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The purpose of this study was to evaluate change in APPE student knowledge and measure student perceptions of an online, multi-institutional debate curriculum as an alternative to a journal club to improve critical thinking skills related to diabetes medications. All APPE students assigned to four faculty (n=37) at three different colleges during the 2020-2021 academic year received instruction on diabetes medication classes and their cardiovascular outcome trials (CVOTs). Students debated via the Lincoln-Douglas format whether glucagon-like peptide-1 receptor agonists (GLP-1 RAs) or sodium-glucose cotransporter-2 inhibitors (SGLT2i) classes are the preferred second-line therapies in patients with type 2 diabetes mellitus (T2DM). Matched pre and post-knowledge scores were measured using a 7-item assessment tool. A postdebate 22-item survey measured student perceptions of the activity. Pre- and post-knowledge scores were compared in thirty-two students yielding an 86% match rate. Knowledge scores improved 32% (59% pre vs. 87% post). Thirty-three students completed the survey yielding an 89% response rate. Students reported the debate activity was beneficial (100%) and rated it more effective than a journal club at improving critical thinking skills and knowledge retention. Preliminary results suggest the incorporation of an online, multi-institutional debate as an alternative to journal clubs during APPE rotations was well received. Further research is warranted on the impact of the multi-institutional debate and how to best deliver it during the APPEs of a pharmacy curriculum.

In a world where halting climate breakdown is becoming more and more urgent by the minute, so too does the media industry need to deliver its contribution to change. Especially since innovation - a carrier of change - is seen as one of the main pillars of this field. Even more since anthropocentrism – a mind-set of particular harm towards the current Earth crisis – still seems to prevail this pillar. In an ambition to contribute to the urgent and necessary need to halt climate breakdown, this research delves into design thinking, one of the currently popular and established innovation processes, and investigates how it can become non-anthropocentric. Insights are drawn from observations and interviews with several designers who have engaged in the journey to move themselves, their practise and their results towards non-anthropocentrism. Analysing these, it becomes clear that non- anthropocentric design is about embodying an entanglement of species. This is achieved through understanding that we are entangled, by acting in collaboration with diverse fields and through being humble. Moreover, the paper suggests design thinking can become non-anthropocentric - shifting its focus from human to earthling needs - through thickening its current converging phases with speculative scenarios. These should highlight the additional needs of and implications for a diverse set of earthlings. In this manner the scenarios manifest the entanglement. The exercise is done best in collaboration with stakeholders from a diverse set of fields and with help from posthumanist perspectives, real-world entanglement examples, surprise and unifying language. Also, doing justice to the complexity of the entanglement and the challenging nature of this exercise, the scenarios need to be continuously re-evaluated. This demands design thinking to move away from its focus on processes within the scope of a project towards a focus on long-term service-based relationships within the scope of the on-going entanglement. Product-as-a-service business models could potentially make this viable. / Behovet av att lindra och minimera effekterna av klimatförändringarna blir allt tydligare för var dag som passerar. Medieindustrin måste bidra till omställningen av samhället. I synnerhet eftersom innovation – en pådrivare av förändring – ses som en av huvudpelarna inom medieindustrin. Innovation som en gren inom medieindustrin genomsyras dock av den antropocentriska världsbilden, en världsbild som anses bidra till de nuvarande miljökriserna. I ett försök att bidra till att minimera effekterna av klimatförändringarna dyker denna studie ner i ’design thinking’, en i stunden populär och etablerad innovationsprocess, för att undersöka hur denna kan bli icke antropocentrisk. Insikter hämtas från observationer och intervjuer med flertalet designers med erfarenhet av icke antropocentrisk världsbild inom designprocesser. Analys av dessa visar att icke antropocentrisk design handlar om att förkroppsliga en väv av olika arter. Det uppnås genom en förståelse för att vi är en komplex väv, genom att agera tillsammans med olika aktörer och genom att vara ödmjuk. Vidare föreslår artikeln att ”design thinking” kan bli icke antropocentrisk dvs skifta fokus från mänskliga behov till ’earthling’-behov genom att kontextualisera de konvergerande faserna i ’design thinking’ med spekulativa scenarier. Dessa scenarier borde visa på behov och implikationer för många olika ’earthlings’. På så vis manifesteras väven av dessa scenarier. Denna handling lämpar sig bäst i samarbete med andra aktörer från många olika discipliner och med hjälp från posthumanistiska perspektiv, verkliga exempel på komplexiteten och sambanden inom väven, överraskning och ett enande språkbruk. De olika scenarierna måste konstant omvärderas för att göra vävens komplexitet och den utmanande karaktären av handlingen rättvisa. Detta kräver att ’design thinking’ fokuserar på långsiktiga serviceorienterade relationer inom ramen för väven istället för att fokusera på processer inom ramen för specifika projekt. ’Product-as-a-service’ affärsmodell skulle potentiellt kunna göra detta genomförbart.

Thesis advisor: Ellen Winner / Public polling and anecdotal evidence suggests that the general public greatly values music education. I argue that this is not because of content, discipline-specific skills like reading music notation or playing the trumpet, but because of the generalizable habits of mind, or broad thinking dispositions, that teachers teach in ensembles. Through analysis of systematic observation and interview data from multiple rehearsals of six band, choir and orchestra ensembles, eight Ensemble Habits of Mind emerged: Evaluate, Express, Imagine, Listen, Notice, Participate in Community, Persist, and Set Goals & Be Prepared. Using methodology similar to that of parallel work identifying Studio Habits of Mind in visual arts education (Hetland et al., 2013), this study shows many similarities between habits of mind in the two disciplines. However, two habits of mind that were specifically sought out in observations because they are frequently reported in advocacy arguments, Use Creativity and Recognize More than One Correct Answer, were not observed even under broad inclusion criteria. Suggestions are given for the practical application of these findings and discussion of how this framework can simultaneously support the good thinking happening in traditional large ensembles while bolstering rationale that informal music learning and other means of student-centered music making should be included in music programs in order to advance students’ creative thinking and tolerance for ambiguity. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Psychology.

Yes / Development of robust diagnostic solutions to monitor the health of systems and components to ensure through life cost effectiveness is often technically difficult, requiring an effective integration of design development with research and innovation. This paper presents a structured application of TRIZ and USIT (Unitied Structured Inventive Thinking) to generate concept solutions fur an in-service diagnostic system for a synchronous belt drive system for an automotive application. The systematic exploration through TRIZ and USIT methods has led to the development of six concept solution ideas directed at the functional requirement to determine the state or condition of the belt. The paper demonstrates that the combined deployment of TRIZ and USIT frameworks is a valuable approach addressing difficult design problems. (C) 2013 The Authors. Published by Elsevier B.V. Open access under CC BY-NC-ND license.

Many students find that learning statistics is difficult, especially novice learners first taking statistical classes. Instructors also struggle to teach statistics due to many challenges, such as students' misconceptions, lack of math skills, negative attitudes, and deficient instructional methods. A new pedagogical approach called Decision-Based Learning (DBL) has been developed to help instructors and students overcome these challenges. A group of Peruvian university professors in 2018 and 2019 were trained to use DBL. However, limited studies have explored DBL instructors' and students' experiences using DBL in Peru. The aim of this qualitative research study is to deeply understand the experiences of one Peruvian statistics instructor and her students using DBL pedagogy and software. This study used a qualitative Gadamerian-Hermeneutic methodology approach. Data were collected from seven participants' interviews (six students and one statistics instructor), the researcher's field notes, and classroom artifacts. Findings identify several specific benefits and challenges participants faced when implementing DBL. Benefits include growth of students' confidence in solving statistical problems and instructor satisfaction, and challenges includes time-consuming instructor initial preparation and students' learning transfer issues. This study concluded that DBL is beneficial for students and instructors alike. Based on the results, some recommendations are offered to help instructors to overcome the challenges faced when implementing DBL.

In 2016, in the article Global Migration, Diversity, and Civic Education Banks et al. discuss migration flows and the inevitable “ascendency of globalization.” They explain that this globalization trend has taken hold of the entire world because of political, education, economic, and religious reasons that have seen people upend their lives moving across continents. For example, this migratory flow phenomenon has given rise to shifts in the way that education is conducted in different countries as the host countries aim to accommodate foreign students to create a homogenous learning environment conducive for everyone.Zimbabwe, being no stranger to social turmoil, has contributed to the migratory flow trend with the U.S. being one of the target countries for students. This dissertation aims to explore and present students’ experiences as they transition from their Zimbabwean high school writing environments into U.S. writing classes. The three writing environments are: Zimbabwean high school(s), the Gap Year Program, and U.S. writing class(es). These experiences are explored through a collection of documents closely analyzed using the lens of Grounded Theory. Grounded Theory as an analysis tool highlights common and different concepts as they emerge from these documents ultimately allowing room to explore why those similarities and differences exist. These concepts are also compared with students’ responses from interview questions that ask them to express their attitudes towards each writing environment. The study potentially will provide a steppingstone to a higher goal of advocating for writing study programs in Zimbabwe where students will learn skills that will better prepare them for other learning environments and cultures.

Sleep problems are common among college students and are associated with numerous negative outcomes including anxiety, depression, executive dysfunction, and poor academic performance. When sleep is limited, individuals may suffer impaired cognitive capacities, such as reduced memory and difficulty focusing attention. Difficulty with these cognitive functions can result in difficulty disengaging from negative thoughts, thereby contributing to negative mood. Poor sleep contributes to negative mood states, but few studies have examined in what way poor sleep may exacerbate negative mood. The purpose of this study was to examine cognitive factors as explanatory variables between sleep and state affect. Participants were undergraduate students from a university in the Midwest. Participants (N = 150, completed baseline questionnaires and wore an actigraphy watch for one night. They returned to the lab the following day to complete additional self-report measures and a computerized cognitive control task. Participants were primarily female (66.67%, n = 100) and white (67.33%, n = 101). To test the hypothesis that the relationship between sleep and affect is explained by cognitive factors, a path analytic model was fit to the data. It was hypothesized that cognitive factors (i.e., Posner task performance, repetitive negative thinking, and self-report attention control) would explain the relationship between sleep (as measured by objective total sleep time and self-report sleepiness) and state affect. The hypothesized model yielded poor global and local fit to the data. While several direct effects emerged in the model, no indirect effects were statistically significant. The model was re-specified, adding paths where large magnitude correlational residual statistics coincided with statistically significant standardized residual statistics. The final model yielded good global and local fit to the data, with primary modifications being added covariances among control variables (e.g., GAD-7 and PHQ-8 scores) with cognitive factors. Overall, the results of this study indicate that the relationship between sleep and next-day affect is complex and cannot be simply explained by cognitive factors. However, the current study found several significant relationships among study variables, suggesting that sleep, cognitive functioning, and emotion are highly related constructs that warrant further study. Future research should examine alternative models incorporating these constructs to find a comprehensive model with utility that can explain the relationships among these constructs.

Canadian university sports are gaining momentum as a high-performance sports culture, leading to greater demands and potential mental health (MH) risks for student-athletes. Despite the abundance of research and resources pertaining to MH, student-athletes continue to experience significant MH challenges. This thesis aimed to reimagine student-athlete MH support at a Canadian university using a Design Thinking (DT) approach. This was achieved through a case study about the University of Ottawa (uOttawa) Gee-Gees. DT is a creative and collaborative approach to understanding your end-users, challenging assumptions, and redefining problems to create innovative solutions you can prototype and test (Brown, 2008). The methodological framework was inspired by Hasso Plattner Institute’s (2018) six-step model: 1) understand, 2) observe, 3) point of view, 4) ideate, 5) prototype, and 6) test. This study explicitly engages in the first three steps of the HPI process, otherwise known as the “Compassion space” (Chambers, 2021). Findings from each step are presented through two journal articles and used to inform future research dedicated to the remaining three steps (“Solution space”; HPI, 2018). Article one focuses on the “Understand” phase, aimed to generate ecological insights from multiple stakeholders into how the varsity sports department at uOttawa supports student-athlete MH. Three activities were conducted incrementally, including stakeholder mapping (to identify relevant stakeholders), stakeholder analysis (to prioritize stakeholder engagement), and enabler interviews (to understand diverse perspectives on the explored topic). Nine enabler interviews were conducted and analyzed using reflexive thematic analysis. The findings are presented through three themes: Enhancing the accessibility of MH services, providing proactive and holistic care, and building a sustainable integrated support team model. This case helps illustrate the varsity environment as one interconnected system and demonstrates the shared responsibility of all enablers to promote and protect positive MH. Article Two encompasses two HPI phases. First, the “Observe” phase is to observe the daily realities of uOttawa student-athletes in their localized varsity sports environment. To facilitate this, six digital stories were produced by student-athletes and analyzed using empathy mapping (i.e., interpreting what a person says, thinks, feels, and does). Individual empathy maps informed the subsequent “Point of View” phase, designed to establish a point of view from a student athlete's perspective and present the findings creatively and in an easily digestible manner. Six empathy maps were condensed into three fictional personas that help illustrate student-athlete experiences at uOttawa. Presenting these personable stories to relevant stakeholders will be beneficial to garnering deeper empathy and compassion for student-athletes experiencing MH challenges. The results of each phase yield a comprehensive understanding of student-athletes’ needs, experiences, and the environment in which they compete and study. Thereby contributing to the design of a (future) desirable, viable, and feasible solution the varsity sports department can implement. Moreover, supplementary methods and results are outlined to showcase the interdisciplinary collaborative approach used to understand further the uOttawa Gee-Gees high-performance integrated support team (IST), a crucial component for understanding the uOttawa’s varsity sports landscape. This thesis addresses new ways to explore student-athlete MH, contributes a Canadian perspective to student-athlete research, and paves the way for DT in the sports psychology field.