long strategy one university has successfully used to address this problem. Over the past ten years, a community-university partnership at the University of Massachusetts Lowell has used summer content funding to respond creativity to shifting priorities. Each summer a research-action project is developed that targets a different content issue that has emerged with unexpected urgency. Teams of graduate students and high school students are charged with investigating this issue under the auspices of the partnership. These highly varied topics have included immigrant businesses, youth asset mapping, women owned businesses, the housing crisis, social program cutbacks, sustainability, and economic development and the arts. Despite their obvious differences, these topics share underlying features that further partnership commitment and continuity. Each has an urgency: the information is needed quickly, often because some immediate policy change is under consideration. Each topic has the advantage of drawing on multiple domains: the topics are inherently interdisciplinary and because they do not “belong” to any single field, they lend themselves to disciplines pooling their efforts to achieve greater understanding. Each also has high visibility: their salience has meant that people were often willing to devote scarce resources to the issues and also that media attention could easily be gained to highlight the advantages of students, partners, and the university working together. And the topics themselves are generative: they have the potential to contribute in many different ways to teaching, research, and outreach. This paper ends with a broader consideration of how partnerships can implement this model for establishing continuity in the face of rapidly shifting priorities and needs

Community-University Partnerships: Achieving continuity in the face of change

A challenge most community-university partnerships will face after having established themselves is how to maintain continuity in the face of change. The problems besetting communities continually shift as new issues bubble up. Similarly, the goals of the university partners often fluctuate. And the partners themselves shift: people working in non-government organizations often move in and out of positions and university partners may change with tenure or shifts in university priorities. In light of all of this flux, can stable community-university partnerships be built and, if so, how

Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences

As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty