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The (Dis)advantages of Device Free Time: A Mixed -Methods Digital Detox Study
Full text linkDigital detox practices are periods of device restriction, reduction, or abstinence aimed to seek improvements in the negative outcomes associated with frequent device use. There are numerous gaps in digital detox literature including unsustainable periods of detox, imprecise definitions of digital detox, a lack of investigation into mediating mental health constructs, no collection of participant-driven qualitative data, and a failure to control for compensatory behaviors. Gaps like these could account for continued mixed findings in areas like anxiety, depression, and life satisfaction, salient to mental well-being. The present study aims to further parse the role that device-free time plays in curbing the negative effects of frequent device use by addressing these gaps. In this mixed-model study, participants complete six weeks of brief, triweekly, outdoor walks without device use, and six weeks of these same walks with permitted device use. Researchers employ briefer digital detox periods over an extended time, a precise definition of digital detox, multiple mindfulness measurements, participant-driven qualitative responses, and an attempted control for compensatory behavior (outdoor walks)
LU-167.044b, Student Building (French)
No full texthttps://digitalcommons.longwood.edu/postcard/1051/thumbnail.jp
LU-167.052a, Longwood House
No full texthttps://digitalcommons.longwood.edu/postcard/1062/thumbnail.jp
LU-167.025a, View of the Rotunda with students outside the front doors on walkway
No full texthttps://digitalcommons.longwood.edu/postcard/1028/thumbnail.jp
LU-167.050a, Presidents House (Alumni House)
No full texthttps://digitalcommons.longwood.edu/postcard/1060/thumbnail.jp
LU-167.025b, View of the Rotunda with students outside the front doors on walkway
No full texthttps://digitalcommons.longwood.edu/postcard/1029/thumbnail.jp
Speaking to a General Audience: Activities for an Economics Capstone Course
No full textStudents in the economics capstone course usually complete regression-based projects and learn to write for and speak to their peers. However, students must be able to speak to a general audience, for example, in interviews or the workplace. This paper details a pilot activity implemented in a small class setting. The goal was to help students understand the importance of and improve effectiveness when speaking to a general audience about technical topics. Our takeaway, while not formally tested as an experiment, is that students struggled with this task and need training and practice starting earlier in the curriculum
Assessing Student Focus Areas for Self-Directed Metacognition and Self-Improvement
No full textResearch in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity that students see value in completing. Promoting improvements by students should also make an instructor’s teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset
Caregiver Involvement in Pediatric Speech-Language Pathology
Full text linkThis study explores how caregivers and speech-language pathologists (SLPs) perceive caregiver involvement in pediatric speech therapy services. The research addresses how and when caregiver input is solicited, and to what extent the services children receive reflect caregivers’ expressed concerns and priorities. Using a two-phase survey design, caregivers and speech-language pathologists from private practices in Virginia provided quantitative responses on the importance, frequency, and effectiveness of collaboration. Overall, caregivers reported moderate levels of involvement (mean score: 3.88/5). Contrary to conventional wisdom, caregivers’ level of involvement was not directly correlated with their level of satisfaction, suggesting other factors, such as communication quality or therapy outcomes, may play a larger role. While caregivers and speech-language pathologists were generally aligned on the overall importance and frequency of parental involvement, important differences emerged. While 95% of speech-language pathologists reported soliciting caregiver input regarding augmentative and alternative communication (AAC), only 18% of caregivers recalled such discussions. Similarly, engagement around respecting families of culturally and linguistically diverse backgrounds was reported by 68% of speech-language pathologists, but only 6% of caregivers. The findings illustrate the need for structured opportunities to engage caregivers and promote inclusive practices in therapy. These results have implications for improving collaboration between caregivers and speech-language pathologists through enhanced training, clearer communication, and standardized processes for caregiver input. Future research should focus on larger, more diverse populations and explore longitudinal changes in caregiver satisfaction and engagement