Browsing by Subject "professional development"

Now showing 1 - 10 of 27
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    Advocacy as an Environmental Modification: Occupational Therapy’s Role in Stigma Reduction to Increase Occupational Performance in Children with Learning Disabilities
    (2022-05) Klukken, Angela; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Petrenchik, Terry
    Occupational therapists have a pivotal role in advocating for their clientele across various settings. The present study adds direction and suggestion for enhancing occupational therapy’s role in client advocacy, through the use of therapeutic skills utilized in teacher training to reduce the harmful effects of disability-based stigma for children with learning disabilities in a public elementary school setting. The author suggests that stigma reduction may serve as a powerful environmental modification; as disability accommodations and self-advocacy alone do not always permit equitable occupational participation. Teacher training in the area of pediatric learning disabilities with an emphasis on bias reduction, information, empathy, self-reflection and interpretation of anonymous student school experiences was implemented in a public elementary school by an occupational therapy doctoral capstone student. Medium effect sizes were found among some aspects of psychological flexibility with regard to stigmatizing thoughts among teachers. Significant results were found among students answering questions in class, and teachers’ awareness and ability to identify learning disabilities in their students. Results suggest that teachers were overall satisfied with training and have implemented changes in support of learning disability accessibility in their classrooms following intervention.
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    Art Nights: Reimagining Professional Development as a Ritual
    (National Art Education Association, 2023) Willcox, Libba; Herron School of Art and Design
    Art teachers’ need for connection, passion for artmaking, desire for mentoring, and quest for renewal led me to ask, what happens if we reimagine professional development as ritualized artistic practice? What would occur if our ritual was collaborative and intergenerational? How might ritualized professional development aid the quest for renewal? Pulling imagery and quotes from a larger qualitative and arts-based research study (Willcox, 2017), this visual essay shares what happened when an intergenerational group of art teachers met and engaged in artistic inquiry about their teaching practice. Specifically, it weaves together imagery and quotes to illustrate how our ritual, art nights, recognized and celebrated the everyday tasks of art teachers, connected isolated and alienated art teachers, replenished the emotionally exhausted, and privileged the practice of art making.
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    CEISL K-12 Teacher Professional Development at Partner Schools
    (2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, Craig
    This piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.
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    Creating engaging discussions online
    (Lucian Blaga University Publishing House, 2022) Ene, Estela; Padilla, Diego
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    The design, implementation, and impact of a collaborative responsive professional development (CRPD) model
    (PME-NA, 2020) Liu, Jinqing; Galindo, Enrique; Borgioli Yoder, Gina; Bharaj, Pavneet Kaur; School of Education
    It is important to design professional development (PD) around teachers’ professional thinking and needs. Researchers have explored how teachers center on and build upon students’ thinking in mathematics teaching, but few studies have investigated how to identify and be responsive to teachers’ ongoing needs while planning and enacting effective PD. As such, this study presents a Collaborative Responsive Professional Development (CRPD) model that arose from efforts to elicit and validate teachers’ voices to design PD experiences that were relevant and meaningful to them. We share the rationale of the model design, its implementation during a two-year PD project, and its impact on teachers’ instructional practice.
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    Diversifying Faculty Leadership in Academic Medicine: The Program to Launch Underrepresented in Medicine Success (PLUS)
    (Wolters Kluwer, 2022-02) Tucker Edmonds, Brownsyne; Tori, Alvaro J.; Ribera, Amy K.; Allen, Matthew R.; Dankoski, Mary E.; Rucker, Sydney Y.; Graduate Medical Education, School of Medicine
    PLUS (Program to Launch Underrepresented in Medicine Success) is a 2-year cohort program at Indiana University School of Medicine providing professional development; funding and skills to produce scholarship; and a community to mitigate social and/or professional isolation for underrepresented in medicine (URiM) faculty. In year 1, scholars participate in leadership and professional development seminars and regular meetings with their mentor(s). They are assigned a PLUS Advisory Council advisor with whom they meet 2-3 times annually. In year 2, scholars participate in monthly seminars focused on research methods, writing productivity, and wellness. Additionally, scholars engage in a writing accountability group and practice reflective writing. Connections events, designed to combat isolation and cultivate community, occur monthly. At program completion, scholars complete a project resulting in a scholarly product for submission and dissemination in a peer-reviewed forum. To date, 3 cohorts, totaling 24 people, have participated: 20 (83%) Black, 4 (17%) Latinx; 12 (50%) females. Five scholars have completed the full program, whose pre- and post-surveys results are described. Program surveys demonstrate significant gains in scholars' confidence to secure leadership opportunities, connect with colleagues, and advocate for themselves and others. Scholars reported statistically significant increases in confidence to pursue leadership roles (t = -3.67, P = .02) and intent to submit their dossier for promotion (t = -6.50; P = .003). They were less likely to leave academic medicine (t = 2.75; P = .05) or pursue another academic appointment (t = 2.75; P.05) after PLUS completion than at baseline. All scholars either adequately met requirements for their third-year review (tenure track only), were promoted, or achieved tenure in less than 3 years since program completion. This article describes PLUS program objectives, evaluative components, and lessons learned during implementation, as a model to support URiM faculty at other institutions.
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    From Coast to Coast: A New Librarian's Summer of Professional Development
    (Western European Studies Section (ACRL), 2015-10-12) Maxson, Bronwen K.
    This fall, I have begun my second year as the liaison librarian for the English Department and Spanish Program at Indiana University-Purdue University, Indianapolis (IUPUI). I spent my first summer traveling from coast to coast to attend four different professional gatherings. I will summarize my experiences and highlight my major takeaways from the following: • LOEX (conference) • SALALM (conference) • International and Area Studies Workshop (ALA pre-conference workshop, sponsored by SALALM, WESS, and CRL) • ACRL Immersion (teacher track)
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    Improving Family Engagement, Cultural Competence, and Socioeconomic Awareness in First Steps Provider Training
    (2021) Cousins, Kaela T. O.; Chase, Tony; Department of Occupational Therapy, School of Health and Human Sciences; Young, Constance V.
    To effectively demonstrate equity within the practice of early intervention, providers must feel that they are supported and equipped with family-centered and evidence-based strategies encouraged by their early intervention programs, such as First Steps. First Steps is the statewide early intervention program from the Division of Disability and Rehabilitative Services for Indiana. To perform best practice and encourage positive child outcomes, early intervention providers should continuously apply family engagement, cultural competence, and socioeconomic awareness throughout their work. Although the importance of these aspects is emphasized in various core values and principles, it can be a challenge to apply them due to ambiguity of these terms, lack of professional development on these topics, and the tendency to solely focus on the child. To address these challenges, this capstone will aim to reduce the ambiguity of these terms, to provide training for First Steps providers on these topics, and to better understand the perspectives of different families on how to strengthen these domains within First Steps. The overall purpose of this capstone is to conduct virtual focus groups with families of First Steps and to use their feedback with evidence-based principles to create a professional development course for First Steps providers. Thus, this capstone will aim to practice inclusion of family voices within the professional development course on family engagement, cultural competence, and socioeconomic awareness to promote First Steps providers in producing more positive child outcomes.
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    Improving the Experience of International Students at IUPUI University Library
    (2016-11-09) Maxson, Bronwen K.; Lee, Yoo Young; Jafari, May; Añino, Alicia
    The population of international students has significantly increased at Indiana University – Purdue University Indianapolis (IUPUI) in the last five years. They have enriched campus life in terms of culture and diversity. Part of the IUPUI strategic plans is to strengthen internationalization efforts including curriculum internationalization and building a global campus. However, the IUPUI University Library (UL) had not taken steps to provide them with customized services or targeted information literacy instruction because no difference regarding library needs of domestic and international students was assumed. This poster will highlight a journey to developing library services for international students at IUPUI University Library, so that other academic libraries who are interested can benefit from our success and failure. This journey started from forming International Students Working Group with faculty librarians and library staff. The Group has collaborated with other units on campus to identify gaps in services and training. In addition, the Group has conducted informal surveys to solicit their needs and satisfaction which will be presented in the poster. The Group will share their experience in partnership with other units, outreach, different services developed for international students in the poster.
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    Innovative Opportunities for Civility: Professional Development in a Time of COVID-19
    (Healio, 2021) Opsahl, Angela G.; Embree, Jennifer L.; Howard, Matthew S.; School of Nursing
    The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform.