Journal Conversations: Building the Research Self-Efficacy of an Aboriginal Early Career Academic

This paper shows how I used my research journal mainly as a reflective tool throughout the process of applying for and completing a PhD. Embarking on a PhD can be daunting for anyone and I was challenged by my lack of academic self-efficacy. In the absence of a formal academic mentor my research journal became my confidante, a tool that helped me make progress at times when barriers to research seemed insurmountable. It helped me decrease the cognitive dissonance I was experiencing about issues of subjectivity/objectivity and the positioning of my self in the research. This paper shares research journal entries as I take you on my research journey. The entries make public some of the values I uphold for my research and show how I found ways to embed my own epistemology as an Australian Aboriginal (Koori) researcher into a PhD that also meets a Western academic research paradigm

Understanding and valuing Aboriginal and Torres Strait Islander ways of working: Opportunities for change in health service provision to Aboriginal and Torres Strait Islander peoples

This thesis draws on an analysis of the experiences of Aboriginal and/or Torres health professionals to argue that the Australian health system is missing opportunities to create something better for Aboriginal and Torres Strait Islander health clients and health professionals. In 2018 Closing the Gap1 will be 10 years old and despite 10 years of national policy designed to close the gap on Aboriginal and Torres Strait Islander disadvantage in Australia, only one of the seven key measures remains on track to meet the goals set for 2020 (Department of the Prime Minister and Cabinet, 2017). There is an immediate need to make change in Aboriginal and Torres Strait Islander health through changes in national policy, systems and practices. This thesis investigates the workplace experiences of Aboriginal and Torres Strait Islander health professionals working in mainstream and in community controlled health services in the Australian Aboriginal and Torres Strait Islander health sector. I have explored this from an Australian Aboriginal (Koori) perspective that was informed by Indigenous2 theories including decolonisation, Cultural Interface and Indigenous Standpoint Theories. As a Koori scholar undertaking doctoral research in a Western academy I respected and upheld both my cultural and my Western academic ethics and requirements: Yarns, including my own, are central to this thesis. I have used Indigenous research methods, Yarning and PhotoYarning, the latter having been developed as a new Indigenous research method by me within this doctoral study. Fifteen Aboriginal and Torres Strait Islander health workers from diverse health services across Australia contributed data. The empirical chapters highlight Aboriginal and Torres Strait Islander ways of working in Australian health services. For the Australian health sector to provide culturally safe services that meet the needs of Aboriginal and Torres Strait Islander peoples of Australia it needs to better engage with Aboriginal and Torres Strait Islander ways of being, knowing, doing and seeing

The Value of ERP Curriculum Integration: Perspectives from the Research

In the current economic conditions, many institutions face dwindling budgets and an increased focus on proving the value of the education provided. The effort and costs required to integrate Enterprise Resource Planning systems into course curricula are a significant investment of resources for any university. This paper examines the expense of Enterprise Resource Planning integrated curricula (ERP-ICs) and the documented benefits. Evidence is still needed to place a quantitative value on many of the benefits provided to students completing an ERP-IC and to the college and university making that investment. A review of research literature regarding Enterprise Resource Planning based curricula is summarized in relation to costs and benefits. Benefits documented with quantified research are specifically examined. Finally a discussion of important benefits and costs that have yet to be quantified is given. In this age, universities are examining the cost-benefits of each investment and research on ERP-ICs lacks the data to make this case. Additional research is suggested to enrich this field of research beyond the current case studies and curriculum models

An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice

Food Insecurity in Kalamazoo

Introduction: Food insecurity is both an inconvenience and problem. As of 2013, over 16 million children in the USA were food insecure. The consequences of food insecurity include health issues from nutritional deficits, developmental difficulties, and behavioral problems that manifest in educational, personal and professional challenges. Overall, food insecurity and its impact on individuals and families is under-recognized. Additionally, the extent to which physicians play a role in helping patients secure access to food assistance programs remains unclear. Objective: The objective of this study was to assess the efficacy and methodologies of current healthcare practices based in Kalamazoo County, MI, in identifying pediatric patients who are food insecure. Results will help local assistance resources, such as Kalamazoo Loaves and Fishes, improve outreach efforts and re-focus their programs. Furthermore, results could impact physician practices regarding identifying those who are food insecure. Methods: The American Academy of Pediatrics (AAP) developed a 2-question survey with 97% sensitivity for identifying food insecurity. The questions are: Within the past 12 months, we worried whether our food would run out before we got money to buy more and Within the past 12 months, the food we bought just didn\u27t last and we didn\u27t have money to buy more. Using these questions as a foundation, we developed an electronically distributed 20-question survey that assessed awareness of food insecurity among Kalamazoo pediatric and family medicine physicians. Survey questions covered years of practice, usage of the AAP questions, level of formal training on food insecurity, mid-level and support staff, and resources recommended to patients. Results and Discussion: The 25 responses were analyzed for differences between groups. Although no significant relationships were found, 76% of respondents believed food insecurity directly related to their patient\u27s illness, though only 52% ask direct questions about food insecurity. Women, Infants and Children (WIC) program referrals were common and almost all respondents were willing to include the two AAP-validated food insecurity screening questions in their practice. A consensus emerged that a list of local resources would be helpful in addressing food insecurity. Conclusion: Kalamazoo pediatricians and family medicine physicians believe food insecurity directly relates to the problems affecting their patients. However, only half of physicians ask patients about food insecurity. Future work should focus on expanding physician-patient conversations about food insecurity, addition of validated food insecurity questions to patient questionnaires, and compiling a list of local resources for distribution to local providers

Empowering Faculty to Support Academic Persistence through a Blended, Scholarship-Based Faculty Professional Development Program: The Persistence Scholars Program

While it is well-known that faculty-student interaction is key to student success, few institutions have directly leveraged faculty in supporting academic persistence. Many myths about persistence proliferate, and faculty can unwittingly hinder persistence by implementing the wrong kinds of practices. Faculty are most empowered to support student persistence when they understand and care about this issue. They are also better equipped to help when they have a good, current command of the body of knowledge relating to persistence. To address this, we created a blended faculty development program to engage faculty in the scholarship of academic persistence, addressing myths and misconceptions about persistence, and expanding understanding of what it is like to be a first-year student at our university. The Persistence Scholars Program engaged a total of 32 faculty over two semesters, beginning with pre-readings and an in-person daylong workshop followed by an eight or ten-week course. The curriculum was built around a central text, Completing College by Vincent Tinto, and selected empirical and germane articles. Participants engaged in online discussions and two experiential projects, including one that asked them to complete an activity that would enhance their understanding of first-year students’ experiences. Assessments of this program focused on participant ratings of target competencies (e.g., the ability to identify and dispel myths about why students persist), perception of usefulness of different specific assignments and materials, and suggestions for how the program can be refined for future cohorts

The Grizzly, September 1, 1989

U.C. Transition • Diverse Freshman Diverge on Ursinus • Letter: Frosh Finds Staff Discourteous • Corson Facelift Removes Moles • Bright Moments Jazz Steams Bomberger Night • Bio Grants Lend Expansion • Lax: National Champs! • Wood Takes Titles • Lacrosse Coaches Retire • Lady Bears: Few, But Strong • Bears to Repeat • St. Joe\u27s / U.C. MBA Still O.K. • Academic Year Openedhttps://digitalcommons.ursinus.edu/grizzlynews/1238/thumbnail.jp

Toward a theory-led metaframework for considering socioeconomic health inequalities within systematic reviews

Objectives To develop a theory-led framework to inform reviewers’ understanding of what, how, and why health care interventions may lead to differential effects across socioeconomic groups. Study Design and Setting A metaframework approach combined two theoretical perspectives (socioeconomic health inequalities and complex interventions) into a single framework to inform socioeconomic health inequality considerations in systematic reviews. Results Four theories relating to complexity within systematic reviews and 16 health inequalities intervention theories informed the development of a metaframework. Factors relating to the type of intervention, implementation, context, participant response, and mechanisms associated with differential effects across socioeconomic groups were identified. The metaframework can inform; reviewer discussions around how socioeconomic status (SES) can moderate intervention effectiveness during question formulation, approaches to data extraction and help identify a priori analysis considerations. Conclusion The metaframework offers a transparent, practical, theory-led approach to inform a program theory for what, how, and why interventions work for different SES groups in systematic reviews. It can enhance existing guidance on conducting systematic reviews that consider health inequalities, increase awareness of how SES can moderate intervention effectiveness, and encourage a greater engagement with theory throughout the review process