1697 research outputs found
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Bento box user experience study at Franklin University
Get PDFThis article discusses the benefits of the bento-box method of searching library resources, including a comparison of the method with a tabbed search interface. It then describes a usability study conducted by the Franklin University Library in which 27 students searched for an article, an ebook, and a journal on two websites: one using a bento box and one using the EBSCO Discovery Service (EDS). Screen recordings of the searches were reviewed to see what actions users took while looking for information on each site, as well as how long the searches took. Students also filled out questionnaires to indicate what they thought of each type of search. Overall students found more items on the bento-box site, and indicated a slight preference for the bento-box search over EDS. The bento-box site also provided quicker results than the EDS site. As a result, the Franklin University library decided to implement bento-box searching on its website
Critical Thinking in Higher Education STEM: A Qualitative Faculty Perspective
No full textThere is evidence on the agreement of educators, scholars, and employers concerning the importance of teaching critical thinking skills to undergraduate students (Brookfield, 2015; Gose, 2009; Lennon, 2014; Tsui, 2002). Asking Critical Thinking faculty and STEM faculty about their definition of critical thinking and their use of critical thinking tools may help shed light on newer and better ways to improve STEM education by incorporating more opportunities for developing and honing critical thinking in instructional design for these courses. The practical application of critical thinking pedagogy to STEM courses is warranted, hence the need for faculty development in this area. Other research has identified a paradox where science faculty are required to hold a terminal degree but are not required to have formal training in pedagogy to teach (Lynd-Balta, Erklenz-Watts, Freeman, & Westbay, 2006). One way to ensure the suggested faculty development courses are appropriate is to query faculty directly on this topic.This research used a qualitative research methodology. A critical thinking faculty focus group and STEM faculty interviews were conducted. Faculty participants in the focus group and interviews provided all of the data for this research as these faculty members are the closest to the situation. The data collected was recorded, transcribed, coded, and developed into emergent themes.The research took place at a University in Columbus, OH. The University is a private four-year or more university. Ninety-three percent of the faculty at the University are part-time not tenure track and the faculty to student ratio is thirteen students to one faculty member. The timeframe within which this research was completed spans across one trimester at that university. A total of six questions were asked of focus group members and personal interviewees.The research indicates that a simple and shared definition of critical thinking is needed. There was no clear definition of critical thinking to be found among STEM faculty or Critical Thinking faculty. This leads to a problem, as no clear definition led to no clear understanding of the concept. If there is no clear understanding of the concept, then consistency of curriculum can be questioned. STEM faculty looked to promoting critical thinking through discipline-specific methods while Critical Thinking faculty considered the promotion of critical thinking in a worldly view. This identified a separation that could be troublesome between general education courses and discipline-specific courses. A multidisciplinary approach to critical thinking would be more beneficial to both students and the University, as this would help with consistency of curriculum.Along with promoting critical thinking earlier in student programs, faculty development was considered a way to more effectively promote critical thinking by helping align faculty with tools and methods to incorporate more critical thinking in their courses. While STEM faculty are more than likely well trained in their specific disciplines, they could be lacking in educational pedagogy and critical thinking tools. Further research suggestions include gathering information for the creation of faculty development courses themselves for alignment purposes. Also, research could be completed after the courses are taken to look at the effectiveness of those courses and any resulting changes
Spring 2020 Commencement
Get PDFThis Franklin University commencement program was published for the 164th commencement ceremony on June 12, 2020 in The Battelle Grand Hall at the Greater Columbus Convention Center in Columbus, Ohio.https://fuse.franklin.edu/commencement_programs/1056/thumbnail.jp
Summer 2020 Commencement
Get PDFThis Franklin University commencement program was published for the 165th commencement ceremony held virtually on September 18, 2020.https://fuse.franklin.edu/commencement_programs/1063/thumbnail.jp
Sharing health data woes. Perceptions of data sharing barriers from employees in a Midwest health care system
No full textHealth data are being created daily at diverse locations for a multitude of purposes. With the advent of electronic health record (EHR) systems, data are stored electronically, and the sharing of data should be seamless and transparent. However, this ease has not emerged (Holmgren et al., 2017). There is a complex policy and enforcement environment operating in the creation and sharing of health data. Unintended consequences seem to confront every piece of new legislation or health care regulation. Data sharing is incredibly complex from a system perspective; add in physicians’ perceptions about the quality of data, and the resulting system quickly becomes a tangled web of computer code, data integrity, and possible data-sharing violations. Creating effective mechanisms for health-data sharing among organizations is difficult. Complex databases, created by profit-seeking companies and then customized for specific health systems, yield a confusing landscape when trying to map data between systems, even with the same vendor-supplied software. This qualitative study used twelve personal interviews to discover themes around barriers to sharing health data. Participants in this study reflected on the struggles and anxieties with data-sharing activities. The resulting analysis highlights possible changes in policy, technological advancements, and organizational activities to ease health-data-sharing burdens. Factors emerged from this research to touch on how data is kept secure, transparent, and private, all at the same time. The highest ideals would indicate that sharing activities should be seamless, easy, and risk free
Graduate with family, Unknown Date
No full textFemale graduate in cap and gown stands with three children and a woman who are presumably her family members.https://fuse.franklin.edu/commencement/1038/thumbnail.jp
Graduate Receives Diploma, undated
No full textFemale graduate is handed her diploma by a male faculty member and shakes his hand.https://fuse.franklin.edu/commencement/1043/thumbnail.jp
Experiences of First-Generation Vietnamese Americans With the Healthcare System in the United States and Impact on Quality Care
No full textThe purpose of this study was to explore the healthcare experiences of Vietnamese Americans in Ohio and how those experiences impact the quality of care. 11 first-generation Vietnamese Americans who immigrated to the United States from the Vietnam War and were born between the years 1925-1955 were interviewed based on their experiences during healthcare visits and how they believe certain factors impact the quality of care. The study investigated how aspects like immigration, identifying as a refugee, acculturation, and healthcare practices may have an impact on the experiences of first-generation Vietnamese Americans with the healthcare system in the United States. This study followed a qualitative approach by using semi-structured interviews where the researcher will ask individuals 13 questions. Participants read a short description about the study and signed an informed consent to participate in this research. Recordings of the interviews were transcribed, analyzed, and coded by using Atlas.ti software to determine trends and patterns from the respondents
Self-efficacy, Risk Propensity, and Innovation: Personal Characteristics of Chief Enrollment Officers in Public and Private Higher Education
No full textHigher education, like other industries, must innovate to keep pace with new challenges and opportunities. This critical need requires leaders who are predisposed to innovation, particularly in the area of enrollment management that serves as a key revenue source. The personal characteristics of a leader can help to foster innovation, so an examination of the characteristics of chief enrollment officers in higher education may help to explain or predict innovation in higher education. This quantitative study examines the relationships between the constructs of self-efficacy, risk propensity, and innovation. The population of the study is chief enrollment officers of colleges and universities in the United States, divided into their “control types” of public or private not-for-profit. The quantitative study collected responses from chief enrollment officer at 91 public institutions and 105 private not-for-profit institutions. The four hypotheses tested whether the control type influenced the behavior and characteristics of the chief enrollment officers. While the data suggest a positive correlation between both selfefficacy and risk propensity to innovation within this population, the data does not find a statistically significant difference between the two groups
Transition to Practice: Perceptions of Nursing by Foreign Educated Physicians Enrolled in an FNP Program
Get PDFThis study explores changes in the perceptions of nursing of the FNP students as they progressed through the 27 month FNP program. Literature revealed a limited number of studies of this unique population, including the barriers to role transition; citing language, understanding the U.S. healthcare system, cultural transitions, and discrimination as concerns