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Guided Reflection to Assess the Research Process: The Key to Deeper Student Engagement in Writing Intensive Courses
Full text linkTo ensure writing-intensive courses have the highest possible student engagement, don’t just assess the final research project draft. Assess the writing/research process using guided student reflection. This article provides multiple examples of easy-to-grade activities and guided reflections that can be adapted for writing in any discipline or at any level
Artificial Intelligence and its Use by Students in a Professional Program
Full text linkArtificial intelligence emerged as a blessing and a curse in higher education. An overview of the topic and how the presenters implemented and incorporated the Scholarship of Teaching and Learning into an assignment is highlighted. Student voice adds to the perspective enhancing engagement and learning, preparing students for future employment
Exploring Stress Management Spaces Using Sensory Engagement on College Campuses: A Scoping Review
No full textBackground: College students experience high levels of stress, with associated negative outcomes such as poor mental and physical health. In response, colleges and universities have explored the use of stress management spaces designed to address and promote improved mental health and wellbeing, but evidence regarding the most effective design and impact of these spaces is limited.
Purpose: The purpose of this project was to conduct a scoping review of the available literature related to stress management in higher education settings. The research questions are: What are the characteristics and design features of these spaces, and how do stress management spaces on college campuses support student occupational performance, occupational balance and well-being? These questions aim to explore the role of physical and sensory environments in promoting students’ engagement, health, and participation in academic and daily life occupations
Theoretical Framework. This capstone project is guided by both Self-Determination Theory (SDT) and the Person-Environment-Occupation-Performance (PEOP) Model, offering a complementary lens through which to explore student engagement with campus-based stress management spaces.
Methods. Using the Arksey and O’Malley (2005) process for scoping reviews, this project addressed the lack of comprehensive mapping regarding stress management spaces on college and university campuses. The research problem centered on limited synthesized knowledge about space design, intended use, user experiences, and reported outcomes associated with student engagement in these environments. Data was collected from peer-reviewed journals and grey literature sources.
Results. Results indicated that universities are showing increased use of stress management spaces for sensory inclusion to support mental health and wellness. These environments encompass sensory rooms, relaxation lounges, meditation areas, wellness hubs, quiet study spaces, and outdoor gardens and spaces; all designed to promote selfregulation, stress relief, and occupational balance while helping students manage academic and personal demands.
Conclusions: These research findings can inform future occupational therapy research initiatives and support evidence-based development and implementation of stress management spaces on college campuses, contributing to more effective student mental health support systems in higher educational environments and opportunities for occupational therapy contributions
Tracing Pharmaceuticals in Produce: Their Presence, Effects, and Consumer Perspectives
No full textAs prescription pharmaceuticals increasingly infiltrate agricultural systems, their unmonitored presence in produce products raises critical concerns about environmental contamination and human health risks. Using a mixed methods approach, combining a literature review and anonymous survey, the presence, fate, and transport of PCs in produce products, potential health effects, and consumer knowledge and perspectives were evaluated. It was found that the presence of PCs spanned across all classes of PCs and were present in locations among all types of environmental media, especially those used for agricultural production. Water contamination was shown as the primary source of transport that led to the contamination of produce products. Uptake of PCs via contaminated water has the potential to enter plant systems through the roots and translocate to any portion of the plant. Health risk was not imminent, however, consumer knowledge and concern increased when provided with currently available literature. Current methods of limiting PC exposure are not effective against the eradication of
PCs due to the occurrence of contamination inside of a plant’s vascular system. Government agencies should use this research to inform policies on regulation concerning the presence of pharmaceuticals in produce products and consumer education
“Left, Right, Your Left”: Marching Towards Equality in the U. S. Army
No full textThe United States Army has transformed from a force shaped by exclusion to one striving for inclusion. This thesis explores the Army’s ongoing journey toward equality, focusing on how historically marginalized groups—such as racial minorities, women, and LGBTQ+ individuals—have fought for and gained the right to serve. It examines the impact of these changes on the Army’s structure, culture, and institutional identity.
Guided by four core questions, the research investigates: How have protected groups gained equality, and how has that affected the Army? Are all soldiers treated fairly under current policies? Should individuals once disqualified for mental health conditions be reconsidered for service? And why do people continue to enlist amid evolving policies and societal expectations?
Findings reveal that while reforms like desegregation, the repeal of “Don’t Ask, Don’t Tell,” and expanded roles for women have improved access and representation, disparities remain. Unequal treatment, mental health stigma, and policy enforcement gaps continue to challenge the Army’s inclusivity. The thesis also addresses how evolving views on mental health could expand the definition of who is fit to serve, especially when resilience and treatment are prioritized.
Despite these obstacles, people still enlist—motivated by patriotism, opportunity, and a desire to be part of a diverse and evolving institution. This work concludes that the Army’s strength lies not only in its combat readiness but in its ability to reflect and support the diverse nation it defends. True equity remains a goal, but progress continues through action, accountability, and inclusive leadership
Vision Rehabilitation in OT and OTA Curricula: A Survey to Academic Programs
No full textOccupational therapists are trained to evaluate and treat occupational performance problems. Client factors, such as vision, greatly impact an individuals’ ability to participate in meaningful occupations. New accreditation standards do not include language related to vision. Therapists must be prepared to evaluate and treat the increasing prevalence of visual challenges from children with cerebral visual impairment to older adults with age related conditions. This survey explored how vision rehabilitation is covered in accredited occupational therapy and occupational therapy assistant programs and the expertise of faculty teaching vision content. A thirteen-question survey was sent to accredited programs. Questions included multiple response, Likert scale, closed-ended and open-ended response. Analysis examined the frequency of programs reporting vision rehabilitation content and instructor experience. Content most frequently reported included older adult low vision, adult neurological vision impairment, and adult low vision, and less frequently for pediatrics. Most vision rehabilitation content was dispersed among two to four courses throughout a core curriculum. Programs frequently reported the primary instructor as an assistant professor with continuing education training in vision rehabilitation. Barriers to the inclusion of vision rehabilitation in curricula included limited time, priority to accreditation standards, access to specialists and financial constraints. Results indicated that programs, to a degree, integrated vision rehabilitation into coursework, although quality of content taught is still unknown. Further research is recommended to identify the quality of content and encourage clarification of accreditation standards to ensure rigor and consistency across all programs to meet the population\u27s needs
Student Perceptions of the Effectiveness of Simulated Versus Clinical Experiences in Learning Clinical Skills
No full textOccupational therapy education programs use simulation and clinical environments to teach students clinical skills. However, students’ perceptions of how these environments meet their learning needs are not known. The objective of this study was to explore entry-level occupational therapy students’ perceptions of the effectiveness of simulation and clinical environments in learning clinical skills. This was an observational study, measuring the students’ perceptions after engaging in simulations and clinical environments. Participants were occupational therapy students enrolled in Master\u27s and Doctorate programs (N = 460) in five accredited entry-level occupational therapy programs. Students completed the Clinical Learning Environment Comparison Survey (CLECS). CLECS measures students’ perceptions of how well their learning needs were met in simulations and clinical learning environments in six domains. For the Total scale and Communication, Holism, Critical Thinking, and Teaching Learning Dyad subscales, students perceived that the clinical environment prepared them better than the simulated environment (p \u3c .05). For occupational therapy Process and Self-efficacy domains, students perceived no differences. However, the perception of the effect of the environment on learning was small for Total scale, Holism, and Critical Thinking (Cohen’s d = 0.31 – 0.40) and medium for Communication skills (Cohen’s d = 0.56). Students perceived a difference in how simulations versus clinical environments met their learning needs. Our findings emphasize the importance of context when designing student learning experiences
The Re-design of Level I Fieldwork to Foster Professional Competence and Career Adaptability
No full textProfessional competence and career adaptability are essential for preparing students to meet modern healthcare demands. However, there is a paucity of evidence to guide teaching and learning of these constructs in the context of Level I fieldwork (FW). This paper details a Level I FW program re-design using a professional competence framework to foster adaptability. The re-design’s impact was assessed through student surveys before and after their participation (n = 53) compared to a historical cohort one-year senior (n = 60) using the Career Adapt-Abilities Scale – Short Form. Significant improvements were found in total and concern, curiosity, and confidence subscale scores for the re-design cohort with no significant differences between cohorts. Effect sizes were small for total scores and curiosity and confidence subscales, and medium for the control subscale. Findings emphasize the re-design’s role in enhancing competence and readiness for Level II FW. This study contributes to the need for a growing body of evidence in the scholarship of teaching and learning related to fieldwork education in occupational therapy curricula
Harnessing Social Media for Occupational Therapy Graduate Program Recruitment
No full textThe occupational therapy (OT) profession faces a national enrollment decline, with many United States graduate programs struggling to fill seats. As social media use continues to rise among young adults, OT programs may benefit from leveraging digital platforms to enhance visibility and attract qualified applicants. This study explored how prospective students engage with OT program social media accounts and what content influences their admissions decisions. Using a cross-sectional survey design, 161 current or incoming OT graduate students from programs across the United States were surveyed about their social media habits during the admissions process. Results revealed that 69.5% of participants viewed OT program social media content prior to matriculation, and 53.9% actively followed at least one account. Instagram (40.3%) was the most commonly used platform, with curriculum-related posts and “day in the life” videos identified as both the most viewed and most impactful content. Respondents expressed a strong preference for authentic, student-centered content that provides insight into coursework, fieldwork, and program culture. The findings suggest that programs should align their social media strategies with student priorities, emphasizing transparency and daily student experiences over promotional or recruitment-only content. Despite only moderate ratings of overall social media influence, nearly 80% of students without access to program social media accounts reported that such access would have positively impacted their decision. These insights have practical implications for OT programs seeking to improve digital recruitment efforts and build stronger online engagement with prospective students
Theory-Driven Design, Theory-Integrated Learning: A Multimodal Approach to Teaching Occupational Adaptation
No full textThis study explored the effectiveness of a multimodal instructional module for teaching Occupational Adaptation (OA) theory. Implemented across three entry-level occupational therapy doctoral (OTD) programs, faculty designed and implemented asynchronous preparatory lectures, a face-to-face experiential lab, and guided discussions of the learning experiences. Researchers employed a convergent mixed-methods design, integrating qualitative and quantitative data. Students (n=108) completed a pre- and post-knowledge exam, the Relative Mastery Scale (RMS), and a Learning Experience Questionnaire. Analysis of variance (ANOVA) revealed statistically significant differences in pre-and post- knowledge scores and RMS ratings across all sites, with no differences based on university. Qualitative analysis yielded two primary themes: experiences lead to knowledge development and student insights reinforce and guide future learning. Additional findings indicated a preference for interactive lab-based activities over passive methods such as readings and quizzes. The multi-site instructional approach demonstrates potential for broader application in teaching other theories or non-theory content in occupational therapy education. Future research should explore how students adapt during active participation in instructional modules designed to foster professional reasoning and theory integration