Are Approaches To Teaching And/or Student Evaluation Of Instruction Scores Related To The Amount Of Faculty Formal Eduational Co

The purpose of this study was to investigate if there are correlations among an instructor\u27s approach to teaching, student evaluation of instruction outcomes, and the amount of formal coursework in education a teacher has completed. Three research questions provided the focus for the study: (1) to determine if there is a correlation between the number of formal educational courses taken by athletic training educational program (ATEP) faculty and their approach to teaching; (2) to determine if there is a correlation between the amount of formal educational courses taken by ATEP faculty and their students\u27 evaluations of instruction; and (3) to determine if there is a relationship between faculty\u27s approach to teaching and students\u27 evaluations of instruction. The population for the study was certified athletic trainers working as full-time faculty in ATEPs in the State of Florida. Data were generated using all eligible faculty from 10 of the 13 universities in Florida that offer Athletic Training Educational Programs. The study included faculty who teach in large and small ATEPs. Faculty from public and private, large and small universities were also represented. The faculty completed questionnaires that included demographic information, the Approaches to Teaching Inventory (ATI-R) and the Students\u27 Evaluation of Educational Quality (SEEQ) questionnaire. Based on the research findings, there is clear evidence that there is a lack of uniformity among ATEP faculty in the area of formal exposure to pedagogy and curriculum. 17.6% (n = 3) of respondents earned a bachelor\u27s degree in physical education and 18.8% (n = 3) of respondents earned a master\u27s degree in education, health education, or physical education. Of the 77.8% (n = 14) of respondents who completed or were in progress with a doctoral degree, 42.9% (n = 6) degrees were related to education. Faculty reported completing a mean of 9.25 courses related to education (SD = 7.39). The number of educational courses taken ranged from 0 to 25 courses. The study demonstrates that there is a correlation of large effect size between the amount of formal educational coursework and the SEEQ subscale value of Assignments/Readings. In addition, the Assignments/Readings and Learning/Academic Value subscale scores on the SEEQ were significantly higher when instructors had completed more than 10 educational courses. The study found moderate and large correlations and medium and large effect sizes between the scores of 7 of the 8 remaining SEEQ subscales and the number of education courses taken by faculty. In addition, there was a moderate correlation and medium effect size between the total score of the SEEQ and the number of education courses taken by faculty. Though statistically non-significant, each of these correlations were positive and may demonstrate a need for the study to be replicated using greater statistical power

Assessment of Intercultural Learning within an Interdisciplinary Empathy Course within an Honors College

Objective: The objective was to assess the intercultural learning of students enrolled in an interdisciplinary, active learning course with a focus on empathy and healthcare within an Honors College. Methods: This 2-credit course met twice weekly for active-learning session for 16 weeks. Topics covered included cultural dimensions, mindfulness, learning styles and four intercultural core competencies. Assignments included an intercultural development plan, on-line discussion board reflections for three required service-learning activities and completion of a Cultural Competence Badge. Students assessed their empathy using several different scales and completed the Intercultural Development Inventory (IDI) assessment at the beginning and end of the course. Results: Seventeen students with 11 different designated majors participated in the course. The majority of students (82.4%) were female and all were at least classified as a sophomore. The average baseline IDI Perceived Orientation (PO) was 121.49 compared to 126.61 at the course end. The class IDI Developmental Orientation (DO) average at course onset was 94.96 compared to an average of 104.01 upon course completion. Fourteen (82.4%) students demonstrated an increase in IDI DO. The range of positive increase in IDI DO was 0.54-22.59 points with the average change being 11.3 points. Implications: The majority of students demonstrated intercultural growth after course completion. The IDI assessment results demonstrate it is possible to help students grow their intercultural skills which include empathy in a classroom setting. Future plans include offering this content as a pharmacy elective and integrating the intercultural learning activities across the pharmacy curriculum

Expanding the Horizon: Global Health Management for Pharmacy Students

The advancement of global engagement opportunities will promote pharmacy students’ cultural awareness and sensitivity, expose students to treatment of diseases not commonly seen in modern Western medicine, and cultivate future leadership for the growth of global pharmacy practice. At Purdue University College of Pharmacy (PUCOP), limited opportunities exist for student pharmacists. As a result, identifying the needs and expanding student pharmacist access to global engagement experiences are critical to meet the changing needs of the US population. A survey was developed and distributed to 460 students at PUCOP, and 148 of them participated. Of those students, 89.2% were interested in global health and/or international clinical rotations or an elective course coupled with an experience abroad. The majority of students were interested in going to London, UK (56.3%), whereas 24.4% were interested in traveling to Eldoret, Kenya, 13.1% to Colombia, and 6.9% to Kilimanjaro, Tanzania. The top three reasons for participation were “to explore differences in medical care outside of the US” (13.0%), “challenge myself” (12.5%), and “work in an interdisciplinary team including attending physicians, residents, and medical students” (11.5%). For students who were not interested, top reasons were “time away from family and friends” (40.0%), “scheduling conflicts” (20.0%), “safety” (20.0%), and “financial constraints” (20.0%). This article demonstrates PUCOP student pharmacists’ desire for participation in global engagement opportunities and describes the potential impact on various members of the community through innovative implementations

Ursinus College Alumni Journal, August 1962

The President writes • Have gun will travel • The Loyalty Fund committee • Ursinus launches campaign for five million dollars • Alumni must think big • Samuel Bond, Ursinus\u27 architect • Faculty notes • 1962 commencement • Distinguished Teaching • Alumni in the news • \u2762 Loyalty Fund nets $52,942.84 • Results of the 1962 Loyalty Fund campaign • Contributors to the 1962 Loyalty Fund • Best track season in Ursinus history • Baseball • Women\u27s sports • Class notes • Weddings • Births • Necrology • Dr. Eugene H. Miller, \u2733, to speak at Forum • New UCC Church conference • The college sealhttps://digitalcommons.ursinus.edu/alumnijournal/1073/thumbnail.jp