Search

Guided by feminist standpoint theory and scholars' calls to move beyond merely counting individuals to understand the extent to which higher education institutions are diverse, the authors invited faculty members, staff members, and administrators from minoritized groups to describe their perceptions and experiences, including those associated with diversity and inclusion efforts at their institutions. In association with various dynamics, these individuals frequently described such initiatives as mostly talk with little to no meaningful objectives and outcomes. Based on these findings, we provide a three-step process that can be followed to disrupt and dismantle systems of (dis)advantage to promote greater diversity and inclusion.

A needs assessment was conducted at a learning center at one completely online institution to understand administrator, faculty, and student perceptions of the center's services and resources to uncover gaps between the current state and intended outcomes (personalized support, clarity of services, and shared accountability for student success). Through gap analysis, findings suggested that there is a need to empower students through personalized support, prevent struggling students from feeling overwhelmed, and direct students to specific services and resources based on their unique needs. Next steps and implications for future research are discussed.

Online doctoral students may be at especially high risk for not completing their program. The purpose of this paper is to synthesize and critically analyze the body of research examining factors associated with persistence among online doctoral students, a relatively understudied population. Consistent with the notion that integration and institutional factors exert more influence on doctoral persistence than student characteristics, with the exception of leadership and motivation, few student-related characteristics examined were found to be associated with online doctoral student persistence. However, findings should be considered in light of the limitations of the existing research. Based on this critical integrative review of the literature, implications for research and practice as well as recommendations for next steps are offered.

Throughout the dissertation process, the chair and committee members provide feedback regarding quality to help the doctoral candidate to produce the highest-quality document and become an independent scholar. Nevertheless, results of previous research suggest that overall dissertation quality generally is poor. Because much of the feedback about dissertation quality provided to candidates, especially those in online learning environments, is written, there is an opportunity to assess the quality of that feedback. In this study, a comparative descriptive design was employed using a random sample of 120 dissertation reviews at one online university. Common foundational errors across dissertations and strengths and growth areas in reviewer feedback were noted. Whereas reviewer feedback quality was acceptable overall, there were significant differences across reviewers. Based on the findings, increased discourse, standardization of psychometrically sound measures that assess reviewer feedback quality, and ongoing training for faculty members who review dissertations might be warranted.

Scholarly attention to academic learning centers is warranted, as they lack a consistent identity and, consequently, little is known about their effect on meaningful student outcomes. Further, such investigations are warranted in online education, given the greater student needs and dropout rates. The aim of this study was to investigate the relationship between the receipt of academic coaching at an online learning center and persistence in online graduate students using a matched sample and after controlling for demographic and academic variables. After holding months since enrollment and Grade Point Average (GPA) at follow-up constant, visiting the learning center increased the odds of persistence 2.66 times. Compared to students in the matched sample, students who visited the learning center even once were significantly more likely to persist at follow-up. Convergence and divergence of the findings with the scholarly literature is examined with a particular focus on the unique population of online graduate students.

This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL.

Instructional design for psychology courses is ever changing. Recently, there has been an explosion of scholarly literature related to flipped classroom pedagogy in higher education. This essentially entails inverting a course so that lectures are viewed outside of class, and class time is devoted to active learning through activities such as demonstrations and group work. Although beneficial to student learning, implementing the flipped course design into a psychology class can be difficult, time consuming, and daunting. As such, we provide a primer for successful implementation of the flipped design. Based on the literature, we describe several teaching tips (e.g., what content to deliver in class versus online) that may aid in the implementation process. Additionally, we describe several common pitfalls to avoid (e.g., apprehension about learning new technology) when implementing the flipped classroom.

The current quasi-experimental study compared two sections of a course, one that included diversity content and one that did not. The authors obtained pretest and posttest data on students' attitudes toward a number of different minority groups and on their levels of course content knowledge. The authors also examined two questions: first, whether exposure to diversity would reduce prejudice, and second, whether inclusion of diversity content would reduce the amount of core course content learned by students. At posttest, significant differences were found in terms of positive attitude change; infusing diversity into course content did not affect content knowledge. (Contains 3 tables.)

The authors describe an original and unique series of classroom group-work activities organized as a competitive game called "Project Psychology," which was implemented in an Introduction to Psychology course. The project goals included increasing student participation, interest, content comprehension, and motivation. Fostering connections to students' "culture" has been described as a core competency for college teaching and was of special importance. Students' responses to an open-ended set of optional course evaluation questions provided evidence for the effectiveness of the project. (Contains 1 table and 3 figures.)

This study examined the effects that two different types of interventions have on reducing sexual minority stigma in sororities. Affect, behaviors, and cognitions toward gay men and lesbians were measured using the Affective Reactions to Homosexuality Scale, Homophobic Behavior of Students Scale, and Attitudes Toward Lesbians and Gays Scale. A total of 82 participants from two sororities participated in two different types of interventions, that is, panel discussion and video and discussion. Repeated measures analyses revealed significant reductions in the measures of sexual minority stigma and that neither intervention was more effective than the other. Implications of the findings and directions for future research are discussed. KEYWORDS gay men, lesbians, stigma, prejudice, Greek life, sororities, interventions DOI: 10.1080/00918361003609184

Objectives: Simulation has become a valuable tool in medical education, and several specialties accept or require simulation as a resource for resident training or assessment as well as for board certification or maintenance of certification. This study investigates current simulation resources and activities in US otolaryngology residency programs and examines interest in advancing simulation training and assessment within the specialty. Study Design: Web-based survey. Setting: US otolaryngology residency training programs. Subjects and Methods: An electronic web-based survey was disseminated to all US otolaryngology program directors to determine their respective institutional and departmental simulation resources, existing simulation activities, and interest in further simulation initiatives. Descriptive results are reported. Results: Responses were received from 43 of 104 (43%) residency programs. Simulation capabilities and resources are available in most respondents' institutions (78.6% report onsite resources; 73.8% report availability of models, manikins, and devices). Most respondents (61%) report limited simulation activity within otolaryngology. Areas of simulation are broad, addressing technical and nontechnical skills related to clinical training (94%). Simulation is infrequently used for research, credentialing, or systems improvement. The majority of respondents (83.8%) expressed interest in participating in multicenter trials of simulation initiatives. Conclusion: Most respondents from otolaryngology residency programs have incorporated some simulation into their curriculum. Interest among program directors to participate in future multicenter trials appears high. Future research efforts in this area should aim to determine optimal simulators and simulation activities for training and assessment as well as how to best incorporate simulation into otolaryngology residency training programs. [ABSTRACT FROM AUTHOR]

The rise in popularity of YouTube has made the use of short video clips during college classroom instruction a common learning tool. However, questions still remain on how to best implement this learning tool as well as students' perceptions of its use. Blended Learning Theory and Information Processing Theory provide insights into successful integration of technology into the classroom. Literature on multimedia and discussions is also reviewed to shed light on their potential value as teaching techniques. As an example of successful integration, a method of presenting YouTube clips is described in a psychology course. Immediately after the videos, the class participated in structured discussions. Students' perceptions of the YouTube videos were positive; however, students perceived certain videos as more helpful than others. In addition, class quiz scores are reflected on as indices of learning. [ABSTRACT FROM AUTHOR]

Objective: To determine whether the research rotation experience affects the career path of otolaryngology residents.Study Design/setting: Two web-based surveys were disseminated by the AAO-HNS; one to current and former resident trainees and the other to current residency program directors.Subjects and Methods: A web-based survey was disseminated to all AAO-HNS members classified as otolaryngology residents or residency graduates within the last 6 years, regarding their research rotation and its potential influence on their career path. A second web-based survey was delivered simultaneously to program directors to evaluate their perception of the need for research in a training program and their role in the rotation. Chi-square tests for independence as well as multivariate analyses were conducted to determine whether aspects of the resident research rotation related to career path.Results: The resident survey was completed by 350 respondents (25% response rate), and 39 program directors completed the second survey (37% response rate). Multiple factors were examined, including federal funding of faculty, mentorship, publications prior to residency, success of research project measured by publication or grant submission, and type of research. Multivariate analyses revealed that factors most predictive of academic career path were intellectual satisfaction and presence of a T32 training grant within the program (P < .05).Conclusion: The composition and quality of the residency research rotation vary across institutions. Factors that enhance stronger intellectual satisfaction and the presence of T32 grant, which demonstrates an institution's commitment to research training, may promote pursuit of a career in academia versus private practice. [ABSTRACT FROM AUTHOR]

Objectives: (1) Determine simulation resources available within United States otolaryngology training institutions. (2) Determine current involvement in simulation within otolaryngology training programs. (3) Gauge interest in advancing simulation for training and assessment. Methods: A voluntary survey was sent to 104 program directors. The introduction provided a broad definition of simulation. Responses were collected between March 21 and April 5, 2013. Descriptive results are presented. Results: Responses were received for 43 (41%) of the surveys. A total of 39 of 43 respondents (91%) have a simulation center or program at their institution. A total of 34 of 43 respondents (79%) have onsite simulation, 32 (74%) have models, manikins, or other devices, and 25 (58%) have staff resources within their institution. A total of 8 of 43 respondents (19%) have extensive, 26 (60%) have limited, and 8 (19%) have no otolaryngology simulation activity at their institution. The most common applications of simulation within otolaryngology are emergency management (23 of 43 respondents; 53%) and otology (21 of 43; 49%). All 31 respondents use simulation for clinical training (100%), 11 (33%) for proficiency, and 7 for mastery (21%). Three of 36 (22%) use extensive, 12 (33%) limited, and 21 (58%) no simulation in research. None of 34 use simulation for otolaryngology credentialing, although 2 (6%) use simulation for advanced cardiac life support credentialing. A total of 31 of 37 respondents (84%) are interested in participating in multicenter trials of simulation initiatives. Conclusions: Simulation resources are widely available in otolaryngology training institutions. Survey respondents report limited but widespread participation in simulation activity, and widespread interest in participating in simulation trials. [ABSTRACT FROM AUTHOR]

Objective: This clinical consensus statement (CCS) aims to improve care for pediatric and adult patients with a tracheostomy tube. Approaches to tracheostomy care are currently inconsistent among clinicians and between different institutions. The goal is to reduce variations in practice when managing patients with a tracheostomy to minimize complications., Methods: A formal literature search was conducted to identify evidence gaps and refine the scope of this consensus statement. The modified Delphi method was used to refine expert opinion and facilitate a consensus position. Panel members were asked to complete 2 scale-based surveys addressing different aspects of pediatric and adult tracheostomy care. Each survey was followed by a conference call during which results were presented and statements discussed., Results: The panel achieved consensus on 77 statements; another 39 were dropped because of lack of consensus. Consensus was reached on statements that address initial tracheostomy tube change, management of emergencies and complications, prerequisites for decannulation, management of tube cuffs and communication devices, and specific patient and caregiver education needs., Conclusion: The consensus panel agreed on statements that address the continuum of care, from initial tube management to complications in children and adults with a tracheostomy. The panel also highlighted areas where consensus could not be reached and where more research is needed. This consensus statement should be used by physicians, nurses, and other stakeholders caring for patients with a tracheostomy.

Objective: To characterize factors that surgeons perceive as affecting selection of procedures designed to treat hypopharyngeal obstruction in adults with obstructive sleep apnea (OSA) and to compare those factors among 2 groups of American Academy of Otolaryngology-Head and Neck Surgery (AAO-HNS) member surgeons., Study Design: Cross-sectional online survey., Subjects and Methods: AAO-HNS members with a self-identified subspecialty interest either in sleep medicine or general otolaryngology were asked to complete an online survey, each respondent rated (5-point Likert scale) the perceived quality of their education and training and the role of specific factors in selection, both for procedure categories (eg, all hypopharyngeal) and individual procedures. Responses were examined for the entire group and for subgroups., Results: Response rate was 27% (163/610). Sixty-five percent of respondents rated their surgical OSA education and training during postgraduate continuing medical education (CME) courses as of high quality, compared with 39% for residency/fellowship and 4% for medical school (P < 0.01). For individual hypopharyngeal procedures, over 40% of respondents reported limited training (except for tongue radiofrequency), and over 30% raised concerns about scientific evidence and reimbursement. Surgeon personal experience suggested treatment benefits without clearly favoring individual procedures. Respondents noted that patients were reluctant to undergo procedures, despite treatment recommendations, particularly maxillomandibular advancement. The sleep medicine subgroup reported higher ratings for education and training quality, research evidence, and personal experience with hypopharyngeal procedures. Concerns about adequate education and training, the quality of research evidence, and reimbursement issues were major factors in procedure selection., Conclusion: Multiple factors affect procedure selection. Surgeons identify concerns regarding education and training and research evidence.