Professional Education Units Research Articles

A Phenomenological Study of th Passers and NonPassers in the Licensure Examination for Teachers

The delivery of quality education is gauge with the performance of the graduates in the licensure examination. In the field of education, the Licensure Examination for Teachers (LET) is a tool which assesses the preparedness of teacher education graduate to practice the profession. This study explored the lived experiences of the passers and non-passers in the Licensure Examination for Teachers (LET) of the Bukidnon State University education graduates from the main campus, external centers, and the Certificate of Teaching who took the professional education units during the years 2016-2018. The experiences of the LET-takers with the internal stakeholders and external stakeholders were disclosed. The qualitative phenomenological descriptive method of Creswell (2013) was used in this study. Interviews and focus group discussion were conducted to gather the data and analyzed using Colaizzi (1978) as cited by Morrow and King (2015). The total participants of the study were the 36 LET-takers comprised the 18 passers and 18 nonpassers with two (2) sampled participants from each group. There were six (6) emergent themes transpired from the experiences of the passers and non-passers in LET with the internal stakeholders and the external stakeholders. These were engaging to self-directed undertakings; demonstrating teaching credibility; institutional commitment for quality education; imparting kin-based social support; exhibiting capability and quality; and extending non-kin based social support. An intervention plan to address the areas of concern of the non-passers was designed.

Benefits, Barriers, and Motivators to Training Dietetic Interns in Clinical Settings: A Comparison between Preceptors and Nonpreceptors

BackgroundThe shortage of supervised practice sites in dietetics is associated with fewer numbers of preceptors available to supervise interns, especially in the clinical setting. ObjectiveTo identify clinical dietitians’ perceived benefits and challenges of training dietetic interns and to determine key motivators that would entice nonpreceptors to volunteer for the role. DesignRegistered dietitian nutritionists working in clinical settings completed a semi-structured, audiotaped interview followed by a brief questionnaire. ParticipantsClinical dietitians working in hospitals, long-term care facilities, and outpatient clinics (n=100) participated: 54 preceptors and 46 nonpreceptors. Statistical analysisQualitative analysis was conducted using an iterative process to identify and code common themes. T tests were used to compare mean differences between the opinions of preceptors and nonpreceptors. ResultsPreceptors had approximately 5 more years of experience (mean=14.27±12.09 years) than nonpreceptors (mean=8.83±9.72 years) (P< 0.01). Furthermore, preceptors reported twice as many benefits to mentoring interns (mean=6.7 mentions/participant) as nonpreceptors (mean=3.4 mentions/participant), including knowledge gains and staying current. Lack of time was consistently noted as a barrier in interviews and rated as the greatest barrier in the survey. Both groups rated receiving continuing professional education units (CPEUs) for precepting as the greatest potential motivator for taking on interns. ConclusionsIncentive programs should be developed to entice nonpreceptors to take on interns. These programs should include extensive training on the preceptor role and how to alleviate the burden of time spent supervising interns and should provide a significant number of CPEUs to make the added workload worthwhile.

Virtual Anatomy: The Dissecting Theatre of the Future—Implementation of Cinematic Rendering in a Large 8 K High-Resolution Projection Environment

Modern computer techniques have been in use for several years to generate three-dimensional visualizations of human anatomy. Very good 3-D computer models of the human body are now available and used routinely in anatomy instruction. These techniques are subsumed under the heading “virtual anatomy” to distinguish them from the conventional study of anatomy entailing cadavers and anatomy textbooks. Moreover, other imaging procedures (X-ray, angiography, CT and MR) are also used in virtual anatomy instruction. A recently introduced three-dimensional post-processing technique named Cinematic Rendering now makes it possible to use the output of routine CT and MR examinations as the basis for highly photo-realistic 3-D depictions of human anatomy. We have installed Cinematic Rendering (enabled for stereoscopy) in a high-definition 8K 3-D projection space that accommodates an audience of 150. The space’s projection surface measures 16 × 9 meters; images can be projected on both the front wall and the floor. A game controller can be used to operate Cinematic Rendering software so that it can generate interactive real-time depictions of human anatomy on the basis of CT and MR data sets. This prototype installation was implemented without technical problems; in day-to-day, real-world use over a period of 22 months, there were no impairments of service due to software crashes or other technical problems. We are already employing this installation routinely for educational offerings open to the public, courses for students in the health professions, and (continuing) professional education units for medical interns, residents and specialists—in, so to speak, the dissecting theater of the future.

Fetal Alcohol Spectrum Disorder: A Case Study and Global Perspective on Foundations of Inter-professional and Clinical Education

Fetal alcohol spectrum disorders (FASDs) may involve a combination of lifelong and complex behavioral effects, physical defects, and learning disabilities, in a person who was exposed to alcohol before birth. Emerging digital tools coupled with a keen awareness of the need for global cooperation, offer the potential for academic and clinical collaboration on subjects such as FASD, forging healthcare partnerships, and inter-professional education among diverse partners around the world. This article on Fetal Alcohol Spectrum Disorders (FASD) describes a successful inter-professional partnership and clinical educational program between health care faculty, students, and community members; and extends the reach between two US institutions representing nursing, medicine, and family and child development; and a university in Vietnam, representing nursing, medicine, and pharmacy. An educational face-to-face and virtual presentation on FASD was conducted at a US institution, utilizing a synchronous interactive presentation on site at CSUSB; with virtual interaction occurring with colleagues from other campuses in the USA, and global partners in Vietnam. The interdisciplinary and international event included over 200 attendees from multiple sites, and provided continuing professional education units; The Department of Nursing, the Center for Health Equity, and the Institute for Child Development. The educational program led to a presentation at a regional nursing science meeting in the United States, and a tool for implications for FASD education across the lifespan. Access to FASD and other health education topics has far-reaching clinical, preventative, and inter-professional educational benefits, with equity and access provided using a blended webinar approach.

The expanded developmental periphery: framing the institutional role of university continuing education units

This article argues that Burton Clark’s notion of the expanded developmental periphery provides a useful conceptual framework for examining the differing relationships between continuing and professional education units and the institutional core of traditional research universities. The intent is to examine how Clark’s notion offers a means to detect and analyse factors that assist in empowering some units and, conversely, those that are disempowering and lead to a perception of marginalisation in others. The article begins by examining differing perspectives in the literature on the relationship between continuing and professional education units and the university core. It then revisits Clark’s work on entrepreneurial universities before focussing on just one of the five transforming elements that Clark argues underscore the success of entrepreneurial universities—the expanded developmental periphery. The article explains how this notion was developed into a conceptual framework and was used in my own research examining the contribution that three continuing and professional education units made to their universities in Washington DC, Hong Kong and Sydney. I have used Clark’s notion as a diagnostic tool, which may have a wider application for examining relationships between the institutional core and its periphery.

The Struggle for Critical Teacher Education: How Accreditation Practices Privilege Efficiency Over Criticality and Compliance over Negotiation

In this article, the author uses a case study approach to explore and analyze a conflict within the Professional Education Unit (PEU) at her university. While the controversy seemed to focus on differing epistemologies concerning critical and traditional pedagogy for teacher preparation, the intensity of the clash suggested there were additional forces at work. The author argues that in this particular case, the undertow of a technical rational perspective, generated by an educational accrediting agency, privileged efficiency over criticality and compliance over negotiation. In addition, she suggests that the power structures embedded in the processes of accreditation interfered with unity supported by a common conceptual framework. The article concludes with recommendations on how an institution might use the educational ideals within their conceptual framework, required for accreditation, to liberate its authors from constrained communication that is bounded by a technical discourse.

Beyond Pedagogy: Lessons Learned Through a Teacher Prep Cohort

Adults are returning to college. Whether attempting to acquire knowledge and skills necessary to function within the workforce, to earn advanced degrees, or simply to enrich their lives, adults are now a prominent segment of the college population. Adult students are considered and consequently labeled nontraditional. Specifically, their age range of mid-twenties to geriatric, their employment status of full-time workers to unemployed, their prolonged absence from formal education due to family and career-related decisions, and their diverse needs categorize them as nontraditional (Fairchild, 2003). Throughout the last decade, factors including an aging American population, an influx of women entering the workforce, and a workforce requiring myriad technical skills have significantly influenced adult participation in postsecondary education (National Center for Education Statistics, 2000). Until recently, little attention has been given to the degree-seeking adult student over 30 years of age. Previous focus has been on younger nontraditional adult students over the age of 21 (Solmon, Gordon, & Ochsner, 1979) and over 22 (Roelfs, 1975), perhaps because they were considered more successful in degree programs than older adult students (Cross, 1981). In an effort to cater to large populations of younger residential students, traditional campuses largely operate in much the same way as they have for years: Most degree programs are designed for those able to attend during the day, most campus support offices close at 5:00 pm, most support and study sessions are formed and convene during daylight hours, and most classes still span a traditional 16-week semester. These factors often impact adults and make accelerated continuing education or speedy career re-tooling nearly impossible. Because adults now represent the most quickly emerging student population in America (American Council on Education, 2000) and are responsible for a significant portion of enrollment (even full-time enrollment), traditional colleges and universities must examine factors essential to attracting and retaining them. While traditional institutions have recently modified certain degree programs to meet adult student needs, Lindeman (1926) was, perhaps, one of the first to indicate that the approach to adult education should be to consider a student's needs and interests before the needs and interests of the institution. He asserted that instructor-centered teaching strategies and inauthentic assessments had no place within adult education. Gessner (1956) expanded upon these concepts while advocating for cooperative and group participation within adult education within a process-focused model (Knowles, Holton, and Swanson, 1973). Recent research conducted by Drago-Severson et al. (2001) concluded that cohort experiences facilitate learning, feelings of belonging, and learner persistence. It is possible, therefore, that campuses offering programs through the cohort model create opportunities for both academic and social community and are most successful in attracting adult students to their degree programs. A Unique Teacher Preparation Program and its Participants Traditional colleges and universities are just beginning to understand nontraditional adult learners' desires and demands within higher education, and many are tailoring programs and services to meet the needs of this emerging population of students. Northern Arizona University (NAU), for example, is dedicated to serving nontraditional adult learners and caters to them through a variety of degree and certificate programs. NAU's Professional Education Unit's Conceptual Framework (2007) is the cornerstone of this important work. The vision and mission statements within the framework focus on the unit's commitment to developing competent and committed educational leaders who make positive differences for children, young adults and others in school. …

Reviewing and Refining: A Professional Education Unit's Journey Toward Accreditation

This manuscript seeks to share the continuous improvement endeavors by the College of Education faculty and administration at the University of North Carolina at Charlotte from initial preparation and planning through their successful national and state accreditation achieved in November 2005. Beginning with the unit's revision of their conceptual framework and alignment of their professional educator preparation programs to the revised National Council for Accreditation of Teacher Education standards, the authors hope to provide concrete illustrations of how very basic elements of collaboration, shared decision making, open communication, and purposeful engagement among all constituents led to successful achievement of national and state accreditation, and may be accomplished by other universities and colleges as they pursue this milestone achievement toward excellence in teacher education.

It's a Question of Scholarship

Scholarship is the opportunity for advanced learning. The new paradigm of scholarship, in addition to research, assimilates teaching, service, and integration scholarships. Many allied health professional organizations reward a variety of scholarly efforts with continuing professional education units (CPEUs). The Commission on Dietetic Registration implemented a new CPEU category that promotes research at the preclusion of non-research types of scholarship. One of the most important educational benefits of non-research scholarship is opportunities for professional writing that also supports the goal of life-long learning encouraged by adult education theory. Allied health professions will benefit from a discussion of the criteria used to differentiate and evaluate academic and practitioner scholarship.

What Should Teachers Know About Technology? A Revised Look at the ISTE Foundations

The 1989 alliance between the International Society for Technology in Education (ISTE) and the National Council for the Accreditation of Teacher Education (NCATE) paved the way for significant changes in policies concerning the incorporation of technology within teacher education. The technology specialty programs and unit revisions adopted by NCATE have formally signaled that technology is an essential component of teacher education that must be accommodated. The cornerstone of all NCATE programs is the ISTE Foundations, which outline what every teacher should know about and be able to do with technology. By themselves, the Foundations have served as models for technology planning and infusion in teacher education across the United States. In 1996, the ISTE group completed a major review and revision of the 1992 Foundations, resulting in a structured set of competencies and performance indicators as foundational elements for all teachers. The revised Foundations are presented along with discussion of major changes in them. The Foundations will serve as benchmarks not only for professional education units involved in the NCATE accreditation process but also for programs across the nation as they integrate technology into the preparation of all teachers.

State hospital curriculum: Public academic liaison for psychiatric education

State hospitals provide essential services to many of society's most ill and needy individuals. As the next century approaches, state hospitals can best fulfil their missions by developing as high-quality neuropsychiatric/rehabilitation institutes, as opposed to custodial care centers. Highly skilled professionals whose education has included the special knowledge and skill pertinent to state hospitals are central to this development. Although “training units” in state hospitals have existed in many locales, a specific curriculum is often lacking. This article describes the curriculum for psychiatric residents who rotate through the Professional Education Unit at Dammasch State Hospital, as part of the Oregon Public Psychiatry Training Program. The curriculum is described by exploration of the individual learning contract, known as the “Educational Plan,” which guides each resident's work.

The impact of new accreditation and certification standards for secondary computer science teachers on university computer science departments

The establishment of accreditation and certification standards for secondary computer science teachers has been taking place over the past 5 years. The ACM has taken the lead in developing certification standards for adoption by states and the International Society for Technology in Education (ISTE) has taken the lead in developing national accreditation standards for teacher preparation programs through affiliation with NCATE, the accrediting body for professional education units in the USA. The impact of institutionalizing these new standards is discussed, and the role that university computer science departments should now take in the teacher preparation process is described.

Psychiatric education in the state hospital: A current approach

In 1989, the Public Psychiatry Training Program of the Oregon Health Sciences University Department of Psychiatry and Dammasch State Hospital opened a collaborative Professional Education Unit with the author as Director. This article describes the Unit's structure and programs, as an example of successful state/university collaboration and a possible model for other training programs in public psychiatry.