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Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022–2023)
Get PDFThis annual report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2022-2023 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the college or university system during the third year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect student demographics, course enrollments, employment activities, and engagement in student life
Implications of Learning Styles as a Tool on Universal Course Design
Get PDFCreating an inclusive and accessible learning environment for all learners helps ensure the educational benefits can be enjoyed by the largest population possible. The theory of learning styles was developed as a response to the belief that learners respond better to educational stimulus that serves to their unique strengths. Learning styles cater to the strengths of each learner, whereas Universal Course Design accommodates all learners\u27 needs. When used together, this symbiotic relationship can benefit learners in several ways. The implications of learning styles on Universal Course Design should be investigated to best determine its validity and usefulness in the classroom
Development and Implementation of an Emergency Preparedness Policy and Procedure, Educational Intervention, and In-situ Simulation in a Pediatric Primary Care Office: A Quality Improvement Project
Get PDFBackground. Pediatric primary care offices are frequently unprepared to respond to clinical emergencies that may present to or occur at their site. The purpose of this project was to improve office emergency preparedness at a pediatric primary care office to align with the American Academy of Pediatrics policy statement for pediatric office emergency preparedness.
Methods. A PRISMA-guided literature review found support for both educational interventions and in-situ simulation to improve aspects of emergency preparedness. The aim of this project was to develop a practice-specific emergency preparedness policy and procedure and implement a training and in-situ simulation to increase medical and non-medical staff knowledge and comfort in managing emergencies. The availability of equipment and policy components were measured pre- and post-intervention. Other measures included rates of completion of CPR certification, office-based video training, and rates of attendance at an in-situ simulation. A post-intervention survey evaluated staff perception of impacts of the training and simulation.
Intervention. The intervention in this project was multi-step and included the development and implementation of a novel office-specific policy, the development and dissemination of an asynchronous video training on office emergency response, and the implementation of an in-situ simulation, which was followed by a debriefing and post-implementation survey.
Results. An office-specific policy and procedure was created and implemented. At the close of the project, 94% of necessary emergency equipment was obtained and strategically stocked; 88% of staff were CPR certified and completed the asynchronous video training; 65% of staff attended the in-situ simulation and participated in the post-implementation survey. The availability of emergency items increased by 55%. The post-implementation survey yielded affirmative responses signaling improvement in all areas considered.
Conclusion. This project describes a multi-step intervention that resulted in improvement in office emergency preparedness and increased staff knowledge, skills, and comfort in responding to an in-office emergency. This project offers a framework for a feasible, sustainable, and cost-effective quality improvement intervention that could be utilized by pediatric primary care offices to improve office emergency preparedness in alignment with the American Academy of Pediatrics policy statement
Increasing Breast Cancer Screening Rates Among Women Ages 40 to 74 in an Urban Safety Net Primary Care Clinic: A Quality Improvement Project
Get PDFBackground and Problem Description: Breast cancer continues to be the most common and second most lethal form of cancer among women in the U.S. Although there have been improvements in breast cancer screening in the US, major disparities persist. The national breast cancer screening rate for the year 2021 was 75.6%; the rate for the underserved and minority population was 54%. This QI project took place at a Federally Qualified Health Center that provides medical care to medically underserved and vulnerable populations.
Purpose and Aim: This project aimed to increase breast cancer screening at the proposed site to optimize early detection and improve clinical outcomes for underserved women ages 40 to 74. The overarching aim of this project was to develop, implement, and evaluate an outreach strategy intervention to increase breast cancer screening rates among women who were not up to date or have missed appointments. The goal was to increase BCS by 4% above baseline.
Method: The health belief model guided the development of the outreach strategy. The model used for the evaluation of this project was the Plan-Do-Check-Act cycle. Support from stakeholders was obtained and an outreach list was generated. Phone calls were placed, and participants were successfully contacted. Education was provided as needed, barriers assessed, and appointments were scheduled. A provider satisfaction survey was used to assess the feasibility and value of the outreach intervention.
Intervention: The intervention consisted of a telephone call to women who have missed screening appointments, an assessment of barriers to completing their screenings, scheduling an appointment, and offering expert education. This intervention used a navigator approach to guide women through the screening process.
Results: Sixty one percent of the patients called (n=14) were successfully contacted. Of this number, 92.85% accepted screening and scheduled an appointment for a mammogram exam and 38.46% completed the exam. One hundred percent of the providers completed the post-intervention survey and found the intervention feasible and valuable for patient care outcomes.
Conclusion: The results demonstrated that patients are aware of the need for BCS and are willing to have the exam completed. The phone call intervention provided further incentive regarding the need for timely screening. This was demonstrated by 92.85% of patients who received the phone call scheduling an appointment. Further work should consider a larger sample size
From Fear to Freedom: The Journey of LGBTQ Latine/x Asylum Seekers and Their Access to Legal, Medical, and Mental Health Services in the U.S.
No full textThis study sought out to understand the experiences of LGBTQ Latine/x asylum seekers when accessing care services that are related to their asylum process in the U.S. To get a better understanding of their experiences, this study utilized a critical constructivist grounded theoretical approach. The study included nine LGBTQ Latine/x participants that were actively in the asylum process during the interview process. They answered demographic questions as well as an interview protocol that included questions aimed at understanding how individuals navigate the asylum process through their intersectional identities. Results yielded a total of six clusters with a total of twenty-three categories. These findings provided insights on the experience of acknowledging that the road to asylum does not end once one arrives to the U.S. Additionally, once starting the asylum process, individuals experienced difficulty in navigating the unknown and/or the everchanging policies and procedures that inform the asylum process. One key finding was that participants reported feeling safe in the U.S. which they did not feel back in their home countries. Participants also reported that through the asylum process, they were able to find a supportive space in which they were able to build community with others that shared their LGBTQ and Latine/x identity. Participants also spoke about their experiences with legal, medical, and mental health service providers and how they had a mix of encounters with them. Participants reported being thankful for the services they received but they reported feeling less comfortable and a lack of connection related to professional’s experience with working with LGBTQ and Latine/x individuals. Participants also spoke about the difficulty in navigating cultural and political obstacles that made the asylum process more challenging. Overall, participants highlighted the need for more accessible and competent services for LGBTQ Latine/x asylum seekers. Further results are discussed. Implications of the study are discussed. The limitations for this study and future directions are explored as well.
Spanish
Este estudio buscó comprender las experiencias de los solicitantes de asilo LGBTQ latine al acceder a servicios de atención relacionados con su proceso de asilo en los EE. UU. Para comprender mejor sus experiencias, este estudio utilizó un enfoque teórico fundamentado en un constructivista crítico. El estudio incluyó a nueve participantes LGBTQ latine que estuvieron activamente en el proceso de asilo durante el proceso de entrevista. Respondieron preguntas demográficas, así como un protocolo de entrevista que incluía preguntas destinadas a comprender cómo las personas navegan por el proceso de asilo a través de sus identidades interseccionales. Los resultados arrojaron un total de seis grupos con un total de veintitrés categorías. Estos hallazgos proporcionaron información sobre la experiencia de reconocer que el camino hacia el asilo no termina una vez que uno llega a los EE. UU. Además, una vez iniciado el proceso de asilo, las personas experimentaron dificultades para navegar por lo desconocido y/o las políticas y procedimientos en constante cambio que informan el proceso de asilo. Un hallazgo clave fue que los participantes informaron sentirse seguros en los EE. UU., lo que no se sentían en sus países de origen. Los participantes también informaron que a través del proceso de asilo, pudieron encontrar un espacio de apoyo en el que pudieron construir una comunidad con otras personas que compartían su identidad LGBTQ y latine. Los participantes también hablaron sobre sus experiencias con proveedores de servicios legales, médicos y de salud mental y cómo tuvieron una combinación de encuentros con ellos. Los participantes informaron estar agradecidos por los servicios que recibieron, pero informaron sentirse menos cómodos y una falta de conexión relacionada con la experiencia del profesional al trabajar con personas LGBTQ y latine. Los participantes también hablaron sobre la dificultad para superar los obstáculos culturales y políticos que hicieron que el proceso de asilo fuera más desafiante. En general, los participantes destacaron la necesidad de servicios más accesibles y competentes para los solicitantes de asilo LGBTQ latine. Se discuten más resultados. Las implicaciones del estudio son discutidas. También se exploran las limitaciones de este estudio y las direcciones futuras
Information Literacy Across The Curriculum: A Faculty Professional Development Program
Get PDFInformation literacy is a set of skills that encompass conducting research, evaluating sources and authority, and ethically using information. While information literacy as a concept has existed for 50 years, higher education has struggled to meaningfully incorporate it into college curricula. The concept of “across the curriculum” instruction, most notably Writing Across the Curriculum (WAC), empowers faculty to incorporate skills outside of their discipline to increase learning. This information literacy program uses the concept of “across the curriculum” instruction, an American Association of Colleges and Universities (AAC&U) High Impact Practice, to incorporate and contextualize these skills in a variety of disciplines. Using an existing WAC professional development program as a model, this program seeks to both facilitate faculty learning regarding best practices for integrating information literacy into their courses, and to increase the number of instances students can practice information literacy skills throughout their degree programs
Reflective Revolutionaries: Metacognitive Insights from the Revolutionary War that Empower Modern Military Leadership
No full textThis paper examines the role of metacognition in military leadership, drawing insights from the strategic thinking and decision-making processes of historical figures like George Washington and Nathanael Greene during the American Revolutionary War. Metacognition, the awareness and regulation of one\u27s own thought processes, is identified as a crucial component of effective leadership, enabling commanders to navigate complex environments, make sound decisions, and inspire their teams.
The paper begins by defining metacognition and its key elements, including self-monitoring, self-evaluation, and self-regulation. It then delves into a historical analysis of Washington and Greene\u27s metacognitive approaches, highlighting how their reflective decision-making, adaptability, and cognitive awareness shaped the course of the Revolutionary War. The author\u27s personal experiences in transitioning from Cadet to Second Lieutenant in the United States Army further illustrates the practical significance of integrating metacognitive strategies into modern military leadership.
The paper argues that by emulating the metacognitive practices of historical leaders, contemporary military commanders can enhance their own decision-making capabilities, foster adaptability, and improve overall operational effectiveness. Specific strategies recommended include reflective decision-making, self-monitoring and regulation, goal setting and evaluation, and recognizing the potential in subordinates. The paper concludes by emphasizing the enduring relevance of metacognition in military leadership and its power to shape a future of unparalleled operational excellence
Aging in the City of Melrose: A Community Needs Assessment
Get PDFThis report describes research undertaken by the Center for Social & Demographic Research on Aging (CSDRA) within the Gerontology Institute at the University of Massachusetts Boston, on behalf of the City of Melrose. The goals of this project were to investigate the interests, preferences, and opinions of Melrose’s residents aged 55 or older by engaging the community regarding their experiences and needs relevant to the Council on Aging’s (COA’s) objective to identify and serve the needs of all Melrose citizens 55 and older. The contents of this report are meant to inform the City of Melrose, the Melrose COA, Milano Center, and organizations that work with and on behalf of older residents of Melrose for the purposes of COA mission fulfillment alongside planning and coordination of services for current and future needs of residents. The report will also help to build awareness about issues facing Melrose among community members at large
HACK24F: AI and Mental Health: Addressing the Therapy Gap
Get PDFReal-World Problem: There is a global shortage of mental health professionals, especially in underserved areas. AI-based chatbots could help fill this gap, but there are serious ethical concerns about the quality of care and efficacy of such chatbots.
Solution: This is a non-technical project that involved conversing with existing chatbots in an effort to develop a normative framework that could be used by future AI therapy bot developers. This framework seeks to build on, and operationalize, some of the insights from the recently published whitepaper on the ethics of chatbot therapy by the UMass Boston Applied Ethics Center. This presentation briefly summarize the insights from that white paper, documents our experimentation with the AI tools, and offers insights based on this experimentation for how to improve AI therapy bots
HACK24F: LLMs and World Knowledge Problems
Get PDFWhile AI “hallucinations” have been widely publicized by the media as shortcomings of Large Language Models (LLMs), there is much less awareness about shortcomings that derive from the potential lack of understanding of the world, from a potential lack of commonsense knowledge. We want to raise awareness among our student body about the potential fallibility of LLMs when they the problems that they need to solve require a basic understanding of the world. We hope that this awareness will prompt everyone to question more carefully the outputs generated by LLMs