9667 research outputs found
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Promoting Engagement in the Occupation of Health Management through Health Literacy
No full textThis capstone project sought to provide caregivers with the opportunity to take the lead role in the occupation of health management of their children. Prior review of relevant literature has supported the need for health literacy education and its relevance to health outcomes and participation in the occupation of health management. The capstone project sought to identify health literacy needs in an outpatient pediatric setting and assess the need to develop appropriate and effective educational health literacy modules related to the delivery of occupational therapy services. Through the development of these modules, the aim of the capstone project was to support the understanding and carryover of occupational therapy services.Open Door Pediatric Therap
Adaptive Dance: Vital Components of adaptive dance programs for children with disabilities
No full textThrough an extensive literature review, I created an adaptive dance protocol that could be used for children with disabilities. The protocol was approved by IRB and used in research for children with cerebral palsy.Scottish Rite for Childre
Mentoring Undergraduate Women to Diversify Wikipedia: An Evolving OER Opportunity
No full textWikipedia is an amazing crowd-sourced OER resource, but research has repeatedly shown that it needs tweaking to include more diverse voices. In both its topics and its contributors, many perspectives are left out: women, people of color, younger generations, the LGTBQ community, and folks with disabilities. It’s a familiar refrain. Fortunately, several organizations are working to remedy this. Taking just the under-representation of women as an example, I lay out where efforts already exist, where they overlap, and where there is more to be done through student contributions to open educational practices to better enable marginalized students to succeed.
This talk highlights the intersection of existing work on improving the number of women as Wikipedia subjects (Women in Red); increasing the representation of women in specific fields; training students as new editors (WikiEdu); and creating a network for mentors of undergraduate women as editors. The latter aims to streamline the coordination of existing resources when editing training is an add-on task for full-time instructors. I discuss how instructors can better succeed at these projects without burning out by deploying existing networks and tailoring them to our students, leading to procedures for openly sharing successful teaching practices. These can assist in generating more varied Wikipedia content that incorporates more diverse, enthusiastic voices. Two long-term goals are balancing the alignment of on-wiki and off-wiki discussions to ensure that editor consensus is maintained and building the pipeline of young female editors through a network of instructors who work with them
Using ChatGPT in Open Pedagogy: Two Professors Share their Experiences
No full textIn this presentation, two professors will discuss the open pedagogy AI projects they collaborated with their students. One project addressed the lack of materials centering contributions from minoritized scholars in the history of psychology. In this project, students used ChatGPT to assist them in developing chapters about diverse pioneers in psychology and critically evaluated the accuracy of their ChatGPT output. These materials will be incorporated into future history of psychology courses. In the second project, students used ChatGPT to develop fictional vignettes about children with psychological disorders. The purpose of the assignment was to address the lack of materials beyond what is considered typical development in childhood. Students had the option to Creatively Commons license their vignettes for use in future child development courses. Both projects involved students providing reflections about their experiences using generative AI (or why they did not use generative AI if that was their choice) in creating these projects. For the chapter development assignment, feedback on the use of ChatGPT was mostly positive. Most students were fearful about using ChatGPT due to faculty bans in other courses, or not being aware of ways to use ChatGPT responsibly. All students had at least one piece of inaccurate information in their ChatGPT output, and many appreciated the assignment being an exercise in information literacy. For the fictional child vignette, feedback on the use of ChatGPT was mixed. Some students appreciated the opportunity to learn how to use a labor-saving tool. Other students indicated that the process of editing and fact-checking ChatGPT was more time-consuming than writing the assignment themselves would have been. In the presentation, we will share the logistics of how the assignment was structured, scaffolded, and graded. We will also discuss student feedback on the assignment and how we plan to revise the project in future courses
Exploring the lived experiences of Christian Black mothers' sex and sexual health communication with their adolescent daughters
No full textThis phenomenological study was focused on learning about the lived experiences of Black Christian mothers’ communication with their adolescent daughters about sex and sexual health using Billingsley’s social system approach to the Black family. One research question guided this study: What are the lived experiences of Christian Black mothers regarding their communication with their adolescent daughters ages 10 to 17 about sexual health?
Eleven participants completed the demographic questionnaire and a 60-minute semi-structured interview. Each interview was conducted virtually; data were transcribed and analyzed to identify and develop themes. Bracketing and triangulation were used to add to the credibility of the data collection and analysis process. Four themes emerged which included (1) I was a little uncomfortable talking about it, (2) I want her to learn from me, (3) I just don’t want to fail her, (4) It takes a village. Results were taken and compared to the existing literature. Conclusions were drawn and the study strengths, limitations, practice recommendations, and future research were reported
Experiential Learning Credit: SGA's Guide to Finding OER Courses
No full textDo you want to promote experiential learning credit to students who develop OER?
San Antonio College’s Experiential Learning Credit is utilized by staff and faculty to give students post-graduation credit for their OER awareness projects. The process is based on a marketable skills rubric that allows students to document the work they do in open education on campus.
Listen to a San Antonio College’s Student Government Association (SGA) open education student champion who developed an OER guide for other students to find OER courses in the registration portal. This student leader created a resource for their peers to find OER courses and the importance of OER courses to students.
Learn from the experiences of an open education advocate who collaborated with the open education student champion to receive experiential credit for their work during the Spring 2024 semester. This collaboration bridges how student leadership work in open education could qualify for experiential credit on their AlamoExperience non-academic/co-curricular transcript.
Leave the presentation with a quick guide to see what kind of marketable skills are created when a student leader develops an OER for a community college campus
A post-intentional study of telesupervision experiences of marginalized mental health supervisees
No full textThe field of professional mental health providers is growing more diverse, and the method of providing supervision to beginning therapists and trainees has become often characterized by a videoconferencing or telesupervision format (Lebensohn-Chialvo et al., 2021; Phillips et al., 2021). There is a need to research and better understand the diversity considerations of telesupervision (Phillips et al., 2021). This phenomenological study provides an exploration into how mental health supervisees who hold one or more marginalized identities experience telesupervision. Seven mental health supervisees participated in one focus group and in follow-up individual interviews. A post-intentional phenomenological inquiry provided the lens for data analyzation. Feminist theory, feminist family therapy and supervision concepts, and telehealth principles also inform the inquiry method. ). Four production themes emerged from the data analysis of the supervisee’s telesupervision experiences. These themes are (a) influences of format on experience, (b) impact on supervisory relationship, (c) connections to self-of-thetherapists concerns, and (d) perceptions of the effect on the field. In addition, three provocation themes surfaced. These themes are (a) requests for more leadership, (b) suggestions for improvement, and (c) professional development opportunities. These resulting themes provide a valuable snapshot of beneficial and challenging supervision practices for underrepresented supervisees. The information provided by the supervisee participants will inform supervisors, iii supervisor training programs, and underrepresented supervisees on ways to improve and maintain competent telesupervision experiences
The Unseen Joint Jolts, 2024
No full textFor my piece, The Unseen Joint Jolts, I wanted to highlight how with rheumatoid arthritis it makes it hard to do the most basic tasks. Like brushing your hair as shown in my piece. When I think of Unseen, I think of black lights that highlight stuff we don’t notice. Like stains or brighter colors. I did this by making a neon effect, making the hand lower in opacity while making the neon spikes brighter to resemble joints flaring up.
Medium: Digital illustration
Format: 21.3 x 24.4
Jawaharlal Nehru's rhetoric of diversity and inclusion
No full textJawaharlal Nehru was a leading figure in India’s freedom struggle, who subsequently served as the first prime minister of independent India. Besides being a popular leader and a statesman, he was also a philosopher and a historian. Through his rhetoric and actions, Nehru strengthened the unity of India when the British left it as a collection of several principalities. He strongly advocated for scientific advancement while staying rooted in the progressive values of ancient Indian civilization. He laid the foundation of a secular democracy where all people had equal rights and freedom of worship.
In the following study, I analyze Nehru’s writings and selected speeches through rhetorical criticism. Rhetorical criticism of public address as a discipline has a long history in the US and Europe. While it is an established field in the West, there are only a few rhetorical studies on Indian texts. The analysis of Nehru’s texts fulfills a gap in the field of world rhetorics, throwing light on the history of India’s culture, philosophy, language, and rhetoric.
The methods in the field of rhetorical criticism have evolved from strictly following Aristotle’s theories to critical pluralism. Karlyn Kohrs Campbell writes that “any critical procedure applied rigidly as a method becomes… reductive and formulary (101). While traditionally rhetoric is defined as an art of persuasion, in the context of comparative rhetoric, Keith Lloyd defines it as the “shaping of What and How” (ch. 1). Following this definition, my research questions are: What are important messages in Nehru’s speeches and how they are formulated? How can Nehru be read as both an eminently Indian and cosmopolitan rhetor and thinker? Besides these questions, I also explore Nehru’s influence in India and around the world, and why Nehru is still relevant. While highlighting Nehru’s messages and rhetorical strategies, this criticism also sheds light on why Nehru attracted the masses as opposed to contemporary liberal leaders who turn away a significant number of people from reason and logic into a world of conspiracy theories and propaganda of reactionary and divisive forces
Differentiation and integration of research, evidence-based practice, and quality improvement
No full textBackground: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms' differences and integration.
Method: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation.
Results: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein.
Conclusion: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development