Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Challenging the first principles of collective memory research, the paper delineates an alternative approach to collective/history memory through cultural studies and Gramscian approaches. By reconfiguring Jameson's method of cognitive mapping to remove the structural Marxist inclinations, the analysis turns to the experiences and memories of former Braceros who were recruited by the US government for temporary agricultural work from 1942 to 1964. By examining the collective memory of the program from various subject positions, we are able to fully explore the partiality of all historical sources as well as the potentiality for social action based on a past that is perceived as shared.

Publication Type: School Poster
Abstract: Objective: To map course learning objectives, as perceived by faculty and students, to enhance curricular mapping.

Methods: For 3 years, the college has used a validated and reliable Student Rating system (IDEA Center’s Diagnostic Form) to obtain feedback on instructors and courses. As part of the evaluation, instructors select broad learning objectives that are essential to their course. The extent to which those objectives are met is measured by student response to the evaluation. The 12 objectives are:
• Gain factual knowledge
• Learn fundamental principles, generalizations, theories
• Learn to apply course material
• Develop specific skills, competencies, points of view needed by professionals in the field most related to this course
• Acquire skills in working with others in a team
• Develop creative capacities
• Gain a broader understanding and appreciation of intellectual/cultural activity
• Develop skills in expressing myself orally or in writing
• Learn how to find and use resources for answering questions or solving problems
• Develop a clearer understanding of, and commitment to, personal values
• Learn to analyze and critically evaluate ideas, arguments, and points of view
• Acquire an interest in learning more by asking questions and seeking answers

Outcomes: Mapping these learning objectives supplements the mapping of our educational outcomes. It identifies broad areas that re-enforce the educational outcomes and identifies areas that need enhancement. The mapping compares faculty intent and student perception which should lead to course revisions that re-enforce the college’s educational outcomes.

Publication Type: School Poster
Abstract: Background: During the College's 2004 strategic planning retreat, several goals were developed; one of which addressed gaining national recognition for the College's continuous process improvement program. As part of this goal, the College's Assessment Committee was charged with developing a process by which assessment data is gathered, disseminated, archived, evaluated, and whereby recommendations for improvement are forwarded to the faculty for consideration.

Objective: To describe continuous quality improvement efforts through the use of process maps and relate the benefits of the process.

Method: The College Assessment Committee has begun the development of flowcharts to visually display the process of a number of policies and procedures. The flowcharts incorporate process flow, responsible individuals or groups, action steps, and deadlines for each major college process. Processes are linked to both curricular and non-curricular outcomes measured in the College's Assessment Plan.

Outcomes: Flowcharts have been refined following their use after one year. To date, ten processes have been mapped with flowcharts. These processes include: promotion and tenure, course/faculty evaluations, peer teaching reviews, and assessment measures such as NAPLEX/MPJE score reports, Senior/Alumni surveys, faculty and student development, admission measures, and scholarship outcomes. The flowcharts have provided opportunities for the College to assure quality improvement efforts by adhering to policies and deadlines, incorporating review of assessment data to improve processes, and clearly quantifying policies and procedures to all stakeholders.

Publication Type: Abstract
Abstract: Objective: To conduct a course mapping survey of all required didactic and laboratory courses taught within the first three professional years of a PharmD curriculum in order to assess the existence of medication safety principles and concepts. Methods: A course mapping instrument consisting of eight medication safety categories with associated criteria as delineated by literature review was developed by the principal investigator. Threshold ratings were determined for each category with variations between categories and professional years of the curriculum. Data was gathered by review of the course objectives listed on 22 didactic and laboratory course syllabi for the existence of medication safety principles and concepts. In addition, course coordinators responsible for each of the reviewed course syllabi were interviewed to validate and add information to the course mapping document. A rating scale of one to five was used to score criteria items in each category on the course mapping instrument. The scores were entered on a spreadsheet and tabulated for results. Results: Preliminary course mapping results reveal that courses taught in professional year one (n = 8), professional year two (n = 9), and professional year three (n = 5) fell below the thresholds listed for each of the medication safety categories. A gap analysis will be performed with the completed results. Implications: Medication safety principles and concepts are important in pharmacy education. It is essential to incorporate objectives related to medication safety within the PharmD curricula. Faculty development and training in current medication safety principles and concepts is needed.

Publication Type: Poster
Abstract: Slave markets in the Chesapeake principally made possible one of the largest forced migrations in modern history. Between 1790 and 1860, some 1.1 million enslaved people of African descent were forcibly removed from family and loved ones in the American Upper South and transported to the cotton frontier of the American Lower South, a migration which included substantially more people than had been transported to British North America and the United States during the previous two centuries. Historians have not yet charted forced migration from the Chesapeake as a distinct geographic region. This poster will illustrate that migration using maps and charts representing the volume and regional distribution of what historians have called the “Second Middle Passage” from the oldest reproducing slave society in the Americas to the newest. As context, this poster will include charts showing numbers of families of slaveholders in the Chesapeake and free migration, 1790-1860, which surged in the 1810s and receded in the 1830s. The regional economy shifted from staple crop production to mixed agriculture, which—combined with natural population increases—seemed to create a surplus of slaves. The poster will include types and amounts of agricultural production in each decade between 1820 and 1860, where data permit accurate assessments.
In the Chesapeake, the enormous costs in terms of families separated through sale are suggested by the high likelihood of family separation in the slave trade. In each decade between 1820 and 1860, slaves’ out-migration from the Virginia Tidewater, for instance, hovered at above twenty percent of the enslaved population and peaked at about thirty percent in the 1830s. If the average enslaved nuclear family had five members, every person in slavery in the Chesapeake risked losing an immediate relative in every decade; if extended kin networks averaged fifty people, every extended family in the area might lose ten of its members in half a generation.
The closing of the Atlantic trade in 1808 was a defining moment for the American South, which accelerated the exportation of laborers from Chesapeake ports. The United States’ advantages of containing its southern and southwestern empire in one political nation along with a region whose slaveholders were eager to sell slaves made possible its rise among economic powers in the Atlantic basin. The demand for slaves on the cotton and sugar frontiers gave Lower South planters and Upper South slaveholders’ complimentary interests in terms of their slaves because the Upper South became a legal monopoly market for enslaved people.
Chesapeake labor mobility developed to support proto-industrial development, such as slave hiring and industrial training, which also dispersed enslaved families of generations in depth. Slaves responded by developing strategies to avoid sale, including acquiring industrial skills. As a conclusion, this poster will chart the employment of enslaved laborers in industrial work such as tobacco manufacture and flour milling from 1850 to 1860. This poster will therefore show how a region largely responsible for peopling the Lower South used enslaved people to work in an agriculturally diversified and intensifying industrial economy.