Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The ability to care, to think caring thoughts about other persons or objects, and to behave in a caring manner may or may not be apparent in the children whom we teach.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This session describes the process of action research for all elementary education candidates culminating in a campus “Celebration” that documented both candidate impact on student learning and program outcomes.

Publication Type: Abstract
Abstract: Objective: To design and implement a web enhanced and abilities based course on antimicrobial pharmacodynamics utilizing the Blackboard© platform. Methods: The Blackboard Learning System© platform was utilized to design the antimicrobial pharmacodynamics course for second professional year doctor of pharmacy students. The course entails 47 contact hours, and the students develop the conceptual framework of the pharmacodynamics of antimicrobials and its application to pharmacy. The course also contributes to the development of the problem solving, pharmaceutical care, self-learning, and critical thinking abilities. The course is offered utilizing a combination of classroom activities as well as several online activities, such as assignments, assessments, case discussions, presentations and discussion forums. The course also provides the students with the opportunity to access online external links related to the course content. The students have access to a substantial number of bibliographic resources from the current scientific literature which are available as part of the course documents, and which can be accessed in a timely manner, according to the course calendar and topics discussed. Results: The course is currently being offered, and its design and implementation will be presented at the poster session. The materials developed for the course will also be demonstrated on site, as well as the students’ and faculty’s evaluations of the course. Implications: The online course platform utilized in the course represents an additional tool that contributes to the integration of conceptual knowledge from the disciplines with the development of the professional and general abilities.

Publication Type: Abstract
Abstract: Many of today’s college students may not be reading at a level needed to comprehend required reading materials. Research has shown that at least 70% of college students do not read required materials before class. The Nelson-Denny Reading Test (NDRT) is a standardized reading test that assesses a student’s ability in three areas: vocabulary, reading comprehension, and reading rate. A positive relationship has been found between the NDRT and medical students’ performance . Jackson and Brooks reported a positive correlation (r = 0.51) between MCAT reading scores and total scores from the NDRT. However, little attention has been focused on the reading skills of pharmacy students. Our study focused on determining the reading grade level of pharmacy students in their third professional year at Campbell University School of Pharmacy

We compared subjects’ NDRT scores with PCAT scores and demographic variables, such as a prior undergraduate degree, primary language, and parents’ education. Our results show that although third year pharmacy students should read at an actual grade level of 18-19, their NDRT grade level scores averaged 16.5. The data revealed a correlation between the NDRT vocabulary scores and the verbal PCAT scores, (r = 0.76, p < 0.05). We will report other associations and how we believe reading assessment can be used to screen pharmacy school applicants or improve their academic performance once admitted.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Ability grouping, a common way for teachers to manage heterogeneity in students’ academic skill level, has come under fire in recent decades. Research suggests that only students in higher-ranked groups benefit, while those in lower groups learn less. There has also been concern that ability grouping exacerbates inequality in achievement, with poor and minority students in particular losing ground due to their disproportionate placement into lower-ranked groups. Due to data limitations, however, few studies have been able to test these assumptions. Using nationally representative samples of kindergartners and first graders, I find significant effects of group rank on achievement, but little evidence that ability grouping exacerbates inequality in achievement more so than instruction without ability groups. Variation in achievement increases similarly for grouped and non-grouped students during the school year, and grouping does not appear to contribute to class and racial gaps in learning.