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Despite a growing population of students being served in Alternative Education Settings (AES) and a severe teacher shortage in AES, most traditional teacher preparation programs do not specifically address teaching in alternative settings. Unsurprisingly, teachers in these settings report being inadequately prepared to meet the complex needs of students with significant behavioral challenges. Moreover, when behaviorally challenged students exit AES, they are often at a greater social and academic disadvantage than when they enrolled. This grounded theory study followed three groups (N = 40) of teacher candidates as they completed fieldwork in one of five AES as part of a special education course at a large public university in South-eastern Pennsylvania. Analysis of teacher candidates' field journals suggested an emerging theory of 'alternative education settings as non-schools.' For these teacher candidates, familiar structures for teaching, learning, and behaviour did not apply in AES, thus delegitimizing AES as schools. [ABSTRACT FROM AUTHOR]

Although most individuals prefer to die at home, approximately 60% of Americans die in the hospital setting. Nurses are inadequately prepared to provide end-of-life (EOL) care because of cure-focused education. Friends and family of dying patients report poor quality of death largely as a result of inadequate communication from health care professionals about the dying process. The purpose of this project was to improve nursing knowledge and comfort related to EOL care through use of the CARES tool and to improve the EOL experience of families of dying patients in the hospital setting through use of Final Journey. These acronym organized tools were developed based upon the common symptom management needs of the dying including Comfort, Airway, Restlessness and delirium, Emotional and spiritual support, and Self-care. The CARES tool for nurses improved nursing knowledge and comfort related to EOL care and common symptom management needs of the dying and also enhanced nurses' confidence in communicating about the dying process with friends and family. Final Journey, the friends and family version of the CARES tool, reinforced EOL information for friends and family, helped nurses answer difficult questions, and promoted and enhanced communication between health care professionals and friends and family of the dying. [ABSTRACT FROM AUTHOR]

Objectives: The authors investigated the impact of an interprofessional, freshman-level, information literacy course on nursing, pharmacy, and allied health professions students by examining whether students successfully met learning objectives in the course related to interprofessional attitudes, identification of research study types, and ability to relate evidence-based practice questions to their disciplines. Methods: Student posters (n=20) completed in a team project were evaluated to determine whether students were able to accurately identify the type of evidence, population, intervention, and primary outcome of studies (n=192). Additionally, posters (n=78) were evaluated to assess whether students could identify a relevant foreground question and link it to their disciplines. Students also completed the Readiness for Interprofessional Learning Scale (RIPLS) before (n=413) and after (n=352) the course to determine whether their attitudes toward interprofessional learning changed. Results: Students performed well on learning outcomes in the course, with most teams identifying relevant evidence-based practice questions (83.8%) and effectively connecting questions with their disciplines (65.4%). Students correctly identified the type of evidence, population, intervention, and primary outcome for 70.0%, 81.8%, 76.0%, and 74.0% of cited studies, respectively. Student attitudes after the course did not significantly change. Conclusion: Interprofessional information literacy education can generate positive learning experiences for freshman health care professions students to increase their beginning-level understanding of research in the health care professions and to prepare them for participation in future interprofessional courses and health care teams. [ABSTRACT FROM AUTHOR]

Nursing program graduates rarely choose mental health nursing as a career. A quasi-experimental study was conducted to examine attitudes of 310 nursing students towards persons with mental illness. Students completed surveys on the first and last days of their program's psychiatric mental health nursing course. The pre- and post-test survey analysis indicated that students improved their attitude, knowledge and preparedness to care for persons with mental illness. However, students maintained little interest in working as a mental health nurse. Modifications in mental health nursing courses could be made to improve students' interest in choosing a career in mental health nursing. [ABSTRACT FROM AUTHOR]

Open Educational Resources (OERs) are online classroom content that can be reused, modified, and shared freely. The University of Maryland University College (UMUC) undertook a project to redesign its undergraduate curriculum using OERs in place of traditional textbooks. UMUC librarians have played a critical role in this project, helping to find and maintain not only OERs but also library database content to be used as learning materials in the online classroom. This article describes how UMUC librarians worked on teams with other university departments in a structured process to search for, select, and curate OERs and library resources. We also discuss the issues that inevitably arose in such a complicated undertaking (issues such as copyright, licensing, and accessibility) and how librarians worked with academic department chairs, instructional designers, and others to overcome those hurdles. [ABSTRACT FROM PUBLISHER]

Creating and maintaining a successful library distance education program, even given ideal variables, can be a huge challenge. This article will discuss how the library distance program was planned, implemented, and evaluated in a three-year span. A staff of three–five librarians utilized organizational partnerships, grassroots marketing and easy-to-use software to plan and implement the program. Key features of the plan will be discussed, including a books-by-mail system, interlibrary loan, online workshop creation, online streaming events, general distance learner engagement, and faculty inclusion. This case study is unique due to the accelerated development of the program, with success in less than three years, and the size of the online population served, approximately 15,000. Examples of unique collaborations with other university functions will also be shared, including career development, graduation, orientation, and touring. [ABSTRACT FROM PUBLISHER]

How does a smaller, fully online academic library offer a wide and deep collection of academic level e-books to its distance learners in a sustainable and affordable way? The State University of New York (SUNY) Empire State College Online Library, with a staff of four, has used demand-driven e-book acquisitions since September 2013. Despite widespread publisher price increases, this DDA program continues to deliver quality content to users. This presentation will explore the e-book demand-driven acquisition (DDA) model in the context of that implementation. This will include in-depth analysis of usage data and costs, as well as impacts on course development, budget and inter-library loan. [ABSTRACT FROM PUBLISHER]

Arguably, the dilemma for many small college libraries is delivering face-to-face library instruction to satellite students without having the resources and/or staff to do so. In order to channel energies to where they are needed most, this institution conducted a survey of its satellite students to determine what their library instruction delivery preferences are, and what their comfort levels are regarding new and emerging online technologies. In doing so, this study is also able to determine if these preferences are influenced by the age of the student. Results from the study revealed that, regardless of age or technology comfort levels, satellite students' most preferred library instruction delivery method is face-to-face. Delivery methods via individual consultation using email/phone or online are preferred the least, along with “no instruction.” None of the students indicated any disinclination towards using various technologies for instruction delivery, leaving this institution with several possible options to pursue. [ABSTRACT FROM PUBLISHER]

This article describes information literacy struggles of ESL college students within the context of four information literacy components: Identify, Locate, Evaluate, Use. Experiences from an online freshman composition course are used to illustrate these struggles, along with techniques academic librarians use to help ESL students from a distance. [ABSTRACT FROM PUBLISHER]

With the growing number of online courses and programs across the higher education spectrum, the need to train faculty to effectively design and deliver online courses has become essential to many institutions. However, many professional development options do not include information or support in order to transition the same library services and resources faculty might use in their face-to-face classes to this new environment. The following case study describes professional development for faculty preparing to teach online at one small, private, doctoral-granting institution; how library resources and services were incorporated into the professional development experience; and the overall impressions from faculty who have participated. [ABSTRACT FROM PUBLISHER]

Professional development is critically important for librarians trying to establish an embedded presence in online and hybrid courses. The institutional learning management system (LMS) provides a medium for enhanced visibility of both library resources and librarians as instructional collaborators and curriculum designers. This case study showcases one academic library's plan for developing an embedded presence in the LMS and scaffolding training and educational opportunities throughout the process. Important considerations and lessons learned from this initiative are also shared as well as future considerations for maintaining an ongoing and successful professional development program. [ABSTRACT FROM PUBLISHER]

This case study both shines a light on the flipped classroom paradigm and exemplifies successful faculty-librarian collaboration. The co-authors leveraged an existing collegial relationship into a productive partnership to create a multi-faceted flipped classroom module. The module, developed over the course of three and a half years, was designed to address reported student difficulty using the online library for graduate research. The case study also examines the special needs of online learners and adult/non-traditional students in graduate programs, and addresses research support for the various types of instructional materials described. [ABSTRACT FROM PUBLISHER]

This study served to investigate how information literacy instruction can alleviate information anxiety in online learners. While there has been much research to demonstrate that hands-on or activity-based learning is beneficial in reducing library anxiety, those studies have not been conducted for the online classroom. Using a required, first-semester course in the University of Southern California's School of Social Work online program, this study hypothesized that activity-based online library instruction sessions will result in a measurable reduction of information anxiety. Using a pre- and post-session survey instrument, this study discovered that activity-based instruction for online students may not be as effective in reducing information anxiety as previous research suggested. [ABSTRACT FROM PUBLISHER]

This case study presents the experiences of a newly hired distance learning librarian at a large academic library. Faced with taking over a position that lacked a dedicated staff member for two years, the librarian wanted to understand the current state of services. In the course of investigating and collecting data and while working through challenges, the librarian began to build her operations map and clarified her vision and values. [ABSTRACT FROM PUBLISHER]

Demonstrating library impact on student success is critical for all academic libraries today. This article discusses how the library of a large online university serving non-traditional students evaluated how customized point-of-need learning objects (LOs) embedded in the learning management system impacted student learning. Using a comprehensive mixed-methods approach utilizing Google analytics, reference statistics, and citation analysis via rubrics, the author investigated the extent to which LOs contributed to students' ability to conduct research independently and ability to create quality bibliographies. Results indicated high usage of LOs, that student research independence increased in all courses analyzed, and bibliographies improved for students in an anthropology course after LO integration. This initiative provided substantial evidence that the LOs positively affected student learning and allowed the library to communicate this impact to key stakeholders. [ABSTRACT FROM PUBLISHER]

Distance learners must balance many challenges when studying away from their home institution, including balancing work, family and study times. How, where, and when a student organizes and interacts with his or her study environment is a significant factor in student persistence and retention. Support services provided by the home institution, including the library, that can help students succeed are an essential resource but capturing how, if, and why distance students interact with these services presents a unique challenge. Distance from the home institution means that the distance learner's voice is often lost. This research study uses an ethnographic method (photo-elicitation) to gain a better understanding of how distance learners engage with their study environment and offers some suggestions on what libraries can do to close the gap. [ABSTRACT FROM PUBLISHER]

This article describes a course-integrated collaborative project between a subject librarian, a communication professor, and an instructional designer that illustrates how the TPACK (Technological Pedagogical Content Knowledge) framework, developed by Mishra and Koehler (2006), and the new ACRL Framework for Information Literacy (Framework) converge to support student learning in an online course in public speaking. Aligning TPACK with the Framework hones the behavioral, affective, cognitive, and metacognitive skills in the metaliterate learner. The authors illustrate how TPACK and the Framework can support the subject-specific content areas of public speaking by integrating information literacy learning objects throughout the entire online course. [ABSTRACT FROM PUBLISHER]

Are services that were once intended to be exclusively available to the distance learning population now typically available for all users in a university community? This article seeks to investigate this question using two different methods. First, an unobtrusive study of 100 library Websites was conducted to determine whether these libraries offer distinct services such as delivery of materials, instruction, research guides, or dedicated library personnel for off-campus users, and whether there is any differentiation between services for on- and off-campus populations. Second, two surveys were conducted to gather information from library staff about services and access methods provided to distance learners. Results showed some disconnect between information on library Websites versus information reported by library staff members. In addition, there appears to be more integration of services in the area of instruction and reference assistance than in delivery of materials. [ABSTRACT FROM PUBLISHER]

Journey mapping, a method of collecting data that illustrates individuals' paths toward a specific goal, was originally developed for use in retail/customer service environments. Much of the literature describes its application in examining customer behavior when navigating merchants' Websites, allowing researchers to examine the effectiveness, user-friendliness, as well as confusing or ambiguous junctures of their Webpages referred to as “points of pain.” The research approach has been applied minimally in library environments, and exclusively to patrons' experiences in the physical, brick and mortar library. The present study aimed to gather data about distance patrons' experiences in using online library resources. Input was solicited from students in Pepperdine University's Graduate School of Education and Psychology (GSEP) and the Graziadio Graduate School of Business and Management. Springshare's LibGuide software was used to collect data. [ABSTRACT FROM PUBLISHER]

Connecting with text-weary students can be a challenge in the online instructional environment. Librarians have often developed screencast videos and integrated screenshots into online learning objects to teach students basic research skills. An alternative technology, graphical interchange format (GIF), may prove to be an excellent blend of the two media. GIF technology allows librarians to reach visual learners by producing continuously looping animated images. Librarians at two academic libraries recently incorporated GIFs into online learning modules and research guides to experiment with the technology and its accessibility. This article will explore GIF technology's place in the current landscape of online library research instruction. The authors will provide their recommended best practices for incorporating GIFs as online learning objects with a spotlight on accessibility. The authors will expound upon their discoveries in working with the technology and describe the advantages and challenges of using such a technology to demonstrate research skills. [ABSTRACT FROM AUTHOR]

Distance learning programs across the country continue to grow and evolve. In order to support these programs, librarians are often expected to convert face-to-face classes and reference sessions to the online environment. Due to the necessity of explaining information literacy concepts and demonstrating the access and use of library resources, videos are often used to teach these online sessions. However, most librarians are not video production experts. We are either self-taught or taught by other amateurs, and as a result we tend to repeatedly use the same few tools and techniques. Fortunately, there are many tools librarians can use to make videos more engaging and interactive. This article discusses interactive elements such as embedded assessments, hotspots, audio/video lectures, audio/video discussions, and analytics. It also evaluates a variety of tools based on cost, ease of use, availability, accessibility, and analytics. [ABSTRACT FROM PUBLISHER]

Rural elders are the fastest growing segment of the U.S. population, with a projected increase of 32% in the next 20 years. Shortages in geriatric-prepared workers are particularly critical in rural areas. This article describes Improving Rural Geriatric Care through Education (iRuGCE), a feasible, scalable, and collaborative continuing education project. iRuGCE was designed to improve geriatric nursing practice. Project goals were to identify, mentor, and facilitate an RN geriatric site champion in critical access hospitals (CAHs) to complete national certification in gerontological nursing, and to design a continuing education program that met the specific needs of the CAHs via delivery of three continuing education sessions per year. Evaluation of the project is promising. Preliminary results suggest that iRuGCE has a positive effect on nurse-sensitive patient satisfaction scores, such as communication with nurses, responsiveness of hospital staff, pain management, communication about medicine, discharge information, and willingness to recommend the hospital. [ABSTRACT FROM AUTHOR]

Purpose: Interprofessional collaborative practice (IPCP) has been advocated to overcome challenges related to rural healthcare and substance abuse. The investigators evaluated the effectiveness of an online interprofessional education (IPE) program to improve healthcare professionals' perceptions in treating people with substance use and identified the challenges of conducting IPE. Sample: Sample included 106 healthcare professionals (nurses, behavioral health counselors, and public health workers) from rural areas in Pennsylvania, Ohio, and West Virginia. Method: This prospective study utilized a quasi-experimental design with healthcare professionals who received a 6-hour online IPE regarding substance abuse. Measures were the Alcohol & Alcohol Problems Perception Questionnaire (AAPPQ) and the Drug & Drug Problems Perception Questionnaire (DDPPQ). Findings: Perceptions of alcohol (i.e., role adequacy and role support) and drug (i.e., role adequacy, role legitimacy, sole support, and work satisfaction) problems were improved after training (Ps < .05). Competing priorities, leadership support, technology, rural culture, and fiscal consequences were addressed as challenges during project implementation. Conclusion: The IPE program improved the participants' attitudes and perceptions toward working with patients who struggle with substance abuse. Rural nurse managers can influence professionals in a range of clinical team settings to improve safety and quality of health care through IPCP. Challenges experienced by rural healthcare professionals can be resolved by the leadership support. Consequently, the leadership of nurse management can favorably impact patient healthcare outcomes by reinforcing IPE. [ABSTRACT FROM AUTHOR]

Background: Evidence-based treatments (EBTs) are available for treating childhood behavioral health challenges. Despite EBTs' potential to help children and families, they have primarily remained in university settings. Little empirical evidence exists regarding how specific, commonly used training and quality control models are effective in changing practice, achieving full implementation, and supporting positive client outcomes.Methods/design: This study (NIMH RO1 MH095750; ClinicalTrials.gov Identifier: NCT02543359), which is currently in progress, will evaluate the effectiveness of three training models (Learning Collaborative (LC), Cascading Model (CM), and Distance Education (DE)) to implement a well-established EBT , Parent-Child Interaction Therapy, in real-world, community settings. The three models differ in their costs, skill training, quality control methods, and capacity to address broader implementation challenges. The project is guided by three specific aims: (1) to build knowledge about training outcomes, (2) to build knowledge about implementation outcomes, and (3) to test the differential impact of training clinicians using LC, CM, and DE models on key client outcomes. Fifty (50) licensed psychiatric clinics across Pennsylvania were randomized to one of the three training conditions: (1) LC, (2) CM, or (3) DE. The impact of training on practice skills (clinician level) and implementation/sustainment outcomes (clinic level) are being evaluated at four timepoints coinciding with the training schedule: baseline, 6 (mid), 12 (post), and 24 months (1 year follow-up). Immediately after training begins, parent-child dyads (client level) are recruited from the caseloads of participating clinicians. Client outcomes are being assessed at four timepoints (pre-treatment, 1, 6, and 12 months after the pre-treatment).Discussion: This proposal builds on an ongoing initiative to implement an EBT statewide. A team of diverse stakeholders including state policy makers, payers, consumers, service providers, and academics from different, but complementary areas (e.g., public health, social work, psychiatry), has been assembled to guide the research plan by incorporating input from multidimensional perspective.Trial Registration: ClinicalTrials.gov: NCT02543359. [ABSTRACT FROM AUTHOR]

Federally funded nutrition programs mostly target females. Changes in family dynamics suggest low-income men have an important role in food management responsibilities. The purpose of this study was to inform nutrition education program planning to meet needs of lower-income males. Cross-sectional telephone and face-to-face interviews. Stratified random sample of men (n = 101), 18-59 years of age, with child care responsibilities, living in households participating in the Supplemental Nutrition Assistance Program and a convenience sample of adult males (n = 25) recruited from lower income venues. (1) Scripted telephone interviews about health status, eating behaviors, eating competence, food security, technology usage and topics and strategies for nutrition education. (2) In-person cognitive interviews during review of selected online nutrition education lessons. Nutrition education topics of interest, preferred educational strategies, influences on and barriers to intake, eating competence, critiques of online program content, graphics, format. Bivariate correlations, independent t tests, one-way analysis of variance or Chi square, as appropriate. Thematic analyses of cognitive interviews. Of telephone interviewees, 92.1 % prepared meals/snacks for children and 54.5 % made major household food decisions. Taste was the greatest influence on food selection and the greatest barrier to eating healthful foods. Topics of highest interest were 'which foods are best for kids' and 'how to eat more healthy foods.' Preferred nutrition education strategies included online delivery. Online lessons were highly rated. Interactive components were recognized as particularly appealing; enhanced male centricity of lessons was supported. Findings provided compelling evidence for including needs specific to low-income males when planning, designing, and funding nutrition education programs. [ABSTRACT FROM AUTHOR]

In this article, the author focuses on views of Patricia Friend, associate professor at the University in Chicago, Illinois and Elizabeth Prechtel Dunphy, faculty at the University of Pennsylvania in Philadelphia, on benefits of online oncology nursing education. Topics discussed include benefits of online certificate program in providing knowledge and skills in cancer care, future of online education, and online programs provide certificate and education credits.

The rapidly changing landscape of higher education is making it more difficult for teacher-education programs to provide their students with authentic instructional opportunities. Budget cuts, larger class sizes, fewer faculty, and fewer physical education programs in public schools are causing education departments to reassess how they prepare their teacher candidates. There is one opportunity right in the backyard of many institutions ready to be utilized. The growing homeschool population can provide programs with an opportunity to create authentic K–12 teaching experiences for preservice students right on campus. Furthermore, it can generate revenue and serve as a recruiting tool for future college enrollments. This article discusses the logistics of starting a successful educational program for homeschooling families and shares the steps that one university took to make it happen. [ABSTRACT FROM AUTHOR]

Introduction Physicians returning to clinical practice after inactivity may face many challenges. Few programs provide reeducation, and data are limited about these experiences. We describe the physician refresher/reentry program at Drexel University College of Medicine, Philadelphia, and the lessons learned in our efforts to facilitate obstetrician-gynecologists' clinical reentry. Methods In 2006, Drexel relaunched the Medical College of Pennsylvania's physician reentry course. This structured yet individualized program provides reeducation and assessment for physicians who have left clinical medicine for any reason and are hoping to return. We report the results achieved for 9 obstetrician-gynecologists who successfully completed Drexel's course between November 2006 and November 2012. Results The 6 men and 3 women had left their practices for different reasons. Seven were reentry candidates, and 2 were remediating; none had left practice for medical negligence. Of the reentering physicians, 5 achieved their goal within 1 month. Of the remediating physicians, 1 achieved his/her goal. Discussion Through continual self-assessment and participant feedback, we have learned to expand our staff and faculty career advisory roles and seek specialty-specific assessment. Despite our small sample size, Drexel's experience may provide guidance to the growing field of obstetrician/gynecologist reentry in the United States. [ABSTRACT FROM AUTHOR]

Paraeducators are frequent sources of support for young children with disabilities in early childhood settings. However, they typically have limited training in providing communication opportunities for children with complex communication needs (CCN). The impact was investigated of providing training in a communication interaction strategy to three paraeducators working with young children with diagnoses of autism and developmental delay. The training included interactive online components as well as opportunities to use and ask questions about the strategy, and reflection on strategy use. After participating in the training activities, the paraeducators were observed to provide a greater number of appropriate communication opportunities during play interactions with the young children. The children with CCN also showed increases in the number of communication acts performed. In addition, paraeducator responses (including comments on child behaviors) increased. Results of social validity and generalization measures are reported. Limitations of the study are also discussed. [ABSTRACT FROM AUTHOR]

The Emerging Learning and Integrated Technologies Education (ELITE) Faculty Development Program created eight online workshops to assist nurse educators in using technology within their organization's nurse education program. Continuing education units were provided for completion of the individual online workshops. The ELITE program worked through several barriers to transform content that was previously presented during face-to-face workshops into standalone online offerings. Barriers and implementation strategies for the on-site to online transition included restructuring workshop objectives, keeping current with rapid technology changes, altering a course management system to meet the needs of the program and the learner, and crafting independent practice opportunities for the online learner. The online workshop development experience of the ELITE program may assist other continuing education and staff development professionals who are updating their program offerings or pursuing online education for the first time. [ABSTRACT FROM AUTHOR]

In a comprehensive study of two-hundred fifty homeschooling families in urban, rural and suburban areas of the Commonwealth of Pennsylvania, the researcher examined all aspects of the instruction, materials and curricula employed by the families in a ten-year longitudinal study from 1998 through 2008. The researcher conducted interviews and gathered questionnaire data from: 1) all of the families in the sample in 1998, and 2) those families still residing within the same designated district in 2008. Significant changes occurred in the demographical data and the families’ instructional programs. Within the methods/materials/curriculum data, increases occurred in the: 1) use of prepared curricula (religious and non-religious), 2) the acquisition of more textbooks from local school districts, 3) use of the public library, 4) technology applications, 5) consultation with instructional specialists/teachers, and 6) greater networking with other homeschooling families. In their pooling of resources, sharing of expertise, and communicating with other homeschooling families, the homeschoolers had upgraded and diversified their choices of pedagogy and their modalities for delivering instruction. [ABSTRACT FROM PUBLISHER]

The article discusses the process involved in the development as well as implementation of a post-master's online fifteen-credit certificate of advanced study in health sciences librarianship (HealthCAS) and steps involved in it. The School of Information Sciences (SIS) at the University of Pittsburgh began offering an online master of library and information science (MLIS) degree program, called FastTrack MLIS and supported the HealthCAS. HealthCAS offers a comprehensive specialty program grounded in the realities of practical librarian interactions with diverse user groups in the health care environment. Some of the future challenges are also highlighted.

In a technological society, demands for higher literacy are ever increasing, creating grievous consequences for those who fail to meet these demands (National Research Council, 1998). Both legislative mandates, such as NCLB, and developments in the provision of reading instruction, such as Rtl, have increased the demand for high quality tutoring services. However, the U.S. Department of Education (USDOE, 2005) and state officials (Richard, 2005) report that access to intensive supplemental tutoring may be limited in rural areas due to limited availability of qualified providers. One way to overcome this obstacle is to supplement classroom instruction with live systematic, comprehen-sive, and explicit online reading tutoring. The purpose of this manuscript is to describe and discuss a preliminary investigation of the effects of live online reading tutoring on 4th grade students in a high minority, high poverty school in Philadelphia, PA. Although this study was not conducted in a rural location, the implications are great for rural schools where qualified tutors may be nonexistent or inaccessible. Using a distance teleconferencing system, trained and supervised undergraduate students located at Utah State University delivered tutoring. The researchers employed a multiple-baseline across participants design to determine, the effects of 1:1 online reading tutoring on reading fluency scores for 3 students. In addition, they compared data on tutors' face-to-face and online tutoring behaviors. Data collected from parents, teachers, tutees, and tutors evaluating the effectiveness, efficiency, and feasibility of online tutoring for remediating students' skill deficiencies are presented and discussed. [ABSTRACT FROM AUTHOR]

Interprofessional collaborative practice expands resources in rural and underserved communities. This article explores the impact of an online education programme on the perceptions of healthcare providers about interprofessional care within alcohol and drug use screening for rural residents. Nurses, behavioural health counsellors, and public health professionals participated in an evidence-based practice (screening, brief intervention, and referral to treatment—SBIRT) model that targets individuals who use alcohol and other drugs in a risky manner. SBIRT is recommended by the United States Preventive Services Task Force as a universal, evidence-based screening tool. Online modules, case simulation practice, and interprofessional dialogues are used to deliver practice-based learning experiences. A quasi-experimental method with pre-tests and post-tests was utilised. Results indicate increased perceptions of professional competence, need for cooperation, actual cooperation, and role values pre-to-post training. Implications suggest that online interprofessional education is useful but the added component of professional dialogues regarding patient cases offers promise in promoting collaborative practice. [ABSTRACT FROM AUTHOR]

The article focuses on the programs for undergraduate research in mathematics in Lafayette College in Easton, Pennsylvania. It notes on the different programs offered in the college's mathematics Research Experiences for Undergraduates (REU) which is a liberal arts school that offers strong engineering program consisting of almost 2,300 undergraduates and 188 full-time faculty teaching in 45 major programs, including four Accreditation Board for Engineering and Technology (ABET) accredited engineering programs. It provides some of the specifics for their programs which concentrate on mentors' way of choosing qualified participants.

Cyber and home school charter schools have silently become a prominent part of the charter school movement. These alternative school models differ from conventional schools by relying on parents and the Internet to deliver much of their curriculum and instruction while minimizing the use of personnel and physical facilities. This article examines how recent developments in California and Pennsylvania have resulted in public scrutiny of cyber and home school charters and led to considerable debate and demands for public accountability. Our findings outline the need to modify regulatory frameworks to accommodate cyber and home school charters, the consideration of the differing financial allocations for schools that operate with reduced personnel and facilities, and the division of financial responsibility between state and local educational agencies. [ABSTRACT FROM AUTHOR]

The article presents a study about the usefulness of Q-sort test in measuring student self-image to predict the academic success of students in self-paced, individualized science class, conducted in the Franklin Learning Center, an alternative high school in Philadelphia, Pennsylvania. Fifty-one students from science classes were the sample and those enrolled in biology and chemistry classes were given Q-sort test. A Q-sort consists of cards containing words or phrases describing traits or attitudes that are sorted in sequence representing the feelings of students. The analysis of the Q-sort scores indicated that it may be helpful to predict the success of students in self-paced, individualized science classes, and can be used to monitor entry of students to the program.

The article notes application deadlines for programs and conferences, information on a wound certification prep course, and an online course on occupational therapy for Parkinson's Disease.

The article presents views of students referred to Pennsylvania alternative schools on how they re-engaged in learning and changing their life pathways. One revealed that she hated going to school for she was pregnant but later realized that it was fun and learned to respect her mom and earned confidence in everything she does. Another student realized that he was blessed for he got support from the school and thus chose to use it rather than just ignore it and he started to be open to other people and felt better about it. A girl narrated that her experience at the school made her long for it and allowed her to be of help to other people and bring out the leadership skills in her.

Background/Objective: To transition clinical preceptors of the Rutgers University Dietetic Internship (DI) into the online learning environments. Methods: For the 2018-2019 academic year, we provided students with iPads and clinical preceptors with access to the online learning platform to access all pre-rotation reading materials, schedules, and assignments for all clinical rotations used by the DI faculty and students. We converted pre-rotation assignments to self-scoring via the learning platform and also transitioned from paper to electronic evaluations of interns' performance via an electronic survey. Access to the online learning platform allowed preceptors to have electronic access to all programmatic learning materials, reduced academic burden of grading pre-rotation assignments, and improved compilation of clinical performance scores and feedback for interns and DI faculty. Interns submitted key rotation assignments and self, site and preceptor evaluations online. Shared drives were used to consolidate individual intern's products and evaluations. Conclusions: Incorporating clinical preceptors into the online learning environment used by the DI faculty and students was successful and early feedback suggests this was considered a favorable benefit. Intern support assisted with transition. The transitions required dedicated time by program personnel upfront however resulted in quicker and easier compilation of preceptor evaluations. Preceptor feedback will be collected at the end of the academic year and challenges and obstacles will be shared. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including a conference on distance library services held in Pittsburgh, Pennsylvania on April 20-22, 2016, library innovations and distance education librarianship.

The article provides information on the course created by the Eastern Pennsylvania - Delaware Geriatric Education Center (GEC) titled Implementing Interprofessional Geriatric Curriculum: A Team-Based Faculty Development Fellowship. The course, intended for educators responsible for teaching providers to care for older adults, covers several principles of geriatric care. As part of the program, a multimedia interprofessional resource Web site was created to educate and improve geriatric care.

An introduction is presented in which the editor discusses various reports within the issue about a conference on distance library services held in Pittsburgh, Pennsylvania on April 20-22, 2016, featuring speakers and conference organizers Thad Dickinson and Timothy Peters.