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Author(s): Michael J. Zvolensky [sup.1] [sup.2] [sup.3] , Justin M. Shepherd [sup.1] , Bryce K. Clausen [sup.1] , Tanya Smit [sup.1] , Brooke Y. Redmond [sup.1] , Joseph W. Ditre [...], Limited research has focused expressly on dual tobacco-alcohol use among the Latinx population. Latinx individuals who smoke represent a tobacco health disparities group and evince elevated rates of pain problems and symptoms. Prior research has consistently linked pain problems and severity to smoking and alcohol prevalence, maintenance, and behavior. Accordingly, the current study sought to build from the limited work that exists among Latinx persons who smoke and evaluate the role of alcohol use severity in terms of pain severity and interference. The current sample consisted of 228 adult Latinx daily cigarette smokers (M.sub.age = 34.95 years; SD = 8.58; 39.0% female) who endorsed current pain. Results indicated that elevated alcohol use problems were associated with greater levels of pain severity (R.sup.2 = 0.06) and interference (R.sup.2 = 0.06). The present findings suggest that there may be utility in clinical screening for alcohol use problems among Latinx persons who smoke to offset pain problems among this high-risk group.

The impact of the COVID-19 pandemic meant that online teaching in higher education became the default. Educators were, and often now continue to be, required to pivot to online teaching, necessitating them to adapt their teaching delivery, effectively engage students online, and apply existing skills to new and unfamiliar pedagogical contexts. This paper presents a small international case study, investigating the experiences of a diverse group of educators who wanted to learn about engaging students because their higher education institutions were pivoting to online teaching. Following the educators' involvement in professional learning about a particular online engagement framework, the educators used their learning in their planning and online teaching. Data extracted from a deductive coding exercise augmented by qualitative data gleaned from semi-structured interviews was used to explore how the educators enhanced the engagement strategies they implemented in their courses. The findings indicate the types of learning processes used by the educators and how they applied their learning to online teaching. The deductive analysis suggests that the strategies the participants revealed worked well in their online practice correspond with the strategies delineated in the framework.

The benefits of experiential learning are well-documented, but large course enrollment can be seen as a barrier to providing meaningful experiential learning experiences. Political science literature on experiential learning in large undergraduate classes has prioritized simulations of political processes over direct student engagement in actual political processes. This multiple case study analyzes two in-class electoral candidate debates, one municipal and one federal, organized in a 300-student introductory social welfare course. Detailing the tensions inherent to organizing for maximum student engagement, and drawing on qualitative data from 73 student reflections, we found that in-class electoral candidate debates are feasible and effective as an experiential civic education activity. Though preparation work was complex and substantial, in-class candidate debates resulted in a rich learning foundation for the whole course. Key components for effective learning included student generated topics and questions and a wide range of candidates. Debriefing was also essential given the varied levels of prior knowledge inevitable in large classes. This paper extends the literature on teaching in the large policy classroom to a promising new experiential learning activity. It provides useful guidance for others who wish to harness the benefits of experiential civic education in large classes.

Purpose: Developmental language disorder (DLD) is an underidentified neurodevelopmental disorder that affects, on average, one out of 11 kindergarten-age children (ages 4-6 years). Children with DLD can face academic, behavioral, psychiatric, emotional, and social challenges. Universal screening is seen as an effective way for public school districts to increase DLD identification rates. However, little is known about factors impacting implementation of school-based universal screenings for DLD. We partnered with a large suburban school district in the Intermountain West region of the United States to gather detailed perspectives from school personnel regarding the barriers and facilitators to the implementation of universal screening in their district. Method: Using a two-phase mixed-methods design, we first conducted focus groups to identify potential barriers and facilitators to universal screening. We then used the qualitative data from the first phase to develop a 20-item survey to assess agreement with the focus group results among a wider group of district speech-language pathologists and kindergarten teachers from the school district. Results: Our survey showed moderate levels of agreement with our focus group results. In particular, school personnel showed high levels of support for universal screening for DLD, with interesting interplay across various factors: (a) the negative impact of unmanageable workload on personnel under both referral- and universal-based identification formats, (b) the preference for paraprofessionals to administer screenings, (c) the role that Response to Intervention programs may play in offsetting workloads associated with universal screenings, and (d) the need for increased awareness and education about child language development and impairment among general education teachers and the public. Conclusion: Recommendations for incorporating these factors into more useful and applicable collaborative research-based efforts are presented.

Academic performance tends to deteriorate during the transition from high school to post-secondary education. In this study, our goal was to investigate whether the degree of this performance deterioration differs across the four subtypes of perfectionism from the 2 × 2 model of perfectionism. Samples of 392 university students and 946 college students completed a perfectionism questionnaire. Their high school and first semester grades were obtained through the office of the registrar. Results of latent change analyses revealed that the grades of students decreased during the transition to university (-12%) and college (-4%). The four subtypes of perfectionism were associated with a different degree of performance deterioration and supported the four hypotheses of the 2 × 2 model of perfectionism. Both university and college students with pure socially prescribed perfectionism experienced the strongest decrease in academic performance and should be closely monitored during their transition into post-secondary education.

Social work pedagogy recognizes the educational value of experiential learning for the professional development of social workers, with a particularly rich experiential learning literature related to clinical work and field education. This study evaluates an experiential learning activity for large undergraduate courses in another area: social policy and social justice. We ask: "How effective are electoral candidate debates in building BSW students' understanding of social justice and its relationship with social policy?" Using a constructionist approach, we qualitatively analyzed reflection data from 73 students on their experiences of two in-class electoral candidate debates (one municipal, one federal) held in consecutive offerings of a first-year survey course. Findings indicate that in-class electoral debates have the potential to effectively support learning and engagement related to social policy and social justice, especially foundational concepts such as Canadian federalism, ideologies that inform policy responses, and equity analysis of different policy responses. Learning was primarily limited to formalized conceptualizations of social justice. Recommendations to maximize learning include assessment and accommodation of the diversity of prior student knowledge and inclusion of briefing and debriefing activities. The study suggests that in-class electoral debates, if done properly, can be an effective experiential teaching tool for policy courses.

Combining nudge theory with learning analytics, 'nudge analytics', is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.

Author(s): Michael J. Zvolensky [sup.1] [sup.2] [sup.3] , Justin M. Shepherd [sup.1] , Bryce K. Clausen [sup.1] , Lorra Garey [sup.1] , Brooke Y. Redmond [sup.1] , Margarita Santiago-Torres [sup.4] [...], Objective The Latinx/Hispanic (hereafter, Latinx) population in the United States (US) experiences significant tobacco-related health disparities. Extant work suggests social determinants of health (SDoH) such as perceived discrimination is an individual differences factor for cigarette smoking behavior among Latinx individuals who smoke cigarettes. Other research has suggested sensitivity to internal cues, referred to as anxiety sensitivity, is related to smoking among Latinx adults, but this work has not explored whether anxiety sensitivity may moderate the association between perceived discrimination and smoking behavior. Method Therefore, the present investigation sought to explore the main and interactive association of perceived discrimination and anxiety sensitivity in relation to cigarettes smoked per day, severity of problems experienced when quitting, and perceived barriers for smoking cessation among 338 English-speaking Latinx individuals living in the US (M.sub.age = 35.5 years; SD = 8.65; age range 18-61; 37.3% female) who smoke cigarettes. Results Results supported statistically significant main effects for perceived discrimination and anxiety sensitivity in relation to increased severity of problems experienced when quitting and perceived barriers for smoking cessation. These associations were evident after adjusting for a sociodemographic covariates. Conclusion Overall, the present investigation suggests that both perceived discrimination and anxiety sensitivity are important constructs relevant to understanding smoking processes among Latinx adults who smoke cigarettes and should be integrated in theoretical models of smoking among this population.