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In developing college short term travel programs whether domestic or abroad it is essential for faculty to recognize the obstacles and challenges to ensure an enriching experience for students. Experiential learning was the guiding principle to teaching the curriculum; however, civility and respect became a lens in which to examine the qualitative student journals and conversations. As a result, this article describes similarities and differences in program design, and how faculty's participation and preparation in short-term travel study programs can contribute to a student's holistic enrichment of learning and self-awareness of others as well as augment faculty professional development.

Students involved in two separate travel study programs consented to participate in a mixed-methods research approach examining the effects of an experiential learning course offered to criminal justice and forensic science students. The course exposed students to handson criminal investigations involving human body decomposition and osteology. Results indicate positive findings of transformation and discovery by students after analyzing reflective journals, interviews and pre- and post-tests scores. Students were able to apply their new knowledge and conceptual understanding to real-world problems and potential career opportunities. This transformation produced life affecting changes.

Although the Individuals With Disabilities Education Improvement Act (IDEA) mandates parent participation in their children's education programs, the implementation of IDEA results in parent effort beyond participation, specifically, an expectation of advocacy. To date, research on the advocacy expectation is mixed, with some parents perceiving advocacy as an obligation to ensure appropriate services for their children, whereas others argue it is unreasonable and has cultural dissonance, disadvantaging some parents. We examined parent perspectives of the advocacy expectation in special education through 19 focus groups with 127 parents of children with disabilities across four states. Findings included a nuanced understanding of the advocacy expectation, with participants reporting the importance of advocacy and some describing that advocacy was part of their social role. However, under adversarial circumstances with school personnel, participants described feeling overwhelmed because the advocacy expectation felt more difficult than it needed to be. We discuss implications for policy and practice.

Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities between Spanish-speaking (n = 12) and English-speaking (n = 44) parents of children with disabilities. Specifically, six focus groups were conducted in either English or Spanish in two states. There were three main findings: exacerbated negative experiences (e.g., disempowerment and lack of teacher knowledge) for Spanish-speaking (versus English-speaking) parents, unique communication barriers among Spanish-speaking families and shared barriers among English- and Spanish-speaking parents. Implications for research and practice are discussed.

Parent advocacy has led to improved educational access and outcomes for students with disabilities. Extant research indicates that parents are more likely to participate in individual advocacy than systemic advocacy. Due to the preponderance of individual advocacy, limited research has focused on systemic advocacy. Thus, the purpose of this study was to explore individual and systemic advocacy among parents of children with disabilities. Prior to attending a training on civic engagement, 127 parents from four states participated in English- or Spanish-speaking focus groups. Results indicated participants more frequently engaged in individual advocacy than systemic advocacy and utilized a greater variety of individual advocacy strategies. Additionally, parent advocacy can be developmental, moving from individual to systemic efforts. Participants also identified barriers and facilitators impacting their systemic and individual advocacy. Implications for future research and practice are discussed.

In the past, parents of children with disabilities have spearheaded several policies for individuals with disabilities. However, little is known about their experiences with legislators. To address this gap, focus groups and surveys about legislative advocacy were conducted with 127 parents of individuals with disabilities across four states. The purpose of the study was to explore parent perceptions about experiences with legislative advocacy including the frequency of, strategies for, and barriers to legislative advocacy. Descriptive statistics were conducted to analyze the survey data; constant comparative analysis was used to analyze the focus group data. Participants reported engaging in various forms of legislative advocacy. Participants shared positive and negative experiences interacting with legislators, including individual and collective advocacy efforts. Some participants did not engage in legislative advocacy due to intimidation. Relationships facilitated legislative advocacy for participants. Implications for future research about legislative advocacy and practices to facilitate legislative advocacy are discussed.

Food access and nutrition education programs are delivered across settings, yet, the feasibility and overall implementation of these programs through clinical-community partnerships are understudied. To examine the feasibility and implementation of a pilot distance-based education program to promote food access and food parenting practices among low-income parents and caregivers of young children (3-8 years old). A non-controlled pilot study was conducted. Pediatricians and nutrition educators recruited food-insecure parents and caregivers visiting an urban pediatric primary care clinic. Parents participated in an 8-week distance-based intervention consisting of educational videos and telephonic motivational interviewing sessions in English or Spanish. Implementation outcomes including fidelity (dose), appropriateness, and acceptability were measured post-intervention. Appropriateness and acceptability were rated by participants using a five-point scale. Program outcomes including food assistance program participation and food parenting behaviors were measured at baseline and post-intervention (8 weeks). Descriptive statistics were used to characterize the study sample, implementation outcomes, and changes in food assistance program participation. Participants (n=27) were predominantly women (96%), who identified as Latino (74%), without a college degree (100%). Twenty-five participants (93%) were retained throughout the study, with two lost to follow-up. Two of the participants (8%) received the intervention in Spanish. Eighty-four percent of parents were already participating in a food access program at baseline, compared to 88% at completion of the intervention (post). Parents completed 68% of the educational videos, and received 24 minutes of motivational interview sessions, on average. On a scale of 1 to 5, parents rated intervention appropriateness as 4.5, and acceptability as 4.8, on average. Distance-based food access and nutrition education programs, by way of clinical-community partnerships, may be a feasible way to promote food access among parents and caregivers of young children. Supplemental Nutrition Assistance Program – Education, Rhode Island Foundation [ABSTRACT FROM AUTHOR]

Community food assistance programs are vital to addressing food security (FS) among unhoused individuals, yet limited research on barriers to utilizing foods obtained from these programs exists for this population. To explore the perceived acceptance of a food distribution program (FDP) and related food utilization barriers (FUB) for unhoused individuals in Felton, California. A mixed-methods interview was conducted with individuals utilizing an FDP. The inclusion criteria were English-speaking adults over 18 years of age who met FDP eligibility and utilized the program. The interview guide contained five open-ended items on program acceptability and 14 validated quantitative items to assess FS and FUB. Probing questions prompted participants to elaborate upon FUB. Interviews were conducted until data saturation was met. Interviews were audio recorded and transcribed verbatim. Descriptive data on demographics, FUB, and FS levels were analyzed using SPSS. FDP acceptability and probing questions about FUB were analyzed using inductive thematic analysis. Participants (N=10) mentioned high program acceptance and reported high FUB (n=7, 70%) and very low FS (n=8, 80%). Themes included: program appreciation and enhancement; FUB and enablers; external food-related factors; and community belonging. Participants appreciated the staff, yet offered suggestions for available food items. Common FUBs included the lack of refrigeration, cooking utensils, and large kitchen appliances. Participants commented on the increased cost of food and extreme weather as external barriers to their food supply; however, sharing food among community members and group cooking were mentioned as positive factors. This research revealed how unhoused populations manage their food supply despite facing multiple adversities. Despite the high acceptance of the local FDP, participants experienced very low FS and high FUB levels. Further research should explore the impact of climate change and community belonging on FUB and FS levels. Policies and programs could focus on systemic changes to address the root causes of FUB and food insecurity for unhoused populations. San Jose State University Circle of Friends Research Assistance Award [ABSTRACT FROM AUTHOR]