Browsing by Subject "education"

Now showing 1 - 10 of 159
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    Abolition and Liberation: An Interchange on Teaching behind the Walls
    (Oxford, 2023-03) Berger, Dan; Besteman, Catherine L.; Jones, Michelle Daniel; Hylton, Leo; Nelson, Elizabeth; Wilson, Steve; Medical Humanities & Health Studies Program, School of Liberal Arts
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    Academic Technology: The Convergence of Diverse Disciplines
    (2003-04) Johnson, Larry; Lamb, Annette; Teclehaimanot, Berhane
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    Addressing Diverse Needs: Differentiation in Distance Learning
    (2009) Lamb, Annette; Johnson, Larry
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    Advanced head and neck surgery training during the COVID-19 pandemic
    (Wiley, 2020) Givi, Babak; Moore, Michael G.; Bewley, Arnaud F.; Coffey, Charles S.; Cohen, Marc A.; Hessel, Amy C.; Jalisi, Scharukh; Kang, Steven; Newman, Jason G.; Puscas, Liana; Shindo, Maisie; Shuman, Andrew; Thakkar, Punam; Weed, Donald T.; Chalian, Ara; Otolaryngology -- Head and Neck Surgery, School of Medicine
    The COVID-19 pandemic has significantly impacted medical training. Here we assess its effect on head and neck surgical education. Methods Surveys were sent to current accredited program directors and trainees to assess the impact of COVID-19 on the fellow's experience and employment search. Current fellows' operative logs were compared with those of the 2018 to 2019 graduates. Results Despite reduction in operative volume, 82% of current American Head and Neck Society fellows have reached the number of major surgical operations to support certification. When surveyed, 86% of program directors deemed their fellow ready to enter practice. The majority of fellows felt prepared to practice ablative (96%), and microvascular surgery (73%), and 57% have secured employment to follow graduation. Five (10%) had a pending job position put on hold due to the pandemic. Conclusions Despite the impact of the COVID-19 pandemic, current accredited trainees remain well-positioned to obtain proficiency and enter the work-force.
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    Advocating the Well-Being of Children and Families Through a Culturally Responsive Community-University Partnership
    (Office of the Vice Chancellor for Research, 2014-04-11) Elfreich, Alycia M.; Helfenbein, Robert J.
    This poster presents a mixed-methods research study that focuses on school- community collaborative organizations in the promotion of child-rights and well-being of students, and utilizes an asset-based holistic approach to child development in education. The Westfield community-university partnership aims to properly identify needs and assets of the children in order to explore ways to empower children to excel in life after school, as well as provide an evaluation tool to support community partners to more effectively communicate across programs and schools. In order for schools to develop their programs in response to the needs of the children and those that work with them, the voice of children becomes a necessary component of this partnership. Few programs or evaluation tools foster the involvement of young people in the early stages of mental health, even though children have the capability of expressing distinct views and personal barriers to well-being. This projects uses a case study design as this inquiry concentrates on a contemporary phenomenon within a real-world context. Case study methodology also incorporates many variables of interest, as opposed to specified data points, and relies on the application and combination of multiple sources of evidence to reinforce the study’s findings (Yin, 2008). Qualitative data sources include school staff, students, parents, and community members involved in the Westfield Youth Initiative. Methods of data collection include interviews, focus groups, and school climate surveys, which will be coded and themed, reinforced through team member consensus, and entered into Nvivo © transcript analysis. Quantitative data analysis includes descriptive statistics on demographic variables and a comparison of results from school achievement data. We expect our research to indicate that children who experience a greater sense of well-being assimilate information in more effective ways, engage in healthy and fulfilling social behaviors, and invest in others’ well-being as they advance into adulthood. Thus, the anticipated final results will include a culturally responsive evaluation tool that illustrates the methods in which we incorporate the shared life experience and understanding of children and the community out of respect to the cultural context in which they live. This partnership strives to recognize and appreciate differences between gender, race, language, and class, while maintaining a firm commitment to the well-being of each and every student. Finally, we point to challenges of cross-cultural work, barriers to implementation, and lessons learned unique to this research study.
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    Alaska to Afghanistan: Maps of Real Places in Reading and Technology
    (2014-12) Lamb, Annette; Johnson, Larry
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    Applying Rating Systems to Challenge Based Cybersecurity Education
    (IEEE, 2017-01) Samuels, Andrew; Li, Feng; Justice, Connie; Computer Information and Graphics Technology, School of Engineering and Technology
    As technology becomes a larger part of everyday life, it becomes increasingly more important for CS and CIT students to learn about cyber security during their education. While many cyber security oriented courses exist, it is also necessary that students must be able to work and learn in an environment that resembles a real world context. To address this problem it has become common to adapt cyber security challenges into the classroom as a method for students to put their knowledge into practice. One problem is that these challenges can vary considerably in levels of difficulty, which makes it problematic for students to be able to select a challenge that is an appropriate difficulty for their skill level. A potential solution to this problem could be to adapt a rating system to rank both the students and the challenges. This would then allow the students to easily select challenges that are appropriate for them to engage with by comparing their own rating with the rating of available challenges. In this project we propose methods that could be used to adapt a rating system to an existing cyber security education program. Finally we propose a method to survey students that interact with the program so that the effect of the rating system can be measured.
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    Beyond Googling: Applying Google Tools to Inquiry-based Learning
    (2010-04) Lamb, Annette; Johnson, Larry
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    Beyond Words in Word: Tablets and the New World of Writing
    (2012-02) Lamb, Annette; Johnson, Larry