This research sought to ascertain through a phenomenological approach whether and how collaboration occurs in writing center administration. The reflections and perceptions of former writing center gWPAs provided insight into a variety of institutional contexts and experiences present in writing center collaboration. The participants perceived themselves as learning skills that have helped them succeed in faculty, administrative, and personal situations. But there is more than these interpersonal developments in their stories; they see their writing center collaboration as necessary for the daily work of the writing center and for their success in carrying out daily tasks as gWPAs and administrators. Despite some of the participants believing they could have been more immersed in the politics of the institution or even more immersed in the collaborative work of the writing center, they nevertheless credit their experiences with a deeper understanding of the institutional structure and writing center work. Additionally, they report transferring their learning from administrative collaboration to aspects of their life and career outside of the writing center.

Doctor of Education / Department of Educational Leadership / Royce Ann Collins / There is a need for critical thinking skills in our society. This research study examines graduate student’s growth in critical thinking after experiencing a specifically designed curriculum. This study evaluated the effectiveness of the U.S. Army Command and General Staff Officer Common Core Course to change student critical thinking skills and habits of the mind attributes, and further examined instructor perceptions of the curriculum, instructional methods, and instructor skills and behaviors that impact student critical thinking development within the Core Course. This study used an explanatory sequential mixed method research design in order to answer the four research questions and test their respective hypotheses. Eight student staff groups (n=120) were selected from the Command and General Staff Officer Common Core Course Class 15 population, and the quantitative data used to conduct the analyses was derived from a pretest and posttest using the Military and Defense Critical Thinking Inventory (MDCTI), a nationally recognized instrument designed specifically for individuals in the defense and military profession. The qualitative component of the study consisted of focus group interviews conducted with instructors from the eight selected staff groups (n=24) to examine their perceptions on the role of the curriculum, instructional methods, and instructor skills and behaviors in developing student critical thinking. The data collected from these interviews were analyzed and presented using a collective case study approach. Analysis of the student pretest and posttest score change results indicated statistically significant changes in analysis, induction, deduction, and overall critical thinking skills, and in the communicative confidence, professional confidence, expression, and directness habits of the mind attributes. Further analysis indicated that there was no statistically significant change differences in critical thinking skills or habits of the mind attributes between the teaching team groups. Analysis of the qualitative data revealed nine themes that were categorized within the theoretical framework of curriculum, instructional methods, and instructor skills and behaviors. Four additional themes emerged which did not address the role of curriculum, instructional methods, and instructor skills and behaviors in developing student critical thinking. These themes included: lack of contact time, the importance of the physical classroom configuration, the military/school culture, and student attributes.

Class of 2016 Abstract / Objectives: To explore the difference in patient satisfaction with pharmacy services between Public Health and Pharmacy students. Methods: We conducted a retrospective analysis of the results of a 20-item questionnaire regarding patient satisfaction with community pharmacy services that was administered to pharmacy and public health graduate students at the University of Arizona. Pharmacy students (n = 95) and Public Health students (n = 67) completed the questionnaire and a Chi Square test was utilized to compare the results. Scores of 4 and 5 (Very Good and Excellent, respectively) were compared against 1, 2, and 3 (Poor, Fair, and Good, respectively). Questions were stratified into domains of “Friendly Explanation” and “Managing Therapy.” Results: Sixty-two percent of pharmacy students answered “Excellent” and “Very Good” on all 20 questions compared to 37% of public health students (p<0.001). In the “Friendly Explanation” domain, 73% of pharmacy students answered “Excellent” and “Very Good” compared to 57% of public health students (p<0.001). The “Managing Therapy” domain also yielded a higher percentage of satisfied pharmacy students compared to public health students (48% vs 36%, p<0.001). Areas with the highest degree of difference involved availability of the pharmacist, professionalism of pharmacy staff, and promptness of pharmacy services. Conclusions: Pharmacy students were more satisfied with pharmacy services than public health students. Increasing the availability of the pharmacist to answer patient questions, improving professionalism of staff, and providing prompt services may improve patient satisfaction with community pharmacy services among the general public.

This study examined the effects of a stress inoculation training program on self-reported Type A behaviour pattern (TABP) and irrational beliefs in a sample of female medical, dental, and graduate students. Thirteen female medical students from the first, second, and third years of medical school, one female dental student from the first year of dental school, and 16 female graduate student volunteers were assigned to a 6-week stress inoculation group (SI; n = 14) or a 4-hour brief treatment group (BT; n = 16) in a repeated measures (pre, post, 11-week follow-up) quasi-experimental design. Participants completed the Rational Behavior Inventory, the Irrational Beliefs Test, the Type A Irrational Beliefs Test, and the Framingham Type A Scale (modified) in order to assess treatment effects. Price's (1982) cognitive social learning model proposes that TABP is elicited and maintained, in part, by specific beliefs and the fears and anxieties that they engender. Following this model, it was hypothesized that self-reported TABP, irrational beliefs, and Type A irrational beliefs would significantly decrease, and rational behaviour, or general rational thinking, would significantly increase, from pre- to post-test and these changes would be maintained at 11-week follow-up in the SI group, compared with the BT group. Repeated measures MANOVAs with pre-planned contrasts indicated that SI was effective in significantly reducing TABP from pre-to post-test. Both SI and BT were effective in significantly decreasing irrational beliefs and Type A irrational beliefs, as well as significantly increasing rational behaviour, or general rational thinking, from pre to post-test. These changes were maintained at follow-up and provide further insight into the relationship between TABP and irrational beliefs. This study provides partial support for Price's model and implicates the use of stress inoculation training in the treatment of TABP in female medical, dental, and graduate students. Implications of these findings and suggestions for future research are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of this research was to obtain empirical evidence regarding the knowledge and attitudes among graduate social work students. It examines the relationship between age, previous sex education, marital status and the amount of human sexuality knowledge.

The purpose of this study is to determine,in a group of Texas secondary schools, the practices employed in educational guidance, and to compare these practices with those obtained in representative secondary schools of the United States.

There has been much concern as to the validity of the Graduate Record Examination in determining the ability of a student to do effective graduate work. Some hold that the Profile score is a necessary index of a person’s ability to do graduate work, while others believe there is no close relationship between the two There is also a feeling that students who have been out of school for many years are at a disadvantage when taking the Graduate Record Examination Profile Tests, and that some departments prepare their students better for the tests. The lack of agreement as stated above led to the following problems: (1) What relationship is there between a student’s grade-point average and this total score on the Graduate Record Examination Profile Tests?; (2) What apparent variations are there between the scores of men and women; the scores of students majoring in the departments of education, history, literature, fine arts, psychology, and science; and the number of years since receiving the A.B. in relation to the scores obtained on Graduate Record Examination Profile Tests?

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A mail survey of a nationwide sample of department heads in university departments of mechanical engineering, physiology, and psychology was conducted, in order to determine what these departments were doing to educate their Ph.D. students in research ethics. Department heads were also asked to supply names of the Ph.D. students in their departments. Based on the survey responses, departments within each discipline were then divided into those placing a relatively high versus low emphasis on teaching research ethics. Random samples of students in each emphasis category for each discipline were then surveyed and asked to rate the seriousness of 44 different hypothetical acts of misconduct, to determine if students from departments placing relatively higher emphasis on research ethics education had stricter standards than those from departments placing relatively lower emphasis on research ethics education. The two major findings of the study were (a) the majority of departments in physiology and psychology require some form of formal education in research ethics of their Ph.D. students, but only a very small percentage of mechanical engineering departments require such training; (b) the present study found no evidence that education of Ph.D. students in research ethics has any effect on the strictness of their stated ethical standards.

No description available.