Browsing by Subject "Program Development"

Now showing 1 - 10 of 10
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    An Academic Writing Needs Assessment Of Clinical Investigators Who Have English As Their Second Language
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Wang, Min-fen; Bakken, Lori L.
    The purpose of this project was to assess ESL clinical investigators’ learning needs for academic writing for English scholarly publication. We used a qualitative evaluation approach to examine the gap between the current and desired proficiency level for academic writing of seven ESL clinical investigators. We considered the perspectives of these seven ESL clinical investigators and those of three mentors’ and three writing instructors’ in this assessment. The findings suggest that ESL clinical investigators do not accurately perceive their writing deficiencies, have little knowledge of criteria for academic writing, and their prior experiences create passive attitudes toward seeking appropriate writing resources. Adequate time is especially needed to develop successful writing skills. We provide suggestions for program planners to develop academic writing services and present useful information for pedagogical practice by adult educators in higher and continuing professional education regarding ESL academic writing.
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    Assessing & Improving Online Learning Using Data From Practice
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Merrill, Henry S.; DiSilvestro, Frank; Young, Raejean C.
    This research uses a qualitative case study approach to investigate online course instruction, and the dimensions of both learner and facilitator/instructor engagement. The research team analyzed archival data from course management software "Course Statistics," and coded indicators using word processing software to examine learner and facilitator writings in the courses.
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    Developing A Technical Translation Program: A Needs Assessment Study
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Sukhtankar, Prajakta; Cseh, Maria
    This paper presents a needs assessment study designed to determine the skills needed by technical translators to become successful in their work and content areas to be covered to develop these skills in a new technical translation program at the Department of Modern Languages and Literatures at Oakland University. A mixed qualitative and quantitative research design was used to collect data from professional technical translators. Content analysis and descriptive statistics of interview and survey data revealed several insights and suggestions regarding prerequisites for the students entering into the program, program content, and instructional strategies. Based on the findings, the paper concludes with twelve recommendations for the design of the program.
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    Doctoral Capstone Experiential at Camp Mariposa: Aaron’s Place
    (2021-04) Huber, Megan H.; Wilburn, Victoria G.; Department of Occupational Therapy, School of Health and Human Sciences; Wilburn, Victoria G.
    Dependence on alcohol, illicit substances, and opioids impact the parent-child relationship, childhood development, and child behaviors (Romanowicz et al., 2019). There is a strong association between parental substance abuse and subsequent child maltreatment (Opioids and Youth, 2018). Substance use disorder (SUD) can lead to family trauma and significantly impact the child’s life trajectory. However, given the support, knowledge, and tools necessary to intervene, it is possible to mitigate the negative effects of SUD and trauma. Camp Mariposa: Aaron’s Place is a camp for youth ages 9-12 who have been impacted by a family member’s SUD. By applying underutilized approaches to family and group therapy, such as yoga, theatre, and nature-based crafts, this camp promotes resiliency, protective factors, and post-traumatic growth.
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    Learner-Centered Paradigms For On-Line Education: Implications For Instructional Design Models
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Johnson, Yvonne M.
    The number of distance education programs delivered in higher education in the United States has increased dramatically since the 1990’s. To meet the demand for distance education and competition for students, institutions may rely on traditional instructional design models for development of distance education courses. Consideration of new paradigms may improve the effectiveness of distance education programs. Women are the primary users of distance education programs but women are frequently not involved in the policy or design decisions for on-line education programs (Kramarae, 2001). In addition, gender issues related to learning are often not considered in the design and development phases for distance education. This paper suggests that a learner-centered constructivist design strategy should be considered in conjunction with feminist theory for distance education. The combined approach could provide new insights for addressing the needs of women enrolled in distance education courses.
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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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    PROGRAM PLANNING IN FAITH-BASED DEVELOPMENT ORGANIZATIONS
    (2005-09-27T17:51:28Z) Parks, Kari L.
    There is a growing demand for scientific efficiency of faith-based development programs, resulting in the need for well-defined program goals. This study explored the presence of a systematic program planning process, based on the Lifelong Education Program Planning (LEPP) Model by Peter Cookson, which can help faith-based organizations formulate program goals. The influence of organizational structure on the systematic program planning process was also explored. Qualitative telephone interviews were used to interview representatives from six faithbased development organizations. Results from this study indicate that systematic program planning does occur in faith-based development organizations. The LEPP Model effectively models the program planning process, but not all quadrants are used at all times. Furthermore, the organizational structure greatly influences the program planning process. Recommendations were made to develop a common terminology for the program planning process to increase effective communication.
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    Project development teams: a novel mechanism for accelerating translational research
    (Wolters Kluwer, 2015-01) Sajdyk, Tammy J.; Sors, Thomas G.; Hunt, Joe D.; Murray, Mary E.; Deford, Melanie E.; Shekhar, Anantha; Denne, Scott C.; Department of Pediatrics, IU School of Medicine
    The trend in conducting successful biomedical research is shifting from individual academic labs to coordinated collaborative research teams. Teams of experienced investigators with a wide variety of expertise are now critical for developing and maintaining a successful, productive research program. However, assembling a team whose members have the right expertise requires a great deal of time and many resources. To assist investigators seeking such resources, the Indiana Clinical and Translational Sciences Institute (Indiana CTSI) created the Project Development Teams (PDTs) program to support translational research on and across the Indiana University-Purdue University Indianapolis, Indiana University, Purdue University, and University of Notre Dame campuses. PDTs are multidisciplinary committees of seasoned researchers who assist investigators, at any stage of research, in transforming ideas/hypotheses into well-designed translational research projects. The teams help investigators capitalize on Indiana CTSI resources by providing investigators with, as needed, mentoring and career development; protocol development; pilot funding; institutional review board, regulatory, and/or nursing support; intellectual property support; access to institutional technology; and assistance with biostatistics, bioethics, recruiting participants, data mining, engaging community health, and collaborating with other investigators.Indiana CTSI leaders have analyzed metrics, collected since the inception of the PDT program in 2008 from both investigators and team members, and found evidence strongly suggesting that the highly responsive teams have become an important one-stop venue for facilitating productive interactions between basic and clinical scientists across four campuses, have aided in advancing the careers of junior faculty, and have helped investigators successfully obtain external funds.
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    Research ethics capacity building in Sub-Saharan Africa: a review of NIH Fogarty-funded programs 2000–2012
    (University of California Press, 2014-04) Ndebele, Paul; Wassenaar, Douglas; Benatar, Solomon; Fleischer, Theodore; Kruger, Mariana; Adebamowo, Clement; Kass, Nancy; Hyder, Adnan A.; Meslin, Eric M.; IU Robert H. McKinney School of Law
    The last fifteen years have witnessed a significant increase in investment in research ethics capacity development throughout the world. We examine nine research ethics training programs that are focused on Sub-Saharan Africa and supported by the US National Institutes of Health. We collected data from grants awards' documents and annual reports supplemented by questionnaires completed by the training program directors. Together, these programs provided long-term training in research ethics to 275 African professionals, strengthened research ethics committees in 19 countries in Sub-Saharan Africa, and created research ethics curricula at many institutions and bioethics centers within Africa. Trainees' leadership resulted in new national systems and policies on research ethics, human tissue storage and export, and methods of monitoring compliance with research ethics guidelines. Training programs adapted to challenges that arose due to varied trainees' background knowledge in ethics, duration of time available for training, spoken and written English language skills, administrative obstacles, and the need to sustain post-training research ethics activities. Our report showcases the development of awareness of research ethics and building/strengthening of basic research ethics infrastructure in Sub-Saharan Africa. Nevertheless, the increasing amount and complexity of health research being conducted in Sub-Saharan Africa suggests the need for continued investment in research ethics capacity development in this region. This paper is part of a collection of papers analyzing the Fogarty International Center's International Research Ethics Education and Curriculum Development program.
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    WHEN ALL THINGS ARE NOT CONSIDERED: ETHICAL ISSUES IN A WELFARE-TO-WORK PROGRAM
    (2005-10-13T19:43:25Z) Ianinska, Silvana; Rocco, Tonette S; Wright, Ursula; Covas, Juan; Watson, Carmen
    Employing an ethical perspective to viewing problems as well as regard for participants’ socio-cultural context will help providers apply a constructive approach to program planning, curriculum design, and in implementing welfare-to-work programs. This paper explores the impact of a lack of sensitivity to the ethical issues that surfaced in a specific welfare-to-work program on participants’ perceptions, self-esteem, and motivation. Ethical issues in four areas were identified and discussed: 1) professional competence and accountability issues; (2) participant-provider relationships; (3) interagency issues and conflicts of interest; and (4) curriculum design issues. Actual and desired program outcomes were compared to identify gaps between them in terms of provider’s ethical behavior. Findings revealed that providers lacked functional, behavioral, and ethical competence; and this contributed to participants feeling stereotyped, degraded, and unmotivated to complete the program.