Browsing by Subject "Continuing Education"

Now showing 1 - 5 of 5
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    Adult Education In The Urban Context: Serving Low Income Urban
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Martin, Larry G.
    A review of the literature on “urban education” reveals that the urban context is considered an important determinant of practice for K-12 teachers and administrators located in urban schools. Several professional journals, such as, the Journal of Urban History, the Urban Education Review, Urban Education, and others routinely publish articles that address research, theory, policy, and practice concerns of K-12 urban professionals. Yet there is a dearth of literature that addresses the issues and concerns faced by adult education professionals in urban communities.
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    Best Practices to Diversify Chemistry Faculty
    (ACS, 2022-01) Agan, Marie Little Fawn; Joseph, Reni; Rivera-Figueroa, Armando; Chan, Benny C.; O’Connor, Abby R.; Ondrechen, Mary Jo; Jones, Wayne E.; Dorhout, Peter K.; Kimble-Hill, Ann C.; Biochemistry and Molecular Biology, School of Medicine
    Many academic institutions have looked at various ways to make their faculty a more diverse and inclusive group of people that better reflect the demographic swath of their current and future student bodies. This is even more so important in chemistry departments, where there has long been a discussion on the “leaky pipeline” for women and underrepresented groups. The work presented here examines programs and policies at various departments aimed at increasing the diversity of their faculty applicant pool, and compares them against the reception of the general scientific community by way of applicant demographics and the use of a survey instrument designed to ascertain the advertisement language that lends to a more diverse applicant pool. The combination of these results is then used to generate a list of best practices that administrations and academic search committees can use to improve their ability to attract diverse talent.
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    Power And Influence In Establishing Continuing Professional Education: A Case Study
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Whatley, Steve L.
    Studying power and influence tactics and the contexts in which they are used in program planning can advance understanding of establishing continuing professional education (CPE) programs. Researchers (Caffarella, 2002; Cervero & Wilson, 1994; Yang, et al 1998) have primarily focused on power and influence tactics used by adult educators (Caffarella, 2002; Cervero & Wilson, 1994; Yang et al, 1998). This case focuses on identifying and measuring the power and influence tactics in the context of an organization deciding whether or not to establish a CPE program. The author uses the samples of positive and influences (Caffarella, 2002), and Power and Influence Tactics Scale (POINTS), (Yang,Cervero, Valentine, & Benson, 1998) to identify and measure the tactics that were used to ensure establishment of a CPE program. The findings lend support to the planning theory offered by Cervero and Wilson (1994) in that “planning practice is a social process of negotiating personal and organizational interests in contexts of structured power relations” (p. 253).
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    "Public Library Trustees: Characteristics and Educational Preferences: A Research Study
    (Taylor & Francis, 2007) Applegate, Rachel; Gibbs, Paulette; Cowser, Catherine Sue; Scarbrough, Jill
    This article reports on the methodology and findings of a 2005 survey of Indiana public library trustees. The study ascertained demographics of trustees and asked about their preferred educational content needs and the format in which they wanted it delivered. The trustees selected education about budgeting and strategic planning as their highest priorities. They selected law/liability, board-director relations and several other topics less often. Trustees expressed a strong preference for locally available programming, although many respondents were interested in online delivery options. Compared with earlier studies in other states, a larger percentage of trustees had participated in educational programs (39% in this survey vs. 29% and 20% previously). Finally, as in those earlier studies, trustees are unrepresentative of their populations, being more educated and more female than the citizens for which they govern their libraries.
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    Reflections on project ECHO: qualitative findings from five different ECHO programs
    (Taylor & Francis, 2021) Agley, Jon; Delong, Janet; Janota, Andrea; Carson, Anye; Roberts, Jeffrey; Maupomé, Gerardo
    Project ECHO (Extension for Community Healthcare Outcomes) was developed in 2003 as an innovative model to facilitate continuing education and professional development. ECHO emphasizes 'moving knowledge, not people.' To accomplish this, ECHO programs use virtual collaboration and case-based learning to allow practitioners, including those in rural and underserved areas, to receive specialist training. The ECHO model has expanded rapidly and is now used in 44 countries. Preliminary research on ECHO's efficacy and effectiveness has shown promising results, but evidence remains limited and appropriate research outcomes have not been clearly defined. To improve the evidence basis for ECHO, this study of 5 ECHO programs (cancer prevention/survivorship, integrated pain management, hepatitis C, HIV, and LGBTQ+ health care elucidated actionable insights about the ECHO programs and directions in which future evaluations and research might progress. This was a qualitative study following COREQ standards. A trained interviewer conducted 10 interviews and 5 focus groups with 25 unique, purposively sampled ECHO attendees (2 interviews and 1 focus group for each of the 5 programs). Data were transcribed verbatim and analyzed using the general inductive approach, then reviewed for reliability. We identified four major categories (reasons to join ECHO, value of participating in ECHO, ways to improve ECHO, and barriers to participation) composed of 23 primary codes. We suggest that thematic saturation was achieved, and a coherent narrative about ECHO emerged for discussion. Participants frequently indicated they received valuable learning experiences and thereby changed their practice; rigorous trials of learning and patient-level outcomes are warranted. This study also found support for the idea that the ECHO model should be studied for its role in convening communities of practice and reducing provider isolation as an outcome in itself. Additional implications, including for interprofessional education and model evolution, were also identified and discussed.