Individualized Instruction as a Faculty Training Strategy for Technology Integration

It is inevitable that campus-based higher education will adopt some form of a hybrid learning approach. For schools and their faculty members, this means the acknowledgment and acceptance of these changes are required. Campus-based higher education faculty members wish to change how they teach courses due to societal demands to better suit the next generation of students. Initially, schools began offering new technology to faculty that wished to use the technology; however, over the years, due to the demands of competition with other schools and next generation, tech-savvy students entering academia, schools are starting to require the use of technology that was once only an option for faculty members. This implementation of incorporating technology into the classroom has faced several roadblocks because what was once considered a simple transition has become more complex due to faculty resistance to new technology, which stems from various limitations, barriers, and perceptions, such as low computer self-efficacy, high computer anxiety, and time to learn new technology. The purpose of this study was to understand how in-service faculty experience individualized training as a method of teaching faculty how to use the technology and integrate it into their courses. The lived experiences and perceptions of in-service faculty regarding individualized training were specifically focused on to determine how individualized instruction was perceived to help or hinder integrating technology into their courses. The focus was the experience Harper College and McLennan Community College’s in-service faculty, who experienced training through the group training currently offered by the schools, as well as the proposed individualized training. Higher education faculty from general study areas, such as English, math, and science were invited to participate. The study consisted of a 6-week individualized training program for 12 in-service faculty members (seven completed the study) who previously participated in a group training program about Blackboard. The study was a phenomenological approach in that used interviews to gather information regarding the lived experiences as the basis of analysis. The data for this study were gathered, horizonalized, and analyzed through a 7-step data processing method for phenomenology studies. After the data were analyzed, the findings show how developing a good individualized training program can help in-service faculty members not only integrate technology into their course designs but address any of the limitations or barriers the faculty faced. These findings coincide with the recommendations that training programs need to be developed into a phased approach in which the existing group training should continue but a secondary training program should be developed that incorporates andragogy-based principles and the technological pedagogical content knowledge (TPACK) framework

SunSafe Health Campaign: Rationale and Planning

In Spring 2016, a team of Communication Studies students researched, planned, and conducted a health campaign on the Cal Poly campus. The goal of the health campaign was to educate fellow students about the dangers of sun overexposure and provide information on how to take preventive measures to protect their skin. Communication theories and concepts were applied while the messages of the campaign were created and distributed

The Sacramental Nature of Community

This essay will focus on ways the ELSJ Core Curriculum requirement and TNI enact the Jesuit way of proceeding to promote dialogue and critical engagement with underserved communities in order to contribute to the common good. Particularly important in these community-engagement practices is attention to the distinction Jewish theologian Martin Buber draws between the subject-object knowing, I – It relationships, characteristic of traditional university learning, and I -Thou relationships possible through “genuine meeting,” “genuine dialogue,” leading to wholeness and “real living,” “actual life.”12 Buber’s description of I - Thou encounters is reminiscent of the relational encounters with God outlined in the Spiritual Exercises of St. Ignatius. Both Buber and Ignatius value “so-called ‘objective knowledge.’” In Philosophical Interrogations Buber specifies, “I have often indicated how much I prize science, so-called ‘objective knowledge.’ Without it there is no orientation in the world of ‘things’ or of ‘phenomena,’ hence no orienting connection with the space-time sphere in which we have to pass our individualized life on earth.”13 However, without I-Thou relationships, according to Buber’s thinking, individuals are limited to being “an object among objects.”14 Bryan Stevenson, Founder and Executive Director of Equal Justice Initiative, advocates a similar idea when he emphasizes theimportance of “proximity,” “getting close to people and the actual problem.”15 We propose that the principles of community-engaged teaching and scholarship, project-based learning, and participatory action research16 espoused by ELSJ courses and TNI promote the common good and animate the mission of the University in ways that can be understood as a sacrament of community, closely related to the sacrament of marriage. Community-based engagement goes beyond supporting the Catholic identity of many of our students and community partner organizations to support the formation of responsible citizens who will contribute to the common good.1

Participation in a Diabetes Education and Care Program: Experience from the Diabetes Care for Older Adults Project

There is very little reported information concerning the participation of older adults in diabetes education and care programs, factors related to their attendance, and the influence of attendance on program outcomes. In this study, which was part of a larger study of insulin therapy, subjects (≥65 years old) assigned to the intensive management group (n=53) were provided with educational sessions during the 18-month study period. Data for this group were examined to determine factors that influenced enrollment and attendance. Attendance rates for individual participants averaged 72% during the first 6 months months and 68% during the subsequent 12 months. Demographic factors. baseline knowledge test scores, and baseline glycosylated hemoglobin levels did not significantly influence participation. Greater distance from the clinic and shorter time using insulin were significantly related (P=.05) to attendance. Perceived benefits of the program included diabetes education (45%), glucose control (23%), and interacting with others who have diabetes (23%).Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68301/2/10.1177_014572179802400205.pd

Focus on changing fire regimes: interactions with climate, ecosystems, and society

Fire is a complex Earth system phenomenon that fundamentally affects vegetation distributions, biogeochemical cycling, climate, and human society across most of Earth’s land surface. Fire regimes are currently changing due to multiple interacting global change drivers, most notably climate change, land use, and direct human influences via ignition and suppression. It is therefore critical to better understand the drivers, patterns, and impacts of these changing fire regimes now and continuing into the future. Our review contributes to this focus issue by synthesizing results from 27 studies covering a broad range of topics. Studies are categorized into (i) Understanding contemporary fire patterns, drivers, and effects; (ii) Human influences on fire regimes; (iii) Changes in historical fire regimes; (iv) Future projections; (v) Novel techniques; and (vi) Reviews. We conclude with a discussion on progress made, major remaining research challenges, and recommended directions

Crew Exploration Vehicle Ascent Abort Overview

One of the primary design drivers for NASA's Crew Exploration Vehicle (CEV) is to ensure crew safety. Aborts during the critical ascent flight phase require the design and operation of CEV systems to escape from the Crew Launch Vehicle and return the crew safely to the Earth. To accomplish this requirement of continuous abort coverage, CEV ascent abort modes are being designed and analyzed to accommodate the velocity, altitude, atmospheric, and vehicle configuration changes that occur during ascent. The analysis involves an evaluation of the feasibility and survivability of each abort mode and an assessment of the abort mode coverage. These studies and design trades are being conducted so that more informed decisions can be made regarding the vehicle abort requirements, design, and operation. This paper presents an overview of the CEV, driving requirements for abort scenarios, and an overview of current ascent abort modes. Example analysis results are then discussed. Finally, future areas for abort analysis are addressed

Keeping Up With the Kids: Diffusion of Innovation in Pediatric Emergency Medicine Among Emergency Physicians

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/137273/1/acem13185.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/137273/2/acem13185_am.pd

Patterns of Ecosystem Structure and Wildfire Carbon Combustion Across Six Ecoregions of the North American Boreal Forest

Increases in fire frequency, extent, and severity are expected to strongly impact the structure and function of boreal forest ecosystems. An important function of the boreal forest is its ability to sequester and store carbon (C). Increasing disturbance from wildfires, emitting large amounts of C to the atmosphere, may create a positive feedback to climate warming. Variation in ecosystem structure and function throughout the boreal forest is important for predicting the effects of climate warming and changing fire regimes on C dynamics. In this study, we compiled data on soil characteristics, stand structure, pre-fire C pools, C loss from fire, and the potential drivers of these C metrics from 527 sites distributed across six ecoregions of North America’s western boreal forests. We assessed structural and functional differences between these fire-prone ecoregions using data from 417 recently burned sites (2004–2015) and estimated ecoregion-specific relationships between soil characteristics and depth from 167 of these sites plus an additional 110 sites (27 burned, 83 unburned). We found that northern boreal ecoregions were generally older, stored and emitted proportionally more belowground than aboveground C, and exhibited lower rates of C accumulation over time than southern ecoregions. We present ecoregion-specific estimates of depth-wise soil characteristics that are important for predicting C combustion from fire. As climate continues to warm and disturbance from wildfires increases, the C dynamics of these fire-prone ecoregions are likely to change with significant implications for the global C cycle and its feedbacks to climate change