HIV/AIDS Knowledge & Perceptions On a College Campus

Our research project surveyed students at Pace University (both on the New York City and Pleasantville campuses) and looked into their understanding of Human Immunodeficiency Virus (HIV) & Acquired Immunodeficiency Syndrome (AIDS). The goal was to better understand students’ knowledge regarding HIV/AIDS, and the ways in which they might be misinformed. Our research looked to see if there was any stigma surrounding student’s perceptions of the virus and its transmission. The study also asked students about their sexual practices. Specifically, we utilized an Institutional Review Board approved survey, to ask students about their sexual behavior to see if they were taking the necessary steps to protect themselves from contracting HIV and AIDS. The survey included questions on HIV general knowledge, transmission, and prevention methods. This included a section on pre-exposure prophylaxis (PrEP) and post-exposure prophylaxis (PeP). The survey was conducted online and students were sent a link to complete the survey on their own. In total 202 students participated in the study and 169 complete responses were recorded. The demographics of the respondents were representative of the Pace University community and the student body. The results of the research supporting the finding that although students are aware of the measures to prevent against HIV, this knowledge does not always translate over to student sexual behaviors. In relation to students and their perception of HIV, the research found that some of this stigma still exists, but students who are more educated on HIV are less likely to maintain this stigma. Based on the findings of this project a number of suggestions for Pace University and for the Pace Health Care Center have been outlined. Through an integration of these suggestions, Pace University can better support students in their understanding of HIV the different resources available to students while at Pace

Assessment of the Intake and Knowledge of Folate/Folic Acid Among UNH Students

There are 3,000 U.S. pregnancies affected by spina bifida and anencephaly annually. If women consume adequate amounts of folic acid (400 mcg/day) one month before pregnancy and through the first trimester, then the risk of their infant developing a neural tube defect (NTD) is reduced by 50-70%. However, approximately 50% of pregnancies are unplanned, with some of the highest rates among 18-24 year olds. The purpose of this study was to evaluate the knowledge source, knowledge level, and intake of folic acid among college-aged students. Qualtrics surveys from 96 subjects (87.5% female, aged 18-24) were used for analysis. In the female sample, 16% were taking a multivitamin containing folic acid and 7% a folic acid supplement. Three questions assessed the sample’s level of folic acid knowledge. Seventy-six percent knew adequate amounts are needed to prevent NTDs, 71% knew it is most important to start consuming it before pregnancy, and 54% answered at least half of the correct food sources. There were 19 females who took an introductory nutrition course, and 63.2% correctly answered NTDs, before pregnancy, and at least half the food sources. Subjects who got folic acid knowledge from a college course were significantly more likely to answer the three questions correctly compared to those who never received information on the vitamin. Findings suggested that among college students, the best source of information about folic acid is college courses. Future research may study the correlation between folic acid knowledge and knowledge source among a larger, more diverse college population

Financial Literacy: The Impact of Financial Training in High School on the Credit Behavior of College Students

Managing credit is increasingly important not only for adults, but for college students. In recent years with sky rocketing tuition and easily available credit, college students find themselves with increasing debt burdens that result in serious and lasting financial problems. In response, financial literacy programs are emerging in hopes that better educated people will make healthy financial decisions, as well as responsibly manage credit. Research suggests that financial education should begin in high school so that young adults can effectively manage credit during the college years. This study assesses both college students’ financial knowledge and their credit management practices. Specifically, it examines whether Bryant University students retain and use the financial training from high school when making financial decisions and managing credit. The findings from this study illustrate that almost 75% of the 345 students that manage their own credit in college received financial training in high school and that although this training is negatively correlated with poor credit management behavior in college, the association is weak. This study further suggests that even with additional financial literacy training available in college, almost 60% of these students demonstrate poor credit management behavior. As a result, this study suggests that young people need to improve their credit management skills by setting budgets and employing good credit management techniques

Examination of Student-Active Learning Practices in a College/Middle School Educational Collaboration

A college and middle school student teaching collaboration was developed to interest more college students in teaching K-12 science, to enhance diversity among K-16 teaching faculties, and to inspire the K-12 students to expand their knowledge beyond their classroom curriculum. To assess our results, we used a modified Likert survey instrument and self-reflective analysis in middle school and college students, respectively. Overall, middle school students expressed satisfaction in the science learning in which they participated. In addition, college students reported that they learned specific content when made responsible for teaching material to younger students. Collaborative projects such as this one may positively impact attitudes towards math and science learning among middle school students. Research suggests that middle school girls who have positive experiences in math and science classes select further training and career options in these areas. Similarly, college students reported increased interest in K-12 teaching. Collaborative project based learning could be successfully modified by other educators for use in alternative or mainstream educational settings

Careers advisors’ opinion of the College of Occupational Therapists Careers Video

Using a mixed methodology, this study investigated the effectiveness of the College of Occupational Therapists’ careers video in increasing the knowledge of six careers advisers about the profession and obtained their views of the video as a promotional tool. To quantify the advisers’ knowledge, a pre-test post-test questionnaire was used before and after viewing the video. A short qualitative interview then ascertained their impressions of the video. Despite a high baseline knowledge, viewing the video was effective in increasing it. The advisers had mixed opinions about the video, suggesting that it could be improved and clarified

Towards using online portfolios in computing courses

The direct experience we had with teaching a summer pre-college computing course in which we adopted an online portfolio approach has led us to consider the use of online portfolios in our regular computer science undergraduate courses. The technical challenges we foresee include: the necessary support from the college\u27s IT department; the use of Microsoft-based web authoring technologies vs. the use of Open Source / freeware counterparts; the need for adequate technical knowledge on the part of our faculty; the need for server-side hardware and software resources

Making Education Work For Latinas in the U.S.

This study examines the existing knowledge base about promoting Latina educational success, defined as completing high school and then going on to secure a college degree. It also adds to existing research by examining two large data sets - one national, and one California-based for predictors of successful educational outcomes for representative samples of Latina youth who have recently been in high school and college. Finally, after identifying important predictors of success from the existing literature, and the examination of current data, the study incorporates case studies of seven young Latinas who illustrate pathways of women who are finding their way to educational success through high school, community college, and four year universities. Their stories provide a deeper understanding of the challenges that young Latinas encounter in our culture, as well as the promise they represent

ADHD Medication Protocols in the College Setting: A Standardized Student Provider Agreement

Purpose. Stimulant medication use and abuse is growing throughout the country, especially on college campuses. Diversion, through selling or giving of stimulant medication among college students is a common practice. Over half of college students currently taking a stimulant for Attention Deficit Hyperactive Disorder (ADHD) report diverting medication to a peer at least once. Reasons for misuse of stimulants include increased academic performance, increased attention, weight loss, and increased motivation. A standardized student provider agreement was needed for the student population at a small private college health center given a lack of clear expectations for the use of stimulants for ADHD treatment therapy. The nurse practitioners (NPs) of this college health center identified the need for a new agreement, and also identified the need for an educational session for providers to discuss current diversion statistics and best practice for reducing diversion of stimulant medications. Methods. A closed question pre-test survey was administered to health center NPs to assess knowledge and comfort level in addressing stimulant medication diversion. The current best practice components of existing student provider agreements were reviewed, followed by a post-test survey. Based on discussion during the educational intervention, NP preferences were incorporated into a drafted student-provider agreement followed by iterative refinement of the agreement by the NPs. Results. The educational session was held with 100% attendance from NPs. All pretest and posttests were completed, with results demonstrating increased comfort and knowledge regarding best practice. Over the course of one semester, a student-provider stimulant therapy agreement was successfully developed. Conclusion. The education session resulted in improved participation in best practice guideline changes. The student provider agreement was approved by health center NPs and will be implemented in the fall 2018 academic year

Race, Gender, and Research: Implications for Teaching from Depictions of Professors in Popular Film, 1985-2005

When students enter college classrooms for the first time they inevitably have preconceived images of professors. According to research on student evaluations of teaching, these preconceptions have important implications in college classrooms. This study explores one avenue through which these preconceptions are perpetuated – popular film. Using content analysis we examine popular films released between 1985 and 2005 that contain professors in either primary or secondary roles. Our findings show stereotypical depictions beyond glasses, bow ties, and tweed jackets. Specifically, we find stereotypical images of race and gender as well as an emphasis on the importance of research, sometimes at the expense of teaching or ethical behavior. This research provides instructors with knowledge of the stereotypes that students may have upon entering the college classroom, which may impact classroom interactions and provides insight into how race and gender affect student evaluations of professors

Human Papillomavirus (HPV) Vaccine: Attitudes, Behaviors, and Beliefs of At-Risk Women

Cervical cancer is primarily caused by human papillomavirus (HPV) and is the second most common cause of cancer-related mortality among women. Female college students may be at risk for contracting HPV based on their sexual behavior. Following the release of the HPV vaccine, Gardasil®, this cross-sectional study was developed to (1) determine awareness of HPV and Gardasil®, (2) assess attitudes, behaviors, and beliefs about the HPV vaccine, and (3) identify information sources that female college students are accessing. Female college students voluntarily completed a self-administered questionnaire. Statistical analyses included descriptive statistics, Pearson’s correlations and paired sample t-tests. Sexually active respondents would recommend the HPV vaccine to others and disagreed that vaccination would encourage risky sexual behavior. Correlations were identified on how self-reported knowledge influenced attitudes, behaviors, and beliefs regarding the HPV vaccine. These findings should assist in developing integrated public health education efforts for HPV vaccination that are targeted towards this at-risk population