Undergraduate Faculty Research Articles

Intercultural development of US undergraduate faculty: a constructive-developmental study

Intercultural development of US undergraduate faculty: a constructive-developmental study

The Relationship Between Leisure-Time Physical Activity and Mental Health Conditions in Undergraduate Students

Purpose: This study aimed to investigate the relationship between self-reported leisure-time physical activity (LTPA) and self-reported symptoms of mental health conditions on mental health condition questionnaires among undergraduate students. Methods: Forty undergraduates (females: n=17, males: n=23; age=20.25±1.05) from Western University participated in this study. They completed a series of questionnaires which included the ASRS-V1.1, GAD-7, PTSD-ST, and PHQ-9, and were allocated into an attention deficit hyperactivity disorder (ADHD) (n=9, 3 females, age: 20.55±1.01), anxiety (n=11, 6 females, age: 20.55±1.22), multiple condition (n=3, 1 females, age: 19.33±0.58), or control group (n=17, 7 females, age: 20±0.87). LTPA was quantified using the Godin-Shephard Leisure-time Physical Activity Questionnaire for a 7-day period and a 6-month period. Spearman’s rank correlation coefficients were used to examine the relationship between LTPA and mental health condition scores. Results: There was no statistically significant relationship between the total mental health score and self-reported LTPA scores in the 7-day period (r = -0.178, p = 0.272) or the 6-month period (r = -0.081, p = 0.621). There was no apparent relationship between self-reported LTPA scores and the questionnaire scores of each condition. Conclusion: Our results indicate that self-reported LTPA has no significant relationship with mental health among undergraduate students. Interestingly, LTPA in kinesiology students may be higher than in other undergraduate faculties. More research is required to determine if kinesiology students experience altered motivations for engaging in LTPA.

A Quantitative Analysis of Reading Comprehension in University Students

This study was to investigate the correlation between students’ cognitive reading strategies and students’ reading comprehension. The population in this study were overall second-semester students of UMKT from all undergraduate faculty. The total population in the study was 2,362 students. The sampling that was chosen in this study was simple random sampling by selecting representative respondents from each study program. By using a table of sampling size with a confidence level of 95% (margin of error 0.05%), it was found that from N= 2362 total population, the total sample was 428 students. The conducting data found that there was a significant relationship (sign. 0.01) between cognitive strategy and reading comprehension among students at UMKT. It was proved from the result that the significant value was under the p-value (0.05). However, the level of correlation was small, it was because some respondents stated that they didn’t use their mother tongue or read aloud when they got a difficult text, and they used translator apps to get an instant way of understanding the texts. The suggestion for the next researchers and practitioners such as teachers is to use a cognitive strategy to understand English rather than using an instant way likewise using the application or asking someone else to get the answer or comprehension. In other words, cognitive strategies involve active engagement with the activity, which aids in comprehension meanwhile Reading comprehension is a cognitive ability that provides the ability to synchronize text information with background knowledge

Self-Care Pedagogy in the Undergraduate Curriculum: A Post Pandemic Faculty Survey

This exploratory study describes the post pandemic integration of classroom-based self-care pedagogy with students engaged in field placements in human services organizations. Forty-nine undergraduate faculty members at a large public university system in New York City completed an online survey about how they teach self-care (i.e., integrate self-care pedagogy) in their courses, their needs for resources, and barriers to integrating self-care. The survey is grounded in the National Organization of Human Services (NOHS) Ethical Standard 35, which requires human services workers to prioritize their own wellness and self-care. Burgeoning research demonstrates the deleterious effects of the Covid19 pandemic on undergraduate students’ well-being. Students’ difficulties are further exacerbated for those undertaking human services work in community-based organizations as student interns. Faculty recognized the mental health challenges faced by students in field placements, both because of the demands of agency-based human services work, as well as the exposure to sensitive classroom discussions about clients’ psychosocial needs and traumas. However, most faculty have not meaningfully integrated self-care into the curriculum. This study highlights the need to develop strategies to promote student well-being and mitigate the effects of exposure to potential sources of vicarious trauma. Recommendations for best practices for undergraduate departments are offered.

140 A Pilot Project Program to Foster the Inclusion of Undergraduate Faculty and Students and Graduate Students to Work with Experienced Researchers in a Mentored Research Experience in Clinical and Translational Science Succeeds Beyond Geographical and Institutional Boundaries

OBJECTIVES/GOALS: The Title V Project at the Medical Sciences Campus aims to expand the knowledge in Clinical and Translational Research (CTR) and diversify the CTR workforce throughout Puerto Rico. A Pilot Project Program (PiP) offers research training for Undergraduate students (UgS), Graduate Students (GS), and Undergraduate program Faculty (UgF). METHODS/STUDY POPULATION: Since 2021, the Title V Project has established a rolling application process to which researchers from any scientific background related to CTR in all post-secondary institutions in Puerto Rico may submit research proposals. These are peer-reviewed considering the following criteria: the research team composition must include UgS, GS, and UgF; the primary researcher’s expertise; the significance of the proposed topic related to Puerto Rico’s health problems; and the research plan’s quality. In addition, proposals must include a career plan for student and faculty members to participate in further training in CTR-related topics, such as scientific communication and statistical analyses, also offered through the Title V program. RESULTS/ANTICIPATED RESULTS: Twelve (12) PiP research teams showcase diversity in research areas with representation from Nursing, Occupational Therapy, Cancer, Cell Biology, Microbiology, Anatomy and Medical Images, Electro-Chemistry, Anatomy, and Physiology. In addition, Pip’s team members represent eleven (11) different institutions across seven different geographical areas, whose complete profiles we delineate in the presentation. Teams have the participation of twelve (12) primary researchers, five (5) mentors, twelve (12) UgF, seventeen (17) UGs, four (4) medical students in different stages, and nine (9) GS. We will present the composition, research topics, development, and participants' feedback. DISCUSSION/SIGNIFICANCE: The PiP program has been instrumental in organizing interdisciplinary and interinstitutional research teams. It has proven to be an effective strategy for fostering inclusion, diversity, and equity in CTR and promotes the practice of team science. Teams' research responds to health issues in this Hispanic population.

Exploring the Path of “Project Team Style” Faculty Development for Applied Undergraduate Programs

Applied undergraduate education plays a crucial role in higher education, serving as a key platform for nurturing innovative talents. However, the lack of practical and innovative skills among teachers in applied undergraduate programs, who primarily come directly from academic institutions, hinders the cultivation of students' abilities in these areas. This limitation also affects the professional growth of teachers. The Internet of Things engineering program at Guangdong Institute of Science and Technology has successfully implemented a 'project team type' teacher training approach over three years, yielding positive outcomes. By utilizing diversified integration within project teams, this model fosters collective team development. Such a model holds significant value in enhancing the quality of applied undergraduate faculty and driving the transformation and advancement of local undergraduate institutions.

Perceptions of faculty towards online teaching for undergraduate medical education: An interview-based qualitative study.

Background The Covid-19 pandemic drastically affected medical education. One consequence was the shift of teaching-learning process to the online mode. This left many teachers unprepared. Our medical education department of a large teaching hospital did a qualitative analysis of the perceptions of the faculty towards this forced change. Methods We conducted in-depth interviews with 10 of the nearly hundred undergraduate faculty of a teaching hospital in southern India, with a strength of 100 students per batch. The participants were chosen by purposive sampling so as to include all phases and seniority levels. Seven categories related to the topic of research were decided. These were given to the participants to then speak freely about. Standard methods for recording and transcribing were followed. Deductive content analysis was done to obtain the emergent themes. Results The faculty had a definite negative perception of online teaching. Lack of interaction, absence of immediate feedback and concerns about attendance were uniformly the biggest issues. Practical and clinical teaching was deemed nearly impossible to be taught online. The positives were the gradual comfort factor with online teaching, and the mental preparation for the long haul with this modality. Conclusion In-depth interview and its qualitative analysis proved useful in getting a deeper understanding of the perceptions of the medical faculty towards online teaching-learning. The negative and positive perceptions thus obtained have proved useful as feedback to the medical education department to suggest changes to improve the online teaching programme.

Milk and Cookies: A model for low‐intensity intervention for children with an incarcerated parent

Recently, my niece, a graduate student in clinical psychology, sent me an article she published with her undergraduate faculty mentor. The article is cited below (Walters & Dallaire, 2024) and summarizes the outcomes of a specialized group intervention for children with an incarcerated parent called Milk and Cookies (MAC). Her mentor provides evaluative support for MAC via her research lab at William and Mary. MAC is offered through a nonprofit organization in Virginia called Assisting Families of Inmates, Inc. (AFOI). AFOI works with families with an incarcerated member to facilitate reunification both prior to and after release from incarceration. The group leaders for MAC are recruited from Virginia Commonwealth University's School of Social Work.

Evaluation of relation between anxiety and religious attitude with self-actualization in the undergraduate faculty students

Evaluation of relation between anxiety and religious attitude with self-actualization in the undergraduate faculty students

The Effectiveness of Quality and Safety Education for nurses competencies intervention to improve knoweldege ,skills and attitude of the undergraduate faculty at nursing institues: A systematic Review and Meta analysis.

BACKGROUND & OBJECTIVE: Nursing education about quality and safety are a critical component of our healthcare system, and quality and safety education for nurses.QSEN competencies-based interventions have emerged as a promising approach to improveknowledge, skills, and attitudes of quality and safety. There is a need for more data to prove the effectiveness of these interventions in enhancing undergraduate nursing faculty's competencies. The main goal of this study was to find out how well Quality and Safety Education for Nurses (QSEN)-based interventions improve the knowledge, skills, and attitudes of nursing faculty at the undergraduate level.
 METHODOLOGY: The researchers conducted a systematic review and meta-analysis of intervention studies that compared QSEN-based interventions with standard education or no intervention at all. The search included both published and unpublished sources from 2005 to 2022 and covered nurses, nursing students, and nursing faculty.
 RESULTS : Out of 6385 records, only 06 were suitable for inclusion, involving 1374 individuals. However, the results were significant. The meta-analysis showed that QSEN interventions made a big difference in the knowledge, skills, attitude, motivation, and trust of the people who took part, with a total estimate of 1.54 (0.16–2.92). The meta-analysis of variance for trial heterogeneity found a statistically significant difference, and the researchers found no evidence of publication bias.
 CONCLUSION: QSEN-based interventions are effective in improving the knowledge, skills, attitudes, motivation, and trust in the safety of nurses, nursing students and nursing faculty.

A Selective Review of Rehabilitation Services and Disabilities Studies Syllabi

Background:This investigation examined what information is typically included in an undergraduate rehabilitation syllabus and how this information is presented in written form to students.Method:Syllabi (n= 117) from six undergraduate programs, each of which reflected a different program emphasis, were reviewed in terms of their framework (traditional, instructor-centered, student-centered, and enhanced) as well as categorical information contained in their narratives.Findings:An analysis of stylistic features indicate that undergraduate faculty tend to produce syllabi that are instructor-centered and support a pedagogical rather than an andragogical way of learning. The “typical” undergraduate course is a 3-credit offering with an enrollment of about 30 students that meets once or twice per week and is more likely taught by an adjunct faculty (nontenure track) member. While most faculty post information regarding instructor contact information, course description, learning objectives, grading system, and support services, greater variation was noted regarding posting office hours, expected student behavior (e.g., attendance, missing class, and participation), class policies (e.g., late/missing assignments and extra credit), and a description of teaching methods.Conclusion:Given the importance of how syllabi serve as an outline of course content and class policies, it is recommended that rehabilitation educators develop syllabi that are more student-centered and support adult learners.

The COVID-19 pandemic and teachers’ work: perceptions of teachers from a public university in the state of São Paulo, Brazil

The COVID-19 pandemic required the restructuring of educational models, including the rapid transition from face-to-face to remote education. The aim of this qualitative research was to understand the effect of the COVID-19 pandemic on undergraduate professors' work and health at a public university in the state of São Paulo. Semi-structured interviews were conducted with 17 undergraduate faculty of humanities, biological and exact sciences form August to September 2020. The interviews were recorded and transcribed. From the content analysis, four thematic categories emerged: (1) changes in the work routine and their impacts, including adjustment to remote work and the difficulties in establishing boundaries between work and their personal life; (2) changes in the dynamics between faculty and students and the possibility of rethinking teaching practice; (3) the relationship between faculty and the university with emphasis on the decision-making process, support for the transition to remote teaching, and concerns about the quality of teaching; and (4) anguish and fears related to the pandemic that added to the set of work-related stressors. Our findings showed that actions towards the communicational dynamics, as well as actions towards faculties' mental health should be implemented.

A pandemia da COVID-19 e o trabalho docente: percepções de professores de uma universidade pública no estado de São Paulo, Brasil

Abstract The COVID-19 pandemic required the restructuring of educational models, including the rapid transition from face-to-face to remote education. The aim of this qualitative research was to understand the effect of the COVID-19 pandemic on undergraduate professors’ work and health at a public university in the state of São Paulo. Semi-structured interviews were conducted with 17 undergraduate faculty of humanities, biological and exact sciences form August to September 2020. The interviews were recorded and transcribed. From the content analysis, four thematic categories emerged: (1) changes in the work routine and their impacts, including adjustment to remote work and the difficulties in establishing boundaries between work and their personal life; (2) changes in the dynamics between faculty and students and the possibility of rethinking teaching practice; (3) the relationship between faculty and the university with emphasis on the decision-making process, support for the transition to remote teaching, and concerns about the quality of teaching; and (4) anguish and fears related to the pandemic that added to the set of work-related stressors. Our findings showed that actions towards the communicational dynamics, as well as actions towards faculties’ mental health should be implemented.

Writing Across the Curriculum Faculty Survey

This study seeks to determine FHSU faculty attitudes, knowledge, and practices related to the incorporation of writing into their courses. In spring 2021, the Fort Hays State University Writing Across the Curriculum Committee partnered with the Docking Institute of Public Affairs to survey undergraduate faculty. The 140 respondents to the 85-item survey represent a cooperation rate of 23.02%. The data reveals an overall positive culture of writing at the university, where most faculty believe writing instruction is a shared responsibility across campus and across a student’s program of study. These faculty recognize the importance of FHSU’s writing-related CORE outcomes. They incorporate both low-stakes and high-stakes writing in their courses and provide various forms of guidance and support for that writing. They assign writing from multiple genres (44 identified) and know the important reasons why they assign writing.

“They’re just students. There’s no clear distinction”: a critical discourse analysis of color-evasive, gender-neutral faculty discourses in undergraduate calculus instruction

ABSTRACT Background Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students’ marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty’s perceptions of the significance of race and gender to calculus instruction at a large, public, historically white research university. Methods Theories of colorblind racism and dysconsciousness guided a critical discourse analysis of seven undergraduate calculus faculty’s perceptions of instructional events. Findings Our analysis revealed two dominant discourses: (i) Race and gender are insignificant social markers in undergraduate calculus; and (ii) Instructional events can be objectively deemed race- and gender-neutral. We illustrate how calculus faculty varyingly engaged these colorblind discourses as well as discourses that challenged such conceptions of instruction. We also highlight how faculty dysconsciousness in reports of instructional practices reflect potential operationalization of dominant discourses that reinforce colorblind racism. Contribution With limited research on faculty perspectives on racial equity in mathematics, our study documents how color-evasive, gender-neutral discourses among mathematics faculty shape orientations to instruction that reinforce the gatekeeping role of calculus in STEM higher education. Implications are provided for race- and gender-conscious undergraduate mathematics instruction and faculty development.

Perception of online and face to face microbiology laboratory sessions among medical students and faculty at Arabian Gulf University: a mixed method study

BackgroundThe COVID-19 pandemic has impacted all spheres of society including medical education and healthcare systems. In response to the pandemic, there has been a transition in medical education practice from traditional forms of teaching to online instruction delivery and virtual learning. Effective clinical microbiology education involves a combination of 'hands-on' practical learning and instructional delivery of scientific knowledge. Microbiology practical laboratories are critical learning environments offering 'hands-on' learning experiences that cannot be replicated through online learning. We conducted a mixed-methods study to understand the perception of online and face-to-face microbiology laboratory sessions among the medical students and microbiology faculty at Arabian Gulf University (AGU).MethodsThe study participants were third and fourth-year undergraduate medical students and faculty involved in delivering microbiology labs at AGU. The questionnaire consisted of questions ranging from perceived learning style to attitude towards online delivery of microbiology curriculum. After the questionnaire administration (google form), focus group discussion (FGD) was conducted for students and microbiology faculty separately.ResultsAmong 168 students, 50.6% preferred face-to-face lab sessions as compared to 30.4% who preferred online labs, and 51.8% considered online labs to be an essential addition to face-to-face labs. Among the faculty, 85.7% preferred the face-to-face mode of teaching. All the faculty (100%) disagreed that all the microbiology labs teaching should be online. 57.2% considered online labs to be an essential addition to traditional face-to-face labs. Both faculty and students hold that a blended mode of instructional delivery is vital and indispensable for the transfer of skills and knowledge for microbiology students.ConclusionThe blended mode of delivering microbiology laboratory sessions in medical school is successful and well-received by both students and faculty. Students take the responsibility for furthering their own learning and understanding of concepts. Instructors have also noticed that blending learning strategies also successfully enhances the development of cognitive skills and problem-solving abilities in students. A review of the microbiology lab curriculum is necessary to identify content areas that can be delivered effectively through online, face-to-face lab sessions, or both, supported with appropriate tools and infrastructure.

The Effect of Financial Literature, Electronic Money, Self-Control, and Lifestyle On Student Consumption Behavior

Consumptive behavior of the Undergraduate Faculty of economics and business at the University of Warmadewa is certainly influenced by internal and external students condition. Consumptive behavior level can be influenced by many factors. This study aims to determine the effect of Financial Literacy, Electronic Money, Self Control, and Lifestyle on Student Consumptive Behavior of Faculty Economics and Business University of Warmadewa. The object of this research is the Undergraduate Faculty of Economics and Business University of Warmadewa., with a 5394 population. The sample in this study amounted to 98 people determined by the Solvin formula. The analytical method used is descriptive analysis and multiple linear regression. The results of this study showed that, Financial Literacy, Electronic Money, Lifestyle, and Self Control, simultaneously have a significant effect at = 0.05 on Student Consumptive Behavior. Partially, at = 0.05 the variables of Financial Literacy and Electonic Money have a negative and not significant effect on Consumptive Behavior, while the variables of Self Control and Lifestyle have a positive and significant effect on Consumptive Behavior. Partially, financial literacy has a positive and insignificant effect on consumptive behavior in students of the Faculty of Economics and Business, Warmadewa University. Partially, electronic money has a positive and insignificant effect on consumptive behavior in students of the Faculty of Economics and Business, Warmadewa University. Partially, self-control has a positive and significant effect on consumptive behavior in students of the Faculty of Economics and Business, Warmadewa University.

How are undergraduate STEM instructors leveraging student thinking?

BackgroundSTEM instructors who leverage student thinking can positively influence student outcomes and build their own teaching expertise. Leveraging student thinking involves using the substance of student thinking to inform instruction. The ways in which instructors leverage student thinking in undergraduate STEM contexts, and what enables them to do so effectively, remains largely unexplored. We investigated how undergraduate STEM faculty leverage student thinking in their teaching, focusing on faculty who engage students in work during class.ResultsFrom analyzing interviews and video of a class lesson for eight undergraduate STEM instructors, we identified a group of instructors who exhibited high levels of leveraging student thinking (high-leveragers) and a group of instructors who exhibited low levels of leveraging student thinking (low-leveragers). High-leveragers behaved as if student thinking was central to their instruction. We saw this in how they accessed student thinking, worked to interpret it, and responded in the moment and after class. High-leveragers spent about twice as much class time getting access to detailed information about student thinking compared to low-leveragers. High-leveragers then altered instructional plans from lesson to lesson and during a lesson based on their interpretation of student thinking. Critically, high-leveragers also drew on much more extensive knowledge of student thinking, a component of pedagogical content knowledge, than did low-leveragers. High-leveragers used knowledge of student thinking to create access to more substantive student thinking, shape real-time interpretations, and inform how and when to respond. In contrast, low-leveragers accessed student thinking less frequently, interpreted student thinking superficially or not at all, and never discussed adjusting the content or problems for the following lesson.ConclusionsThis study revealed that not all undergraduate STEM instructors who actively engage students in work during class are also leveraging student thinking. In other words, not all student-centered instruction is student-thinking-centered instruction. We discuss possible explanations for why some STEM instructors are leveraging student thinking and others are not. In order to realize the benefits of student-centered instruction for undergraduates, we may need to support undergraduate STEM instructors in learning how to learn from their teaching experiences by leveraging student thinking.

Kathryn Hyer's Lasting Legacy in Gerontology Education and Aging Policy Research

Kathy Hyer, our dear friend, colleague, former Gerontological Society of America President and Professor and Director of the Florida Policy Exchange Center on Aging, University of South Florida posthumously has been awarded the Clark Tibbett's Award for her achievements in the advancement of the field of gerontological education in higher education. This lecture will reflect on some of her decades of accomplishments including her dedication to AGHE's mission to train and educate students in gerontology. Her greatest achievement is in the area of training and education of long-term care administration and aging studies undergraduate students to be nursing home and assisted living administrators. This lecture will also highlight several initiatives of Dr. Hyer's that involved undergraduate, graduate students, and junior faculty who she mentored including the Geriatric Workforce Enhancement Project, NIA SAFEHAVEN and COVID research on disasters, the Dementia Training Academy, Age Friendly Initiatives both nationally and internationally and student mentorship for graduate assistantships through the USF Center for End of Life Care.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

PurposeIncreased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning.Design/methodology/approachA convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence.FindingsQuantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC.Originality/valueThis is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.