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Community-Engaged Learning as an Inclusive Teaching Practice
No full textDiscover how community-engaged learning fosters inclusion by connecting students with real-world experiences that enhance their understanding and sense of belonging. This session will explore strategies for integrating community partnerships into coursework to promote equity, engagement, and meaningful learning
Voices from Assessment: Student Affairs and Faculty Panel
No full textGain valuable insights from a panel of faculty and student affairs professionals as they share their experiences with assessment in higher education. This session will feature candid discussions on challenges, best practices, and strategies for using assessment to enhance student learning and success
Ethical Considerations in Using AI as a Teaching and Learning Tool
No full textArtificial intelligence (AI) is reshaping higher education, offering new ways to enhance teaching and learning. From automated grading to personalized tutoring, AI-powered tools are increasing efficiency and providing students with individualized support. However, as AI becomes more integrated into academic settings, higher education professionals must critically examine the ethical implications of its use
Academic Self-Efficacy in Nurse Anesthesia Residents
No full textAcademic self-efficacy is a student’s belief in their ability to accomplish educational goals. The purpose of this study was to determine the predictors of academic self-efficacy in nurse anesthesia residents using the College Academic Self-Efficacy Scale (CASES). Three research questions guided the study:
Q1 What is the academic self-efficacy of current nurse anesthesia residents as measured by the College Academic Self-Efficacy Scale?
Q2 What are the factors that predict academic self-efficacy in nurse anesthesia residents?
Q3 What is the appropriate cut-off score on the College Academic Self-Efficacy Scale for identifying residents with low academic self-efficacy?
A total of 233 completed the survey for a completion rate of 7.4%. The mean age of survey participants was 32 years; females comprised 66.5% of survey respondents. The average time enrolled in a nurse anesthesia program was 29.2 months. Most participants (61%) were in the clinical phase of their nurse anesthesia program, and 95.7% of respondents were not working. The average number of years of critical experience was 4.76, and the mean number of years since earning a previous degree was 7.3. Reliability analysis for this iteration of the CASES resulted in a Cronbach’s alpha coefficient of .91. The mean self-efficacy score for the sample was 3.91 (SD = 0.51) on a 5-point Likert scale. In a multiple regression, length of time in a nurse anesthesia program (p = .048) and working status during the program (p = .042) positively affected academic self-efficacy (R2 = .054). A quartile approach was used to identify a cutoff score, where a raw CASES score below 106 and a mean CASES score below 3.53 indicated low academic self-efficacy.
Academic self-efficacy was positively predicted by increased length of time in a nurse anesthesia program and being employed while in a nurse anesthesia program. Age, gender, nurse anesthesia program phase, years of critical care experience, and years since earning the last degree did not affect academic self-efficacy in this study. Nurse anesthesia educators and residents should be aware of the non-predictive value of these variables, which might help eliminate perceived barriers to academic self-efficacy
Response Rates and Response Quality of Online Course Survey for Deaf College Students: A Mixed-Method Study
No full textThe purpose of the current dissertation study was to investigate how different delivery formats (written vs. sign language) of the course survey evaluation affect the response rate, psychometric properties and experiences of deaf and hard of hearing students taking course evaluation of total effectiveness. The following research questions guided this study:
Q1 To what extent do the different delivery formats of the online course evaluation of total effectiveness affect the response rate of DHH college students in KSA? (Quantitative question)
Q2 Do psychometric characteristics of the online course evaluation of total effectiveness differ by the design format of the online evaluation survey? (Quantitative question)
Q3 How do deaf college students perceive online course evaluation of total effectiveness with sign language formats? (Qualitative question)
A sequential explanatory mixed-methods design was used. In the first phase, the quantitative data were gathered and analyzed. Ninety deaf college students were surveyed (experiment group = 48; control group = 42). The results found that the overall response rate was very low (12.5%). The results also indicated the experimental group attained a marginally higher response rate (RR = 13.41%) in comparison to the control group (RR = 11.73%). The chi-square test indicated this difference in response rate between the experimental group and control group of deaf college students was not statistically significant (p = 0.573). This result is a relatively low response rate, which is not uncommon for surveys.
Next a confirmatory factor analysis was performed with the data for only the evaluation course subscale (four items). The model fit results indicated that the data aligned very well with the course survey evaluation model. I also tested a one-factor model across groups for configural invariance, metric invariance, and scalar invariance. All groups demonstrated configural, metric invariance, and scalar invariance, which confirmed that the psychometric properties of the online course survey were not varied based on the delivery formats of online survey used to evaluate overall effectiveness. The internal consistency reliability (Cronbach’s alpha) and McDonald Omega reliability were conducted on the CFA data for the CSE instrument, and the results met acceptable standards.
In the second phase, qualitative data and its analysis were implemented to clarify and explain those statistical results by delving more deeply into the participants\u27 perspectives on their course survey evaluation and their response rates. Eight deaf college students participated. Relevant data were collected by in-depth semi-structured interviews. From the semi-interviews, several themes were identified as follows: (a) more support needs; (b) being authentic in communication; (c) problems with online surveys; and (d) visual quality; and (e) recommendations for increasing response rate. Participants believed these themes to be worthy of note in order to increase deaf college students’ response rates. Finally, several limitations, future research, and implications were reported
Course Design 101: Aligning Teaching & Learning for Student Success
No full textLearn the essentials of course design to create meaningful learning experiences that align teaching strategies, learning outcomes, and assessments. This session will introduce key principles of backward design, emphasizing alignment to support student success and engagement
Diabetes Interactive Case Study
No full textThis interactive case study about diabetes care requires learners to use critical thinking and problem solving skills to work their way through the case study and provide the patient with appropriate care. Each decision the learner makes will have consequences, similar to interactions with patients in the field, and the learner will adapt as new information is presented
From Colonization to Cultural Responsiveness: Examining Cultural Identity and Representation in Taiwanese Music Education
No full textThe purpose of this study was to examine the Taiwanese music education system through the lenses of postcolonial theory, critical pedagogy, and culturally responsive teaching—beginning with its establishment during the colonial periods under the Japanese Empire (1895–1945) and the Chinese Nationalist regime (1945–1987), and extending to an analysis of the current curriculum. This study was guided by the following research questions:
Q1 How do current Taiwanese elementary school music textbooks address cultural responsiveness through an analysis of the cultural origins of songs, composers/artists, and instruments included in the curriculum?
Q2 What are the views of Taiwanese elementary school music teachers on the history of colonization, including the Japanese Empire (1895-1945) and the Chinese Nationalist regime (1945-1987) and their pedagogical approaches to teaching music from these periods?
Q3 How do Taiwanese music teachers approach cultural responsiveness in their classrooms based on the average instructional time dedicated to music from different cultures, including Han-Taiwanese, Indigenous Taiwanese, New Immigrants, Chinese, Japanese, Western, or other countries?
Q4 What challenges might teachers face when implementing culturally responsive theory in music class?
This research began with an overview of the historical development of Taiwan’s music education system, examining how it was initially established as a tool to promote the political ideologies of the Japanese Empire and, later, the Chinese Nationalist regime. It then investigated the current curriculum through an analysis of two selected Taiwanese music textbooks and interviews with 10 Taiwanese music teachers using postcolonial theory, critical pedagogy, and culturally responsive teaching as analytical frameworks.
The results showed the current music education lacked critical reflection on colonial history and failed to adequately represent students’ cultural identities or foster meaningful cultural development due to Westernization. The textbooks heavily emphasized Western content, which comprised 54% of the song selections, 67% of the featured composers and artists, and 89% of the instruments. Regarding music from colonial periods, while all teachers incorporated such music into their classes, eight deliberately avoided discussing its historical context—reducing music learning to surface-level content delivery. In classroom content, all participants reported diverse student populations, primarily Han-Taiwanese students, along with Indigenous Taiwanese and students from New Immigrant families. However, there remained a clear dominance of Western music, accounting for an average of 51% of instructional time. In contrast, Han-Taiwanese music occupied only 19%, Indigenous music 6%, and music from New Immigrant cultures just 3%. Moreover, when teaching Indigenous and New Immigrant music, teachers often failed to meaningfully connect the content to students’ out of school experiences. When discussing the challenges of implementing culture responsiveness into the classroom, teachers expressed a range of concerns: insufficient teacher training, language barriers when teaching music from other cultural traditions, resistance from administrators and parents, limited class time for additional materials, and a lack of relevant resources.
By highlighting these issues, this study called for a more culturally responsive music education system in Taiwan—one that reflected and affirmed students’ identities through critical reflection on the impacts of colonization and the adoption of culturally responsive practices. It is hoped this research could also serve as a guide for scholars in other postcolonial contexts to explore how colonial legacies and Western influences shaped their education systems and students’ cultural identities
Teachers’ Perceptions on Success and Effectiveness of Required Professional Development In a Midwest Middle School
No full textThe purpose of this study was to examine how teacher voice could be meaningfully integrated into the structure and development of site based professional development. This participatory action research study investigated teachers’ perceptions of the structure, delivery, and impact of weekly, site-based professional development (PD) at a middle school in Northern Colorado. Grounded in a constructivist theoretical framework, the study sought to elevate teacher voice and promote collaborative reflection on how professional learning could be more relevant, responsive, and empowering. The study explored the following research questions:
Q1 What professional development structures do teaching staff view as beneficial to their professional practices
Q2 In what ways do administrative staff use teacher feedback to implement PD planning and structure.
The research engaged 13 teachers and administrators as co-investigators in three phases: anonymous online questionnaires, participant focus groups, and administrative staff focus group sessions. Using In Vivo coding and thematic analysis, the study identified patterns in participants’ experiences, perceptions, and suggestions for improvement. Key findings revealed that while participants valued opportunities for collaboration and learning, many felt the current PD lacked differentiation, continuity, and relevance. Participants advocated for increased teacher agency in PD design and emphasized the need for professional learning that acknowledged unique realities and promotes instructional growth.
The study concluded that effective PD must be co-constructed, sustained, and roped in authentic teacher experience. Clear communication, topic alignment, and flexible delivery formats can increase engagement and build a more supportive professional culture. The findings offer insight for school leaders seeking to reimagine professional learning as a collaborative, responsive process that enhances both teacher efficacy and student outcomes. Keywords: Participatory action research, professional development, site based decision making, teacher collaboration, middle school education, and qualitative research
Loneliness and the Experience of Addiction and Recovery in Older Adults
No full textPhysical, emotional, and cognitive age-related changes are challenging processes for an individual to manage as they age. The aging population has higher rates of social isolation and feelings of loneliness (Haroutunian, 2016). While loneliness can be seen as an emotional experience, it also can be viewed as an age-related change. As individuals age, they will typically experience a decrease in relationships and social interaction. The experience of loneliness or isolation is a negative emotional experience which can affect a person’s ability to cope with stress and age-related changes, and to achieve developmental milestones. Through interviews with participants recovering from alcohol addiction, members of Alcoholics Anonymous (AA), and with a mental health provider specializing in addictions, the need to participate in generative activities to support recovery and healthy aging was evident. This information is critical to understanding addiction and the aging populations and can provide insight for treatment opportunities. Generativity is a concept of Erik Erikson’s psychosocial model which shows that as an individual ages they become more concerned with contributing to others through the understanding of an individual’s experience. Generative activities are activities an individual engages toward their attainment of generativity through contribution to others and their community. Generative activities were compared to findings on loneliness and addition, employing successful aging and psychosocial developmental theories to gain a deeper understanding of their impact on aging individuals dealing with addiction