The Inspired COPD Outreach Program: Outcomes and Efficiencies

Graeme Rocker; Joanne Young; Jillian Demmons; Cathy Simpson; Wendy Conrad; Holly Kennedy

doi:10.1378/chest.1703858

FURTHER ENABLING CARE AT HOME HOSPITAL OUTREACH PROGRAM: OUTCOMES FOR OLDER PATIENTS’ FAMILY CARERS

Innovation in Aging ◽

10.1093/geroni/igx004.1111 ◽

2017 ◽

Vol 1 (suppl_1) ◽

pp. 298-299

Author(s):

C. Toye ◽

S. Slatyer ◽

S. Aoun ◽

R. Moorin ◽

R. Parsons ◽

...

Keyword(s):

Older Patients ◽

Outreach Program ◽

Family Carers ◽

Program Outcomes ◽

Care At Home ◽

At Home

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SUCCEED: Summer Center for Climate, Energy, and Environmental Decision Making

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10695 ◽

2018 ◽

Author(s):

Daniel Posen ◽

Kelly Klima ◽

Ines Azevedo ◽

Steve Gradeck ◽

Sabrina Larkin

Keyword(s):

Decision Making ◽

Scientific Literacy ◽

Lessons Learned ◽

Outreach Program ◽

Program Outcomes ◽

Environmental Decision Making ◽

Tenth Grade ◽

Collaborative Agreement ◽

K 12 ◽

Environmental Decision

ABTRACT - Preparing a literate public to critically evaluate issues related to climate change, energy and the environment is an important pillar towards more sustainable societies. The Summer Center for Climate, Energy, and Environmental Decision-Making (SUCCEED) is a K-12 Outreach program created by - University’s Department of Engineering and Public Policy (EPP). The program was originally proposed and created under the auspices of the Climate and Energy Decision Making Center (CEDM), a multi-institution collaborative agreement anchored at- University, and supported by the U.S. National Science Foundation. The program objectives are a) to improve scientific literacy by providing a free summer program focusing on climate, energy, and environmental decision-making for both students entering tenth grade, and K-12 teachers, b) encourage pursuit of STEM-related careers, and c) to help teachers prepare curriculum in this area to be used in class. SUCCEED consists of two programs: a five- day workshop with approximately twenty students entering 10th grade, and a two-day workshop with approximately ten math and science educators to improve teacher curriculum. SUCCEED has been held every summer from 2011 to 2016, and is planned to be held again in 2017. Through this submission, we plan to describe the general characteristics of SUCCEED, discuss program outcomes, and explore lessons learned.

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UNDERSTANDING MENTOR NEEDS IN ONLINE ENGINEERING OUTREACH

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14832 ◽

2021 ◽

Author(s):

Katherine Dornian ◽

Dr. Mohammad Moshirpour ◽

Dr. Laleh Behjat

Keyword(s):

Outreach Program ◽

Mentor Training ◽

Program Outcomes ◽

Outreach Programs ◽

Virtual Engineering ◽

University Programs ◽

Engineering Outreach ◽

Training Modules

Mentoring in engineering outreach is being adopted more and more by university programs that aim toincrease diversity in their school. It is fair to say that mentoring can be a useful tool to do this, but not always.Mentor training can help improve program outcomes (attendance, engagement, retention). In this study, we look at one case of a virtual engineering outreach program, find the challenges, and make recommendations for mentor training modules that could address challenges. In doing so, we believe that this sets a foundation for building training for many mentor-based virtual outreach programs in engineering.

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Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-10007 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1410-1421

Author(s):

Erica Ellis ◽

Mary Kubalanza ◽

Gabriela Simon-Cereijido ◽

Ashley Munger ◽

Allison Sidle Fuligni

Keyword(s):

Los Angeles ◽

Training Program ◽

Interprofessional Education ◽

Clinical Training ◽

Interprofessional Collaboration ◽

Communication Disorders ◽

Outreach Program ◽

State University ◽

Diversity And Inclusion ◽

Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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A Response Evocation Program for /ɝ/

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.4001.92 ◽

1975 ◽

Vol 40 (1) ◽

pp. 92-105 ◽

Cited By ~ 19

Author(s):

Lawrence D. Shriberg

Keyword(s):

Service Delivery ◽

Motor Skills ◽

Task Analysis ◽

Professional Issues ◽

Clinical Experiences ◽

Program Outcomes ◽

Program Step ◽

Skills Learning ◽

Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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