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They Had Nothing To Say About The Lives Being Lost: The Impacts Of Nationally Publicized Incidents Of Racialized Police Violence On The Experiences Of Black College Students In Louisville, Kentucky
No full textThis qualitative phenomenological case study examines the experiences of some Black college students in historically White institutions (HWIs) in Louisville, Kentucky during nationally publicized incidents of police violence that occurred in 2020. The study intends to identify the academic, emotional, and social experiences that impacted collegiate experiences of Black students in Louisville at the time of the extrajudicial killings of George Floyd, Breonna Taylor, Jacob Blake, and Rayshard Brooks. Understanding how HWIs in Louisville responded to these incidents and how those responses were felt by Black students could provide insights into best practices for supporting Black students and eliminating systematic disparities. In-depth, semi-structured interviews of current and former Black students, and faculty and staff at HWIs in Louisville were the primary means for data collection. Campus newspapers, departmental reports, and other university documents supplemented the interview data. Through this research, higher education leaders and administrators can better understand the adversities and traumatic effects of high-profile racialized violence on Black students and the most effective methods to support them. The study adds to the collective literature about Black students at HWIs and provides insights into how campuses can improve their practices to dismantle oppressive structures. Finally, it informs the methods used by institutions to support and advocate for Black students navigating their college experiences while simultaneously living through racialized violence in American society
Athletic Trainers’ Familiarity with Potential Concussion Biomarkers: A Descriptive Study
No full textIntroduction: An estimated 3.8 million individuals sustain a concussion annually in the United States. Despite the high number of cases, this number may not accurately depict the true incidence rate due to underreporting of symptoms by patients. With current concussion tools relying heavily on subjective input from patients, it is imperative that a valid and reliable objective tool, such as a clinical biomarker, is identified to improve concussion diagnosis and management. If such a biomarker is identified, it will be essential that athletic trainers (ATs) be familiar with how biomarkers could be used. The purpose of this study was to determine ATs’ familiarity with potential concussion biomarkers. Methods: An online, cross-sectional survey that included six demographic questions. Three content experts were solicited to establish the content validity of all survey items by scoring each item’s relevancy to the overall research question, and a mean content validity index of 0.9 was established for the overall instrument. The survey was distributed to 1,000 ATs biweekly for eight weeks through the NATA Research Survey Service (response rate: 6%). Additional participants were recruited through social media, resulting in a total of 238 ATs who submitted the survey. Participants were asked to identify biofluids and biomarkers they were familiar with (two questions) and were also asked to rate their knowledge of the literature on biomarkers for both concussion diagnosis and management using Likert-scales (extremely knowledgeable, very knowledgeable, moderately knowledgeable, slightly knowledgeable, not knowledgeable at all). Participants were asked to answer all questions but were not required to answer all questions to submit their responses. We used descriptive statistics to summarize participants’ demographics and responses to familiarity questions. Results: Of the 238 ATs that submitted surveys, varying numbers responded to each of the questions: familiarity with biomarkers (n=214), familiarity with biofluids (n=216), self-rated knowledge of literature for concussion diagnosis biomarkers (n=215), and self-rated knowledge of literature for concussion management biomarkers (n=216). When identifying biomarkers they were familiar with, ATs were most often familiar with protein (30.4%, n=80) and least often familiar with DNA (3.7%, n=8). Relative to biofluids, ATs were most often familiar with blood (37.5%, n=110) and least often familiar with urine (3.2%, n=7). Interestingly, 55.4% (n=119) of ATs stated that they had “No knowledge at all” of the current literature regarding the use of biomarkers for concussion diagnosis, and 62.0% (n=134) stated they had “No knowledge at all” of the current literature regarding biomarkers used for concussion management. (Figure 1.) Translation to Practice: Despite the increase in research attempting to identify a concussion biomarker, ATs remain unfamiliar with biomarkers and biofluids. Targeted continuing education efforts are needed to familiarize ATs with biomarkers and biofluids that will likely be used in the diagnosis and management of concussions in the future
The Community‐Engaged Scholars Program: Designing a Professional Development Program to Enhance Individual Capacity, Community Benefit, and Institutional Support
No full textThe University of Minnesota Extension’s Community-engaged Scholars Program is a competency- based, multidisciplinary, cohort-based faculty development program offering a “Learning Circle” grounded in adult learning theory paired with funding for community-engaged research. It aims to build capacity for community-engaged scholarship, catalyze institutional support, and benefit community partners. This special issue introduction describes the theoretical underpinnings, development, and implementation of the program and provides context for papers that follow describing the Learning Circle, participating scholars’ insights, and evaluation results
Elementary School-University Partnership: The Elementary Parent Leadership Academy
No full textSchool-family-community partnerships have been shown to increase student success and overall school climate. In order to support local schools and their students and families, The University of Alabama created the Elementary Parent Leadership Academy (EPLA), a training program that prepares elementary school parent leaders with the skills to strengthen school communities through supporting parent involvement. Quantitative and qualitative analyses of the 2014-2015 EPLA graduates found that the program increased parent school leadership behaviors and attitudes
Enhancing Service-Learning Experiences for International Students: An Auto-ethnography and a Dialogue
No full textThis auto-ethnographic study recounts the experiences of an international doctoral student in a service-learning (SL) placement. The narrative discusses the cultural and linguistic barriers that the student faced, both in the classroom and in her SL field placement. The authors use the student’s secondary sources as well as a series of reflective dialogues as data toward an analysis of the learning needs of linguistic and cultural minorities in service-learning—an as of yet underexplored area of research in service-learning pedagogy
A Needs Assessment and Program Evaluation of a Physical Therapy Service-Learning Program in China
No full textInternational service-learning (ISL) programs in physical and occupational therapy programs are increasing in number. This paper describes a needs assessment and initial program evaluation conducted for a physical therapy ISL program at an orphanage in China. Chinese orphanage staff and Widener University physical therapy students were surveyed. Chinese staff expressed satisfaction with the training and provided suggestions for programming needs. Students identified areas for further education of orphanage staff and suggestions for future program design