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2006 - American Association of Colleges of Pharmacy Words: 251 words || 
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1. Mort, Jane., Fischer, Janet. and Lemon, Michael. "Impact of a Third Year Pharmacotherapeutics Lab on Clinical Skills in the Fourth Year." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p117858_index.html>
Publication Type: Abstract
Abstract: Objective: Determine the impact of a third year pharmacotherapeutics lab on subsequent clinical skills of fourth year students. Methods: Clinical faculty completed a clinical skills evaluation tool for students they precepted on the first Advanced Pharmacy Practice Experience (APPE) of the fourth year. The tool examined nine clinical skills on a five point Likert scale (1 being always and 5 being never). The tool was completed in the third week of the first APPE. The evaluation was performed the year before and the year after the lab course was implemented. Not all students had their first APPE with clinical faculty and therefore this is a sample of convenience. The lab course included mock ambulatory care experiences and evolving case studies. The lab was designed to improve application of knowledge and better prepare students for APPE's. Results: The sample involved 39.7% (n=23) of the class who did not have the lab and 39.3% (n=22) of those having the lab. Those students having the lab scored better (i.e., lower mean scores) on eight of the nine skills examined compared to those not having the lab. The score for the one remaining item did not change. Students taking the lab had a lower clinical skills mean compared to those who had not had the lab (2.6 and 2.9, respectively; p=0.05). Implications: The pharmacotherapeutics lab appears to impact students' clinical skills. Improvement in these areas will help students gain greater knowledge from the initial APPE.

2007 - American Association of Colleges of Pharmacy Words: 255 words || 
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2. Ramaley, Corinne., Ramsinghani, Sushma., Phillips, Shay., Morris, Andrew., Campbell, Vera., Fisher, Damien., Javier, June., Martin, Tonya., Morris, Susan., Morse, Joanne., Ndemo, Francis. and McLean, Hugh. "One year and three year postgraduation alumni surveys: an assessment tool in Pharm.D. programs." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida, Jul 14, 2007 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p196022_index.html>
Publication Type: Abstract
Abstract: Objectives: Systematic assessment of professional pharmacy programs is mandated by the accreditation standards adopted by the Accreditation Council for Pharmacy Education. At Hampton University, one year and three year postgraduation alumni surveys were developed 1) to assess alumni satisfaction with their professional education and 2) to identify areas of the program and curriculum where improvement is needed.
Methods: Alumni completed one year and three year postgraduation surveys to determine satisfaction with their education, including preparation for a residency; quality of instruction, curriculum, advising and career guidance; preparation for delivering pharmaceutical care; and achievement of the professional practice based outcomes. Areas needing improvement were defined as those items in the survey with a combined satisfaction rating of less than 70% in the upper two categories (very satisfied and mostly satisfied).
Results: Six areas were identified for improvement: teaching how to manage a pharmacy, student advisement, quality of advanced pharmacy practice experiences (APPEs), clinical skills instruction, TPN preparation, and loan consolidation/financial planning assistance. Corrective actions were defined for each area.
Implications: Positive outcomes develop from the use of alumni surveys as an assessment tool. At Hampton University, an elective will be offered in Pharmacy Management, a comprehensive advisement program has been established, additional internal faculty preceptors have been hired to teach clinical APPEs, more TPN preparation has been incorporated in the curriculum and financial planning advisors have been invited to speak at forum. The use of alumni survey data becomes a key factor in improving program quality.

2010 - ASC Annual Meeting Words: 207 words || 
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3. Kocher, Charles., Griffin, Patricia. and Stocker, Darren. "The Scholar-Practitioner Model for Criminal Justice Studies: Examining Two-Year, Four-Year and Graduate Level Programs" Paper presented at the annual meeting of the ASC Annual Meeting, San Francisco Marriott, San Francisco, California, Nov 16, 2010 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p430597_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Scholar-Practitioner Model for Criminal Justice Studies: Examining two-year, four-year and graduate level programs

Advocates of the Scholar – Practitioner Model have argued that the delivery of this learning style offers a positive approach for criminal justice programs and will enhance the student’s knowledge and ability. The criminal justice environment needs to continue to move forward and to focus on student – practitioner scholarship within the Criminal Justice System. The study utilizes data from three levels of higher education in criminal justice that are prevalent today to better understand the needs of the criminal justice student. The levels include two and four year undergraduate programs year program and graduate program for criminal justice studies. Utilizing the Scholar-Practitioner Model serves to move criminal justice from good to great, encompassing evidence based research techniques for the profession. Findings indicate that the Scholar – Practitioner Model can be modified for any level of educational needs and holds promise for innovative methods for research and education.

Charles J. Kocher, Ed.D. Cumberland County College, Vineland, New Jersey
Patricia Griffin, M.S. Saint Joseph’s University, Philadelphia, PA
Darren Stocker, M.S. Cumberland County College, Vineland, New Jersey

2014 - 38th Annual NCBS National Conference Words: 79 words || 
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4. Dorsey, William. "Pedagogy of the Nontraditional: 35 Years of the Introductory Course at a Two-Year College" Paper presented at the annual meeting of the 38th Annual NCBS National Conference, Miami Marriott Dadeland Hotel, Miami, Florida, Mar 05, 2014 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p725040_index.html>
Publication Type: Individual Abstract
Review Method: Peer Reviewed
Abstract: This paper reports on 35 years of teaching Introduction to African American Studies at a black two-year college in Atlanta, Georgia. Topics covered include an outline of the pedagogical approach developed by a teacher who spent the years of 1964-1972 as an undergraduate and graduate student, political issues largely associated with being at a public college, changes in the student population over the 35 years and conclusions reached about introducing nontraditional students to the field of African American Studies.

2015 - Eleventh International Congress of Qualitative Inquiry Words: 145 words || 
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5. Guyotte, Kelly., Hofsess, Brooke., Shields, Sara. and Wilson, Gloria. "The Uncharted Years: Moving through first year academic spaces" Paper presented at the annual meeting of the Eleventh International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, May 20, 2015 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p991860_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: We are four qualitative researchers artfully documenting our transition from a doctoral program in art education into tenure track positions at both research intensive and teaching oriented universities in the southeastern United States. In this collaborative autoethnographic project, mapping is employed as a conceptual process, allowing for the generation and exchange of multimodal data among a community of emerging female academics. The cartography of this presentation will focus on the physical, conceptual, and embodied movements as documented through a private Tumblr, reflexive art making, and journeys made to each of our new homes and universities. Drawing from each individual’s theoretical orientations (hermeneutic, narrative, portraiture, and phenomenology), we will explore various layers of our experiences during this year-long study. Through this exploration we aim to contribute new methodological possibilities for arts informed, collaborative autoethnographic work, while opening a dialogue about our uncharted first years in academia.

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