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Professional Advisor Practices For Student Identity Development
Get PDFDue to COVID-19, the state of higher education has been transformed, including the way student services like advising are offered on college campuses. More importantly, current literature on Generation Z students articulated that they need advisors who will build trust by implementing practices that go beyond prescriptive approaches. Therefore, it was imperative that this research examined how current undergraduate professional advisors work with Generation Z students and the practices that they use. Previous advising literature indicates there is a lack of scholarship surrounding the practices of professional advisors. With little information on professional advising practices and approaches, higher education leaders have limited approaches to adjust their advising models beyond the faculty advisor approach.
To fill research gaps and advocate for professional advisors, the purpose of this qualitative study was to identify the advising practices employed by undergraduate professional advisors who work at medium-sized, New England colleges and universities in alignment with Chickering’s (1969) student identity development theory. Demographic surveys and interview results established that professional advisors worked at institutions with a shared or centralized advising model which provided a unique platform to develop students by using cognitive, social, emotional, identity, and career-initiated practices. While specific practices aligned with Chickering’s (1969) psychosocial theory for student identity development, many of the participants felt that they needed better strategies to support students establishing identity. These findings suggest that professional advisors consistently interact with their students beyond prescriptive tasks. Future scholars should examine professional advisor experiences and practices to allow this advisor population to gain more recognition in the industry. Additionally, it is imperative to further investigate student perspectives about their experiences with professional advisors. Since COVID-19 has impacted students and educators, researchers should determine how students and professional advisors adjusted
Exploring Interprofessional Teamwork And Patient Care Via Telehealth
No full textPresentation exploring the following: Alex Simpson is a kind, intelligent, considerate man seeking support for challenges regarding his health and living situation. He is motivated to improve his situation but needs external support. Alex is an unemployed Caucasian male with a medical history significant for oral herpes, periodontal disease, vertigo, neck pain, digestive symptoms, mental health problems, and a family history of substance use disorder. He presented to us with dental pain and burning sensation in his oral cavity. As an interprofessional collaboration team, we communicated effectively with Alex and provided patient-centered care during two telehealth encounters. Our goal was to comprehensively identify and address Alex’s priorities for medical needs from a holistic perspective utilizing motivational interviewing strategies and telehealth technology. Through a multidisciplinary approach (dental medicine, social work, pharmacy, occupational therapy, and physician assistant) our team developed and presented a care plan that best aligned with Alex’s needs.https://dune.une.edu/cecespring2021/1010/thumbnail.jp
UNE UFA AAC Library Subcommittee Resource Highlight: New For Spring
Get PDFApril 2021 library resources highlight compiled for the University Faculty Assembly Academic Affairs Committee\u27s Library Sub-committee at the University of New England. Focus on: Dean Dyer, incoming UFA representative, Research Help pages, and latest issue of Akesis
Lower Extremity Strengthening, Neuromuscular Re-Education And Graded Activity For A Runner With Distal Hamstring Tendinopathy: A Case Report
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Background and Purpose: Hamstring injuries are common injuries athletes face with high recurrence rates. Many hamstring injuries, including hamstring tendinopathy are caused by non-contact mechanisms like running due to its role in eccentrically controlling rapid knee extension and hip flexion. Despite its prevalence, there is controversy surrounding the optimal treatment of a hamstring strain. The purpose of this case study was to document the physical therapy (PT) interventions for a runner with an acute distal hamstring injury and tendinopathy. Case Description: The patient was a 23-year-old active male referred to outpatient PT with a diagnosis of patellar tendinitis. The procedural interventions included patient education and activity modification, progressive lower extremity (LE) resistance training, neuromuscular re-education, soft tissue mobilizations, stretching, and running assessments. The patient received PT twice a week for 12 weeks. Outcomes: The patient’s score on the Lower Extremity Functional Scale improved from 41/80 to 70/80. His right (R) knee flexion and extension strength improved bilaterally from 3+/5 to 4/5 and his running cadence improved from 158 to 170 steps/minute. The patient no longer experienced hamstring tenderness with palpation. When performing a step up on a 4-inch platform, the patient’s functional testing improved from having no ability to feel his R quadriceps contract with posterior knee pain to gaining the ability to feeling his quadriceps recruit with no pain. Discussion: This case report demonstrated the purpose of how LE strengthening, graded activity, and neuromuscular reeducation could be beneficial to help a runner return back to full activity. Future research should focus on cadence assessment and rehabilitation for long-distance runners in addition to running cadence education for patients with hamstring injuries.https://dune.une.edu/pt_studcrpres/1015/thumbnail.jp
Computer-Mediated Communication Of History Museums In The Midwestern United States: A Web Content Analysis
Get PDFAdult museumgoers have come to expect increased access to museum information and resources through computer-mediated communication (CMC). Current research suggests that museum websites can increase the desire to visit the museum physically. The purpose of this study is to investigate how small, medium, and large history museums in the midwestern United States communicate the value of digital experiences to adult museumgoers. This qualitative content analysis follows Pauwels’ (2012) Multimodal Framework for Analyzing Websites as Cultural Expressions. The data was collected from 16 history museum websites, then analyzed using MAXQDA. The data collected provides insight into the methods and language museums use to describe the value of digital experiences to adult museumgoers.
Culturally specific meanings can be found in the explicit and implicit content of an organization’s website. This content can reveal information about the organization, such as mission, beliefs, and values. The results of this study suggested that visitors of history museums are the recipients of embedded messages either explicit or implicit. The second theme that emerged from visual analysis was building digital communities. This study elucidated how smaller museums often promote the physical museum experience over the digital, but they frequently rely on social media technology to communicate the socio-cultural context of the museum, regardless of the geographic location of the museum. Museum educators need to provide online opportunities that go beyond information exchange and target the identity-related needs of adult learners. A second recommendation is that they prioritize social exchange in online platforms with a focus on cultivating and strengthen relationships between museumgoers as well as connectedness to the museum
Creating The Conditions For Deeper Learning: Leadership Practices For Reframing 21st Century Education Systems
Get PDFThe convergence of advanced technologies, sociocultural trends and transformative shifts in global industries is accelerating the need for change in the American education system. Research and practice reveal promising developments in pedagogical approaches and a growing movement toward the implementation of deeper learning models. This phenomenological study examined the lived experiences and perceptions of superintendents leading dynamic shifts in public education to provide equitable access to deeper learning methodologies. The application of a dual framework supported the development of the study design and allowed for synthesis of the key components impacting system redesign. Data was elicited through semi-structured interviews to better understand the priorities and leadership practices of superintendents leading the vision for change in their schools and communities. Findings indicate the emergence of six themes with corresponding sub-themes defining specific factors for mobilizing these efforts. The results highlight promising aspects of community practice shaping collective efficacy and call for transparency related to equitable deeper learning outcomes for all students. The study provides recommendations for education leaders and policymakers on addressing the complexities of systemic change to empower learner-centered environments and transform school culture
Speech, undated
Get PDFSpeech describing the history of osteopathic medicine as well as the contemporary state of the profession and osteopathic education.https://dune.une.edu/bergen/1008/thumbnail.jp
Creating a Healthy Home
Get PDFThis pamphlet explains the concept of healthy defaults, why they are important, and how the audience can implement them at home to improve the diets of their children.https://dune.une.edu/an_studedres/1155/thumbnail.jp
Healthy Defaults for Children
Get PDFThis handout informs children and their parents on what a healthy default is and some tips on achieving it. Kid friendly recipes are included to try as well.https://dune.une.edu/an_studedres/1162/thumbnail.jp
The Perceived Impacts Of Therapy Dogs On Students As Viewed Through The Human-Animal Interaction Framework
Get PDFThis study employed a qualitative case study approach to explore the perceptions of teachers/staff members directly associated with the therapy dog (TD) program in their school. These perceptions were regarding the TD program’s effectiveness in (a) student social interaction, (b) stress coping and self-regulation, (c) engagement and/or attention, and (d) motivation and/or self-efficacy. The human-animal interaction (HAI) theoretical framework (Gee et al., 2017) served as a focal lens in this study. Data was collected from a middle school in the midwestern United States and through social media. Thirteen participants were from middle school and eight were obtained via social media. Further, interviews were conducted with five individuals representing both sites. Interpretation of the data and themes developed revealed that the majority of participants found perceived impacts from therapy dogs on: (a) student social interaction, (b) stress coping, (c) self-regulation, (d) engagement and/or attention, (e) motivation, and (f) social-emotional development. The study’s conclusions aligned with its research questions involving the impact of therapy dogs. The findings led to recommendations for the development of a tool to assess therapy dogs’ well-being. Designation of key canine demographic information is needed in the field as well as a centralized database to warehouse information collected. This study’s recommendations include additional research on the impacts of the COVID-19 pandemic on therapy dog programs, the therapy dogs themselves, and teachers/staff members’ needs and benefits from therapy dogs during the pandemic. Finally, this study recommends examination of a student’s perspective of the therapy dog’s role and how that perspective affects the efficacy of the intervention