Racial discrimination has been linked to depressive symptoms (Pascoe & Richman, 2009), but only a few studies have explored this relationship longitudinally. This study examines the possible moderating role of faculty and peer support on the discrimination-depression relationship amongst 180 ethnic minority college freshmen. Results of the hierarchical regression indicate that racial discrimination, β = .13, p < .05, in the first semester of freshman year significantly predicted depressive symptoms in the second semester of freshman year. No interactions were found between discrimination and peer support (β = .06, p > .05), or between discrimination and two forms of faculty support (faculty interactions, β = .05, p > .05, and faculty concern, β = -.10, p > .05). Thus, unlike predicted, peer and faculty support did not serve as protective factors against discrimination-related stress. Future studies should investigate which types of coping most benefit ethnic minority freshmen.

Academic computing is one major component of Information Technology infrastructure affecting the availability and utilization of technologies at universities. The study here evaluated two different colleges at the University of Oregon in comparison to a minimal logic model proposed here, the Support for Academic Computing Model (SAC). Based on the differences in IT needs and implementation of existing instructional technology services, the evaluation investigated the utility of the logic model and information regarding the two settings. The two colleges are the College of Education (COE) and the School of Architecture and Allied Arts (AAA). My hypothesis is that empirical evaluation studies based on a comparison with a base logic model for infrastructure needs across contexts may help to provide information to better align resources. Results show that a strong use case of 100% of faculty interviewed at COE rely on Learning Management Systems (LMSs), Data Visualization and Video & Audio tools, making them a core part of the SAC model. Most faculty interviewed in AAA utilize LMSs at 89%, then Productivity/Content Creation/Research Tools at 83%, and as an extension Instructional Media Tools at 46%, which helps to validate the SAC model across this second context. Other information in the model evaluation allows more specific comparisons of gaps in areas such as access to resources, knowledge of and about resources, mission-driven need for resources, and some patterns. Common themes that emerged from the faculty interviews are the need to showcase technology usage among colleagues, that services are not always well advertised, that technology may not be accessible or that there may be issues regarding limited or unclear funding for both support and resources that limits their use. This indicates that this style of a model might be helpful in planning and evaluating academic computing support programs and services. Future work would be needed to investigate the degree to which intervening according to the findings of such a model might be efficacious to improve the perceived quality of services or the usage patterns and outcomes, as well as the degree to which such a model could be generalized and evolve over time.

Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.

Preloading student satisfaction and success factors into an online program orientation course can strengthen the potential for student retention and success. A 100% online graduate nursing orientation and guidance program was developed. Access to peer support, faculty advisor, and university resources were provided within the course using the same learning management system as the program. Students were taught the basic structure of courses (including discussions, quizzes, and dropbox) to ease the stress of the first few weeks of class. Graduate study requirements and expectations were explained along with the differences between online and face-to-face study. Guidance was provided to assist students in balancing work, life, and study. Students report decreased anxiety and increased comfort with graduate online education, increased self confidence, and feelings of support.

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