Browsing by Subject "curriculum development"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Item
    Analysis of sport sales courses in the sport management curriculum
    (Elsevier, 2019-06) Pierce, David; Tourism, Conventions, and Event Management, School of Health and Human Sciences
    This paper examined the curriculum posted on program websites of sales education in undergraduate sport management programs in the United States. A sport sales course is offered by 22% of undergraduate sport management programs. Programs with Commission on Sport Management Accreditation (COSMA) accreditation, located in a city, housed in a sport management or leisure department, and programs with larger student enrollments were the most likely to offer a sport sales course. A survey was also utilized better understand of how sport sales courses are being taught and uncover the perceptions of programs not offering sales. The top reasons for adding the class were the demand from the industry for qualified salespeople and a positive employment outlook. Survey results revealed that all courses were taught in a face-to-face environment with an average class size of 27, predominantly taught by a full-time faculty member in sport management. Selling in the Sport Industry authored by Pierce et al. was the most commonly used textbook. Respondents from programs not offering the course nearly universally recognized the importance of students demonstrating competence in sales by the time they graduate, and 74% reported covering sales competencies elsewhere in curriculum. Slightly over one-fourth of the programs without a sales course indicated that addition of a required class is likely in the near future. The business school was a likely place to outsource the teaching of sales competencies, with 13% of schools without a sport sales class requiring a professional selling course offered in the business school and 18% offering access to an elective. The most significant obstacle impeding the adoption of sales was the constraint posed by credit hour limits for graduation.
  • Thumbnail Image
    Item
    Determining the Needs for Pediatric Diabetes Education among Nurses
    (2024-04-26) Ray, Lauren; Delecaris, Angela
    INTRODUCTION: Inpatient management of children and adolescents with diabetes requires a cohesive multidisciplinary team confident in the needs of patients requiring insulin. Previous studies have reported diabetes-related knowledge deficiency in adult-medicine nurses, however there is limited literature in pediatric nurses. Other researchers have trialed various diabetes education (DiabEd) programs in small cohorts and encountered barriers with study retention. At our hospital, pediatric patients with diabetes are often, but not always, admitted to a specific unit (8 East, 8E), which may lead to unequal experience in nurses caring for these children on other units. OBJECTIVE: Our objective was to measure the previous experience, training, comfort, and knowledge of pediatric nurses related to insulin and diabetes care. We also sought to understand the distribution of patients with insulin needs across units of the hospital. METHODS: A needs assessment was conducted with surveys to nursing representatives, review of diabetes resources available on each unit, and data surrounding insulin usage and incident reports pertaining to diabetes or insulin. Surveys consisted of six questions regarding current DiabEd provided for nurses and interest in further DiabEd. A pretest consisted of 2 validated tools: a modified Diabetes Self-Report Tool (mDSRT) and modified Diabetes Knowledge Test 2 (mDKT2). The mDSRT used a 4-point Likert scale for 10 items covering confidence in aspects of inpatient diabetes care, with higher scores reflecting higher confidence. The mDKT2 consisted of 15 multiple choice questions. RESULTS: Of 8 non-acute care units (nonACUs) evaluated, 25% had standard diabetes-specific training for new nurses and none had ongoing education after orientation. Seven units expressed the desire for additional DiabEd. Unit resources were out-of-date and 63% of nonACUs lacked any physical resources. Although nonACUs outside of 8E were responsible for only 16% of insulin usage in the hospital over the prior 24 months, they were referenced in 29% of incident reports. Of 47 nurses who completed the pretest, 13 (28%) missed >1 hypoglycemia-related question and 31 (66%) missed >1 ketone-related question. Of all survey responders, 22 (45%) reported receiving no DiabEd in the prior 2 years, 86% of whom had taken care of patients with diabetes in that timeframe. There were no differences in mDKT2 scores between nurses who had received DiabEd within the last 2 years (12.9+/-1.4) and those who had not (12.8+/-1.8, p=0.812). Nurses on 8E scored higher on the mDSRT (3.6+/-0.5, n=5) compared to nurses on other nonACUs (2.9+/-0.5, n=44; p=0.004). There was a positive correlation between mDSRT and mDKT2 scores (p<0.001, r=0.512), representing higher confidence with higher diabetes knowledge scores. CONCLUSION: The needs assessment and pretest data are consistent with previous studies in adult-medicine nurses and support the need for ongoing DiabEd for pediatric nurses. To our knowledge, this is the first study to evaluate educational needs of nurses related to diabetes care in children and adolescents and to create a curriculum to meet those needs. From these findings, a new DiabEd curriculum was developed and is currently implemented, with posttest data planned.
  • Thumbnail Image
    Item
    Educating for Informed Community Involvement
    (2010-09) Bringle, Robert G.; Steinberg, Kathryn S.
    Service learning, which integrates community service into coursework, provides a pedagogical intervention that can promote the civic growth of students in unique and powerful ways. Research is reviewed that documents the capacity of service learning to meet learning objectives associated with a conceptual framework that focuses on the knowledge, skills, and dispositions of a civic-minded college graduate. The outcomes of service learning should facilitate these students assuming influential roles in helping others become empowered, and thereby are important for enhancing the quality of life in communities. We also review research that focuses on the impact of service learning for community outcomes. Finally, we present implications for teaching community psychology, and recommendations for future research on service learning and community engagement.
  • Thumbnail Image
    Item
    Frameworks to Develop Integrated STEM Curricula
    (Institute for the Promotion of Teaching Science and Technology (IPST), 2018-04-02) Walker, William S.; Moore, Tamara J.; Guzey, S. Selcen; Sorge, Brandon H.; Technology Leadership and Communication, School of Engineering and Technology
    Research-based frameworks can help K-12 schools develop integrated STEM curricula. Two frameworks are presented that describe the characteristics of effective integrated STEM lessons and effective engineering education. The second framework is a modification of the first. Modifications were made to align the framework to a school that was new to integrated STEM. The frameworks have promise for K-12 schools who wish to develop and implement an integrated STEM curriculum that may have different levels of experience and different types of support.
  • Thumbnail Image
    Item
    Interdisciplinary Video Review: Assessing Milestones and Providing Feedback
    (Sage, 2019) Delbridge, Emilee; Wilson, Tanya; McGregor, James; Ankerman, Jared; Family Medicine, School of Medicine
    Literature within residency education states that directly observing resident–patient visits with the goal of providing formative and summative feedback to learners is helpful for resident skill development. However, limited literature exists regarding what specifically is most effective to observe and evaluate. Furthermore, the perspectives of learners are not always taken into consideration in the development and implementation of direct observation or video review of resident–patient encounters. This article overviews some of the current literature relevant to family medicine training and provides a description of some of the changes in one residency’s use of recorded encounters. Suggestions are provided for future steps for family medicine residencies to effectively utilize video review.
  • Thumbnail Image
    Item
    Laying the Ground for Online English as a Second or Foreign Language (ESL/ EFL) Composition Courses and University Internationalization: The Case of a U.S.- China Partnership
    (2014) Ene, Estela
    As universities internationalize and U.S. and Chinese universities become partners, there is growing demand for online English language courses for students seeking to improve their English prior to arriving to the U.S. Situated in the context of a partnership between a U.S. Midwest university and its Chinese partner, this chapter provides a methodological model for assessing (1) English as a Second Language (ESL) and English as a Foreign Language (EFL) composition and online learning needs and resources prior to developing courses for a new population; (2) the potential for collaboration between partnering institutions; and (3) the effectiveness of an online English composition course. The chapter illustrates, in a step-by-step fashion, the decision-making process which shaped the needs assessment and the actions based on it. By doing so, it provides a realistic portrayal of the complexity of the Needs Assessment (NA) and curriculum development process.